Dora The Explorer Teacher's Book

2
Oxford University Press

is the world’s authority
on the English language.
As part of the University of
Learn English with Dora the Explorer™

Oxford, we are committed to
furthering English language
learning worldwide.
We continuously bring
together our experience,
expertise and research to
create resources such as
this one, helping millions of
Together, we can do it !
learners of English to achieve
their potential.
Join Dora and Boots the monkey on a wonderful
adventure into the world of English.
Teaching with Dora the Explorer is fun and effortless with
Teacher’s Guide 2
a flexible package of resources to support your classes.
What’s inside your Teacher’s Pack?
Classroom Presentation Tool: Deliver motivating lessons with
the easy-to-use Classroom Presentation Tool, available online
or offline, and updated across your devices.
Teacher’s Guide: Teach with confidence with a full introduction
to the course, step-by-step lesson plans, teaching tips, warm-up
ideas, and optional activities.
Online Teacher Resources: Get everything you need to make
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the most of the course contentRewith of teaching
resources, including extra worksheets to support the plays,
progress checks, festival material, and craft activities,
all available to download online.
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For Students
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Teacher’s Pack
Student Book Activity Book Phonics and Graded readers:
Literacy Book story books and phonics
story books
Classroom Presentation Tool
For Teachers
• Teacher’s Pack: Classroom Presentation Tool,
Teacher’s Guide
Teacher’s Guide, Online Teacher Resources
• Classroom Resource Pack: Dora and
Online Teacher Resources
Boots puppets, flashcards, storycards
nickjr.tv #653496
• Class Audio CDs
1 For Parents
ISBN 978-0-19-405259-7
2020 | PDF | 114 Pages

2
• Parent’s Guide
www.oup.com/elt 9 780194 052597

buihuuhanh@gmail.com
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4052245_LEwDtE_2_TG_cover.indd 1,3 11/01/2019 12:01

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Downloadable Teacher Resources

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For customers from mainland China:

中国大陆地区的教师和家长们
Please use the following website:
https://www.oup.com.cn/zh/english-learning/preschool/doraseries
请从以下网址获取相关资源:
https://www.oup.com.cn/zh/english-learning/preschool/doraseries
4052245_LEwDtE_2_TG_cover.indd 4,6 11/01/2019 12:01

Teacher’s Guide
2
Contents Page
Scope and Sequence 2
Introduction 4
Component Overview 7
Tour of a Unit 10
Teaching Tips 19
Ideas Bank 24
Hello26
Unit 1 28
Unit 2 36
Unit 3 44
Unit 4 52
Unit 5 60
Unit 6 68
Unit 7 76
Unit 8 84
Unit 9 92
Unit 10 100
Review 1 108
Review 2 110
1
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Scope and Sequence
UNIT VOCABULARY STRUCTURES STORY WORDS
Hello pink, purple, orange, gray, brown Hello. How are you? I’m fine.
Thank you! I’m (Dora).
Unit 1 Numbers: 5, 6, 7, 8, 9, 10 There are (ten) (balloons). door, knock, bridge, show
Numbers
Unit 2 horse, chicken, cow, donkey, There’s a (horse). ride, mountain, rock, forest
Farm Animals duck, sheep
Unit 3 classroom, window, door, chair, What’s this? This is a (classroom). teacher, missing, bridge, boards,
School desk, pencil jungle, pyramids
Unit 4 cake, bananas, nuts, chocolate, I like (cake). I don’t like (nuts). make, need, Mother’s Day
Food yogurt, water
Unit 5 hat, jacket, dress, T-shirt, pants, shoes Put on your (jacket). ring, cheer up, fountain, bell,
Clothes get married
Unit 6 snack, sleeping bag, water bottle, I have a (flashlight). pack, helmet, campground
On Vacation flashlight, backpack, tent
Unit 7 bike, scooter, skateboard, tricycle, I have a (bike). I don’t have a closed, open, roller coaster,
Toys go-kart, skates (skateboard). slide, kind, share
Unit 8 aunt, uncle, grandma, grandpa, He’s my (grandpa). She’s my (aunt). babies, farm, feed, horse, geyser
Family cousin, baby
Unit 9 fast, slow, big, small, heavy, light The scooter isn’t (slow). It’s (fast). floating, rope, pull, saved
Adventure Time!
Unit 10 flute, bongo, violin, triangle, Is it a (flute)? Yes, it is. / No, it isn’t. music show, clap, beach,
Music Time! trumpet, piano mountain, train, stage
Review 1 colors, numbers 5–10, farm animals, There are (five) (chickens).
Units 1–5 school, food, clothes What’s this? This is a (horse).
Review 2 camping items, toys, family I have a (snack). I don’t have a (tent).
Units 6–10 members, adjectives, musical Is it a (toy)? Yes, it is. / No, it isn’t.
instruments
2
01_Dora_TG2_2245_Prelims.indd 2 26/06/2019 11:56
Read
ing Stars 1
ing Stars 2
Read
VALUES ACTION SONGS CRAFT Recommended
Readers
tars
ng SPre-A1
adiLevel:
CEFR 3
Re
Cheer for Others Count with Me Making apple stamps Ten Pencils
9780194673112
Be a Team Jumping, Jumping, Jump! Making animal finger puppets Seven Sheep
9780194672559
Be Careful Open the Window Making a door The Lion Dance

9780194672580
Love Your Family This Is for You Making paper plates I Don’t Like Popcorn!
9780194672672
Say Congratulations Come to the Party! Making a figure and clothes Dora Helps
Cinderella
9780194673266
Be Prepared Pack Your Bag Making a camping scene Let’s Go Camping!

9780194673297
Be Kind Stomp Your Feet! Making a collage of a toy I Have a Tricycle!

9780194674492
Help Your Family Throw and Catch Making a picture frame Grandma’s Party
9780194673327
Help a Friend Pull the Rope Making a picture puzzle It’s Bumpy!
9780194672405
Listen Carefully Dance the Conga Making a collage of a stage The School Concert
9780194674317
3
Introduction
Dora and Boots
Learn English with Dora the ExplorerTM is an exciting new Backpack goes on all of Dora’s adventures, and she holds
series for children learning American English. It is a three- anything Dora might need, even things like skis!
level course for children aged 3–6 years old. The course is Map is a funny, rolled-up friend who always knows the way
unique in that it is set alongside the highly engaging world to go! He lives in Backpack’s side pocket.
of beloved characters from the Nickelodeon television series Other characters from the television series also make
Dora the Explorer. The course features the characters Dora, appearances throughout the three levels of the course.
Boots, and their families and friends. Dora’s infectious sense These characters include Dora’s family: her parents, her
of adventure, as she explores her lush, tropical environment, grandmother, her younger twin brother and sister, and
will engage and excite children as they start their own her cousin Diego. Dora’s other friends include Benny the
language-learning adventure. comical bull, who often needs Dora’s help; Tico the heroic
Children both familiar with and new to the Dora the Explorer squirrel, who often helps Dora and Boots; Swiper the sneaky
television series will connect to the storylines and enjoy the fox, who hides things; as well as her other friends Isa the
course’s highly engaging content, which has been created iguana, the Grumpy Old Troll, and the Big Red Chicken.
with the needs, abilities, and interests of the age group
in mind.
Level 1 is aimed at children between 3 and 4 years of age; Meeting the Needs of the Young
Level 2 is for children between 4 and 5 years of age; and Learner
Level 3 is for children between 5 and 6 years of age. The
course is designed for children who may or may not have Teaching the Whole Child
attended a nursery or pre-kindergarten; it teaches the whole
Children between the ages of 3 and 6 are developing rapidly
child by developing the different skills that are emerging in
in many ways. They are developing language skills as well
children of this age, in addition to language.
as artistic, physical, and socio-emotional skills. Learn English
Dora is an adventurous girl—she is positive, helpful, and with Dora the Explorer recognizes that all of these aspects of
caring, and she’s always ready to be active! She plays soccer, the child should be engaged; all three levels of the course
enjoys dancing, goes camping, and does gymnastics. She include project work and crafts to develop children’s artistic
has a problem-solving spirit, and when she asks questions and/or teamwork skills. Children’s fine motor skills are
of the children, she does so as a friend who truly wants help developed through a variety of pencil-to-paper and coloring
in discovering the answer. As an explorer, she heads out into activities. Their gross motor skills are further developed
the world with enthusiasm, ready to help a friend in need, with action songs and lively language activities that involve
recover a lost object, or save the day. jumping, running, or acting. Finally, children’s socio-
Boots the monkey is Dora’s best friend. He is sweet and emotional skills are developed through the values strand,
caring; he loves bananas, his dinosaur toy, and, of course, the which introduces children to the situations and language
red boots that he always wears. He also loves to run, jump, needed to express and develop important skills, such as
swing from his tail, dance, and do backflips, but most of all, being kind and helpful.
he loves exploring with Dora, and making her laugh.
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English. Parents can encourage children to sing and act
out the songs from the lessons. Children can also share the
projects they have made at school, using the language they
have learned in the process.
The Parent’s Guide contains fun, home-learning activities
that enable parents to become more involved in supporting
their children’s learning. Furthermore, the Letters to Parents
also give families an introduction to the course, and practical
tips for supporting their child’s learning.
Listening and Speaking

Listening and speaking are emphasized in Learn English with
Dora the Explorer Student Books. Some children may be new
to English or any foreign language; the course aims to build
children’s confidence in speaking by exposing them to highly
engaging animations from the Dora the Explorer television
series. The stories are authentic and they repeat key words.
Young children enjoy listening to stories with lots of repetition.
Backpack and Map It enables them to join in and helps them to understand events
in the story. Some children may be ready to speak, but others
Learning in Context may need some time to become confident. The activities in the
course enable children to participate by pointing, touching, or
Children learn English in context in the Learn English with
doing an action. In time, most reluctant children will begin to
Dora the Explorer course. Language is presented in authentic
feel more comfortable speaking in class. Additionally, the Dora
situations from the television series, and children practice it
and Boots puppets engage children and put them at ease,
by singing songs and performing short role-plays and simple
encouraging them to try out their emerging language skills.
dialogues. The animations’ storylines feature a problem-
solving aspect, so children have a sense of accomplishment
when they understand how Dora and Boots have reached Phonics and Literacy
their goal. This inspires confidence in children, as they Learn English with Dora the Explorer recognizes that literacy
can see they are understanding English and using it in a development occurs in many ways. Within the Student Book
meaningful and fun way. activities, children develop thinking skills needed to lay the
foundation for becoming strong readers, for example, picking
Physical Development out details in pictures and making predictions in stories.
The course offers an optional Phonics and Literacy strand that
Children aged between 3 and 6 show great variation in their
begins training children in writing and phonics, the building
gross motor and fine motor skills. Learn English with Dora the
blocks of individual sounds connected to the letters, and letter
Explorer ensures that all children’s needs are met by offering
combinations. The Online Teacher Resources for this strand also
a variety of activities using both fine and gross motor skills.
provide teaching notes, a phonics flashcard presentation, audio,
These activities can be modified for children of all abilities by
and printable student flashcards to accompany the book.
simplifying the tasks or actions. With respect to fine motor
skills, Level 1 works to foster comfort with holding and using
pencils for pre-writing skills, such as drawing connecting lines, Readers
following mazes, and circling. Children who are comfortable The Reading Stars series offers over 40 humorous stories with
with pencil control can refine their skills with coloring rich, playful artwork. They feature the characters from the
activities. These pencil skills are further developed in Levels 2 Nickelodeon television series Dora the Explorer, Blaze and
and 3, with the goal of preparing children to transition easily the Monster Machines, and Team Umizoomi. Even children
to school. Fine motor skills are also developed with craft work, unfamiliar with these television series will enjoy these stories
such as manipulating and gluing smaller objects such as because of their engaging content. All three levels, through
buttons or felt shapes. gradual progression and vocabulary repetition, provide the
Gross motor skills are developed with a variety of action songs, first steps in reading. Each level has story readers in which
which allow children to get up and move around. Children children can recognize common words and phrases from
also act out the stories using mime to express the meaning of their lessons, and phonics story readers which consolidate
the language, which reinforces their understanding. the English letters and sounds. They can also pick out key
information from pictures in order to practice thinking skills,
and they can practice everyday dialogues and retell the
Involving Parents stories to build confidence and comfort with texts. See more
Parents can play an important role in the development information about the Reading Stars series on pages 9 and 23.
of children’s language skills, even if they are not fluent in
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Recycling
Recycling is an important part of learning language. It is
unlikely that children will remember new words or phrases
immediately, especially if they are not exposed to a lot of
English outside of school. Learn English with Dora the Explorer
recognizes the need for repeated exposure to language
in order for children to be able to understand and use it
independently. Therefore, the course carefully recycles
language in songs, stories, and dialogues. This helps children
to experience language in different contexts and serves to
make them more confident in using it.
Furthermore, the notes in the Teacher’s Guide indicate
which language is new and which is recycled. The notes
also provide a variety of activities to recycle the language,
so teachers can relax and have fun with the class instead of
trying to create new activities.
Celebrating Achievement and

Building Awareness of the Learning Process
Dora ends each of her adventures with “We did it!”
This acknowledgment of her own, her friends’, and the
children’s accomplishment is an important part of building
confidence; this aspect runs through Learn English with Dora
the Explorer. At the end of each unit, children celebrate their
achievement with a special sticker and We Did It! chant.
The Activity Book star activity helps them to realize all that
they’ve achieved towards the development of their English
language skills. This is an important step in building their
awareness of the learning process, which will help them
throughout their education. The Online Teacher Resources
also contain certificates that you can use to communicate
the children’s accomplishments to their families. Celebrating
children’s achievements increases their confidence and
inspires a “can-do” attitude toward learning English.
Together, we can do it!
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Component Overview
Student Book and Activity Book
• The Student Book is the central component of the course. • 4 Review lessons that can be used following Units 5 and
The Hello Unit introduces the course characters and brings 10, or at the end of the course
children into their world, and introduces the Hello and • The Activity Book is for use alongside the Student Book.
Goodbye routine songs. It has a page for every lesson to extend and consolidate
• 10 themed units each with 8 lessons to present and children’s learning.
practice the core syllabus, including stories, songs, and
craft projects
Teacher’s Pack
Teacher’s Guide
• Introduction with overview of the course and
methodology
• Tour of a unit
• Teaching Tips sections with support notes for managing
the English class
• Tips for using Reading Stars graded story readers and
phonics story readers
• Ideas Bank with suggestions for flashcard games and
optional activities
• Advice on planning your time
• Carefully staged procedural notes with optional activities
and Teaching Tips for including children of all abilities
• Audio transcripts
• Answer keys
• Suggested actions to do with children for songs
and stories
• Access code for the Classroom Presentation Tool
• Access code for the Online Teacher Resources
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Digital Resources
Presentation and practice material for interactive
whiteboards and projectors. Including:
• Class audio including songs and stories
• Storyteller vocabulary presentation videos
• Dora the Explorer story animations
• Interactive activities
• Digital games in every unit

• Playscripts and audio for three Dora the Explorer stories for children to
perform for their parents
• Playscript worksheets to consolidate understanding of the
playscript stories
• Letters to Parents
• Certificate to celebrate children’s achievement in
completing each level of the course
• Listening and Speaking Progress Checks and audio that
can be used at the end of each pair of units
• Festivals worksheets
• Project worksheets for Student Book craft projects
• Dora the Explorer animation scripts and Storyteller
vocabulary presentation scripts
• Practice tests, audio, and teacher support to prepare
children for the Cambridge English Qualifications for
Young Learners
Teacher’s Website
www.oup.com/elt/teacher/dora
Further information and resources for teachers.
Parent’s Guide
www.oup.com/elt/teacher/dora
A Parent’s Guide and other resources for parents are also
available.
Class Audio CDs

• Audio recordings for all listening activities, stories, songs,
and playscripts
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Classroom Resource Pack
Dora and Boots Puppets
• High-quality, plush hand puppets of Dora and Boots
• Moveable arms so that they can be used to demonstrate
language and speak to children
• Can hold flashcards and storycards in their hands
Flashcards
• Flashcard for each new vocabulary item
ing Stars
Storycards Read
• Each story is presented on a series of
storycards
• Full audio script and questions on reverse
ing Stars
Read
Flashcards Storycards
Phonics and Literacy

g Stars
Readin
Phonics and Literacy Books
Level 2 includes 24 lessons with a sound introduced in each
lesson. Each lesson includes: • Story readers with a picture dictionary and
• Phonics activity follow-up language and comprehension
• Handwriting practice activities, aligned to the Student Book syllabus
• A print awareness activity • Phonics story readers with story, picture dictionary, and
follow-up phonics activities, aligned to the Phonics and
• Audio including a fun chant Literacy Book syllabus
Available to download (from inside cover):
• Teacher’s Guide containing: • Audio of the story and audio for phonics activities
For teachers:
• An overview of an example lesson
• Introduction to the course and methodology • Teacher’s Guide with photocopiable worksheets
• Teaching Tips section with supportive notes for • Teacher’s website
managing Phonics and Literacy classes www.oup.com/elt/teacher/readingstars
• Ideas Bank with suggestions for games and optional For parents:
activities • Parent’s Guide with printable resources
• Print awareness activities for every lesson • Parent videos providing guidance for parents:
• Audio transcripts • Introduction to Reading Stars
• Answer keys • Reading Stars Phonics
• Audio recordings for all listening activities and chants • Phonics Made Simple
• A flashcard presentation of all sounds and words learned • How to Read With Your Child − Story Books
in each level with audio support and flashcard images • How to Read With Your Child − Phonics Story Books
• Printable student flashcards and letter cards • Supporting Your Child’s Language Learning
9
Tour of a Unit
Lesson 1 In this lesson children will:
Topic and Vocabulary • engage with the topic of the unit
• become familiar with the new words they will learn in the unit
Presentation • practice their listening skills.
The Storyteller introduces the An attractive scene from Dora the Children listen, identify the objects,
new vocabulary in a fun video. Explorer introduces the unit topic. and practice saying the new words.
Children practice the new Teaching notes identify Teaching notes identify the
vocabulary again using the audio. the unit vocabulary. main focus of the lesson.
Warm Up • The Teacher’s Guide lesson notes provide a complete

• The Teacher’s Guide lesson notes provide ideas for a fun transcript of all of the audio tracks.
lead-in using the Dora and Boots puppets. Each unit starts • The Teacher’s Guide lesson notes give detailed
with a different Hello routine to capture the children’s explanations of all of the activities to make planning
interest. Children sing the Hello! song. lessons easy.
Student Book • A variety of activity types support different learning styles.
• Lesson 1 presents the new vocabulary in an attractive Teaching Tips in the Teacher’s Guide suggest ways that you
scene from Dora the Explorer. Each unit focuses on a can adapt activities for students with mixed abilities so that
different Dora the Explorer video animation, guaranteed to all the children can join in.
get the children’s attention. Activity Book
• The Storyteller is a lovable, fun character who supports the • Lesson 1 practices the new unit vocabulary. The activities
children through their learning journey. He teaches the help to develop fine motor skills by matching, tracing,
unit vocabulary in a lively video using flashcards, as the and coloring.
children chant along. Goodbye
• Next, the children identify the objects pictured at the • The Teacher’s Guide lesson notes provide ideas for using
bottom of the page. They practice correct pronunciation the Dora and Boots puppets in a fun Goodbye routine.
as they listen and repeat the new words and point to Children sing the Goodbye! song.
the objects. Optional Activities
• Finally, children listen to the new words again as they look • The Teacher’s Guide lesson notes provide additional,
for the objects in the scene from Dora the Explorer. optional activities for teachers who have more time.
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Vocabulary Practice • practice the new vocabulary they are learning in the unit
• develop fine motor skills with a pen-to-paper activity
• develop visual perceptual skills.
Children complete an activity to The activity develops

review the new words from Lesson 1. children’s fine motor skills.
An example answer shows children Teaching notes identify the unit

how to complete the activity. vocabulary for practice.
Warm Up
• The lesson begins with the Hello routine from Lesson 1.
• The Teacher’s Guide lesson notes suggest a warm-up
activity to review the new vocabulary from Lesson 1.
Student Book
• Children practice the new words from Lesson 1 with a
pen-to-paper activity.
• Children practice saying the new words again, this time
without audio.
Activity Book
• The Activity Book gives further practice of the new words.
The activities support the development of children’s motor
skills and their visual perceptual skills, for example, by
matching objects that look the same.
Optional Activities
• The Teacher.s Guide lesson notes offer one or more
optional activities that use flashcards, music, and props to
enrich the children’s language-learning experience.
Flashcards
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Language Presentation • be introduced to the new language structure they will be learning
and Song in the unit
• review the unit vocabulary
• practice listening skills
• enjoy singing a song
• develop fine motor skills with a pen-to-paper activity.
An attractive scene from Dora the

Explorer sets the scene of the song An object reviews a word The words of the song are on the
and presents the new words. from a previous unit. page for the teacher’s reference.
Teaching notes identify the new Teaching notes identify Teaching notes identify the unit
language structure in the song. the word for review. vocabulary for practice.
Warm Up Activity Book

• The lesson begins with the Hello routine from Lesson 1. • The children practice fine motor skills with a pen-to-paper
• The Teacher’s Guide lesson notes suggest a warm-up activity as they practice saying the new language structure.
activity to review the new words from Lesson 1. Optional Activities
Student Book • The Teacher’s Guide lesson notes give ideas for optional
• Children listen to and sing a lively song that presents the activities for teachers with more time. A variety of activity
new language structure and vocabulary. types suit different learning styles.
• The scene from Dora the Explorer shows the vocabulary
in context.
• Children look for an object in the scene and review a word
that they learned in an earlier unit.
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Language Practice • practice the new language structure they are learning in the unit
• review the unit vocabulary
• practice listening skills
Children complete an activity that practices the

new language structure and the unit vocabulary.
Teaching notes identify the new Teaching notes identify the unit
language structure for practice. vocabulary for practice.
Warm Up
• The Teacher’s Guide lesson notes suggest a warm-up
activity to review the new language from previous lessons.
Student Book
• Children do an activity to review the language structure
and the unit vocabulary. The activities support the
development of visual perceptual skills, for example, by
matching objects that look the same.
• Children practice listening skills by using the audio to help
them complete the activities.
Activity Book
• Children review the new language with a pen-to-
paper activity that prompts them to practice saying the
new structure.
Optional Activities
• The Teacher’s Guide lesson notes give ideas for optional
activities for teachers with more time. A variety of activity
types suit different learning styles.
Flashcards
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Story • watch a lively Dora the Explorer video animation
• become familiar with the key language and events in the video
animation
• review the unit vocabulary and language structure
Each unit features an Each story has an audio

original Dora the Explorer The Storyteller reviews the unit version, to support
video animation, specially vocabulary and introduces the children’s understanding of
abridged for young learners. video animation. the video.
Eight simple story frames Children act out the The story demonstrates a value to
tell the video story. story in Lesson 6. develop children’s social awareness.
Warm Up • At the end of the story, the Storyteller reviews the main
• The lesson begins with the Hello routine from Lesson 1. events and encourages children to think about what they
• The Teacher’s Guide lesson notes suggest ideas for an have watched.
activity to present the vocabulary from the story using • The Teacher’s Guide lesson notes give teachers support for
gestures and body language. using and teaching the phrases from the story.
Student Book • Children watch the video three times, each time with a
• Children watch an original Dora the Explorer animation. different purpose. The Teacher’s Guide lesson notes explain
The animation is a version of an original episode. The all of the activities in detail.
animation is specially abridged in order to meet the needs Activity Book
of young learners of English. • Children do a pen-to-paper activity to check their
• The Storyteller first reviews the unit language by understanding of the video animation. The activity
encouraging children to chant along. He then introduces develops their visual perceptual skills using images from
the animation and previews the vocabulary and language the video animation.
from the story.
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Story, Role-play, • tell a story through actions and mime
and Value • practice listening and gross motor skills
• explore a value that develops social awareness
The communication icon identifies opportunities

for children to develop communication skills.
Warm Up
• The Teacher’s Guide lesson notes suggest an activity to
review the story vocabulary from Lesson 5.
Student Book
• The eight story frames in the Student Book present a
simplified version of the animation to support children’s
understanding.
• The children look at the pictures from the animation and
follow with the story audio.
• The children act out the story with simple gestures.
• The story highlights a value that develops children’s social
skills and community awareness. The Storyteller draws
children’s attention to the value and encourages them to
explore how they can apply it in their everyday lives.
Activity Book
• The Activity Book extends the value from the story into a
real-life context with a pen-to-paper exercise.
Optional Activities
• The Teacher’s Guide lesson notes give ideas for optional Storycards
activities for teachers with more time. A variety of activity
types suit different learning styles.
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Action Song • enjoy singing a song
• become familiar with the language of an action by singing a song
• develop gross motor skills by doing actions with a song
A lively song presents An attractive illustration sets

new action words. the scene for the song.
The teaching notes identify The words of the song are on

the title of the song. the page for the teacher.
Warm Up Activity Book

• The lesson begins with the Hello routine from Lesson 1. • An activity in the Activity Book focuses children’s attention
• The Teacher’s Guide lesson notes suggest an activity to on the action or routine from the song. The activity also
preview the new words from the song. gives practice of fine motor skills by tracing and coloring.
Student Book Optional Activities
• This lesson presents a new action or class routine. • The Teacher’s Guide lesson notes give ideas for optional
• Children sing a song that presents the daily action or activities for teachers with more time. A variety of activity
class routine. types suit different learning styles.
• The Teacher’s Guide lesson notes describe gestures and
actions to accompany the song and support children’s
understanding.
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Wrap Up • create a craft project
• review and practice the new language they learned in the unit
• celebrate their achievements with a sticker
• enjoy singing a chant to celebrate their good work in the unit
• round up the unit’s work with a self-assessment activity.
An attractive photo shows real Speech bubbles provide a Printable worksheets from the Online
children working on their project. model of the key language. Teacher Resources support the project tasks.
A chant celebrates children’s A sticker helps children to The communication icon identifies opportunities
work in the unit. celebrate their achievements. for children to develop communication skills.
Warm Up
• The Teacher’s Guide suggests an activity to review the new
vocabulary and language from the unit.
Student Book
• Children complete a simple craft activity.
• In some lessons children use a printable worksheet from the
Online Teacher Resources to support the craft activity.
• The children use the craft activity as a prompt to practice the key
vocabulary and language from the unit. The speech bubbles on
the page provide a model of the language for children to use.
• A sticker activity gives children a sense of achievement for
completing the unit. Stickers are in the back of the Student Book.
• Children finish the lesson with the We did it! chant to celebrate Online Teacher Resources Printable Worksheets
their good work in the unit.
Activity Book
• By completing the review activity in the Activity Book, children
begin to become familiar with the idea of assessing their
own work.
• The self-assessment task develops in difficulty as the children
progress through the levels.
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The Classroom Presentation Tool digital component is for use in conjunction with the Student Book. It is a valuable tool for
effective classroom management, providing a clear focus in the classroom and strong visual support for children, as well as
extra practice of new language through engaging digital games.
The video material can All audio recordings There’s a fun game to
be easily accessed. can be accessed. practice vocabulary.
Use the pen tool to complete Answers can be

activities on screen. easily accessed.
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Teaching Tips
Classroom Management and with the simplified story audio. We would encourage you
to extend the reading of stories to many other early readers
Classroom Routines and story books that children can choose themselves, or
Young learners have a lot of energy and short attention they can bring stories from home into the classroom.
spans, but they are also generally eager to please and have a Here are a few ideas about using stories in the classroom:
genuine curiosity about the world. Therefore, it is important • Create a real or imaginary story space in which everything
to think about how to manage the classroom to make is calm and relaxed. Build this into a routine in which you
the activities flow smoothly and the learning experience do certain things, say It’s story time! or put on soft music.
enjoyable for everyone. Be clear that this is a positive and enjoyable experience.
One way to do this is to establish routines. For example, to • Before watching the animation, introduce some of the
signal to children that the lesson is beginning, and children characters. Before reading the story, talk about it and look
should get into their places, you may switch the lights on at particular pictures. Ask children to predict what might
and off, or clap three times, or announce the puppets’ arrival. happen.
You can also use gestures, such as raising or lowering your
• Read to the children but also get the children to
arms to signal stand up or sit down, moving your finger in a
participate by supplying words, actions, or even sounds
circle to signal again, or putting one arm up to signal quiet. It
at particular places in the story. The Teacher’s Guide notes
is important to make sure children know the signals and that
provide suggestions for actions that you can do with
you use them consistently.
the children. You can also encourage the children to use
Another way to manage the class is with a Hello and props, such as toys, puppets, clothes, and real items to
Goodbye routine. This can be especially effective when using retell the story.
the puppets. The first lesson of each unit gives a routine
• Don’t worry too much about understanding every
to begin and end each lesson for that unit. For example,
individual word or sentence; ensure that the children
in Unit 2, the Hello routine suggests hiding the Dora and
understand the sequence of the story, the motivation, the
Boots puppets behind your back, a bag, or a book, and
ending, and the value.
then asking Where’s Dora? Where’s Boots? Children find the
puppets to begin the lesson. The Goodbye routine for Unit 2 • Focus on repetitive elements that the children can pick up
has the Dora and Boots puppets going to sleep, and two and repeat with you when they come up. These can be
children help to put them away. You can use the helper roles very playful and fun, such as using “funny voices” to repeat
to reward children who have worked hard in the lesson. Of lines from certain characters. In the Dora the Explorer
course, as the course progresses, you may develop your own stories, these can also be the three stages of Dora’s quest,
routines, but the teaching notes always provide support if as proposed by Map.
you need it. • Think of ways of extending the story. Create games and
Because young children have short attention spans, it is activities related to the storylines or characters – this will
important not to spend too much time on any one activity. It increase the meaningfulness and memorability of the
is helpful to develop a signal to indicate that it is time to stop stories.
an activity, for example, waving a special cloth or putting
your hands above your head. This way, children know they 5
should stop, and you can focus their attention on the next
activity.
Stories
Stories are an important part of the course. Lessons 5
and 6 of each unit focus on a story. Using the Classroom
Presentation Tool, children watch the animated story. The
story contains the key vocabulary from the unit and the
teaching notes highlight the additional vocabulary to
present so that children can follow the story. The teaching
notes suggest where to pause the story, for example, after Songs and Chants
each new scene, the family words, repeated phrases, such Songs and chants are important in teaching young learners.
as We need to go … . This helps you check that children are Most children enjoy them, even if they are too shy to join in.
following the main idea of the story. Songs and chants appear throughout Learn English with Dora
There are many approaches to using stories in the the Explorer. In addition to the Hello! and Goodbye! songs that
classroom. In Learn English with Dora the Explorer, children you can use every lesson, Lessons 3 and 7 feature songs. It
can experience the stories as animations, before looking at is important to always let children listen to the song all the
the story frames in the Student Book and following along way through at least once without interruption.
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This is enjoyable, and it also helps them understand the • Use a puppet to help act out the grammar structures and
rhythm of the song. The teaching notes give step-by-step dialogues. Act out the dialogue with the puppet first.
guidance for teaching each song. The notes point out the Then ask children to join in. You can act out the Lesson 8
key vocabulary and phrases included in the song and the project dialogue with a puppet. The puppets could hold
corresponding pictures or actions. They also give guidance up an example project, too.
on how to show the actions. • Use the puppets to act out feelings. Adapt your voice
As you and your children become more comfortable with and the puppet’s movements. For example, to show
the process of learning songs, you can be more creative. happiness, bounce a puppet around and say, Yay, Yay, I’m
You can also use songs you have already taught as a warm happy! Encourage the class to ask Why? Answer, It’s sunny!
up or to end a lesson. Similarly, if you find your class needs The visual nature of the puppet and your acting will help
a break or has a lot of energy, you can review one of the explain the language’s meaning and context.
songs. This is useful recycling of language and can help you • Explain values such as putting things away, taking turns,
to change the mood of the class if children are confident and helping each other using the puppets.
with the song. Finally, you can have one or two children use • Use a puppet to encourage children to express their
the puppets to lead the class in the song. thoughts and feelings. For example, at story time, use
a puppet to ask children about their favorite part of
Puppets the story.
• Use a puppet to choose children when you need a helper,
Using puppets is a fun, interactive way to engage children
or a volunteer, or when you want to form groups. Animate
in language learning. It also takes the focus away from you
the puppet and have it select children around the class.
as children are communicating with dynamic characters
they know from the videos and stories—Dora and Boots! • Incorporate the puppet as part of your class reward
Children will feel that they can play with the language more system by allowing children to hold the puppet as a
and make more mistakes asking questions and responding reward.
to these puppet characters. It will help encourage shy • You may even ask the children to take turns taking the
children to speak. It also allows you, the teacher, to change puppet home for the evening to be returned the next
your voice and persona as you play these fun characters. day. This will help them to talk about their English lesson
Here are some ways to use the puppets in class: at home and engages parents in your classroom. You
• Tell children that your puppets are native English speakers, may ask children to tell the class what they did with the
so they will only speak in English and children should puppet at home, or ask them to draw a picture in their
try to speak in English to them. When you introduce notebook.
the puppets remind children that in Dora’s world the The puppets should never replace your role as teacher. At
characters speak English. This will motivate the children to all times the puppet should be seen as a a friend of the
speak to Dora and Boots in English. children and should interact with the children on their level.
• If you can, give your puppets a strong identity by
changing your voice and having them act like the
character does. You can encourage children to give
feedback on what the puppets would act like or say as
Dora and Boots. Use humor to make learning with the
puppets fun.
• Use the puppets to make the activities more
fun! You can use them to present new
vocabulary. Seat children together on the
floor if possible. Place the flashcards on
the floor and use a puppet to say each
item. Children repeat the words. Give well-
behaved children the flashcards to hold. Use
the puppets to ask questions, Where is the pencil?
• Review vocabulary with a puppet by placing the
flashcards on the floor, or around the room on the walls.
Ask a child to retrieve an item. Encourage interaction in
English between children and the puppets, e.g., Here it is,
Dora/Boots! and Dora/Boots says, Thank you! Encourage
more confident children to take the lead with a puppet
and ask other children to find a flashcard.
• Use the puppets to retell stories. Either ask children
to tell you what happens next then act it out with the
puppet, or, with more confident classes, you could
give a child a puppet to act out the story, asking the
rest of the children to tell them what to say and do next.
Alternatively, you can give children the chance to be Dora
or Boots for just one frame of the story.
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Games Values
Games are an important part of language practice for young Learn English with Dora the Explorer helps children to
learners. They also help children learn to follow rules and understand and express important universal values, such as
procedures. Games provide opportunities for children, even being kind, being safe, and helping others. Children familiar
shy ones, to engage with their classmates. Games in the with the Dora the Explorer television series will recognize
classroom do not have to be competitive. It is not necessary that Dora embodies many of these values. The animations
to keep score or declare one child or group “the winner.” It is show each of the values, so children can understand them in
enough to have them be active, use the language, and learn appropriate contexts with examples.
how to interact respectfully with others. The Student Book illustrations also highlight the value. This
Learn English with Dora the Explorer includes ideas for helps children, and parents, know which part of the story
many games as optional activities. The games are carefully demonstrates the value. For example, in Level 2, Unit 3,
designed to practice the target language of the lesson Lesson 6, frame 6 of the story indicates the value “Be Careful.”
as well as recycle language from earlier lessons and The frame is labelled “Be Careful,” and the picture shows Dora
units. The games also try to use various learning styles. and Boots choosing which is the safest ladder to climb.
You can introduce each game by saying “Let’s play a game!” To reinforce the values, it is important to model the values
As you become more familiar with the class and learning in class. You can do this using the puppets, for example, by
styles, the strengths of the children will become more making Boots do something unsafe and having Dora remind
apparent. You may discover certain games are particularly him to Be careful. It is also helpful to praise children who
popular with many of the children. Therefore, you may want exhibited the values. For example, if children are walking
to use the optional games in other units with that unit’s carefully on the steps, praise them for being safe by saying
vocabulary or language. Good job. You’re being careful. If children are running in the
Furthermore, you may also have ideas for other games corridors or on the steps, you may wish to use the language
that make use of the specific resources you have in your Be careful! to remind them. It is important to recycle the
classroom or school. You may have many toys available to language from the values in the classroom.
you. You can use these real objects to practice vocabulary by
putting them in a large bag and having children feel around
6 Be Careful
in the bag to identify the items. This type of game appeals to
children who learn by touch.
Crafts
Crafts are important for young children. They encourage
creativity and artistic expression. They also help to develop
fine motor skills.
Some teachers enjoy doing crafts, but others may be
reluctant to do them because they feel they are difficult to
manage effectively. Learn English with Dora the Explorer helps
teachers prepare for crafts so that they can successfully lead
children in doing them. The craft for each unit is in Lesson 8,
so it is always predictable. Furthermore, the Online Teacher
Resources have a photocopiable PDF for many of the craft
Plays and Performances
activities. The materials needed for each craft are included in There are three playscripts based on the Dora the Explorer
the materials list at the beginning of the lesson so that you stories that accompany each level of the course. Plays
know what to prepare at a glance. and performances are a way for children to celebrate
their achievement throughout the year. The playscripts
The following are general procedures to teach crafts:
contain a variety of parts for children to enjoy. The children
• Try the craft before class so you are clear about the playing Dora and Boots can use the puppets to act out
materials and procedures. It is also helpful to have a their characters. Children who are interested in music can
model to show children. have roles as the Fiesta Trio, the musicians who celebrate
• Prepare the materials for each child or group before class. achievements in the story. Other children may enjoy playing
You may want to put the items needed in small plastic the parts of animals or some children may enjoy acting
bags or envelopes to make the distribution process easier. together to set the scene, e.g., they can act as the trees in the
• During the lesson, give the instructions for each step of forest or flowers in the garden. You can help them to make
that craft activity before you give the materials for that costumes or masks to show which animal they are. There
step to the children. This will help children to focus on the are also worksheets to support children’s understanding of
instructions before they begin looking at the materials. the playscripts, and props for them to make and use during
• Modify the activity to suit your children’s needs or the the play.
time available in the lesson. Depending on your class and school facilities, you may
• Some children will enjoy crafts, but others may struggle wish to conduct the plays as performances for parents
a little because of their fine motor skill ability or their and families to attend. This will strengthen the connection
interest. Be sure to praise all children for their hard work. between the home- and school-learning environments.
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Assessment Planning Your Time
Learn English with Dora the Explorer provides multiple Learn English with Dora the Explorer has been planned so
opportunities to assess children’s language performance. that it can be adapted to suit a variety of schedules and
Following every two units there is a photocopiable Progress classroom needs. To help you plan, each lesson of the
Check for listening, and a checklist of questions for teachers Student Book and the associated practice in the Activity
to ask as a Progress Check for speaking. These are available Book will take between 40 and 60 minutes. You can use the
in the Online Teacher Resources. Additionally, the Review optional activities in the Teacher’s Guide and the games on
sections at the end of the Student Book and Activity Book the Classroom Presentation Tool to extend the lesson by
may be used for assessment. 20–30 minutes. Every school is different and different
Assessment helps you to: scheduling requirements mean that you may need to
• determine children’s strengths and weaknesses modify the course to suit your own needs.
• determine what the class has learned and what needs The amount of time it may take you to cover a unit depends
more attention on several things, such as:
• follow the progress of individuals • The size and needs of your class
• check the effectiveness of your instruction • How many optional components you use
• give feedback to children, parents, and other teachers. • How many times songs, stories, and language are reused
• How much time is spent introducing and reviewing new
How to Do Assessment in the Classroom language
The Listening Progress Checks are conducted with the entire • The time of day that you teach your class.
class or in small groups. It is important to include lots of variety in lessons to satisfy
• They are traditional paper-and-pencil worksheets the needs of all learning styles in the classroom. When
that cover the key vocabulary. Children listen to short planning your lessons, also consider what time of day
sentences and then color or circle the correct item. the lesson will take place at. For example, children will be
more excitable after play time so you may need to spend
• The first time you do a Progress Check, you may want to
more time focusing their attention with a Hello routine and
model it with the children. It is important to make sure
warm-up activity. In the afternoons, children may be tired
children understand what is expected.
so you may want to sing a song or play a game involving
The Speaking Progress Checks are ideally conducted with movement to re-energize them.
individual children.
Below you can find tips on how to adapt the course to fit
• You may wish to have the rest of the class color or do a your own timetable.
quiet paper-and-pencil activity while you assess individual
children.
Teachers with More Time
• Depending on the size of your class, you may wish to • Spend more time reviewing new material. Recycling is
conduct the speaking Progress Checks over several days.
very important for young children. They learn very quickly,
• The Progress Check is a list of questions that has the key but they can also forget new language just as quickly. The
vocabulary and language in context. Ideas Bank on page 24 gives lots of ideas for games that
• Many of these Progress Checks rely on use of the you can play to review language.
flashcards to guide the questions. • Incorporate games from the Classroom Presentation Tool
• Some of the questions require a verbal answer while into the lesson.
others only ask children to point. • Repeat songs several times, and revisit them later in the
In addition to the Progress Checks, it is also a good idea to unit. This is a great opportunity to give children more time
conduct informal assessment with projects and portfolios. to become confident in joining in with the words.
Some children may find the formal assessment process • Use the Online Teacher Resources such as the festival
very stressful, and they may not perform to the best of their worksheets and playscripts between units or to celebrate
abilities. Therefore, it is helpful to collect samples of their at special times of the year.
work, for example, projects or worksheets, in a folder. By the
• Use the optional Phonics and Literacy strand to develop
end of the term or the year, you will have a good idea of
children’s reading and writing skills. The Online Teacher
how each child has progressed.
Resources for this strand also provide student phonics
Finally, the concept of self-assessment is introduced in the flashcards and letter cards, and teacher’s notes with
course. Self-assessment is a useful skill to develop for lifelong suggestions for games and literacy awareness activities to
learning and success. Children using Learn English with Dora extend lessons.
the Explorer have the opportunity to reflect on what they
• Consolidate and extend children’s language learning with
have learned on the wrap-up page for each unit.
the Reading Stars story readers and phonics story readers.
The series has been designed to match the Student Book
syllabus, so that it will reinforce the language taught while
giving children a sense of achievement as they enjoy
the stories.
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Teachers with Less Time readers, every unit, and carry out pre-reading and post-
If you do not have much time, don’t be tempted to miss reading activities with the children. See the Reading Stars
lessons, it is important to cover each part of the syllabus. If Teacher’s Guide for more ideas: www.oup.com/elt/teacher/
you need to reduce the length of the course or particular readingstars. In addition to this, you may wish to send the
lessons, consider the following options: books home so that children can enjoy them with their
parents.
• Do include a warm-up, language presentation, practice,
ding Stars and goodbye stages of the lesson. It is very important to If you are using the optional Phonics and Literacy Book, you
young children that lessons follow a recognizable routine. can use the associated Reading Stars Dora the Explorer Phonics
readers to consolidate the focus sounds and letters. Use the
• In the classroom, focus on the presentation of new reader at the end of each lesson or end of the year.
language, and activities in which children hear and use
this new language. Whatever way you choose to integrate readers into your
classroom, remember that the best results come when
• Don’t include the Optional Activity at the end of children read regularly, even if for short periods of time, so
the lesson.
don’t be afraid to read the Reading Stars graded readers with
ng Stars • Use the Activity Book practice activities as homework,
or in the following lesson for review. Children should
your children again and again.
complete these activities in order to consolidate learning

How to Use Graded Readers
new language and practice fine motor skills, but there is
flexibility in when activities they are used. Whole-class Storytelling
Children can enjoy the story, absorb the language, and ask
questions in a relaxed and interactive environment. You can
g Stars use the recorded audio or read the story yourself. Reading
Readin aloud allows you flexibility to adjust the pace of the story
and stop to ask and answer questions. When reading aloud,
take your time, and use your voice and gestures to enhance
Using Readers in the Classroom the meaning and interest of the story.
Once a reader has been introduced, you can add it to your
Why Use Readers in the Classroom? “library” and perhaps allow children to choose their favourite
Readers are a valuable addition to the classroom story to listen to as a reward. Making “story time” a regular
because they provide opportunities to consolidate and part of your classes will allow children to gain confidence
extend children’s language learning in a motivating way. and understanding, and you can gradually encourage them
The Reading Stars series has been designed to match the to join in with parts of the story.
syllabus of Learn English with Dora the Explorer, so you can
be confident that it will reinforce the language taught Acting Out
while giving children a sense of achievement as they enjoy When children are familiar with a story, encourage them to
the stories. Each level has story readers that are aligned to take on different roles, perhaps by dividing the class into
the Student Book syllabus and phonics story readers that are groups initially, with one group for each character. Children
aligned to the Phonics and Literacy Book syllabus. will join in to varying degrees according to their abilities,
personalities, and confidence. Some may join in with mime
Setting Up a Graded Reader Program or gesture, some with individual words, and others with
whole phrases. All of these demonstrate understanding and
There are two main types of reading program: one involves
engagement with the story, and all should be encouraged!
using a class set of readers, the other involves using a library
of readers. Both are beneficial, and you can choose one or Readers at Home
the other depending on what is appropriate in your context.
When children have become familiar with readers in class,
You can choose to start with class sets, and then move on
you may wish to send books home so that children can
to a class library once your children are more familiar with
share them with their parents. Even if parents have limited
graded readers.
English, they can access the audio and enjoy listening to
the story with their child. Parents will also love to see the
Integrating Reading Stars Into Your progress their children are making, and to hear them joining
Classroom in with parts of the story.
There are a variety of different ways to integrate the Reading Readers can be a great addition to any classroom. Take
Stars graded readers series into your classroom, depending time to experiment and find out what works best for you
on your resources and the time you have available. It’s and your children. Don’t forget to refer to the Reading Stars
important to establish a reading routine, and the more Teacher’s Guide for games and worksheets to support
regularly your children read, the more they will achieve. the stories.
You may choose to use the associated Reading Stars story
reader at the start of each main unit as an introduction
to some of the language the children will come across,
and/or you could use the reader at the end of the unit to
consolidate what the children have learned. If you have
time, you may choose to dedicate a whole lesson to graded
23
Ideas Bank
Flashcard Games Which One Is Missing?
All of the following flashcard games are excellent ways of Tell the children to stand in a circle. Put a number of
reinforcing vocabulary in a stimulating way. Furthermore, all flashcards face up on the floor in the middle of the circle.
of them are ideal ways to start a lesson to revise vocabulary Give the children a couple of minutes to memorize them.
which you have already presented. Any one of them would Then tell them to turn their backs while you remove one of
make a useful warm-up routine for your class. Consider this the flashcards. Tell the children to turn back to the circle and
section as a bank of flexible warm-up resources. ask them which flashcard is missing. The child who guesses
first has a turn to remove one of the flashcards. Repeat
Little by Little several times.
Cover a flashcard with a sheet of paper and hold it up in
front of the class. Start to move the paper very slowly and Watch My Lips
ask the children: What is it? Carry on sliding the paper further This activity helps children to concentrate on the mouth
down the flashcard, stopping now and then to ask the movements necessary to pronounce certain words. Put five
children What is it? The children offer ideas. flashcards up around the classroom. Explain to the children
that you are going to mouth a word silently and that they
Mystery Flashcard have to point to the right flashcard. Say the word silently,
exaggerating your mouth movements. The children can also
Put a flashcard inside a large envelope and show the class
try saying a word silently for the rest of the class to guess by
the envelope. Ask the children to draw what they think
pointing to the right flashcard.
is inside the envelope. When everyone has finished, ask
children to say what they have drawn, then open the
envelope and reveal the mystery flashcard. Hit the Card
Stick three or more flashcards on the board then invite three
Find the Flashcard children to the front of the class and stand them in a line
facing the board (don’t position them too close). Give each
Ask five children to close their eyes. Then ask the class to
of these children a small sponge ball and explain that the
help you hide five flashcards somewhere in the classroom.
game is a bit like hitting the target. (Instead of sponge balls,
Bring the five children back into the room and ask them to
you could use any small soft object, or make paper balls.) Say
find the missing flashcards and say what they are.
the word for a flashcard. The players have to throw their ball
at the right card and try to hit it.
Explorer’s Game
Put up a set of flashcards on the board. Point to each Guess My Card
flashcard and ask the class: What is it? Repeat the correct
Hide a flashcard behind your back and ask the class:
word for each flashcard with the children, then turn each
What card is it? Listen to their answers and then show
flashcard over. When the flashcards are all face down, ask
the flashcard.
again and see how many children can remember which
flashcard is which.
What Card Is Missing?
What Number Is It? Show the class a set of flashcards, then take one out and
show the set again. The children have to identify the one
Put up a set of flashcards of words you want to revise, for
that is missing.
example, toys. Next to each one, put a number flashcard. Say
the name of a toy and ask: What number is it? Alternatively,
say the number and ask: What is it? Guess the Flashcard
Put the flashcards on the board face down and write a
Mime the Word number next to each one. Ask the class: What’s number (one)?
Invite a child to the front of the class and ask him/her to try
Divide the class into two teams and tell them to choose a
to guess. After hearing the answer, lift up a corner of the
flashcard and mime the word for the opposite team. If the
flashcard and say No if it is wrong and Yes if the child guessed
opposite team understands the mime and pronounces the
right. If the child guesses correctly, turn the card face up. If
word correctly, they score a point, otherwise the point goes
the child does not guess the flashcard, leave it where it is and
to the team performing the mime.
invite another child to guess. Continue the game until all the
flashcards have been guessed and are face up.
Odd One Out
Choose five flashcards from one lexical set, for example, Run to the Card
Dora’s family members, and one card from a different
Put up a few flashcards around the classroom. Choose two
category, for example, a scooter. The children have to
or three children and explain that you are going to name the
say which flashcard does not belong with the others in
flashcards one after the other. The children have to run to
the group.
the flashcard you name and stand next to it.
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Change Places
Put up some flashcards around the classroom. Divide
the class into as many groups as there are flashcards
and position the groups near their flashcard. Name two
flashcards. The children in those two groups have to move
and change places.
Musical Flashcard
Put up some flashcards around the classroom and play a
favorite Dora song. The children wander freely around until
you stop the music and name a flashcard. They then have to
go to the flashcard you named.
True/False Boxes
Bring in two shoe boxes. Remove the lids and label the side
of one box with a big smiley face and the side of the other
box with a big frowning face. Invite two children to the
front of the class, position them at some distance from the
boxes, and give each of them a sponge or paper ball. Show
a flashcard and say a word. If the word and the flashcard
match, the children have to throw their ball into the box
with the smiley face on the side; if not, they throw it into
the box with the frowning face on the side. This can also
be played as a team game, with one team member playing
against a child from the other team. The player who throws
the ball into the right box wins a point for the team.
Stop!
Place flashcards on the walls around the room, well spaced
out, and ask the children to move around the room or walk
in a circle around the edges of the room. Say Walk, walk, walk
as the children move, then say Stop! The children must try to
stand as still as they can. Choose and say a word from one of
the flashcards around the room. The children must point to
the correct flashcard.
Clap the Words

Arrange the children so they’re sitting in a circle. Lay your
flashcards face up in the center of the circle, point to
each, and name them. Encourage the children to repeat.
Explain to children that they are going to clap. Say Let’s
clap! and demonstrate two slow claps. Get children to
copy you, and practice this a few times. Then explain that
after the claps they need to say one of the words from the
flashcards. Demonstrate how to do this, clapping slowly
and methodically, then saying one of the vocabulary items
slowly and clearly, e.g., [clap, clap], Red! [clap, clap], Blue! Do
this several times until you feel the children have got the
idea and the rhythm. Now play the game. Start off yourself,
and then tell the child sitting next to you that she/he is
going to say the next word from the flashcards in the circle.
Go around the circle, with individuals clapping and saying a
word, until everyone has had a chance.
25
4052245 Dora TG2.indb 25 20/06/2019 11:52
Lesson 1: Topic
and Vocabulary
Presentation
Learning Objectives
Introduce the unit topic.
Familiarize children with the
new words.
Practice listening skills.
Develop fine motor skills by tracing
and coloring.
Vocabulary
New: pink, purple, orange, gray, brown
Materials
CD1, CPT
Dora and Boots puppets
Student Book page 2, Activity Book
page 2
Hello Unit flashcards
Colored pencils
Warm Up
• Say Hello to the class. Invite children to 2 Listen, point, and say. Listen and Transcript
respond Hello. Tell them It’s English time. find. e 1.1, 1.2 Look at the big picture.
• Introduce the Dora and Boots puppets. • Focus children on the page. Tell them What can you find?
Say Hello, I’m Dora. Hello, I’m Boots. as you that Dora, Diego, Boots, and Benny are Find a pink crayon.
wave with the puppets. Pause to give at school. Find a purple crayon.
children time to wave back and also Find an orange crayon.
• Tell the children to look at the pictures
say Hello. Walk around the room and let Find a gray crayon.
of the crayons at the bottom of the
children get close to the puppets as you Find a brown crayon.
page. Play audio 1.1 and point to each
make them say Hello to each child by picture. Have children point with you.
name. Invite helpers one at a time to take
• Play the audio again. Encourage Activity Book page 2
a puppet and say Hello to another child.
children to repeat the colors they hear.
1 Trace. Color and say.
Student Book page 2 • Say Look at the big picture again. Play
• Tell children to look at the picture. Show
audio 1.2 and pause after Find a pink
them how to trace the line between the
1 Watch the video. r crayon. Check that children are pointing
pink crayons. Hold up your index finger
to the correct crayon. Continue playing
• Say It’s video time! Bring children and trace the line.
the audio, checking children are
together to all see and hear the video.
on task. • Then give out pencils and show
Play the video and tell children to watch children how to hold the pencil. Then
and listen. Elicit the characters’ names tell them to trace the other matching
Optional Activity
(Dora, Diego, Boots, and Benny). lines. When they finish, call out a color
Put the flashcards around the room on
• Play the video again. Encourage
different walls. Say Find a gray crayon.
and have children trace the correct line
children to clap and say some words. with their fingers.
Prompt children to point to the correct
• Play as many times as you wish. flashcard. Repeat with different colors. • Then point to the colored pink crayon.
• Show one flashcard at a time. Say the Give out the colored pencils and ask
word and encourage the class to repeat children to color the rest of the crayons.
Transcript Walk around and monitor.
it after you.
What color is the crayon? Pink. It’s a
• Seat the children in a circle on the floor. pink crayon. Goodbye
Sit down with them and show the What color is the crayon? Purple. It’s a
flashcard for pink. Say pink and point to • Say It’s time to say goodbye! Say Goodbye
purple crayon. to the children with the Dora and
something pink someone is wearing What color is the crayon? Orange. It’s an
or something pink in the classroom. Boots puppets. Say Goodbye again and
orange crayon. pretend that the puppets are leaving
Repeat with each flashcard and prompt What color is the crayon? Gray. It’s a
children to point to something that the classroom to show the meaning
gray crayon. more clearly. Encourage children to
color. Encourage them to say the What color is the crayon? Brown. It’s a
word, too. wave and say Goodbye.
brown crayon.
• Invite helpers to take a puppet and
wave goodbye to the class. Prompt
children to respond and say Goodbye.
26 Hello
4052245 Dora TG2.indb 26 20/06/2019 11:52
Optional Activity
Use the puppets to consolidate the
new language. Have them move
around the class saying Hello, I’m Dora
or Hello, I’m Boots to individual children.
Encourage children to respond by
saying Hello, I’m … Follow with How
are you? Help children respond I’m fine.
Thank you! You can also help them ask
the puppets How are you?
Activity Book page 3

2 Trace and say. Draw yourself
and say.
• Focus children’s attention to the
page. Point to Dora and Boots. Elicit
their names.
• Demonstrate tracing the line around
Dora and saying Hello, Dora! How are
you? as you do so. Do the same for
Boots and have children repeat with
you. You can respond as the characters,
I’m fine. Thank you!
• Hand out the pencils and ask children
to trace the lines around Dora and
Boots. Prompt them to say Hello, [name].
Lesson 2: Language Student Book page 3 How are you? as they do so.
Presentation and Song 3 Look and listen. Point and sing. • Have children look at the outline of a
e 1.3 child on the right of the page. Explain
Learning Objectives • Focus children’s attention on the page.
that they are going to draw a friend.
Present the new structure Hello, I’m (Dora). Encourage them to be creative with
Say Look! Dora. Look! Boots. Encourage
their clothes and other details.
Review the unit vocabulary. children to point to the characters as
Practice listening skills. you say their names. TEACHING TIP: Some children may
Enjoy singing a song. • Tell children Dora and Boots are saying have difficulty drawing their friends
hello to them. Encourage children to in detail. If so, they can draw the eyes,
wave and say Hello, Dora. Hello, Boots. nose, and mouth. Be sure to praise all
and drawing.
• Say It’s song time! Tell children they children and accept that fine motor
are going to listen to Dora and Boots skills develop at different rates.
Vocabulary
singing a song.
hello, goodbye, pink, purple, orange,
• Play the song for the class to listen to • When children have finished, have
gray, brown them stand and show their pictures
first and enjoy.
to the class as they say Hello, [friend’s
Language • Ask children if they noticed that the
name]. How are you? Encourage other
third verse of the song sounds different.
Hello, I’m (Dora). How are you? I’m fine. children to respond I’m fine. Thank you!
Explain that they should sing their own
Thank you! names in that verse. Goodbye e 1.4
• Play the audio again and encourage • Follow the Goodbye routine, introduced
Materials children to sing some of the words this in Lesson 1 of this unit. Then play the
CD1, CPT time. Encourage children to point to Goodbye! song and wave goodbye
Dora and Boots puppets Dora and Boots as they sing the first to children. Encourage them to wave
Student Book page 3, Activity Book two verses. Encourage them to sing back at you. As they leave the class,
page 3 their own names in the third verse. say Goodbye and encourage them to
Hello Unit flashcards respond.
Transcript
Colored pencils Hello, I’m Dora! Transcript
Hello, hello, hello! It’s time to go.
Warm Up How are you? Wave goodbye.
• Follow the Hello routine from Lesson 1. I’m fine. Thank you! Wave goodbye.
Hello, hello, hello! Goodbye, goodbye!
• Hold up the flashcards and say the
colors. Encourage children to repeat. Verse 2: (Boots)
Put the flashcards on the board. Point Verse 3: [child’s name]
to a flashcard and say the color, e.g.,
Orange! Prompt children wearing
orange or with an orange object to
show the class. Repeat with other colors.
Hello 27
4052245 Dora TG2.indb 27 20/06/2019 11:52
Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
new words.
Develop fine motor skills through
tracing.
Vocabulary
New: five, six, seven, eight, nine, ten
Review: one, two, three, four
Materials
CD1, CPT
page 4
Unit 1 flashcards
Optional: two sponge balls (or small
balls made of crumpled up paper)
2 Listen, point, and say. Listen and
Warm Up e 1.3 Optional Activities
find. e 1.5–1.6
• Present the Boots and Dora puppets • Revise the colors with the numbers.
• Focus children on the Student Book Ask volunteers to call out a number
and elicit their names. Act out a page. Tell children that Dora and Boots
dialogue between the puppets saying from 5 to 10. Elicit what the color of
are performing on a stage. Elicit what
Hello. How are you? / I’m fine. Thank that number is in the circle at the
Boots is doing (juggling three apples).
you! / Goodbye. Repeat, having the bottom of the Student Book page.
• Tell children to look at the numbers
• Stick the flashcards for numbers 5–10
class respond for one of the puppets. in the balloons. Review numbers 1–4.
• Play the Hello! How Are You? song from on the board. Choose two children
Play audio 1.5 and hold your book
page 3. As the audio plays, use the to stand in front of the board, each
up as you point to numbers 5–10
puppets on your hands to wave hello to holding a sponge or paper ball. Call
across the bottom of the page.
children. Encourage children to listen to out a number for children to hit
• Play the audio again and encourage with their ball. Repeat with different
the song and clap. In the third verse of children to count the numbers on their
the song, say your own name. children and numbers. This could
fingers as they repeat them. also be a team game.
• Say Look at the big picture again. Play
Student Book page 4 audio 1.6. Pause after Find five and
point to the number 5 balloon in the Activity Book page 4
1 Watch the video. r
picture. Continue playing the audio.
• Say It’s video time! Bring the children Pause after each number to check that 1 Trace and say.
together so they can all see and hear all children are pointing to the right • Tell children to look at the picture. Trace
the video. Play the video and tell the balloon in the picture. the dotted lines for number 1 with
children to watch and listen. your finger and say One. Then give out
• Play the video again and encourage the Transcript pencils and tell children to trace over
children to show the equivalent number five, six, seven, eight, nine, ten the numbers with a pencil.
of fingers as they say the numbers. five, six, seven, eight, nine, ten • Point to each number in turn and say it
• You can play the video as many times out loud. Have children repeat after you.
as you wish. Encourage children to Transcript
Point to the numbers again. This time
repeat the new words. Look at the big picture.
children should call out the numbers.
What can you find?
• Now use the flashcards to practice
Five. Find five.
the vocabulary again. First, choose Goodbye e 1.4
Six. Find six.
a child to be your helper. Show one • Say It’s time to say goodbye! Play the
Seven. Find seven.
flashcard at a time. Say the number and Goodbye! song for children to listen.
Eight. Find eight.
encourage the class to repeat the word Pretend to walk away from children and
Nine. Find nine.
after you. Hand the flashcard to your use the puppets to wave goodbye. Put
Ten. Find ten.
helper before you show a new one. the puppets in their box or in a bag
as the song ends. Play the song again
and have two helpers use the puppets.
Ask the rest of the children to sing and
wave goodbye.
28 Unit 1
4052245 Dora TG2.indb 28 20/06/2019 11:52
Optional Activity
Invite children to point to a number for
the rest of the class to say. Children can
do this in pairs, too.

2 Match and color. Say.
TEACHING TIP: Before the children do
the task, review the colors red, green,
blue, pink, yellow, and orange. Hold up
a colored pencil or crayon and have
children call out the color.
• Focus children’s attention on the

numbers at the bottom of the page.
Ask What colors can you see?
• Point to the example and have children
say the number and color, Five, orange.
• Go through all the numbers asking
children to call out the number
and color.
• Hand out colored pencils. Tell children
to match and color in the numbers.
Optional Activity
Lesson 2: Vocabulary Optional Activity Say the pairs of numbers and colors
on Student Book page 5: Five – red,
Practice If your students need more help to
Six – green, Seven – blue, Eight – pink,
remember the numbers, play Hungry
Nine – yellow, Ten – orange. Have
Lesson Objectives Puppy. Draw the outline of a large
children repeat after you. Then call out a
Practice the new words. puppy on the board and tell children
number, e.g., Seven! Children should call
this is Puppy. Explain that he’s hungry
Develop fine motor skills through out the corresponding color, e.g., Blue!
and he loves eating English words.
tracing and coloring. You can make this more challenging
Hold up the flashcards one by one and
by calling a number or color in random
elicit the number from the whole class.
Vocabulary order. Children must be alert. For
When they say it loudly and clearly, ask
example:
five, six, seven, eight, nine, ten a volunteer to “feed” the flashcard to
Puppy by sticking it inside his tummy. Teacher: Ten!
Materials Children: Orange!
CD1, CPT Teacher: Green!
Student Book page 5 Children: Six!
Student Book page 5, Activity Book 3 Trace and say. Teacher: Pink!
page 5 • Focus children’s attention on the page. Children: Eight!
Unit 1 flashcards Ask them to use their fingers to show Teacher: Five!
Colored pencils or crayons you how they are going to trace each Children: Red!
number. Correct children tracing in the
wrong direction.
Warm Up e 1.3 Goodbye e 1.4
• Tell children to trace the numbers with
• Repeat the Hello routine from Lesson 1 their pencils. • Follow the Goodbye routine from
of this unit. Lesson 1 of the unit.
• Review numbers 5–10. Put the six Optional Activity
flashcards on the board. Point to each Trace a number from 5 to 10 in the air
number and encourage children to say with your index finger. Do this with
each one. Mix up the order of the cards. your back to the children so they see
Invite children to point to a flashcard it from the correct angle. Elicit the
in random order and ask the rest of the number. Invite different children to
class to say the number. trace a different number for the class to
call it out. If children do well, review the
numbers 1–4 with the flashcards and
include them in the activity. Another
option is to have children work in
pairs and trace numbers on each
other’s backs.
Unit 1 29
4052245 Dora TG2.indb 29 20/06/2019 11:52
Lesson 3: Language
Presentation and Song
Lesson Objectives
Present the new structure There are
(ten) balloons.
Review the unit vocabulary.
Enjoy singing a song.
items in a picture.
Vocabulary
five, six, seven, eight, nine, ten
Review: one, two, three, four, balloon
Language
There are (ten) balloons.
Materials
CD1, CPT
page 6
Ten colored pencils (or crayons, or
other objects), a cloth bag • Explain that they will hear the song Activity Book page 6
again and this time they need to point
to the balloons in the picture. Tell them 3 How many? Trace and count.
Warm Up e 1.3 to listen for the numbers in the song. • Focus children’s attention on the
• Follow the Hello routine from Lesson 1 • Play the audio again and encourage picture. Tell them that they are going to
of this unit. children to sing some of the words trace the numbers in the balloons.
• Review numbers 1–10 by showing the this time. Praise children for their • First, have children count the balloons
ten crayons or colored pencils. Count good singing. with you. Say There are ten balloons! and
them one by one with children. ask children to repeat.
• Then put the pencils in a cloth bag, Transcript
Look, look, look!
• Then ask children to trace the numbers
turn your back and choose a number of in the balloons.
crayons. Turn around and ask children There are ten balloons.
to guess how many pencils you are One, two, three, TEACHING TIP: Put fast finishers in pairs
holding. Elicit numbers and then Four, five, six,
and have them count the balloons
show them the pencils. Invite different Seven, eight, nine, ten.
together, pointing in their books.
children to choose a number of pencils There are ten balloons!
for the rest of the class to guess. Optional Activity
Optional Activity
Sing the song again without the audio. Hand out colored pencils (crayons or
Student Book page 6 other objects you have available) so all
Ask children to replace balloons with
pencils. As you sing the song, hold up children have ten in front of them. Call
4 Look and listen. Point and sing. out sentences with random numbers
e 1.7 the correct number of pencils. Then
invite ten helpers to the front. Give a from 2 to 10, e.g., There are seven pencils.
• Focus children’s attention on the page. Each time, children count and set aside
pencil to each helper. As you sing the
Elicit the characters in the picture. the number of pencils you said. Go
song again, the helpers hold up their
Say Look! Here’s Dora! Here’s Boots. Tell around and check they all have the
pencils in order. Make sure that they
children that Dora and Boots are in correct number of pencils. Repeat with
keep their pencils held up so at the
the park. different numbers. You can also invite
end there are ten pencils in the air.
• Point to the balloons in the picture and You can also use crayons or other helpers to hold up a number of pencils
elicit balloon. Elicit the animal shapes classroom objects. at the front of the class. Count the
in the balloons. Point and say Look! It’s pencils, encouraging the class to count
a dinosaur. A bear. A dolphin. A seahorse. along with you. Say There are (seven)
Don’t expect children to repeat the pencils. and have children repeat.
words and accept their answers in L1.
• Say It’s song time! Tell children that Goodbye e 1.4
they are going to listen to a song. Play
• Follow the Goodbye routine from
the song for the class to listen to first
Lesson 1 of this unit.
and enjoy.
30 Unit 1
4052245 Dora TG2.indb 30 20/06/2019 11:52
There are five bags.
Color the five bags green.
There are nine books.
Color the nine books yellow.
There are seven balls.
Color the seven balls blue.
There are eight apples.
Color the eight apples red.
Optional Activity
If there’s time, do a simple picture
dictation. Ask children first to listen to
you carefully without drawing. Say a
few sentences, e.g., There are (four balls).
One ball is blue. One ball is green. Two
balls are red. Then ask children to listen
again and this time draw what they
hear on a piece of paper. Repeat the
instructions slowly as many times as
necessary. Hold up the correct number
of fingers as you mention the numbers.

4 Count and circle. Say.
picture. Tell them that they are going
to count the items and circle the
Lesson 4: Language are. Encourage them to say There are
(six) balls. Children can guess different
correct number. First, elicit what items
Practice numbers for their answers. Turn over
they can see: teddy bears, cars, bags,
books, balls, apples.
the flashcard and see who guessed
Lesson Objectives correctly. Repeat with the rest of • Count the teddy bears with children.
the items. Point to the example number six.
Practice the new structure There are
(nine books). • Ask children to count the items and
Student Book page 7 circle the correct number. Monitor and
help if necessary.
5 Listen and color. Say. e 1.8
Develop fine motor skills by coloring in TEACHING TIP: Children will probably
items and circling numbers.
• Focus children’s attention on the page.
count in their native language and
Elicit what the items are (teddy bears,
translate the number in English. It’s OK
cars, bags, books, balls, apples). Tell the
Vocabulary children that they are going to listen to
to allow this, but challenge them to
five, six, seven, eight, nine, ten count in English if they can.
the audio to find out what colors to use
Review: books, bags, teddy bears, balls, for the pictures. • Check answers by asking different
cars, apples and colors • First, ask the children to count the items children to stand up and count the
in English quietly. You can do this as a items. Write the numbers on the board.
Language group, too. • Draw a simple outline of the items
There are (nine books). • Then hand out the colored pencils. and their corresponding numbers to
Play the first two lines of the audio and practice the structure. Say There are
Materials pause. Elicit the number and color: six, (six teddy bears). Say the sentences
brown. Give children time to color the for children to repeat after you. As a
CD1, CPT
teddy bears brown. challenge, point to the items in random
• Pause after each pair of sentences to order and ask children to say There are
Student Book page 7, Activity Book check that everyone chose the correct (number) (item).
page 7 colored pencil and to give children time
Unit 1 flashcards to color the items. Optional Activity
Colored pencils • Next, point to the first picture and To test children’s memory, erase the
choose children to say There are six numbers from the board and ask
Warm Up e 1.3 teddy bears. Ask What color? and children to close their books. Point to an
have them call it out. Repeat for the item, e.g., the book, and see if children
• Follow the Hello routine from Lesson 1 can remember how many there are.
other items.
of this unit.
• Draw six different items from Level 1 Transcript
across the board, e.g., a ball, a doll, Goodbye e 1.4
There are six teddy bears.
a kite, a dog, a cookie, and a book. Color the six teddy bears brown. • Follow the Goodbye routine from
Stick a number flashcard face down There are ten cars. Lesson 1 of this unit.
under each item. Point to the ball. Ask Color the ten cars orange.
children to guess how many balls there
Unit 1 31
4052245 Dora TG2.indb 31 20/06/2019 11:52
Lesson 5: Story
Lesson Objectives
Understand a story.
Familiarize children with key language
and events in the story.
Develop noticing skills.
Review the unit structure and
vocabulary.
Vocabulary
Story words: door, knock, bridge, show
Language
Where is (Benny)? Let’s … , We did it!
Materials
CD1, CPT
Student Book pages 8–9, Activity Book
page 8
Unit 1 flashcards
Five school bags
Warm Up e 1.3
• Follow the Hello routine from Lesson 1 Student Book pages 8–9 Activity Book page 8
of this unit.
• Place the five school bags at the front 6 Watch the video. r 5 Follow the path. Circle the
of the class. Put a number flashcard in • Say It’s story time with Dora! and bring correct pictures.
front of each bag. Hold out the Dora children together so they can all see • Focus children’s attention on the
puppet and ask children to close their and hear the CPT. You can position Activity Book page. Tell them that they
eyes. Place the puppet quickly in one the Dora and Boots puppets to watch need to find their way out of the maze
of the bags. Then ask Where is Dora? as well. by circling the pictures they saw in the
Choose children to call out a number
and ask a helper to check inside the • Ensure the children are all sitting story. Point to the pictures one by one
quietly and say Let’s listen and watch. and elicit if they’re in the story.
bag. Repeat with the Boots puppet and
different numbers. Play the video for the first time for • Look at the example together. Then
children to enjoy. invite children to show how they are
Story Summary • Play the video again, but this time going to continue through the maze.
Today is the Big Rainforest Talent pause after one or two scenes in the • Tell children to follow the path and
Show and Dora and Boots are looking animation to check that everyone has circle the correct pictures along the
for Benny. They see him in his hot air understood. way. Monitor and help if necessary.
balloon; he is wearing his pointy hat Check answers.
for the talent show. Benny’s hat pops TEACHING TIP: To make it easier for the
children to understand the Storyteller’s ANSWERS
the balloon! Boots and Dora grab the
introduction, you can rephrase it and Children should also circle the three
balloon’s ladder as it flies away. They
repeat it for them yourself. Knock-Knock Doors, the balloons,
land but they are lost. Map tells them
and Benny.
they need to go through the Knock-
Knock Doors and over Troll Bridge to • After the Storyteller’s question, pause so
children can say what Dora had to do to Optional Activity
get to the Talent Show. At the Knock-
Knock Doors they count the knocks and get to the Talent Show. Invite children to explain how each
get through the doors. At Troll Bridge character and item was used in the
they match Troll’s balloon animals to Optional Activity story. Encourage them to use words in
the foods the animals like to eat. After Play the video once more, pausing it to English they remember.
they cross Troll Bridge, they arrive at the ask some simple questions about what
show. Benny tells knock-knock jokes children can see, e.g., Who’s this? What’s Goodbye e 1.4
and everyone laughs. this? What color is this?
32 Unit 1
4052245 Dora TG2.indb 32 20/06/2019 11:52
Dora We made it to the Talent Show!
Action: Children jump up and down.
Dora Let’s clap for Benny. Clap!
Action: Children clap.
Dora The show was great. We did it!
Action: Children clap and raise their arms
in the air.
TEACHING TIP: Giving children actions

to do can help them understand the
story better. Even if they are shy about
doing the actions, they can benefit
from seeing others do them.
Value r
• Look at story frame 7 together. Tell
the children that Benny is performing,
and the other characters are clapping.
Explain that they are cheering for him.
• Review the final part of the video from
Lesson 5 and invite children to answer
the Storyteller’s question How do
you cheer for others? Do children clap,
whistle, or shout something when
they cheer?
• Ask the children when they cheer for
other people. Provide some examples
to get the children to think about their
Lesson 6: Story, Student Book pages 8–9 ideas, e.g., at a sports game, when
Role-play, and Value 7 Listen to the story. Act. e 1.9
watching a performance, or when
someone does something special. Use
• Say It’s story time with Dora! Tell children examples of times the children have
Lesson Objectives to open their books to the story page. cheered others at school.
Tell a story through actions and mime. Ask children to say what objects and
Develop listening skills. characters they can see in each picture.
Explore the value of cheering for others. • Then say Let’s listen to the story and play
Develop fine motor skills by tracing the audio for the first time for children 6 Trace the correct picture. Match
and matching. to enjoy. h or k.
• Play the audio again and tell children to • Focus the children’s attention on page 9
Vocabulary point to the pictures as they listen. You of the Activity Book. Elicit what they can
can do this yourself at the same time, so see in the pictures.
Story words: door, knock, bridge, show
the children can copy you if they need. • Explain that in one of the pictures
• Next say Let’s act! Then read out the the boy is cheering for his friends.
Language story yourself, miming actions for Where Ask Which one? and have the children
Where is (Benny)? Let’s … , We did it! is Benny? (raise your shoulders and look point to the correct picture. Say Yes,
puzzled); knocking and clapping; and he’s cheering for his friends! Invite the
Materials raising your arms in the air for We did it! children to cheer and clap.
CD1, CPT Encourage children to copy you. • Then hand out pencils. Ask children to
Dora and Boots puppets • Play the audio again and do the actions trace the circle around the boy who’s
Student Book pages 8–9, Activity Book with the children. Encourage them to cheering and match the picture with
page 9 say We did it! all together. the happy face. They then match the
Unit 1 storycards first picture with the sad face.
Transcript
Pencils Dora Where is Benny? Goodbye e 1.4
Action: Children shrug their shoulders and • Follow the Goodbye routine from
Warm Up e 1.3 look puzzled. Lesson 1 of this unit.
Dora We need him for the Talent Show.
• Follow the Hello routine from Lesson 1
Action: Children raise their arms in the air for
of this unit.
Talent Show.
• Ask children to tell you what they Dora We can go through the doors.
remember about the video they saw in Action: Children pretend walking through
the previous lesson. Stick the storycards the doors.
in random order on the board to refresh Dora Knock three times.
their memory. Elicit that the characters Action: Children knock three times.
were at a talent show. Ask children to Dora Let’s go over the bridge.
stand up and mime being at a talent Action: Children pretend walking over
show. For example, they can dance, the bridge.
sing, or do something funny.
Unit 1 33
4052245 Dora TG2.indb 33 20/06/2019 11:52
Lesson 7: Action Song
Lesson Objectives
Familiarize children with the language
of an action using a song.
Practice actions for the song.
Develop fine motor skills by
coloring a picture.
Vocabulary
Review: numbers 1–10
Language
point, count
Materials
CD1, CPT
page 10
Unit 1 flashcards
Colored pencils
Optional: a soft ball
Warm Up e 1.3
• Follow the Hello routine from Lesson 1 • Play the audio and mime the actions TEACHING TIP: Get children used to
of this unit. for the children. Mime pointing and
doing simple tasks in pairs. This will
• Write numbers 1–10 across the board in counting the apples. Play the song
ensure that they are all getting the
order. Count from 1 to 10 with the class. again and have the children mime
practice they need and it also promotes
Then ask children to close their eyes as they sing along with you. Choose
teamwork. Furthermore, it’s a good
and erase a number. Say Look! What’s a helper to point to the apples as
opportunity for you to walk around and
missing? and elicit the number. Write you count.
monitor children more closely.
the missing number again. Repeat TEACHING TIP: Play the songs several
several times, asking different children
times so that the children can learn the
to erase a number for the class to call
actions, too. Encourage them to sing
Optional Activity
out. After several minutes, write the Ask the children to stand in a circle.
some of the words also.
numbers in scrambled order on the Show them the soft ball and ask them
board to make it more difficult. to imagine it’s an apple. Then throw the
TEACHING TIP: Giving children some
Activity Book page 10 soft ball to a child as you say One! The
child then says Two! as he/she throws
responsibility in a task makes the 7 Color the apples. Count and say. it to another child. Continue until you
task more personal and gives them
• Focus the children’s attention on reach ten. Have children cheer and
a sense of achievement. It also helps clap. Say We did it! as you cheer with
page 10 of the Activity Book. Tell
them become more responsible and the puppet. Repeat. To make it more
them that it is the picture from the
independent. challenging you can count backwards
Student Book.
• Look at an apple in the Student Book from ten to one.
Student Book page 10 picture and ask What color is it? Elicit
the answer: Red and green. Hand out Goodbye e 1.4
8 Listen. Sing and act. e 1.10 the colored pencils and ask children • Follow the Goodbye routine from
• Say It’s song time! and, if possible, allow to color the apples. They can use red, Lesson 1 of this unit.
the children to stand up. Gather the green, or any color they want.
class around the board and show • When children have finished coloring,
page 10 of the Student Book. Tell the count the apples together. Ask them
children that they are going to sing to point to the apples in their book as
a song about counting. Point to the they count them. Invite them to repeat
picture and ask children What is he in pairs.
counting? (apples). Say The song is called
Count With Me.
34 Unit 1
4052245 Dora TG2.indb 34 20/06/2019 11:52
to different children and repeat the
high five.
• Say Let’s chant! and play the audio for
children to chant along.
• Say Good work class! Get a sticker for
Unit 1. Ask children to turn to the
back of the book for the sticker. Tell
them to stick it in the correct place on
page 11. Offer help where needed.
Transcript
We did it! We did it!
Yeah, yeah. We did it, hurray!
We learned new words! We did it, hurray!
Optional Activity
Ask children to look through Unit 1
or do this as a class. Elicit all the new
words they have learned. Encourage
them to say what they liked best about
this unit.

8 Draw and color. Say.
Lesson 8: Wrap Up Student Book page 11 • Focus children’s attention on page 11
9 Make and say. of the Activity Book. Explain that they
Lesson Objectives are going to review the language they
Review the language from the unit. • Look at Student Book page 11 together learned in this unit.
and explain to children they too are
going to make apple stamps, like the • Show how to draw a line through
drawing and coloring. the dots with your finger. Count with
ones on the page.
Round up the unit’s work with a children as you move from one number
• Show an apple half and the bowl of red
to the next. Ask children to guess what
self-assessment task and chant.
watercolor paint. Demonstrate how
the picture is.
to make an apple stamp on a sheet
Vocabulary of paper. Then use a green crayon or • Then ask children to use a pencil for
Review: five, six, seven, eight, nine, ten marker to draw the stem and two green drawing. As they join the dots, ask them
leaves. Hold up the apple stamp and to say the numbers. Then elicit what the
picture is: A crayon.
Language ask children if they like it.
Review: There are (ten apples). • Hand out the sheets of paper, apple Circle the stars!
halves, and bowls of red watercolor
• When everyone has finished say Good
Materials paint. Tell children they need to make
job on Unit 1. Circle the stars!
between five and ten apple stamps on
CD1, CPT
their sheet of paper, so they need to • Point to the numbers one by one and
Dora and Boots puppets use the space well. Monitor and help elicit them from the children. As they
Student Book page 11, Activity Book while children make their apple stamps. say a number, ask them to circle a star.
page 11 • Then tell children they are going to
Unit 1 flashcards
Optional Activity
draw the stem and leaves. Hand out the
green crayons or markers. Play Run to the Card from the Ideas
Sheets of white paper, apples cut in
Bank on page 24. You need lots of
half, bowls with red watercolor paint, • As you go around the classroom,
space for this and it will work better if
green crayons or markers encourage children to point to their
you move tables and chairs out of the
apple stamps and tell you how many
way. Display the number flashcards on
Warm Up e 1.3 there are, e.g., There are (seven) apples!
different walls. Tell children to stand
• Follow the Hello routine from Lesson 1 • Ask children who finish quickly to show in the middle of the room. Call out a
of this unit. their apples to their friends. They can number. Children run to the correct
count the apples together. flashcard each time. After a short while,
• Ask five children to stand up and mime
eating an apple. With the rest of the change the position of the flashcards
10 Listen and chant. Then stick.
class, count the imaginary apples. Say and repeat.
e 1.11
Let’s count! One, two, three, four, five
apples! Ask children to sit down and
• Tell children to hold up their apple
stamps and encourage everyone to Goodbye e 1.4
then nominate different children to • Follow the Goodbye routine from
shout We did it! You can use the Dora
stand up. Vary the number of children Lesson 1 of this unit.
and Boots puppets here to do a high
from two to ten.
five at the same time. Give a puppet
Unit 1 35
4052245 Dora TG2.indb 35 20/06/2019 11:52
Lesson 1: Topic
and Vocabulary
Presentation
Learning Objectives
Familiarize children with the new words.
Develop fine motor skills
through tracing.
Vocabulary
New: horse, chicken, cow, donkey,
duck, sheep
Materials
CD1, CPT
page 12
Unit 2 flashcards
Warm Up e 1.3
• Play the Hello! How Are You? song
from page 3. As the audio plays, use 2 Listen, point, and say. Listen and
the Boots and Dora puppets on both Optional Activity
find. e 1.12–1.13
your hands to wave hello to children. Invite one or two children to the front
Encourage children to wave back and
• Focus children on the Student Book and give them a flashcard. Don’t show
page. Tell them that Dora is at the farm.
raise their arms in the air as they sing I’m the rest of the class. Ask children to
Elicit different ideas about what she is
fine. Thank you! Play the song again and mime the animal on the flashcard.
doing, e.g., taking the horse to the barn.
invite two helpers to use the puppets. The rest of the class calls out the
• Pre-teach farm and farmer. Explain it’s
• Tell children to look at the animals on animal. Repeat with different children
the farm. Play audio 1.12 and hold your and flashcards.
where a farmer lives and works and has
book up as you point to the animals.
lots of animals. Then present the Boots
and Dora puppets. Wave and say Hello!
How are you? to children and encourage • Play the audio again and encourage Activity Book page 12
them to respond. Draw a horse on the children to say the new animals.
• Say Look at the big picture again. Play
1 Trace and say.
board and say Look! Dora and Boots
are at the farm. This is Sparky. Move the audio 1.13. Pause after Find a horse and • Tell the class to look at the picture. Trace
puppets so it looks like they are riding point to the horse in the big picture. the line between the two horses and
around the class. Say Welcome to the Continue playing the audio. Pause after around the horse in the big picture.
farm! to different children. Give the each number to check that all children Say A horse. Repeat for the other lines
puppets to children to help you. are pointing to the right animal in the and circles, eliciting the animals
big picture. from children.
Student Book page 12 • Ask volunteers to come up and identify • Then give out pencils and tell them to
an animal on the page. trace the lines and circles. Walk around
1 Watch the video. r and ask children to say the animal for
• Say It’s video time! Bring children Transcript the line or circle they are tracing.
together so they can all see and hear horse, chicken, cow, donkey, duck, sheep • Then point to each animal in turn and
the video. Play the video and tell cow, horse, chicken, sheep, donkey, duck ask children to say it out loud. Say the
children to watch and listen. word again for children to repeat if
Transcript there are any problems.
• Play the video again and encourage Look at the big picture.
children to point to the animals as they What can you find? Goodbye e 1.4
hear them. Horse. Find a horse. • Say It’s time to say goodbye! Play the
• You can play the video as many times Chicken. Find a chicken. Goodbye! song for children and use the
as you wish. Encourage children to Cow. Find a cow. puppets to wave goodbye and ride
repeat the new words. Duck. Find a duck. away on an imaginary horse. Play the
• Now use the flashcards to practice the Donkey. Find a donkey. song again and have two helpers use
vocabulary again. Show each flashcard Sheep. Find a sheep. the puppets. Ask the rest of the children
slowly revealing parts of the animal. to sing and wave goodbye.
Invite children to call out the animal if
they know it. Say the animal for children
to repeat. Stick the flashcards on the
board and drill the words at random.
36 Unit 2
4052245 Dora TG2.indb 36 20/06/2019 11:52
big picture. Point to the duck in the
top row and say Look! A duck. Then
point to the three ducks and say There
are three ducks.
• Ask children to circle the rest of the
animals. Walk around and help if
necessary.
• To check answers, point to the animals
across the top row. Each time, say Look!
A (duck). Choose a child to say how
many animals there are. For example,
they should say There are (three ducks).
Help them say the plural -s and to form
the singular sentence for donkey.
ANSWERS
Children should say:
There are three ducks.
There are three sheep.
There is a/one donkey.
There are two horses.
There are two chickens.
TEACHING TIP: The children may notice

that there isn’t an s sound at the end of
sheep. Don’t go into details of regular or
irregular plurals. Draw their attention to
the plural forms (cows, donkeys, horses,
and other animals), and then sheep.
Lesson 2: Vocabulary Student Book page 13
Optional Activities
Practice 3 Match and say.
• Invite five children to the front of
• Focus children’s attention on the page. the class and ask them to mime an
Lesson Objectives Ask children to use their fingers to show animal, e.g., donkey. Ask the rest of
Practice the new animal words. you how they are going to match each children to raise their hands if they
Develop fine motor skills through pair of animals. know the animal. Elicit the animal
matching and circling. • Then tell children to draw the matching and have the class say There are five
lines with their pencils. donkeys all together. Invite different
Vocabulary • Call out an animal, e.g., Duck! Ask children, varying the numbers from
five, six, seven, eight, nine, ten children to trace over the corresponding three to eight children, to mime
matching line with their finger. Children different animals. Repeat the process
Materials can do this in pairs, too. each time.
CD1, CPT • Do this task to reinforce the singular
Optional Activity and plural structures. Put ten pencils
Dora and Boots puppets Hand out the flashcards so each child in a pencil case. Count them with
Student Book page 13, Activity Book has one. Say sentences with the Unit 1 the children as you do this. Then
page 13 structure and the new animal words, turn your back and pick a number of
Units 1 and 2 flashcards e.g., There are (eight) (chickens). The two pencils, e.g., four. Face the children
Optional: a pencil case, at least ten children holding the eight flashcard and again holding the pencils behind
colored pencils the chicken flashcard must come to the your back. Invite them to guess
front and show their flashcards to the how many pencils you’re holding.
class. Have all children repeat after you As they call out the number, elicit
Warm Up e 1.3 There are (eight) (chickens). Repeat with There’s / There are (four) pencils. After
• Repeat the Hello routine from Lesson 1. different combinations of numbers a few guesses, reveal the pencils
• Ask children to call out the animals at and animals. and say with the children There are
the farm in Lesson 1. As they do, stick four pencils! Repeat with a random
the flashcards around the room. Say number of pencils. You can also
Point to the duck! and have children Activity Book page 13 invite different children to hold
point to the correct flashcard. Repeat pencils behind their back for the rest
with different animals. Invite children 2 Find the same and circle. Count of the class to guess.
to give an instruction to the rest of the and say.
class. They can call out just the animal • Focus children’s attention on the
animals. Point to each animal across Goodbye e 1.4
or the whole phrase Point to the (cow)!
the top row and ask What is it? Invite • Follow the Goodbye routine from
TEACHING TIP: If some children different children to identify the animal. Lesson 1 of this unit.
struggle to remember or say the animal • Now point to the example and explain
words, allow them to mime the sound that children should circle the animals
of the animal. in the top row if they see them in the
Unit 2 37
4052245 Dora TG2.indb 37 20/06/2019 11:52
Lesson 3: Language
Lesson Objectives
Present the new structure There’s
a horse.
items in a picture.
Vocabulary
horse, chicken, cow, donkey, duck, sheep
Review: friend
Language
There’s a (horse).
Materials
CD1, CPT
page 14
Unit 2 flashcards
• Play the audio again and encourage Activity Book page 14
children to sing some of the words
Warm Up e 1.3 this time. Praise children for their 3 Trace and say.
• Follow the Hello routine from Lesson 1. good singing. • Focus children’s attention on the
• Review the animal words by playing picture. Tell them that they are going to
Find the flashcard. Ask three to five Transcript trace the animals in the farm.
children to leave the classroom. Hide Look, look, look!
Look, a (horse)!
• First, have children identify the animals
the animal flashcards around the room with you. Say There’s a horse! Have
with the other children’s help. Then There’s a (horse).
children repeat.
invite children to return to the room Look, look, look!
Look, a (chicken)! • Then ask children to trace the line
and look for the flashcards. As they
There’s a (chicken). around each animal with a pencil.
find the flashcards, ask them to identify
them and then stick them on the board. TEACHING TIP: Put fast finishers in
Verse 2: (cow / donkey)
Verse 3: (duck / sheep) pairs and have them call out an animal
Student Book page 14 for their partners to point to it in their
Optional Activities book. If possible, encourage them to
4 Look and listen. Point and say There’s a (horse).
sing. e 1.14 • To assist comprehension, play the
song again and pause after each
• Focus children’s attention on the page. Optional Activity
animal is heard. Each time, invite a
Elicit the characters in the picture. Say Ask children to think of another animal,
child to choose the correct flashcard
Look! Here’s Dora! There’s a duck next to e.g., dog, cat, rabbit. Have them draw it
and stick it on the board.
her. Tell children that Dora is going to somewhere in the picture. Then invite
ride the horse. • To give children more practice
with the target structure, invite six children to show the new animal to you
• Invite children to identify the other and the rest of the class saying Look!
children to the front of the class
animals in the picture (sheep, cow, There’s a (cat)!
and give them a flashcard each. Ask
donkey, horse, chicken) and the character
them to stand in a line facing the
behind the bush (Tico).
other children. Say Look, look, look! Goodbye e 1.4
• Say It’s song time! Tell children that they There’s a (chicken)! The child holding
are going to listen to a song called • Follow the Goodbye routine from
the corresponding flashcard, must Lesson 1 of this unit.
There’s a Horse. Tell them to listen for the take a step forward and hold up the
animals in the song. flashcard. The rest of children should
• Play the song for the class to listen to repeat There’s a (chicken)! Repeat for
first and enjoy. all the animals. To make it fun, repeat
• Explain that they will hear the song some animals randomly, trying to
again and this time they need to point surprise children.
to the animals in the picture.
38 Unit 2
4052245 Dora TG2.indb 38 20/06/2019 11:52
Optional Activities
• Ask children to look at the picture
and listen to what you say carefully.
Say There’s a … sentences that are
true or false about the picture. For
example, There’s a horse/cow/sheep.
(True.) There’s a fish/rabbit/dog/carrot.
(False.) Say true and false sentences
in random order. Ask children to
remain seated when they hear a true
sentence and stand up when they
hear a false sentence.
• Ask children to choose an animal
from page 15 of their Student Book.
Have them draw one or more of the
animals they chose on a piece of
paper. Invite children to show their
drawing and say, e.g., There are
(three) ducks.

4 Match and say.
• Focus children’s attention on the small
pictures. Tell them that they are going
to match the parts of the animals to the
animals in the big picture. First, elicit
Lesson 4: Language flashcards on the board and say which
one is missing. Point to the flashcard
what animal each part represents.
Practice you’re holding and elicit It’s a (horse).
• Do an example. Point to the donkey’s
ears and draw an imaginary matching
Repeat with different flashcards. You
line to the donkey in the big picture.
Lesson Objectives can also invite children to choose and
Say There’s a donkey.
Practice the new structure There’s remove a flashcard.
a (donkey).
• Ask children to use their pencils to
TEACHING TIP: Make this more match the animal parts to the animals.
challenging by removing two flashcards • Check answers by asking children to
Practice listening skills. at a time. stand up and point to the pictures that
Recognize a simple sequence. match, saying There’s a (cow).
and matching. Student Book page 15 Optional Activity
Ask children to look at the big picture
5 Listen and trace. Say. e 1.15
Vocabulary in their Activity Books again for a few
• Focus children’s attention on the page. seconds. Then ask them to close their
horse, chicken, cow, donkey, duck, sheep
Tell children that they are going to books and call out the animals they
listen to the audio and point to the remember. Encourage them to use the
Language animals they hear. whole phrase There’s a (horse).
There’s a (donkey). • Play the audio, pausing if necessary to
check that children are pointing to the
Materials Goodbye e 1.4
correct animal.
CD1, CPT • Play the audio once more, pausing after
Dora and Boots puppets each animal. Ask children to trace the
Student Book page 15, Activity Book line around the animal they hear.
page 15 • When they finish, ask them to work
Unit 2 flashcards in pairs. They take turns pointing to
an animal. Their partner says There’s
a (donkey).
Warm Up e 1.3
• Follow the Hello routine from Lesson 1 Transcript
of this unit. There’s a duck.
• Play Which One is Missing? from the There’s a donkey.
Ideas Bank on page 24. Stick all the There’s a horse.
flashcards on the board. Point to them There’s a chicken.
one by one and elicit from children There’s a cow.
There’s a (horse). Then ask them to close There’s a sheep.
their eyes and remove a flashcard. Hold
it up with the back of the flashcard
facing children. Ask them to look at the
Unit 2 39
4052245 Dora TG2.indb 39 20/06/2019 11:52
Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: ride, mountain, rock,
pull, forest
Language
We can …
Review: Let’s … , We did it!
Materials
CD1, CPT
Student Book pages 16–17, Activity
Book page 16
Unit 2 flashcards
Optional: recorded sounds of the six
farm animals
Student Book pages 16–17 TEACHING TIP: Encourage children
to say what is happening in the story
Warm Up e 1.3 6 Watch the video. r
using words in English that they know.
• Follow the Hello routine from Lesson 1 • Say It’s story time with Dora! and bring This will ensure that they understand
of this unit. children together so they can all see what’s happening.
• Tell children to imagine they are at a and hear the CPT. You can position
farm. Play each animal sound one by the Dora and Boots puppets to watch
one or make the sounds yourself with as well. Activity Book page 16
the children’s help. Invite children to • Ensure children are all sitting quietly
identify the animal that’s on the farm and say Let’s listen and watch. Play the 5 Look and circle 4 differences.
each time by saying There’s a (cow)! video for the first time for children • Focus children’s attention on the
Then say There’s a (horse)! Invite children to enjoy. Activity Book page. Tell them that they
to mime the animal sound. need to find four differences between
TEACHING TIP: Retell the story yourself the two pictures. Point to the example
Story Summary at a slower pace using the storycards. and elicit the difference saying There’s a
This will help children follow the story cow. It’s next to Dora.
Dora is riding her horse, Sparky, to the
more easily if they struggle to follow • Talk about the rest of the differences
farm. Map tells them that to get to the
the audio. as a whole class. Invite children to raise
farm they must ride through Rocky
Mountains and past Prickly Forest. They their hands when they find a difference
TEACHING TIP: Encourage children and explain it.
arrive at the mountains, but rocks are
falling on the road. Sparky is scared so to say some of the phrases from the
Dora leads him past the falling rocks story with you. You can simplify these TEACHING TIP: If you want to
and the snakes. A large rock falls and if necessary, e.g., Watch out! A rock! challenge the children, ask them to find
blocks the path. Dora and Sparky use a (instead of Watch out for the rock, the differences on their own or in pairs.
lasso to pull the rock out of the way. At Sparky!) or Let’s pull. (instead of Let’s pull Then check answers with the class.
Prickly Forest, there are lots of prickly the rock together.).
bushes. They arrive at the farm. The
• Tell children to draw circles around the
• Play the video again, but this time differences in the picture on the right.
cow knocks the cart and it starts to roll
pause after one or two scenes in the Walk around and help if necessary.
towards the cliff. Oh no, the chicks are
animation to check that everyone has
in the cart! Dora and Sparky chase the ANSWERS
understood.
cart and stop it. They save the chicks! Children should circle the cow, the
• After the Storyteller’s question What do ducks, the horse, and the donkey in the
Dora and Sparky need to do?, pause so second picture.
children can summarize what the two
characters do in the story. Goodbye e 1.4
40 Unit 2
4052245 Dora TG2.indb 40 20/06/2019 11:52
Dora We saved the chicks! We did it.
Hurray!
Action: Children pretend to hand over the
chicks to the farmer and then clap and jump.
Value r
Lesson 5 and focus on the Storyteller’s
explanation of the value be a team.
• Look at story frame 4 together.
Nominate children to describe what
Dora and Sparky are doing as a team
(pulling the rock with a rope). Elicit
that the rock is heavy and difficult
to pull. Explain that Dora and Sparky
are working together as a team. Ask
children to share their own experiences
of working as a team with other people.
TEACHING TIP: Invite children to talk

about the value and give examples
from their own life. This will help them
personalize the value and make it
more memorable.
• Provide some examples of people

working as a team in other situations to
get children to think about their ideas.
Mention a family working together
Lesson 6: Story, Student Book pages 16–17 to make a meal, or children working
Role-play, and Value 7 Listen to the story. Act. e 1.16
together to clean up their classroom,
for example.
• Say It’s story time with Dora! Tell children
Lesson Objectives to open their books on the story page.
Tell a story through actions and mime.
• Then say Let’s listen to the story and play
Develop listening skills. the audio for the first time for children 6 Color the correct picture. Match
Explore the value of being a team. to enjoy. h or k.
Develop fine motor skills by coloring • Play the audio again and tell children to • Elicit what children can see in each
and matching. point to the pictures as they listen. You picture. Explain that one of the two
can do this yourself at the same time so pictures shows the boy and girl working
Vocabulary children can copy you if they need. as a team. Elicit which one it is and why.
Story words: ride, mountain, rock, • Next, say Let’s act! Then read the story Say Yes, they’re a team. They’re cleaning
pull, forest out loud using the Dora puppet. up together.
Mime pulling the rock and encourage • Then hand out the colored pencils. Ask
children to join you. At the end, clap children to color the scene where the
Language and raise your arms in the air for We did boy and girl are working together (the
We can … it! Hurray! scene on the left).
Review: Let’s … , We did it! • Play the audio again and do the actions • Then ask them to match each scene
with children. Encourage them to say with a happy or sad face. Ask them
Materials We did it! Hurray! all together. to decide with a partner as a team to
CD1, CPT reinforce the value. Check answers.
Dora puppet
Transcript
Dora Let’s ride Sparky to the farm. Goodbye e 1.4
Student Book pages 16–17, Activity Action: Children stand up and mime patting
Book page 17 • Follow the Goodbye routine from
a horse. Lesson 1 of this unit.
Unit 2 storycards Dora We can go through the mountains.
Colored pencils Action: Children mime riding a horse.
Dora Watch out for the rock, Sparky!
Action: Children point out ahead to the rock.
Warm Up e 1.3
Dora Let’s pull the rock together.
• Follow the Hello routine from Lesson 1. Action: Children mime pulling a heavy rock.
• Ask children to tell you what they Dora We go through the forest.
remember about the video they saw in Action: Children pretend being Sparky
the previous lesson. Use the storycards and jumping.
to remind them if necessary. Elicit that Dora Look! There’s the farm.
Dora was at a farm and she rode the Action: Children point to the farm.
horse Sparky. Ask children to stand up Dora Oh no! The chicks are rolling away!
and mime riding Sparky. Then have Action: Children do a rolling movement with
them stop suddenly in front of the rock. their hands.
Unit 2 41
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Lesson Objectives
Develop fine motor skills with a
tracing task.
Vocabulary
sky, log
Language
Here I go. Jumping high/up.
Materials
CD1, CPT
page 18
Warm Up e 1.3
of this unit.
• Mime the key actions from the story as
you say the words: Ride. Pull. Jump. Say
TEACHING TIP: Ask questions to
• When children have finished tracing,
the actions again and have children point to pictures in a different order and
mime after you. Repeat the action personalize the topic of the songs, e.g.,
elicit the phrase. Help them if necessary.
words in different order to check what other actions children do on a
playground or which is their favorite
children are listening carefully. Optional Activities
action. This will make your lesson more
personal and children will relate the • Review numbers 1–10. Ask children
Student Book page 18 song to their own experiences. to stand in a circle. Say Three jumps
and jump three times. Invite children
8 Listen. Sing and act. e 1.17 to jump with you as you count One,
• Say It’s song time! and, if possible, allow Optional Activities
two, three! Repeat with different
children to stand up. Gather the class • Invite two helpers to the front to numbers. Encourage children to
around the board and show page 18 of hold a puppet each. Play the song count along with you. As a variation,
the Student Book. Tell children that they again and sing along with the class. invite children to think of a number.
are going to sing a song about jumping. Prompt the helpers to make the Nominate children to jump as many
Point to the picture. Ask children Where puppets jump when they hear jump times as the number they thought
is the boy? (At a playground.) What is he or jumping. You could also distribute of. The rest of the class counts and
doing? (Jumping.) Say The song is called the Unit 2 flashcards to children and calls out the number.
ask them to make the animals jump
Jumping, Jumping, Jump! • Review actions from Level 1: dance,
along.
• Play the audio and mime jump for jump walk, clap, and jump. Say the actions
and jumping. Mime jumping over a log, • Sing the song without the CD and and demonstrate them on the spot.
a bag, and over a ball. Play the song replace jump with run and dance. Act Invite children to do them with you.
again and have children mime as they out the actions and then repeat with Play Simon Says with the action
sing along with you. children. Ask them which version words. Explain that children must do
they prefer.
• Point to the small pictures at the the action only if they hear you say
bottom of the page as you say Down, Simon says. Do one or two examples
up, and down. Jump! Jump slowly as to make sure children understand
Activity Book page 18 the game.
you repeat the words. Have students
join you. 7 Find the action from the song.
Trace and say. Goodbye e 1.4
Transcript
Here I go. Jump! Jump! • Focus children’s attention on the • Follow the Goodbye routine from
Jumping high. Jump! Jump! pictures on page 18 of the Activity Lesson 1 of this unit.
Jumping up into the sky. Book. Ask them what action is depicted
Jumping up, (jump). Say Down, up, and down! as you
Over the (log), point to each picture. Say it again and
Jumping, jumping, jump! have students repeat after you.
• Ask children to trace the legs with
Verse 2: (bag) a pencil. Walk around and check
Verse 3: (ball) everyone is on task.
42 Unit 2
4052245 Dora TG2.indb 42 20/06/2019 11:52
different animals. Invite children to call
out a sentence for the rest of the class.
10 Listen and chant. Then

stick. e 1.18
• Tell children to put on whichever finger
puppets they want and encourage
everyone to shout We did it! You can use
the Dora and Boots puppets here and
raise their arms up in the air.
• Say Good work class! Have a sticker for
Unit 2. Ask children to turn to the back
of the book for the sticker. Tell them
to stick this in the correct place on
Transcript
Optional Activity
Ask children to look through Unit 2
Lesson 8: Wrap Up to help children identify the animal.
Nominate one or two children to walk
or do this as a class. Elicit all the new
words they have learned and which
up and touch the flashcard of the their favorite word or animal is.
Lesson Objectives
animal you are saying. Repeat with
Review the language from the unit.
different animals and children.
Develop fine motor skills through Activity Book page 19
making finger puppets.
Student Book page 19 8 Follow and trace. Say.
Round up the unit’s work with a
self-assessment and chant. 9 Make and say. • Focus children’s attention on page 19
of the Activity Book. Explain that they
• Look at Student Book page 19 together
are going to review the language they
Vocabulary and explain to children they too are
learned in this unit.
Review: horse, chicken, cow, donkey, going to make animal finger puppets
duck, sheep like the ones on the page. • Point to each animal and have children
say it all together.
• Show the Unit 2 Photocopiable
Language Worksheet and ask children to identify • Then ask them to use a pencil to trace
the animals. the lines. Praise them on their work.
Review: There’s a (horse).
• Hand out the photocopies and colored Circle the stars!
Materials pencils for children to color the finger
puppets first.
• When everyone has finished say Good
CD1, CPT job on Unit 2. Circle the stars!
Dora and Boots puppets TEACHING TIP: Ask fast finishers to help • Point to the pictures one by one and
Student Book page 19, Activity Book other classmates finish their coloring. elicit the words from the children.
page 19 As they say a word, ask them to
Unit 2 flashcards
• When they finish, demonstrate cutting circle a star.
one to make sure they know where
Copies of the Unit 2 Photocopiable they should cut. Then hand out the Optional Activity
Worksheet scissors for children to cut out the Ask children to choose a finger puppet
Colored pencils, scissors, glue or tape finger puppets. Walk around and help if and put it on. Then hold up the Dora
necessary. puppet and act out a simple dialogue
Warm Up e 1.3 • Next, demonstrate sticking a finger with children. Say Hello. How are you?
• Follow the Hello routine from Lesson 1 puppet together with glue or tape. Children respond I’m fine, thank you.
of this unit. Hand glue or tape for children to stick Say What are you? Children respond
their own. Again, some children may I’m a (duck). Say OK. Goodbye. Children
• Play Watch My Lips from the Ideas Bank need help with this. respond.
on page 24. Stick the animal flashcards
on the board. Point to each one and • When all children have their finger
elicit the word. Then tell them to look puppets ready, ask them to put them Goodbye e 1.4
carefully at your lips. Say one of the in a row on their table in front of them. • Follow the Goodbye routine from
animals without making a sound. Say There’s a (duck). and have children Lesson 1 of this unit.
Exaggerate your mouth movements put on their duck finger puppet and
hold it up in the air. Repeat with
Unit 2 43
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Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
tracing task.
Vocabulary
New: classroom, window, door, chair,
desk, pencil
Materials
CD1, CPT
page 20
Unit 3 flashcards
Warm Up e 1.3
• Play the Hello! How Are You? song from
page 3. As the audio plays, use the
Boots and Dora puppets on both your
hands to wave hello to children. Ask TEACHING TIP: Choose two helpers to Optional Activity
children to sing along and to raise their each point to a flashcard for you to drill. Ask children to put a pencil on their
hands as they sing I’m fine. Thank you! In desk. Call out the words one at a time
the third verse of the song, tell students 2 Listen, point, and say. Listen and and have children point to the correct
to join in by saying their own name. object in the classroom. For classroom
find. e 1.19–1.20
• Pre-teach school. Draw a school on the
• Focus children on the Student Book they can point to the floor or spread
board. Then present the Boots and Dora their arms open to indicate the space.
page. Elicit whether the classroom is
puppets. Wave and say Hello! How are
similar or different to theirs and how.
you? to children and encourage them
to respond. Then put the puppets near • Play audio 1.19 and hold your book up Activity Book page 20
the picture of the school and say Look! as you point to the items across the
Dora and Boots are at school. Encourage bottom of the page. 1 Trace and say.
children to hold out one of their school • Play the audio again and encourage • Tell the children to look at the picture.
supplies that they’d like to lend to Dora children to say the new classroom items. Trace the line between the window
and Boots while they’re at school. Say • Say Look at the big picture again. Play pictures and say A window. Repeat
Thank you as you pretend to take items audio 1.20. Pause after Find a classroom for the other lines, eliciting the words
from different children. and point to the whole classroom in the from children.
big picture. Continue playing the audio. • Then give out pencils and tell children
Student Book page 20 Pause after each number to check that to trace the lines. Walk around and ask
all children are pointing to the right children to say the word for the line
1 Watch the video. r classroom items in the big picture. they are tracing.
• Say It’s video time! Bring children • Ask volunteers to come to the front and • Then point to each item in turn and ask
together so they can all see and hear identify an item on the page. children to say it out loud.
the video. Play the video and tell
children to watch and listen. Transcript Goodbye e 1.4
classroom, window, door, chair, desk, pencil • Say It’s time to say goodbye! Invite two
• Play the video again and encourage
pencil, chair, door, classroom, window, desk helpers to hold the puppets. Play the
children to point to the classroom items
as they hear them. Goodbye! song. The helpers wave
Transcript goodbye with the puppets and walk
• You can play the video as many times as Look at the big picture.
you wish. Encourage children to repeat to the door, pretending to leave the
What can you find?
the new words. They can also point to classroom at the end of the song. The
Classroom. Find a classroom.
items in the room as they repeat them. rest of the children sing and wave
Window. Find a window.
goodbye. Play the song again with
• Now use the flashcards to practice the Door. Find a door.
different helpers.
vocabulary again. Show each flashcard Chair. Find a chair.
one at a time and chant the word three Desk. Find a desk.
times with children, e.g., Door, door. It’s a Pencil. Find a pencil.
door! Stick each flashcard on the board.
Then drill the words in random order.
44 Unit 3
4052245 Dora TG2.indb 44 20/06/2019 11:52
again using two different-colored
markers on the board. Draw a black
circle, a red circle, a black circle, and a
red circle and elicit how the sequence
will continue (black).
• Focus children’s attention on the first
row of pictures. Point to one picture
at a time and elicit what they see, e.g.,
chair, window, chair, window. Then point
to the next two pictures, chair and
window. Explain that they should circle
the chair because the fourth picture in
the sequence is a window.
• Do one more example to check
children have understood the task. Ask
them to point to the picture they would
circle in the second row. Point out that
we don’t want two pencils in a row.
• Ask children to circle the rest of the
items on their own. Walk around and
help if necessary.
• To check answers, point to each picture
in the sequence and elicit the word
from children. Then ask them to call out
the picture they circled.
ANSWERS
Row 1: chair
Row 2: door
Lesson 2: Vocabulary Student Book page 21 Row 3: desk
Practice 3 Match and say. Row 4: pencil
• Focus children’s attention on the page. TEACHING TIP: Asking children to work
Lesson Objectives Ask children to use their fingers to show on their own can help you identify
Practice the new school words. you how they are going to match each children who need more support.
Develop fine motor skills through pair of items. Provide them with more support in
matching and circling. • Then tell children to draw the matching the next task and praise them on their
lines with their pencils. efforts so they become more confident.
Vocabulary • Point to the small pictures across the
classroom, window, door, chair, top of the page. Each time, ask children Optional Activities
desk, pencil to point to the corresponding item in • Chant the sequences in the Activity
the big picture. Encourage them to say Book as tongue twisters. For
Materials the word, too. example, say chair, window, chair,
CD1, CPT window, chair a few times. First, say
Optional Activity it slowly and have children repeat.
Dora and Boots puppets Mime an action for each classroom Each time, increase the speed.
Student Book page 21, Activity Book item, e.g., opening a door, opening or Encourage children to have fun with
page 21 closing a window, sitting on a chair, this and not worry about saying the
Unit 3 flashcards pulling a desk close to you, or using a words perfectly.
pencil to write. As you do the actions • Invite a child to mime using one of
say the words, invite children to copy
Warm Up e 1.3 the classroom items. Encourage the
and repeat after you. Then call out
• Repeat the Hello routine from Lesson 1 words for children to do the actions.
rest of the class to call out the item.
of this unit. Invite different children to mime
• Stick the Unit 3 flashcards around different items.
the classroom. Call out the words in Activity Book page 21
random order and have individual Goodbye e 1.4
children (or groups in turn) walk to 2 What’s next? Circle and say. • Follow the Goodbye routine from
the corresponding flashcard. Repeat • Demonstrate the sequencing task Lesson 1 of this unit.
with different words. This time have before children look at the Activity
children call out the word chorally. Book. Ask two boys and two girls to
stand at the front of the class. Put them
TEACHING TIP: To make this more in the following order as you say girl,
fun, ask children to approach the boy, girl, boy. Then ask another boy
flashcard in a different way each time, and girl to stand up and elicit from
e.g., walking slowly, walking quickly, the children who should stand next
hopping, or walking sideways. in line: the boy or the girl. Point out
the sequence again and elicit girl. If
necessary, demonstrate the sequence
Unit 3 45
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Lesson 3: Language
Lesson Objectives
Present the new structure What’s this?
This is a classroom.
items in a picture.
Vocabulary
classroom, window, door, chair,
desk, pencil
Review: horse
Language
What’s this? This is a (classroom).
Materials
CD1, CPT
page 22
Units 2 and 3 flashcards Transcript Activity Book page 22
What’s this?
Large envelope
What’s this? 3 What’s this? Trace and say.
This is a (classroom). • Focus children’s attention on the
Warm Up e 1.3 A (classroom), a (classroom)! picture. Tell them that they are going to
• Follow the Hello routine from Lesson 1. What’s this? trace the items in the classroom.
• Review the classroom items by playing What’s this? • First, have children identify the items.
Mystery Flashcard from the Ideas Bank This is a (window). Point to each one at a time and ask
on page 24. Put one of the Unit 3 A (window). A (window). What’s this? Invite children to reply This
flashcards inside the envelope and is a (pencil).
Verse 2: (door / chair)
ask children to draw what they think
Verse 3: (desk / pencil)
• Then ask children to trace the items
is inside the envelope. Ask children to with a pencil.
show another classmate their drawing.
Then reveal the mystery flashcard. You
Optional Activities TEACHING TIP: When you ask children
can repeat with one or more flashcards. • Invite six children to stand at the questions such as What’s this? they may
front of the classroom and give each reply A pencil and not with the desired
one a Unit 3 flashcard. Help them
Student Book page 22 phrase This is a pencil. They may even
hold it in front of them, facing the reply in their L1. Accept their answers
4 Look and listen. Point and sing. class so the rest of children can see and echo them using the desired target
e 1.21 the flashcard. Then play the song. language, e.g., Correct! This is a pencil. By
When children hear the word on doing this, children will hear the target
their flashcard, ask them to hold it up language again and slowly start using it.
Elicit the characters in the picture. Say
in the air. This can be challenging to
Look! Here’s Dora! And here’s Benny. Tell
do together with the song, so praise Optional Activity
children to find an animal in the picture.
children for their efforts. You can
Have them point to it and ask What is it? Ask children to draw one more school
repeat with six different children.
Elicit It’s a horse! item from Level 1 somewhere in the
• Say It’s song time! Tell children that
• To give children more practice with picture. Draw a lunchbox, a bag, and
the target structure, stick or place the a book on the board to remind them.
they are going to listen to a song called
Units 2 and 3 flashcards around the Then invite children to show their
Look! What’s this? Tell them to listen for
classroom. Nominate a child to stand new school item to their partner. They
the classroom items in the song.
up, walk up to a flashcard, point to should take turns asking What’s this? and
• Play the song for the class to listen to it, and ask What’s this? The rest of the
first and enjoy. identifying their partner’s school item.
class should respond chorally This is
• Explain that they will hear the song a (chicken)! Invite different children
again and this time they need to point to choose a flashcard and ask until all Goodbye e 1.4
to the items in the picture. the flashcards have been used. • Follow the Goodbye routine from
• Play the audio again and encourage Lesson 1 of this unit.
children to sing some of the words this
time. Praise children for their
good singing.
46 Unit 3
4052245 Dora TG2.indb 46 20/06/2019 11:52
TEACHING TIP: Children may need help
drawing the classroom. If necessary,
demonstrate how to draw it on the
board first. Keep it simple, without
adding much detail. For example, draw
a rectangle for the board, with a square
for a table.

4 Match and say.
pictures across the bottom of the page
showing parts of classroom items. Elicit
what each one is.
• Now explain that children should
match the pictures in the top row to
the pictures of the item parts. Say Look!
A classroom. At the same time, point
to the classroom in the top row. Then
point to the classroom in the bottom
row and say Here’s the classroom. Trace
the matching line with your finger.
• Ask children to match the rest of the
pictures in the top row to the parts of
classroom items in the bottom row.
Walk around and help if necessary.
Lesson 4: Language TEACHING TIP: When possible, do a • To check answers, invite children to
Practice warm up task with the children before
they open their Student Books and
show the matching line between two
items and say the item out loud.
do the task on the page. By doing the
Lesson Objectives Optional Activity
activity, children will feel more prepared
Practice the new structure What’s this? for the task in the Student Book. Do a picture dictation. Ask children
This is a pencil.
to draw a classroom on a rectangular
Review the unit vocabulary. piece of paper. Then give them
Practice listening skills. Student Book page 23 instructions as to what to add to the
Develop fine motor skills by drawing classroom, e.g., Draw five windows.
5 Listen and draw. Say. e 1.22 Draw six desks. Draw three chairs. Draw
and matching.
• Focus children’s attention on the page. two doors. Repeat the instructions for
Tell children that they are going to children to check that they drew the
Vocabulary listen to the audio and identify the correct number of items. Then ask them
classroom, window, door, chair, items they hear. They are also going to to compare in pairs. Walk around and
desk, pencil draw the missing half of each picture, check children’s drawings.
like in the example.
Language • Before you play the audio, you can ask
Goodbye e 1.4
What’s this? This is a (pencil). children to guess what each item is.
• Play the audio, pausing if necessary
Materials to give children time to draw the rest
CD1, CPT of the picture. Walk around and help
Dora and Boots puppets children if necessary.
Student Book page 23, Activity Book • Play the audio once more, pausing after
page 23 each item. Ask What’s this? as you point
to the item. Invite children to reply
Unit 3 flashcards
This is a (pencil) and compare drawings
Colored pencils in pairs.
Warm Up e 1.3 Transcript

Girl What’s this?
• Follow the Hello routine from Lesson 1. Boy This is a pencil. What’s this?
• Start drawing one of the classroom Girl This is a window. What’s this?
items on the board, pausing as you Boy This is a desk. What’s this?
draw a couple of lines. Each time, ask Girl This is a chair. What’s this?
What’s this? and invite children to guess Boy This is a door. What’s this?
This is a (desk). Continue drawing until Girl This is a classroom.
the item is complete. Then ask again
What’s this? and elicit the final answer.
Do the same for all the items.
Unit 3 47
4052245 Dora TG2.indb 47 20/06/2019 11:52
Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: teacher, missing, bridge, fix,
jungle, pyramids
Language
We found …
Review: Let’s … , We did it! Hurray!
Materials
CD1, CPT
Book page 24
Unit 3 flashcards
Warm Up e 1.3 Student Book pages 24–25 Activity Book page 24

of this unit. 6 Watch the video. r 5 What’s missing? Draw and say.
• Tell children they are going to watch • Say It’s story time with Dora! Bring • Focus children’s attention on the
a story with Dora and Boots. Explain children together so they can all see Activity Book page. Elicit which school
there’s another character in the story and hear the CPT. You can position items are missing in the big picture.
named Mimo. Invite children to guess the Dora and Boots puppets to watch Point to the small pictures across
what kind of animal Mimo is. Don’t tell as well. the bottom of the page to confirm
them the answer. They will find out • Ensure children are all sitting quietly their answers.
when they watch the video. and say Let’s listen and watch. Play the • Point to the example window and then
video for the first time for children to ask children to draw the missing door,
Story Summary enjoy. Pause the first time Mimo’s cage desk, and pencil.
Dora is showing Boots her classroom. appears and elicit that he is a hamster. • Encourage children to point to their
Mimo, the class hamster, is missing; • Play the video again, but this time drawing and say, e.g., This is a window.
his cage door and the window are pause after one or two scenes in the
open. Map tells them that Mimo is at animation to check that children have Optional Activity
the Pyramids. They must go over the understood. Ask children whether they have a pet
Rope Bridge and through the Jungle to • After the Storyteller’s question What and what it is. Ask them to draw it
get to there. At the bridge Swiper has does Dora need to do?, pause so children sleeping. If some children don’t have
stolen some of the boards! Dora and can explain what happened in the story. a pet, ask them to draw a pet they’d
Boots search for the missing boards like to have. Help children sign their
and fix the bridge. At the Jungle, they TEACHING TIP: Encourage children to drawing with their name. Display their
must choose the safest way to go. They use their critical thinking skills by asking drawings around the classroom.
choose the best ladder to climb and them what the characters did and why,
the best rope to swing on, before riding and whether they would have done
down the slide. At the Pyramids they anything differently.
Goodbye e 1.4
look for Mimo. He is at the bottom of Follow the Goodbye routine from Lesson 1
the Pyramid. He follows the paths to Optional Activity of this unit.
climb to the top, avoiding the spiders!
Tell children you are going to play the
Mimo is safe; it’s time to take him home!
video again. Explain that when they see
a scene they like, they can raise their
hand. Play the video and wait for the
first child to raise his/her hand. Pause
the video and elicit what it is that the
child liked. Invite other children to say
if they agree. Continue playing and
pausing the video as children raise
their hands.
48 Unit 3
4052245 Dora TG2.indb 48 20/06/2019 11:52
Dora Swiper is taking the bridge apart.
Action: Children pretend walking and then
stop suddenly, looking down.
Dora We fix the bridge and go across.
Action: Children pretend walking over
the bridge.
Dora We can go through the jungle.
Action: Children pretend walking through a
dense jungle.
Dora Let’s find Mimo at the Pyramids.
Action: Children pretend looking for
something as they say “Let’s find.”
Dora We did it! We found Mimo. Hurray!
Action: Children wave their arms in the air
and cheer “Hurray!”
Value r
Lesson 5 and elicit why Mimo needs to
be careful (so he doesn’t get lost again)
to clarify the value Be careful.
• Look at story frame 6 together. Elicit
where Dora and Boots are (in the jungle)
and why they need to be careful and
think about their choices, e.g., there are
wild animals in the jungle.
• Invite children to explain when they
have to be careful.
Lesson 6: Story, Student Book pages 24–25 • If necessary, provide some examples,
e.g., you are riding your bike and it
Role-play, and Value 7 Listen to the story. Act. e 1.23 starts raining, or you are cutting fruit
• Say It’s story time with Dora! Tell children with a big knife.
Lesson Objectives to open their books on the story page.
Tell a story through actions and mime. Elicit the characters’ names in frame 8 Activity Book page 25
Develop listening skills. (Tico, Isa, and Benny).
Explore the value of being careful. • Then say Let’s listen to the story and play 6 Color the correct picture. Match
the audio for the first time for children h or k.
Vocabulary to enjoy. • Elicit what they can see in each picture.
Story words: teacher, missing, bridge, fix, • Play the audio again and tell children to Explain that one of the two pictures
point to the pictures as they listen. shows the girl being careful. Elicit which
jungle, pyramids
• Next, say Let’s act! Then read the story one it is and why (the one on the right
out loud yourself using the puppet. because she walks around the puddle).
Language Ask children to trace that picture and
Mime walking across the bridge and
We found … match it to the correct (smiley) face.
encourage children to join you. At the
Review: Let’s … , We did it! Hurray! end, clap and raise your arms in the air • Then ask them to explain why she is not
for We did it! Hurray! careful in the other picture (because
Materials • Play the audio again and do the actions she walks in the puddle and gets her
CD1, CPT with children. If you have brought the shoes dirty). Elicit ideas. Then have
props, use the empty box as Mimo’s children trace the girl and match her to
Dora puppet
cage and the rug as the bridge. Say We the correct (sad) face.
Book page 25 did it! all together.
Optional Activity
Unit 3 storycards TEACHING TIP: Using props to act Ask children to stand up and tell them
Colored pencils out a story can help make it more real to pretend to do random actions, e.g.,
Optional: empty box and small rug for children and it also helps them to run on the spot, ride a bike, write, or
follow the plot. play the piano. Each time, ask them to
do the action without being careful and
Warm Up e 1.3
the repeat it carefully.
• Follow the Hello routine from Lesson 1 Transcript
of this unit. Dora This is my teacher.
• Show the first storycard to review Action: Children point to you / their teacher. Goodbye e 1.4
classroom and desk. Then revise teacher Dora Oh no! Mimo is missing! Follow the Goodbye routine from Lesson 1
by pointing to the teacher in the Action: Children put their hands to their head of this unit.
picture. Use the Dora puppet to say This to show surprise as they say “Oh no!”
is my teacher. a few times. Then invite Dora Let’s go find Mimo.
children to take the Dora puppet and Action: Children signal where to go with their
say This is my teacher. pointing to you. hands as they say Let’s go.
Unit 3 49
4052245 Dora TG2.indb 49 20/06/2019 11:52
Lesson Objectives
tracing task.
Vocabulary
Review: window, door
Language
Look outside. Go outside.
Materials
CD1, CPT
page 26
Unit 3 flashcards
Warm Up e 1.3
of this unit.
• Review the Unit 3 classroom items with • At the end of the song, invite children
to imagine they are outside. Have them
Optional Activity
flashcards by playing Explorer’s Game
from the Ideas Bank on page 24. Stick do an action they would do outside, Play Simon Says to practice the phrases
the flashcards on the board and elicit e.g., jump, run, skip, or hop. Open the door, Open the window,
the word for each one as you point to Look outside, and Go outside. First,
it. Then turn over all the flashcards so Optional Activity demonstrate the actions for each
they are face down. Point to each one Discuss with children why it’s good to phrase. For Open the door, stretch out
in turn and see how many children can play outside. Elicit that they can run your hand and pretend you’re holding
remember. more freely, play team games, and a door knob and pulling the door open.
enjoy the weather, for example. For Open the window, hold out both
hands and pretend you are opening
Student Book page 26 the shutters or windows outwards. For
8 Listen. Sing and act. e 1.24 Activity Book page 26 Look outside, put your hand over your
eyes and look far away. For Go outside,
• Say It’s song time! and focus children’s 7 Find the actions from the song. walk on the spot, stop, and take a deep
attention on the picture on page 26
Trace and say. breath of fresh air. Then explain that
of the Student Book. Invite them to children should do the action only if
guess what the song is going to be • Focus children’s attention on the
pictures on page 26 of the Activity you say Simon says first. Play the game
about. To help children come up with and ask children to sit down if you
ideas, ask them where the boy and girl Book. Ask them to identify the items in
each picture. Point out the arrows that catch them doing the action when
are and where they want to go. Draw you haven’t said Simon says before
their attention to what they are doing show the actions of opening the door
and the window. Act out the actions the instructions. Play until only one
(opening the door and window). Ask child or a few children are standing.
students what the boy and girl want to and have students repeat after you.
Alternatively, have children sit down
do outside (play). Say The song is called • Then ask children to trace the details
who make a mistake for a few turns and
Open the Window. in each picture. When they finish,
then join the game again.
• Play the song for the class to listen to point to the actions and elicit them
first and enjoy. from children: Open the door. Open
the window. Goodbye e 1.4
• Play the audio again and mime opening
a window and a door. Then mime • Follow the Goodbye routine from
Optional Activity Lesson 1 of this unit.
Look outside by placing your hand
Play the song again. Ask children to
above your eyes and pointing outside.
listen, sing along, and point to the
Mime Go outside by pretending to put
window for Open the window and the
on a coat and skipping through an
door for Open the door on their Activity
imaginary door. Play the song again.
Book page. Walk around and make
Have children mime as they sing along
sure everyone is pointing to the
with you.
correct part of the picture.
50 Unit 3
4052245 Dora TG2.indb 50 20/06/2019 11:52
Optional Activity
To make the activity more challenging,
ask children to draw school items from
Unit 3 and also animals from Unit 2.

stick. e 1.25
• Tell children to hold up their doors
as they knock on their desks and
encourage everyone to shout We did
it! Use the Dora and Boots puppets
here and raise the puppets’ arms up in
the air.
children to chant along with you.
• Say Good work class! Have a sticker
or Unit 3. Ask children to turn to the
back of the book for the sticker. Tell
them to stick it in the correct place
Transcript
Lesson 8: Wrap Up Student Book page 27 Yeah, yeah. We did it, hurray!
Lesson Objectives 9 Make and say. Optional Activity

Review the language from the unit. • Look at Student Book page 27 together. Ask children to look through Unit 3
Ask children to explain what children or do this as a class. Elicit all the new
in the picture have made. Explain that words they have learned, and which is
making a card.
they also are going to make a door like their favorite word or classroom item.
Round up the unit’s work with a the ones on the page and draw school
self-assessment and chant. items behind the door.
• Hand out a piece of white sheet to each Activity Book page 27
Vocabulary child. Show them how to fold it to make
Review: classroom, window, door, chair, a card and which part of it is going
8 Match and say.
desk, pencil to be the door. Walk around and help • Focus children’s attention on page 27
children if necessary. of the Activity Book. Explain that they
Language are going to review the language they
• Then demonstrate drawing the door on
learned in this unit.
Review: What’s this? This is a (door). the front page. Hand out the colored
We did it! pencils and ask children to do the same • Point to each classroom item and ask
using any color they want. Walk around What’s this? Encourage children to
and make sure children are drawing the answer This is a (desk).
Materials
door on the correct side of the card. • Then ask them to use a pencil and
CD1 match the items. Praise them on
• Next, demonstrate drawing items on
Dora and Boots puppets their work.
the inside of the card. Stick the Unit 3
Student Book page 27, Activity Book flashcards on the board as a reference • Put students in pairs. They take turns to
page 27 for the children. Explain they can draw point to a picture and ask What’s this?
Units 1–3 flashcards any item they want and any amount Their partner replies This is a (pencil).
Sheets of white paper, colored pencils from one to ten. Walk around and make
sure everyone is on task. Circle the stars!
• Then demonstrate the exchange with a • When everyone has finished say Good
Warm Up e 1.3 job on Unit 3. Circle the stars!
child. Ask the child to stand up with his/
• Follow the Hello routine from Lesson 1. her door. Point to it and ask What’s this? • Point to the pictures one by one and
• Play Odd One Out from the Ideas Bank The child replies It’s a door. Then knock elicit the words from the children. As
on page 24, using flashcards from on your desk and have the child open they say a word, ask them to circle
Units 1–3. Stick three number flashcards their card. Point to the items behind the a star.
on the board and a flashcard from door. Encourage the child to identify
Unit 3. Invite children to identify each the number and items, e.g., There are Goodbye e 1.4
flashcard and then decide which one four chairs. • Follow the Goodbye routine from
doesn’t fit the set. Repeat with different Lesson 1 of this unit.
sets of flashcards. You can also invite
helpers to prepare a set for the rest of
the class.
Unit 3 51
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Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
tracing task.
Vocabulary
New: cake, bananas, nuts, chocolate,
yogurt, water
Materials
CD1, CPT
page 28
Unit 4 flashcards
A few food items (e.g., a banana, a
bottle of water, some chocolate)
Warm Up e 1.3
• Play the Hello! How Are You? song invite the rest of the children to point to
from page 3. As the audio plays, use the correct flashcard. Then ask children
Optional Activity
the Boots and Dora puppets on both to lower the flashcards. Point to a child Invite one or two children to the front
your hands to wave hello to children. to indicate he/she should hold the and give them a flashcard. Don’t show
Encourage children to wave back and flashcard up. The rest of the children the rest of the class. Ask children to
raise their hands as they sing I’m fine. should call out the food item. Repeat mime eating, cutting, or drinking the
Thank you! In the third verse of the with all the flashcards in random order. food on the flashcard. The rest of the
song, tell students to join in by saying children call out the food. Repeat with
their own names. Encourage them to 2 Listen, point, and say. Listen and different children and flashcards.
turn to a partner as they ask How are find. e 1.26–1.27
you? and answer I’m fine. Thank you! • Focus children on the Student Book page.
• Pre-teach food. Use the Boots puppet Tell children that Dora is in the kitchen.
and take a food item. Use gestures to Elicit what she is holding (a cake). 1 Trace and say.
indicate the puppet is eating the food. • Play audio 1.26 and hold your book up
Ask What is Boots doing? Elicit that he is • Point to the food items in the picture
as you point to the food items across and elicit the word for each one.
eating food. Rub the puppet’s belly with the bottom of the page.
its hand and say Mmmm! Food! Yum! • Give out pencils and ask children to
• Play the audio again and encourage trace the food items.
Repeat with the Dora puppet. Then
children to say the new food words.
hand the puppets to two helpers and
ask them to take a food item and mime • Say Look at the big picture again. Play Optional Activity
eating it. Ask them to rub the puppet’s audio 1.27. Pause after Find the cake and Give out pencils and say Where is the
belly and say Yum! Food! Repeat with point to it in the big picture. Continue water? Find it and trace it. Walk around
different helpers. the audio. Pause after each number to and make sure children are tracing the
check that all children are pointing to correct picture. Continue with the rest
the correct food in the big picture.
Student Book page 28 of the pictures in random order.
• Ask for volunteers to come up and
1 Watch the video. r identify a food item on the page.
Goodbye e 1.4
• Say It’s video time! Bring children Transcript • Say It’s time to say goodbye! Play the
together so they can all see and hear Goodbye! song for children to listen
cake, bananas, nuts, chocolate, yogurt, water
the video. Play the video and tell and use the puppets to wave goodbye
nuts, yogurt, bananas, chocolate, water, cake
children to watch and listen. and walk away holding a food item or a
• Play the video. Encourage children to Transcript flashcard. Play the song again and have
repeat the new words. Look at the big picture. helpers use the puppets. Ask the rest of
• You can play the video as many times What can you find? children to sing and wave goodbye.
as you wish. Ask children to stand up Cake. Find the cake.
while clapping and chanting. Bananas. Find the bananas.
• Now use the flashcards to practice the Nuts. Find the nuts.
vocabulary again. Invite six children Chocolate. Find the chocolate.
to stand around the room holding up Yogurt. Find the yogurt.
a flashcard. Say Point to the (nuts)! and Water. Find the water.
52 Unit 4
4052245 Dora TG2.indb 52 20/06/2019 11:52
2 Match and say.
pictures across the top of the page.
Elicit what each one is.
• Now point to the example and explain
that children should match the details
in the top row to the food items in the
big picture. Say Look! Yogurt. At the
same time, point to the yogurt in the
top row. Then point to the yogurt in the
fridge and say Here’s the yogurt. Trace
the matching line with your finger.
• Ask children to match the rest of the
small pictures to the food items in
the big picture. Walk around and help
if necessary.
• To check answers, call out the food
items. Ask children to point to the small
picture and the big picture each time.
They should trace the matching line
with their finger.
Optional Activities
• Ask children to choose a food item
they ate today and draw it in the
big picture. Walk around and, if
Lesson 2: Vocabulary Optional Activity appropriate, teach them how to
Practice Have children vote on their favorite say the word in English. Then invite
children to show their food item to
food item using the flashcards. Write
the rest of the class and say what it is
Lesson Objectives down the results. Then discuss whether
in English. Help them if necessary.
Practice the new food words. the winning food item is good for them
or bad for them. Ask why. • Play Simon Says with the food items.
Develop fine motor skills through Give instructions like Simon says you
coloring and matching. can eat yogurt. Simon says you can
Student Book page 29 drink water. Children mime the action
Vocabulary only when you say Simon says first.
cake, bananas, nuts, chocolate, 3 Color and say. Do this faster to make it more fun.
yogurt, water • Point to each picture on the page and
invite children to call out the word. Ask
Goodbye e 1.4
Materials What’s this? as you point. Ask children
how they are going to color each item. • Follow the Goodbye routine from
CD1, CPT Lesson 1 of the unit.
Elicit ideas.
• Then hand out the colored pencils and
Student Book page 29, Activity Book give children time to color the items.
page 29
Unit 4 flashcards Optional Activity
Colored pencils You can set this up as a coloring
dictation. Give children instructions
Warm Up e 1.3 on what to color and what color to
use, e.g., Color the water blue. Color the
• Repeat the Hello routine from Lesson 1 nuts brown.
of this unit.
• Stick five of the Unit 4 flashcards in a • When children have finished coloring,
row on the board: yogurt, nuts, bananas, point to different items and have
chocolate, cake. Drill them a few times them say the word. Encourage them
chorally and in smaller groups. Then to say the color, too. You can also have
ask children to draw the food items on children work in pairs. They should
a piece of paper in order of preference. point to a picture for their partners to
The first picture on the left is the food say the word.
they like best. When they are ready,
invite children to show their drawings
and name the items starting with the
one they like best.
Unit 4 53
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Lesson 3: Language
Lesson Objectives
Present the new structure I like cake.
I don’t like nuts.
Develop fine motor skills by coloring
and circling pictures.
Vocabulary
cake, bananas, nuts, chocolate,
yogurt, water
Review: window
Language
I like cake. I don’t like nuts.
Materials
CD1, CPT
page 30
Unit 4 flashcards • Say It’s song time! Tell children that they Optional Activity
Colored pencils, sheets of white paper are going to listen to a song called
I Like Cake. Play the song for the class Sing the song again using different
(one for each child) food items from Level 1, e.g., milk,
to listen to first and enjoy.
apples, carrots, cookies. Decide on your
• Explain that they will hear the song
new verse(s) with the children.
Warm Up e 1.3 again. They should listen for the food
• Follow the Hello routine from Lesson 1 items and point to them in the picture.
of this unit. • Play the audio again and encourage Activity Book page 30
• Review the food words by playing Guess children to sing some of the words.
My Flashcard. Choose a flashcard and 3 Color and say. Circle the foods
hold it behind your back. Ask What card Transcript you like.
is it? Invite children to call out the food (Cake, cake, cake.) • First, have children identify the food items
item they think it is. Then show your Yes, yes, yes! with you. Then ask them to color them.
flashcard. Choose a child who guessed I like (cake)!
correctly to hide a different flashcard (Nuts, nuts, nuts.)
• Ask them to circle the food items they
like. Do an example. Point to the water
behind his/her back. Repeat again No, no, no!
and say Do you like water? Choose a
with different children until you have I don’t like (nuts)!
child to reply I like water or I don’t like
reviewed all the words. You could play
water. Explain that if they like water,
again if appropriate. Verse 2: (chocolate / yogurt)
they should circle the bottle.
Verse 3: (water / bananas)
TEACHING TIP: With larger classes, • Ask children to do the task. Then ask
divide the children in smaller groups to TEACHING TIP: To help comprehension, them to compare answers in pairs. Invite
take turns guessing the flashcard. This use facial expressions to demonstrate children to stand up and say one thing
will ensure quieter students get the what I like and I don’t like mean. they like and one thing they don’t like.
chance to be heard. Encourage children to copy you.
Optional Activity
Hand out the sheets of white paper. Ask
Student Book page 30 Optional Activity children to draw a big smiley face on one
Draw an imaginary line down the front side (for I like) and a sad face on the other
4 Look and listen. Point and of the classroom (or use chalk). Explain (for I don’t like). Show them an example.
sing. e 1.28 that one side is I like and the other is I Then call out food items randomly.
• Elicit the characters in the picture and don’t like. Draw a smiley or sad face on Children hold up the I like or I don’t like
where they are. Say Look! Here’s Dora! the board to make this clearer. Invite side of the sheet and call out I like cake! or
This is her mom! They’re in the kitchen. children up. Call out a food and hold I don’t like cake! as appropriate.
Point to the balloons and ask children up the corresponding flashcard. Ask
what they mean. Elicit that they might children to jump to the I like or I don’t Goodbye e 1.4
be having a birthday party. like side depending on their preference.
• Invite children to identify the food items Choose children to say I like / don’t like
in the picture. (nuts). Repeat with different flashcards.
54 Unit 4
4052245 Dora TG2.indb 54 20/06/2019 11:52
4 What do you like? Match and say.
pictures of the food. Ask them to
identify the first food item (cake). Say
I like cake and demonstrate drawing
a matching line with your finger to
the smiley face. Invite children to
choose another food item, say whether
they like it or not, and demonstrate
matching it to the correct face.
• Hand out pencils and ask children
to draw lines from each food item to
the smiley or sad face depending on
their preference.
• Ask children to compare their answers
in pairs. Then invite children to say
one thing they like and one thing
they don’t.
Optional Activity
Ask children to draw a picture of two
new food items – one they like and
one they don’t like. Walk around and
help them say the new food words in
English. Then invite children to show
them to the rest of the class saying
Lesson 4: Language with a happy or unhappy face. Elicit the
correct sentence from the rest of the
I like / I don’t like [food item].
Practice children. Repeat with different children

and flashcards. Goodbye e 1.4
Lesson Objectives • Follow the Goodbye routine from
Practice the new structure I like yogurt. Student Book page 31 Lesson 1 of this unit.
I don’t like nuts.
Review the unit vocabulary. 5 Listen and circle. Say. e 1.29
Practice listening skills. • Focus children’s attention on the page.
Tell children that they are going to
Develop fine motor skills by circling
listen to the audio and circle the food
and matching.
they hear. Explain that they must circle
the food only if they hear I like.
Vocabulary
• Play the audio and ask children to point
cake, bananas, nuts, chocolate, to the food item when they hear I like.
yogurt, water If they hear I don’t like, they shouldn’t
point to the picture. Pause after each
Language item if necessary to check children
I like yogurt. I don’t like nuts. are pointing to the correct food items
when necessary.
Materials • Play the audio once more, pausing after
CD1, CPT each food item. Ask children to circle
the correct picture. Make sure they only
circle a picture when they hear I like.
page 31
• To check answers, call out a food item,
e.g., Bananas. Elicit from children the
Unit 4 flashcards correct sentence I like bananas.
Pencils • Put children in pairs. They take turns
pointing to a food item for their partner
Warm Up e 1.3 to say I like or I don’t like [food item].
of this unit.
Transcript
I like bananas.
• Mime eating a banana with a happy I like water.
face. Elicit from children I like bananas. I don’t like chocolate.
Then mime eating a banana with an I don’t like cake.
unhappy face and elicit I don’t like I like yogurt.
bananas. Invite a child to the front and I don’t like nuts.
show them a Unit 4 flashcard. Ask her/
him to mime eating the food either
Unit 4 55
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Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: make, need, Mother’s Day
Language
We need to …
Materials
CD1, CPT
Book page 32
Unit 4 flashcards
Pencils
Warm Up e 1.3 Student Book pages 32–33 should circle the food that Dora and
• Follow the Hello routine from Lesson 1 her father need to make the cake. Do
of this unit. 6 Watch the video. r an example by asking children to point
• Have a class discussion about Mother’s • Say It’s story time with Dora! Bring and call out the first item: Bananas.
Day. Find out if children know when it children together so they can all see • Ask children to draw the path and circle
is. Then ask them what children do for and hear the CPT. You can position the correct pictures. Walk around and
their moms on this day. Invite children the Dora and Boots puppets to watch make sure they are on task.
to explain what they did on the last as well.
TEACHING TIP: If children need more
Mother’s Day. • Ensure children are all sitting quietly
and say Let’s listen and watch. Play support, draw the path first as a class.
TEACHING TIP: Having a class the video for the first time for children Then ask them to name the pictures
discussion about the story’s topic helps to enjoy. they need to circle in pairs.
set the background children will need • Play the video again, but this time • To check answers, show the path in
to understand the plot. Invite children pause after one or two scenes in the the maze. Then nominate children to
to share their own experiences so they animation to check that everyone call out pictures they circled. Do this
feel part of the group. has understood. in order.
• After the Storyteller’s questions Can you
Story Summary ANSWERS
remember the story? Dora needs to do
Children should circle the bananas,
It’s Mother’s Day; Dora and Daddy are three things! and What do you do with
the cake, the nuts, and the chocolate.
making a cake for Mommy. They’re your family? Invite children to answer.
missing three ingredients: bananas, Elicit how Dora and her family feel at Goodbye e 1.4
nuts, and chocolate. Map tells Dora the end of the story.
to go to the Bananas, through Nutty
TEACHING TIP: Guide children to use Lesson 1 of this unit.
Forest and then to the Chocolate Tree.
She meets Boots. He helps her find visual clues in stories to help them
ten bananas. At the Nutty Forest their understand how the characters feel.
friend Tico helps them to get the nuts. This will help them develop their
He shakes the tree, the nuts fall down reading skills further.
and roll at Dora and Boots—they need
to jump over the nuts. Now they have
six nuts, it’s time to go to the Chocolate Activity Book page 32
Tree. The tree gives them some
5 Follow the path. Circle the
chocolate. They have all the ingredients
they need. At home, Daddy adds the
correct pictures.
ingredients to the batter. They eat the • Focus children’s attention on the
cake at the Mother’s Day party. Mommy Activity Book page. First, point to each
is very happy! picture in the maze and ask What’s this?
Nominate children to answer.
• Next, tell them that they need to draw
the path in the maze. On the way, they
56 Unit 4
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Transcript
Dora We are making a cake for Mommy.
Action: Children mime mixing ingredients
in a bowl.
Dora We need bananas, nuts, and
chocolate.
Action: Children count the ingredients with
their fingers.
Dora We need to get ten bananas.
Action: Children show ten fingers as they say
ten bananas.
Dora Let’s go through the Nutty Forest.
Action: Children mime hopping and jumping
through the forest.
Dora We need to get the chocolate.
Action: Children pretend picking a chocolate
bean and putting it in a basket.
Dora Let’s make the cake.
Action: Children mime mixing ingredients in
a bowl again.
Dora We can help. Here’s the chocolate.
Action: Children pretend putting chocolate
in the bowl.
Dora We did it! Hurray! Happy Mother’s Day!
and cheer “Hurray!” and clap as they say
“Happy Mother’s Day!”
Value r
Lesson 6: Story, Student Book pages 32–33 • Review the final part of the video from
Role-play, and Value 7 Listen to the story. Act. e 1.30 Lesson 5 and focus on the Storyteller’s
explanation of the value love your family.
• Say It’s story time with Dora! Point to
Lesson Objectives each of the pictures on the page and • Look at story frame 8 together. Explain
Tell a story through actions and mime. elicit objects and characters. that Dora loves her family. Ask children
to say what they do for their parents
Develop listening skills. • Then say Let’s listen to the story and play
and what their parents do for them on
Explore the value of loving your family. the audio for children to enjoy.
special days.
• Play the audio again and tell children to
• Provide some examples of people
Vocabulary point to the pictures as they listen. You
doing things that show love for their
Story words: make, need, Mother’s Day can do this yourself at the same time so
family, e.g., cook for their family, play
children can copy you if they need.
games together, or give presents.
Language TEACHING TIP: Challenge children by
We need to … holding up the second storycard. Ask Activity Book page 33
Review: Let’s … , We did it! How many bananas? Invite them to
count in their books and answer (ten 6 Trace the correct picture. Match
bananas). Ask How many nuts? (six nuts). the h or k.
Materials
• Elicit which picture shows family love.
CD1, CPT • Next, say Let’s act! Read the story out Say Yes, they love each other. They’re
Dora puppet loud yourself using the Dora puppet having fun together.
Student Book pages 32–33, Activity and the Unit 4 flashcards. Mime adding • Then hand out the pencils. Ask children
Book page 33 chocolate to a big bowl and mixing to trace the scene showing family love.
Unit 4 flashcards it for We can help. Here’s the chocolate.
• Then ask them to match each
Unit 4 storycards At the end, clap and raise your arms
scene with a happy or sad face.
in the air for We did it! Hurray! Happy
Colored pencils Check answers.
Mother’s Day!
Optional: a banana, a bottle of water,
• Play the audio again and do the actions Goodbye e 1.4
some chocolate, a basket (story props)
with children. • Follow the Goodbye routine from
Warm Up e 1.3 Optional Activity
• Follow the Hello routine from Lesson 1 Act out the story again using the props.
of this unit. Then invite two children to the front
• Stick the Unit 4 flashcards on the board. to act out as Dora and Boots using the
Point to each one as you ask What’s props. The rest of the class should join
this? Elicit the words from the whole in with the actions. If possible, give
class. Then invite children to come more children the opportunity to act
up to the board and pick a flashcard out the story using the props.
that appeared in the video (e.g., cake,
bananas, nuts, chocolate).
Unit 4 57
4052245 Dora TG2.indb 57 20/06/2019 11:52
Lesson Objectives
coloring task.
Vocabulary
Review: colors and counting 1–5
Language
This is for you. Open it.
Materials
CD1, CPT
page 34
Sheets of white paper folded in two,
colored pencils
Optional: a box wrapped as a present,
a soft ball
Warm Up e 1.3 Transcript Activity Book page 34

• Follow the Hello routine from Lesson 1 This is for you.
of this unit. This is for you. 7 Follow and color. Say.
• Draw a present on the board. Ask From (me) to you. • Focus children’s attention on the first
children to say what it is and guess A present here picture on page 34 of the Activity Book.
what’s inside. Accept all answers. Then From (me) to you. Ask them what the boy is holding (a
invite children to say what the last Open it! Open it! present). Then point to the pictures in
present they received was and who sequence explaining that the boy is
gave it to them. Verse 2: (a friend) opening his present. When you get to
the last picture, elicit what the present
Student Book page 34 Optional Activities is (a teddy bear).
• Sing the song again using the • Hand out the colored pencils. Ask
8 Listen. Sing and act. e 1.31 wrapped present prop. Invite two children to color the pictures. If you
• Say It’s song time! and, if possible, allow children to the front. As you sing the have little time available, ask them to
children to stand up. Gather the class song, one child gives the present color in just the present in each picture.
around the board and show page 34 to the other child. That child mimes
• When children have finished, ask them
of the Student Book. Tell children that opening the present and looking
to compare their pictures and say what
they are going to sing a song about happy or surprised.
color the present and teddy bear are.
presents. Point to the picture and ask • Hand out the folded sheets of white
children Where are the children? (at a paper so they look like a card. Ask Optional Activity
party) Whose party is it? (the girl’s) How children to draw a present on the
• Ask children to stand in a circle. Say
old is she? (four) What is the boy holding? front of the card. Then ask them to
This is for you! Open it. as you throw
(a present) Say The song is This Is for You. draw something nice inside their
the ball to a child. Prompt the child
Explain that we say this when we give presents/cards. Have children give
to say Thank you. Then the child
someone a present. the present to the person sitting
should say This is for you! Open it. and
• Play the audio and mime giving a next to them saying This is for you.
throw the ball to another classmate.
present for This is for you and opening Open it, please. Their partner “opens”
If children struggle to say the phrase,
it for Open it. Play the song again and the present to see what it is and says
you can say it chorally as a class
have children mime as they sing along Thank you. You
before the child throws the ball.
with you. can also use these drawings and
have children act out the song
again in pairs. Goodbye e 1.4
58 Unit 4
4052245 Dora TG2.indb 58 20/06/2019 11:52
• When all children have their plates
ready, ask them to show them to a
partner saying I like (yogurt) and I don’t
like (cake).
Optional Activity
Give children some paper and ask them
to draw two more food items, one for
each category. They should cut out
the pictures and glue them to their
paper plate. Invite children to the front
to show the class the extra food items
they have added.

e 1.32
• Tell children to hold up their paper
plates and have everyone shout We
did it! You can use the Dora and Boots
puppets here. Raise the puppets’ arms
up in the air.
• Say Let’s chant! Play the audio for
children to chant along with you.
Lesson 8: Wrap Up up and touch the flashcard of the food
you are saying. Repeat with different
Transcript
Lesson Objectives food words and children.
Review the language from the unit. We did it! We did it!
Student Book page 35 Yeah, yeah. We did it, hurray!
decorating paper plates. We did it! We did it!
9 Make and say.
Round up the unit’s work with a • Look at Student Book page 35 together Yeah, yeah. We did it, hurray!
self-assessment and chant. and explain to children they are going
to make a paper plate like the ones on
Vocabulary the page.
Review: cake, bananas, nuts, chocolate, • Put the food flashcards on the board 8 What do you like? Draw and
yogurt, water and ask children to identify the food color. Say.
items as you point to them. • Focus children’s attention on page 35 of
Language • Hand out paper and colored pencils for the Activity Book. Explain that they are
Review: I like (yogurt). I don’t like (nuts). children to draw and color pictures of going to complete the missing half of
food items. Then hand out scissors and the pictures.
Materials ask children to cut out the food items. • Point to each picture and elicit the food
Walk around and help if necessary. word. Then ask children to use a pencil
CD1
• When they finish, show a paper plate and complete the pictures. Praise them
and explain that half of the plate is for on their work.
Student Book page 35, Activity Book food they like and the other half for
page 35 food they don’t like. Do an example Optional Activity
Unit 4 flashcards with a child. Pick one of their pictures Ask children to work in pairs. They take
Colored pencils, scissors, glue, and and ask him/her to say whether he/ turns pointing to a picture and say I like
paper plates she likes it or not. Stick it in the correct or I don’t like and the food word.
position on the plate.
Warm Up e 1.3 • Hand out the paper plates and glue for
children to stick their pictures. Some
Circle the stars!
• Follow the Hello routine from Lesson 1 children may need help with this so • When everyone has finished say Good
of this unit. walk around and offer help. job on Unit 4. Circle the stars!
• Play Watch My Lips from the Ideas Bank • Point to the pictures one by one and
on page 24. Stick the food flashcards on TEACHING TIP: You could ask children elicit the words from the children. As
the board. Point to each one and elicit to divide the pictures on their desk they say a word, ask them to circle a star.
the word from children. Then tell them making one pile for “I like” and one
to look carefully at your lips. Say one of pile for “I don’t like.” This should help Goodbye e 1.4
the food words without making a sound. children avoid any confusion. • Follow the Goodbye routine from
Exaggerate your mouth movements Lesson 1 of this unit.
to help children identify the word.
Nominate one or two children to walk
Unit 4 59
4052245 Dora TG2.indb 59 20/06/2019 11:52
Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
Vocabulary
New: hat, jacket, dress, T-shirt,
pants, shoes
Materials
CD1, CPT
page 36
Unit 5 flashcards
Warm Up e 1.3
• Give the puppets to two helpers. Ask
them to stand at the front. Play the Hello!
How Are You? song from page 3 while
the helpers make the puppets wave
hello. Encourage children to wave back
as they sing I’m fine. Thank you! In the TEACHING TIP: Use the picture in Optional Activity
third verse of the song, tell students to this lesson to predict what’s going to Hold up a flashcard and ask children
join in by saying their own names. happen in the unit. This will engage to identify it. Then ask them to look at
• Pre-teach clothes. Point to a puppet’s students and make them look forward the picture and say who’s wearing that
clothes. Encourage children to say what to future lessons. particular clothing item. For hat, they
the puppet is wearing and whether should say The Grumpy Old Troll. Allow
they have similar clothes. • Play audio 1.33 and hold your book them to just point to the character
up as you point to the clothing items
if they prefer. Repeat with all the
Student Book page 36 flashcards in a random order. To make
• Play the audio again and encourage it more challenging, ask children to
1 Watch the video. r children to say the new clothing words. remember who is wearing which items
• Say It’s video time! Bring children • Say Look at the big picture again. Play of clothing.
together so they can all see and hear track 1.34. Pause after Find a dress and
the video. Play the video and tell point to Dora’s dress in the big picture.
children to watch and listen. Continue playing the audio. Pause after Activity Book page 36
• Play the video. Encourage children to each item to check that all children are
pointing to the correct clothing item in 1 Trace and say.
point to clothing as they hear them.
the big picture. • First, call out each character’s name and
• You can play the video as many times invite children to saw what clothes he/
as you wish. Encourage children to • Ask for volunteers to come up and
point to a clothing item on the page for she is wearing.
repeat the new words.
the rest of the class to identify it. • Give out pencils and ask children to
• Now use the flashcards to practice the trace the characters’ clothes. Walk
vocabulary again. Hold up a flashcard Transcript around and ask different children to
and say It’s a (hat)! Ask the children hat, jacket, dress, T-shirt, pants, shoes tell you which clothing item they
to repeat. If children in the class are dress, T-shirt, pants, hat, shoes, jacket are tracing.
wearing hats, encourage them to point
to them. Repeat with all the flashcards
• When you finish the task, point to each
Transcript
clothing item in turn and ask children
in a random order. Look at the big picture.
to say it out loud. Say the word again
What can you find?
2 Listen, point, and say. Listen and for children to repeat if there are any
Dress. Find a dress.
find. e 1.33–1.34 problems.
Jacket. Find a jacket.
• Focus children on the Student Book Hat. Find a hat. Goodbye e 1.4
page. Elicit that the characters are in the Shoes. Find shoes.
park. Point out they are wearing fancy
• Say It’s time to say goodbye! Play the
Pants. Find pants.
Goodbye! song for children to listen.
clothes, so they may be celebrating T-shirt. Find a T-shirt.
Wave goodbye with the puppets and
something. Tell children they are going
have them tip their imaginary hats. Play
to find out later in the unit.
the song again and have two helpers
use the puppets. Ask the rest of children
to sing and wave goodbye with their
real or imaginary hats.
60 Unit 5
4052245 Dora TG2.indb 60 20/06/2019 11:52
color for each picture and each picture
should be a different color.
• Hand out the colored pencils and give
children time to color the items. Walk
around and help if necessary.
• Then do an example. Hold up one
child’s book, point to an item, and say,
for example, It’s a green T-shirt. Invite
different children to show a clothing
item to the class and identify it saying
It’s a [color] [clothing item]. Help children
use They’re with shoes and pants.
Optional Activities
• Ask children to draw and color their
favorite clothing items on a sheet of
paper. Invite them to show them to
the class.
• Ask children to draw themselves
wearing their favorite clothes. Invite
children to present the clothes to the
class. Help them with any new words
they may have used.
• Play a game with the class. Invite a
helper to draw a clothing item on
the board. They can choose the item
or you can show them a flashcard.
If you show a flashcard, don’t let the
Lesson 2: Vocabulary children can draw a dress, pants, T-shirt,
and jacket all on the same figure.
rest of the class see. The rest of the
class guess the drawing and call
Practice out the word. Repeat with different
Student Book page 37 children and words.
Lesson Objectives
Practice the new clothes words. 3 Match and say.
• Point to each picture on the page and Goodbye e 1.4
matching and coloring. invite children to call out the word. Ask • Follow the Goodbye routine from
What’s this? as you point. Ask children Lesson 1 of this unit.
Vocabulary to trace the matching lines with their
finger for each pair of items. Walk
hat, jacket, dress, T-shirt, pants, shoes
around and check.
• Hand out pencils and give children time
Materials to match the items.
CD1, CPT
• When children have finished, point to
Dora and Boots puppets different items and have them point
Student Book page 37, Activity Book to the matching item underneath.
page 37 Encourage them to say the word, too.
Unit 5 flashcards You can also have children do this
Colored pencils in pairs.
Optional: sheets of white paper TEACHING TIP: Use pairwork tasks to
monitor children more closely. You can
Warm Up e 1.3 choose beforehand which children you
• Repeat the Hello routine from Lesson 1 want to monitor more closely so you
of this unit. can check how well they are doing a
• Hold up the Unit 5 flashcards and task and how confidently they are using
drill them a few times chorally and in the language.
smaller groups. Divide the children in
two teams. Draw a man and woman
stick figure for each team. Invite a player
from each team to the front and give 2 Color and say.
them a piece of chalk or a whiteboard
pen. Then pick a flashcard or have
pictures. Elicit what each one is.
another child choose one. Call out the
word with all the children and prompt • Revise the colors quickly by holding up
the two players to draw that clothing colored pencils and eliciting the color
item on their stick figure. Note: Leave from the class. Explain that children are
out the dress flashcard or see how going to color the pictures any way
they want. Ask them to use only one
Unit 5 61
4052245 Dora TG2.indb 61 20/06/2019 11:52
Lesson 3: Language
Lesson Objectives
Present the new structure Put on
your jacket.
and coloring items in a picture.
Vocabulary
hat, jacket, dress, T-shirt, pants, shoes
Review: water
Language
Put on your jacket.
Materials
CD1, CPT
page 38
Unit 5 flashcards
• Say It’s song time! Tell children that they
Large sheet of paper, colored pencils,
are going to listen to a song called Put
Optional Activities
sheets of white paper (one per • To practice the language, play Simon
on Your Jacket.
child; draw a person or stick figure Says. Give instructions saying (Simon
on each sheet) • Play the song for the class to listen to
says) put on your shoes. Children must
first and enjoy.
mime the action only when they
• Play the song again and ask children hear Simon says.
Warm Up e 1.3 to point to the clothes in the picture
• Follow the Hello routine from Lesson 1 as they hear them. Encourage them to
• Invite children to act out an action
of this unit. for the rest of the class to call out,
sing some of the words this time. Praise
e.g., Put on your (hat). You can make
• Review the clothes words by playing children for their good singing.
this more challenging by playing a
Little by Little from the Ideas Bank on
Transcript Chain Game. Each time a new action
page 24. Choose a flashcard and cover
(Hat, hat.) is added, the class must repeat the
it with the sheet of paper. Show it to the
Put on your (hat). previous actions in order.
class and move the paper very slowly
so different parts of the flashcard are (Jacket, jacket.)
revealed. What card is it? Invite children Put on your (jacket).
You can do it.
to call out the clothing item they think
it is. Then show the flashcard. Repeat Yes, you can! 3 Trace and color. Say.
with different flashcards until you have • Focus children’s attention on the
reviewed all the words. Verse 2: (dress / shoes)
picture. Tell them that they are going to
Verse 3: (pants / T-shirt)
trace and then color Dora’s clothes.
Student Book page 38 TEACHING TIP: To assist • First, have children identify the clothes
comprehension, the second time as you point to them. Then ask them to
4 Look and listen. Point and sing.
you play the song, pause it after trace them.
e 1.35
each clothing item is mentioned. Ask • When they are ready, hand out the
• Focus children’s attention on the page. children to call it out and stick the colored pencils and give them a time
Elicit where Dora is (in her bedroom) and corresponding flashcard on the board. limit to color the clothes.
what they can see in the picture. Point In the end, you will have the flashcards
out that Dora is tying her shoelaces and • Ask children to show their work to a
on the board in the order mentioned friend. Praise their work.
she’s thinking of other clothes she has. in the song. When students sing the
Optional Activity
song, they can refer to the flashcards Goodbye e 1.4
on the board. • Follow the Goodbye routine from
Invite children to look at the picture
and point out items they can say in
English. These could include the colors
and words such as window, desk, chair,
book, water, mom, dad, and rabbit.
62 Unit 5
4052245 Dora TG2.indb 62 20/06/2019 11:52
Optional Activities
• Put children in pairs. They take turns
saying sentences, e.g., Put on your
(T-shirt). Their partners point to the
clothing item in the picture and say
It’s/They’re (blue). Accept one-word
answers with the color if children
struggle with It’s and They’re.
• Secretly choose one item of clothing
that a child is wearing. Say Put on
your (hat). It’s (blue). Ask children to
look around and discover who you
are talking about. Encourage them to
call out the child’s name. Repeat with
different children and clothing items.

4 Match and say.
pictures across the top of the page. Ask
them to identify each clothing item. Say
Put on your hat. Demonstrate drawing a
matching line with your finger from
the first small pictureto the hat in the
big picture.
• Hand out pencils and ask children to
Lesson 4: Language in the order of the flashcards on the
board. If possible, invent a rhythm, add
draw lines from each clothing item
Practice clapping, and do this as a chant.
to the big picture.
Lesson Objectives in pairs. Then invite children to say Put
Student Book page 39 on your [clothing item] and show the
Practice the new structure Put on
5 Listen and color. Say. e 1.36 tracing line to the class. Choose another
your hat.
child each time to say what color the
Review the unit vocabulary. • Focus children’s attention on the page. clothing item is. Help them to say It’s
Practice listening skills. Tell children that the boy’s name is Jack
or They’re.
and the girl’s name is Pam. Explain that
Develop fine motor skills by matching.
they are going to listen to the audio Optional Activity
and color the children’s clothes.
Vocabulary Play Hot Seat. Put two chairs in front
• Hand out the colored pencils. Tell of the board. Invite two children to
hat, jacket, dress, T-shirt, pants, shoes children to listen to the audio once and sit on the chairs with their back to
simply order the colored pencils. Play the board. Stick one flashcard on the
Language the audio and make sure children aren’t board and invite the rest of the class to
Put on your hat. coloring the picture yet. Elicit the order mime putting on that clothing item.
of the colors: red, blue, brown, black, The children sitting in the “hot seat” call
Materials yellow, purple, red. out the clothing item. Encourage them
CD1, CPT • Play the audio once more, pausing after to say the full phrase, e.g., Put on your
each clothing item. Ask children to (jacket). To make it more competitive,
color in the correct clothing item. set this up in two teams and, each time,
page 39
• To check answers, call out a clothing invite a different player from each team.
item in random order, e.g., Put on your
Unit 5 flashcards hat. Elicit from children the color: It’s red. TEACHING TIP: Play a game to recycle
Colored pencils vocabulary from previous units. Use
Transcript a mix of flashcards and ask children
Hello Jack. to mime the flashcard or word you
Warm Up e 1.3
Put on your hat. Your hat is red. show them.
• Follow the Hello routine from Lesson 1 Put on your T-shirt. Your T-shirt is blue.
of this unit. Put on your pants. Your pants are brown.
• Mime putting on a jacket. Invite a child Put on your shoes. Your shoes are black. Goodbye e 1.4
to choose the jacket flashcard and stick • Follow the Goodbye routine from
it on the board. Elicit from children Put Hello Pam. Lesson 1 of this unit.
on your jacket. Mime putting on the rest Put on your jacket. Your jacket is yellow.
of the clothing items. Each time, invite Put on your dress. Your dress is purple.
a different child to stick the correct Put on your shoes. Your shoes are red.
flashcards on the board. Elicit each
phrase from the children. Then chant
chorally Put on your [clothing word]
Unit 5 63
4052245 Dora TG2.indb 63 20/06/2019 11:52
Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: ring, cheer up, fountain,
bell, get married
Language
Congratulations!
Materials
CD1, CPT
Book page 40
Unit 5 flashcards
Sheets of white paper, colored pencils
Student Book pages 40–41 Activity Book page 40
Warm Up e 1.3
• Follow the Hello routine from Lesson 1 6 Watch the video. r 5 Look and circle 6 differences.
of this unit. • Say It’s story time with Dora! Bring • Focus children’s attention on the
• Show children the opening picture on children together so they can all see Activity Book page. Point to first scene
page 36 again. Draw their attention and hear the CPT. You can position from the video and nominate children
to Dora’s dress, the Grumpy Old Troll’s the Dora and Boots puppets to watch to explain what is happening in this
clothes, and the bells and decorations. as well. part of the story.
Elicit what kind of celebration it is (a • Ensure children are all sitting quietly • Tell them that the second picture is the
wedding), and whether children have and say Let’s listen and watch. Play the same, but there are six differences. Do
ever been to one. Encourage them to video for the first time for children an example by pointing to a difference
say what they liked about it. to enjoy. and inviting children to explain it.
• Play the video again, but this time • Ask children to circle the rest of the
TEACHING TIP: Encourage children pause after one or two scenes in the differences. Walk around and make sure
to notice clues in images and make animation to check that everyone has they are on task.
guesses about the plot of the story. understood.
This will help them be more prepared TEACHING TIP: Fast finishers can
• After the Storyteller’s questions,
to watch the story and understand the pause so children can answer them. compare their answers in pairs. This
main events. Encourage children to say what they will keep them busy while the rest of
liked about the story. the students finish. They can also work
Story Summary together to make corrections.
Dora and Boots are in Troll Land Optional Activities
• To check answers, nominate children
because Grumpy Old Troll is getting • Play the video again and pause to point to a difference in the second
married to Petunia. Troll can’t find the it. Invite children to pose like the picture and explain what it is.
wedding rings—Grandma Troll has character or one of the characters
them! Map tells them they need to go on the screen. Repeat with a few ANSWERS
through Flowery Garden and past the more scenes. Children should circle Isa’s purple dress;
Wedding Bells, to get to Grandma’s • Ask the children to stand in two Benny’s T-shirt; Dora’s clothes; the bride’s
House. At Flowery Garden, there is a lines facing each other. Make sure green dress; the Grumpy Old Troll’s
flood! The fountain is crying. Mr. Troll there’s space between the two brown jacket; the Grandma Troll’s outfit.
does his happy dance to cheer her up, lines. Invite two children to play
everyone joins in. They cross the garden Goodbye e 1.4
the roles of the Grumpy Old Troll
and next they meet the Wedding Bells. and his wife. Explain that the • Follow the Goodbye routine from
To get past the bells, they must count wedding has finished and they Lesson 1 of this unit.
the dings in the bells’ song—eight are walking past their guests.
dings! Finally, they get to Grandma’s Encourage the children and guests
House; she looks in her secret hiding to call out Congratulations! as the
place and finds the rings. Now Troll “couple” walks by.
and Petunia can get married! It’s time
for the wedding!
64 Unit 5
4052245 Dora TG2.indb 64 20/06/2019 11:52
Transcript
Dora Where are the rings?
Action: Children shrug their shoulders and
look puzzled.
Dora Let’s go through the garden.
Action: Children pretend walking through
the garden.
Dora Let’s cheer up the fountain.
Action: Children pretend they are crying.
Dora Let’s find the purple flowers.
Action: Children look around the classroom.
Dora We need to go past the bells.
Action: Children ring an imaginary bell.
Dora We get the rings from Grandma.
Action: Children pretend taking the rings.
Dora Troll gets married!
Dora Congratulations! We did it!
and clap.
Value r
• Review the final part of the video
from Lesson 5 and focus on the
Storyteller’s explanation of the value say
congratulations.
Nominate children to describe who
they can see and what is happening.
Lesson 6: Story, Student Book pages 40–41
• Explain that a wedding is a happy
Role-play, and Value 7 Listen to the story. Act. e 1.37 celebration and people should say
• Say It’s story time with Dora! Tell children Congratulations! to the couple. Ask
Lesson Objectives to open their books to the story page. children what other occasions they
Tell a story through actions and mime. Ask children to say what objects and might say Congratulations!, e.g., when
Develop listening skills. characters they can see in each picture. winning a prize or a race.
Explore the value of saying • Then say Let’s listen to the story and play
congratulations. the audio for the first time for children Activity Book page 41
to enjoy.
6 Color the correct picture. Match
Vocabulary • Play the audio again and tell children to
h or k.
Story words: ring, cheer up, fountain, point to the pictures as they listen. You
can do this yourself at the same time so • Focus children’s attention on the two
bell, get married
children can copy you if they need to. pictures. Explain that one of the two
pictures shows children congratulating
Language Optional Activity each other. Elicit which one it is and
Congratulations! To check comprehension, put the why the boy is congratulating his friend
Review: Let’s … , We did it! storycards face up in random order (because he won a prize for
on the floor. Invite children to pick a his drawing).
Materials storycard and stick it on the board in • Hand out the colored pencils. Children
CD1, CPT order. Explain what is happening in color the scene on the right showing
each scene. the boy congratulating his friend.
Dora puppet
• Then ask them to match each
Student Book pages 40–41, Activity • Next, say Let’s act! Then read out the scene with a happy or sad face.
Book page 41 story yourself using the Dora puppet Check answers.
Unit 5 flashcards and the Unit 5 storycards on the board.
Unit 5 storycards Mime taking the jewelry box and the Optional Activity
Colored pencils rings out of it for frames 6 and 7. Use Ask children to think of something
the props if you brought them. At the difficult or important that they did.
Optional: a jewelry box with two rings
end, clap and raise your arms in the air Invite children to say what it was and
(story props)
for Congratulations! We did it! prompt the rest of the class to say
• Play the audio again and do the actions Congratulations! and clap.
Warm Up e 1.3 with children. Encourage them to say
• Follow the Hello routine from Lesson 1 We did it! all together.
of this unit. Goodbye e 1.4
• Invite children to say what they • Follow the Goodbye routine from
remember about the story they Lesson 1 of this unit.
watched in the previous lesson. Help
them say the events in order.
Unit 5 65
4052245 Dora TG2.indb 65 20/06/2019 11:52
Lesson Objectives
matching task.
Vocabulary
Review: dance, clap, sing
Language
Come to the party.
Materials
CD1, CPT
page 42
Warm Up e 1.3
of this unit.
• Draw big balloon on the board and
elicit other party decorations. Draw
them as well. Then invite students to Optional Activities Optional Activity
say what they usually do at a party. • Ask children to look at the picture for Call out a number from 1 to 10, e.g.,
a few seconds and then close their Eight! Clap eight times calling out the
Student Book page 42 books. Elicit all the English words numbers as you do so. Encourage
they can remember seeing, e.g., the children to join you. When you get to
8 Listen. Sing and act. e 1.38 numbers 1–10, dress, T-shirt, pants, eight, say Come to the party! Repeat
• Say It’s song time! If possible, allow shoes, jacket, dance, sing, clap. with different numbers.
children to stand up. Gather the class • Play the song again. Ask children
around the board and show page 42 of to stand in a circle to dance, sing, Goodbye e 1.4
the Student Book. Tell children that they and clap as if they were at the
are going to sing a song about a party. party. Suddenly, stop the music. The
Point to the picture and ask children children must freeze on the spot.
Where are the children? Elicit the answer You can call out children who keep
(in a classroom). Elicit what they are moving. Continue playing the song
doing (dancing, singing, clapping). Tell and pausing it. You can also invite
them the title of the song is Come to the children to take on this role.
Party! Elicit whether they have parties
at school.
• Play the audio and mime the actions:
dance, sing, clap. 7 Find the actions from the song.
• Play the song again and have children Match and say.
mime as they sing along with you.
Transcript pictures on page 42 of the Activity
Come to the party Book. Point to the small pictures
And (dance)! down the left of the page and elicit
(Dance)! the actions.
(Dance)! • Call out the actions and have children
Come to the party trace the matching line from the small
And (dance)! picture to the big picture each time.
Hand out the pencils for children to
Verse 2: (sing) match the pictures.
Verse 3: (clap) • When children have finished, ask them
to say the actions in pairs and point to
the pictures.
66 Unit 5
4052245 Dora TG2.indb 66 20/06/2019 11:52
Optional Activity
Play a version of Bingo. Ask the children
to choose three clothing items and
put them on the figure. Then call out
the clothing words one by one. The
first child who hears the three clothes
they’ve chosen to put on the figure
calls out Bingo! Ask children to take off
the clothes and choose a new set of
three. Repeat the game.

e 1.39
• Tell children to hold up their figures and
have everyone shout We did it! You can
use the Dora and Boots puppets here.
Raise the puppets’ arms up in the air.
Transcript
Lesson 8: Wrap Up out a number. Children should say the
clothes item for that flashcard.
Lesson Objectives We did it! We did it!
Review the language from the unit. Student Book page 43 We learned new words! We did it, hurray!
Develop fine motor skills through 9 Make and say.
making cut-out clothes.
• Look at Student Book page 43 together Activity Book page 43
Round up the unit’s work with a and explain to children they are going
self-assessment and chant. to make a figure and its clothes, like the 8 Follow and color. Say.
ones on the page. • Focus children’s attention on page 43
Vocabulary • Show the Unit 5 Photocopiable of the Activity Book. Explain that they
Review: hat, jacket, dress, T-shirt, Worksheet and ask children to identify are going to color the clothes along
pants, shoes the clothing items as you point to them. the path.
• Hand out the photocopies and • Point to each picture on the path and
Language colored pencils for children to color ask children to say the word as a group.
Review: Put on your hat. the clothes first. Then hand out the • Hand out the colored pencils and ask
scissors and ask them to cut out the them to color the clothes in order.
Materials clothes and the girl and boy figure. Walk Praise them on their work.
CD1
• Hand out the colored paper and ask Optional Activity
children to glue the girl or boy figure. Ask children to work in pairs. They take
Student Book page 43, Activity Book Give them instructions to follow, e.g., turns pointing to a picture and saying
page 43 Put on your hat. Wait and make sure the clothes word.
Units 1 and 5 flashcards children put the hat on the figure.
Copies of the Unit 5 Photocopiable Repeat with other instructions.
Circle the stars!
Worksheet
Optional Activity • When everyone has finished say Good
Colored pencils, scissors, sheets of
To make this task more challenging, job on Unit 5. Circle the stars!
colored paper
teach students the instruction take off. • Point to a picture for children to say
Mime putting on and taking off a jacket the word. You could also have children
Warm Up e 1.3 as you say put on and take off. Then vary do this in pairs. For each word they say
• Follow the Hello routine from Lesson 1. the instructions you give children, e.g., correctly, ask them to circle a star. Give
• Play What Number Is It? Stick the clothes Put on your hat. Put on your shoes. Take them more opportunities to say the
flashcards on the board. Then stick a off your hat. Put on your T-shirt. Put on word so they circle all the stars.
number flashcard next to each one. Say your pants. Take off your shoes.
the name of a clothing item and ask Goodbye e 1.4
What number is it? Elicit answers. Repeat • Put children in pairs and ask them • Follow the Goodbye routine from
with all the clothes flashcards. Then call to give each other instructions. Walk Lesson 1 of this unit.
Unit 5 67
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Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
tracing task.
Vocabulary
New: snack, sleeping bag, water bottle,
flashlight, backpack, tent
Materials
CD1, CD2, CPT
page 44
Unit 6 flashcards
Warm Up e 1.3
• Play the Hello! How Are You? song from
page 3. As the audio plays, use the
puppets on both your hands to wave
out if children have been on similar
hello to children. Encourage children
vacations, e.g., camping in a forest.
Optional Activity
to wave back and raise their hands as Invite one or two children to the front
they sing I’m fine. Thank you! In the third • Play audio 2.1 and hold your book up as
and give them a flashcard. Don’t show
verse, tell children to join in by saying you point to the camping items across
the rest of the class. Ask children to
their own name. Play the song again the bottom of the page.
mime using the item on the flashcard.
and invite two helpers to use a puppet • Play the audio again and encourage (For tent, they can pretend to unzip
each at the front of the class. children to say the new words. the front and step in.) The rest of the
• Pre-teach vacation. Draw a stick figure • Say Look at the big picture again. Play children call out the word. Repeat with
lying on a towel on the beach with audio 2.2. Pause after Find a snack and different children and flashcards.
sunglasses on. Ask if he is working or point to the snack in the big picture.
relaxing. Elicit he is on vacation. Invite Continue playing the audio. Pause after
children talk about their last vacation. each number to check that all children Activity Book page 44
are pointing to the correct item in the
big picture. 1 Trace and say.
Student Book page 44
• Call out the words and have children • Focus children’s attention on the
1 Watch the video. r say which character is holding it, e.g., picture and elicit that Dora, Diego, and
• Say It’s video time! Bring children Flashlight! (Diego) Water bottle! (Boots) Boots are on vacation.
together so they can all see and hear Sleeping Bag! (Dora). • Invite children to call out an item they
the video. Play the video and tell can see in the picture. Then give out
children to watch and listen. Transcript pencils and ask children to trace the
snack, sleeping bag, water bottle, matching lines and the lines around
• Play the video. Encourage children to
repeat the new words. the pictures.
sleeping bag, backpack, flashlight, water • When you finish the task, point to
• You can play the video as many times bottle, tent, snack
as you wish. Ask children to stand up each item in turn and ask children
while clapping and chanting. to say it out loud. Say the word again
Transcript
for children to repeat if there are
• Stick the six flashcards around the Look at the big picture.
any problems.
classroom. Say Point to the (snack)! What can you find?
and invite the children to point to the Snack. Find a snack. Goodbye e 1.4
correct flashcard. Ask a child to choose Backpack. Find a backpack.
• Say It’s time to say goodbye! Draw a big
a flashcard, walk up to it, and touch it Tent. Find a tent.
tent on the board. Play the Goodbye!
for the other children to call out the Sleeping bag. Find a sleeping bag.
song for children to listen to and use
word. Repeat with different children. Flashlight. Find a flashlight.
the puppets to wave goodbye and walk
Water bottle. Find a water bottle.
2 Listen, point, and say. Listen and away towards the tent, pretending to
sleep inside it. Play the song again
find. e 2.1–2.2
and have two helpers use the puppets.
• Focus on the Student Book page. Tell Ask the rest of children to sing and
children that Dora is on vacation. Elicit wave goodbye.
that she is in the forest with Boots, her
cousin Diego, and Baby Jaguar. Find
68 Unit 6
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TEACHING TIP: If you notice children
have problems pronouncing a word,
say it slowly a few times and ask them
to look at your mouth as you make the
sounds. Children may not be ready to
produce difficult sounds, but this will
help them understand how the lips,
teeth, and tongue are positioned to
make certain sounds.

2 Match and say.
• Point to the first picture at the top of
the page. Ask What’s this? Encourage
them to find the picture at the bottom
of the page that matches the detail on
the top. Trace a matching line with your
finger to the picture of the tent in the
bottom row. Say Look! A tent.
• Now explain that children should
match the rest of the details in the top
row with the pictures in the bottom
row. Encourage them to notice the
colors and the shapes. Walk around and
help if necessary.
• Check answers by asking children to
Lesson 2: Vocabulary Optional Activity draw the matching lines and say the
names of the items.
Practice For more practice, have five children
stand at the front of the class. Ask them
Optional Activities
Lesson Objectives to pick a flashcard each and hold it up
• Stick the flashcards on the board.
Practice the new clothes words. so the rest of the children can see it.
The children sitting down must agree in Discuss with the children which of
Develop fine motor skills through the camping items they have used or
pairs or small groups which flashcard is
tracing and matching. have at home. Stick these flashcards
missing since children are holding only
five of the six flashcards. Elicit answers to a different area of the board.
Vocabulary and reveal the missing flashcard. Repeat Then elicit other objects children
snack, sleeping bag, water bottle, several times with different flashcards. have used while camping and draw
flashlight, backpack, tent pictures on the board, e.g., a pillow,
camping chairs, or towels.
Materials Student Book page 45 • Give each child a small piece of
paper (e.g., one quarter of an A4
CD1, CPT 3 Trace and say. sheet). Ask them to think what snack
Dora and Boots puppets • Point to each picture on the page and they would bring on a camping
Student Book page 45, Activity Book invite children to call out the word. Ask vacation and to draw a picture of it.
page 45 What’s this? as you point. Invite children to show their snack
Unit 6 flashcards • Then hand out the pencils and give to the class and explain what it is.
Colored pencils, white sheets of paper children time to trace the items. Collect all the snacks and display
(cut into quarters) them together under the heading
Optional Activity Snacks for Our Camping Vacation. You
You can set this up as a dictation. Give could create a classroom poster.
Warm Up e 1.3
children instructions on what item to
• Repeat the Hello routine from Lesson 1 trace first by saying, e.g., Find the snack. Goodbye e 1.4
of this unit.
Trace the snack, please. • Follow the Goodbye routine from
• Play Memory Chain with the Unit 6
Lesson 1 of the unit.
flashcards. Hold up a flashcard, e.g., • When children have finished tracing,
tent, and say the word chorally with point to different items and have
the children. Then show them the next them say the word. You can also have
one. Have children repeat the first one children work in pairs. They should
and say the new one: Tent, water bottle. point to a picture for their partner to
Show them a third flashcard. Children say the word.
repeat the first two words in order and
add the third one: Tent, water bottle,
flashlight. Continue like this with all the
flashcards and help children remember
the order, if necessary by showing them
the flashcards.
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Lesson 3: Language
Lesson Objectives
Present the new structure I have
a flashlight.
Develop fine motor skills by coloring
items in a picture.
Vocabulary
snack, sleeping bag, water bottle,
Review: hat
Language
I have a flashlight.
Materials
CD1, CD2, CPT
page 46
Units 5–6 flashcards and point to the items in the picture.
Play the audio and check children are
Optional Activity
Colored pencils, sheets of white paper To reinforce the language, invite a child
pointing to the correct items.
(one for each child) to the front. Hold the flashcards in a pile
• Put up the Unit 6 flashcards in the order
and ask the child to pick one. Have the
they appear in the song. Play the audio
Warm Up e 1.3 child look at it in secret and decide if
once more and encourage children to
• Follow the Hello routine from Lesson 1 he/she is going to say the truth or not.
sing some of the words this time. Point
The child could say I have a flashlight
of this unit. to the flashcards as they come up to
(true) or I have a (jacket) (false) for the
• Review the camping words by playing help them remember what comes next.
flashlight flashcard.
Change Places from the Ideas Bank on Praise children for their good singing.
page 25. Put up the Unit 6 flashcards
Transcript
around the classroom. Then divide
I have a (flashlight).
children into six groups and allocate
a flashcard to each group. Ask the Let’s pack a (flashlight). 3 Color and say.
I have a (sleeping bag).
children to stand near their flashcard.
Let’s pack a (sleeping bag).
Then call out two items, e.g., Tent and picture. Tell them that they are going to
flashlight. Have the children in the tent A (flashlight)! A (flashlight)!
color the camping items.
and flashlight groups change places. And a (sleeping bag), too.
• Have children identify the camping
Repeat with different pairs of words items with you. Then ask them to color
and groups. Verse 2: (snack / water bottle)
Verse 3: (tent / backpack) them. Give them a time limit for this
if necessary.
Student Book page 46 TEACHING TIP: Help children build up • When time is up, ask children to identify
their confidence by pausing the song an item saying, e.g., I have a (flashlight).
4 Look and listen. Point and after each line for them to repeat. Sing It’s (yellow).
sing. e 2.3 along to provide more support.
• Focus children’s attention on the page. Goodbye e 1.4
Elicit that Dora and Boots are inside Optional Activity • Follow the Goodbye routine from
the tent and that they are lying in their Lesson 1 of this unit.
Help children create their own verses
sleeping bags.
for the song. Put up all the Units 5–6
• Invite children to identify other items in flashcards on the board. Ask them
the picture (the flashlight, the backpack, to work in pairs and decide on two
the snack, and the hat). flashcards they want to use in their
• Say It’s song time! Tell children that they verses. Invite pairs of children to the
are going to listen to a song called front of the class and have them hold
I Have a Flashlight. Play the song for the the two flashcards they chose. Sing the
children to listen to first and enjoy. new verse with the whole class. Repeat
• Explain that they will hear the song with all the pairs if possible.
again. This time they need to listen
for the camping items in the song
70 Unit 6
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4 What’s next? Circle and say.
• Draw four items on the board: a tent, a
water bottle, a tent, and a water bottle.
Elicit from children what you should
draw next in the sequence: a tent or a
water bottle? (A tent.)
sequences on the page. Go through
each sequence, pointing to the items
for children to identify them and then
eliciting the next item in the sequence.
• Hand out pencils and ask children
to circle the correct items in each
sequence. Walk around and check they
are on task.
in pairs. Then invite children to say the
last item in each sequence again.
ANSWERS
Row 1: sleeping bag
Row 2: tent
Row 3: water bottle
Row 4: backpack
Optional Activities
• Ask children to imagine you are all
Lesson 4: Language to walk around freely until you stop
the music and name a flashcard. They going on a camping trip in the forest.
Practice have to go to the flashcard you named Have them think about one more
as quickly as possible. Each time, invite item they would like to take with
Lesson Objectives children to identify the flashcard by them. Explain that this item must
Practice the new structure I have a tent. saying, e.g., I have a (backpack). fit in their backpacks. Have them
tell each other in pairs. Walk around
Student Book page 47 and help with new vocabulary. Then
Practice listening skills. hand out the sheets of white paper
Recognize a simple sequence. 5 Listen and color. Say. e 2.4 and ask children to draw a picture
Develop fine motor skills by coloring • Focus children’s attention on the page. of what they want to take. Invite
and circling. Point to different items and invite children to mime their item for the
children to call out the correct word. rest of the class to guess before they
Vocabulary Then explain that children must listen show their pictures. Display their
snack, sleeping bag, water bottle, and color the items accordingly. pictures in the classroom.
flashlight, backpack, tent • Play the audio and ask children to first • Ask children to sit in a circle and
Review: colors listen once and point to the items as pretend you’re sitting around a
they hear them. campfire. Play the song I Have a
Flashlight from Lesson 3 again and
Language • Then hand out the colored pencils.
sing it around the campfire. Then you
I have a tent. Play the audio once more, pausing
can invite children to share a story as
after each camping item. Ask children
they sit around the campfire.
to color the correct picture. Make sure
Materials
they are coloring each picture with the
CD1, CD2, CPT correct color. Goodbye e 1.4
Dora and Boots puppets • To check answers, call out a camping • Follow the Goodbye routine from
Student Book page 47, Activity Book item, e.g., Tent. Elicit from children the Lesson 1 of this unit.
page 47 correct color, e.g., It’s orange.
Unit 6 flashcards • Put children in pairs. They take turns
Music, colored pencils, sheets of white saying, e.g., I have a (water bottle) for
paper (cut in half ) their partner to say It’s (yellow).
Transcript
Warm Up e 1.3 I have a tent. It’s orange.
• Follow the Hello routine from Lesson 1 I have a sleeping bag. It’s blue.
of this unit. I have a flashlight. It’s green.
• Review the camping items by playing I have a water bottle. It’s yellow.
Musical Flashcard from the Ideas Bank I have snacks. They’re red.
on page 25. Put up the flashcards I have a backpack. It’s brown.
around the classroom and play some
music. Invite all or some of the children
Unit 6 71
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Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: pack, helmet, campground
Language
Review: We can … , We need to … ,
Let’s … , We did it!
Materials
CD1, CPT
Student Book page 48–49, Activity
Book page 48
Unit 6 flashcards
Colored pencils
Warm Up e 1.3 Student Book pages 48–49 • Hand out the pencils and ask children
• Follow the Hello routine from Lesson 1 to draw the missing items in the big
of this unit. 6 Watch the video. r picture. Walk around and make sure
• Draw the outline of a large car on the • Say It’s story time with Dora! Bring they are on task.
board with its trunk open. Pre-teach children together so they can all see
TEACHING TIP: If children need more
pack and tell children that they are and hear the CPT. You can position
the Dora and Boots puppets to watch support, draw the items on the board
packing for a camping trip. Invite
as well. first as simply as possible. Point out the
children to raise their hands and call out
lines you draw and ask children to copy
an item they’d like to pack for the trip. • Ensure children are sitting quietly and
your drawings.
Encourage them to say it in English if say Let’s listen and watch. Play the video
possible. For each item, invite the rest for the first time for children to enjoy. • Then, hand out the colored pencils
of the class to say if it’s necessary and • Play the video again, but this time and give children time to color in their
draw it inside the trunk. When the boot pause after one or two scenes in the drawings. Monitor and praise their
is full, mime driving the car around animation to check that everyone has efforts.
the classroom. Have children follow understood.
you until you reach the campground. • After the Storyteller’s question Can you Goodbye e 1.4
Say We’re here! and ask them to sit remember the story? Choose students • Follow the Goodbye routine from
down again. to explain parts of the story. Ask them Lesson 1 of this unit.
questions to check comprehension and
Story Summary elicit details. Then invite children to say
Dora and Boots are packing for their what they liked about the story.
camping trip with Diego and Baby
Jaguar. Map tells them to go through TEACHING TIP: To make the story more
Nutty Forest and then Isa’s Garden to memorable, invite children to say what
get to the Rainforest Campground. At they liked most about the story. It could
the forest they meet Tico and Benny. be a character, a scene, or something
Tico will drive them in his Nutty Car but someone said.
the car needs more fuel. They catch the
falling nuts for the car to eat and get
through the forest. At Isa’s Garden, they Activity Book page 48
help Isa pack for her skiing vacation;
they find her helmet. They arrive at 5 What’s missing? Draw and
the rainforest but meet Swiper and he color. Say.
throws their snacks away! Diego and • Focus children’s attention on the
Baby Jaguar arrive and they see the picture. First, elicit what happens in this
snacks in the river. They use a canoe scene from the story.
to paddle and Baby Jaguar grabs • Next, ask children to identify the items
the snacks. Finally, they arrive at the in the small pictures. Elicit which items
campground. are missing from the story frame.
72 Unit 6
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Transcript
Dora Let’s pack for camping.
Action: Children pretend packing a backpack
with things.
Dora We can bring snacks to our friends.
Action: Children mime eating a snack.
Dora We need to go through the forest.
Action: Children pretend driving through
a forest.
Dora Now we go through the garden.
Action: Children pretend walking and looking
at a garden.
Dora Let’s find Isa’s helmet.
Action: Children pretend looking for
something.
Dora Oh no! Swiper took the snacks.
Action: Children put their hands on their
cheeks to show surprise.
Dora We got the snacks back!
Action: Children hold their arm out,
pretending to hold the bag of snacks.
Dora We got to the campground. We
did it!
and clap.
Value r
Lesson 6: Story, Student Book pages 48–49 explanation of the value be prepared.
Role-play, and Value 7 Listen to the story. Act. e 2.5 • Look at story frame 1 together. Elicit
• Say It’s story time with Dora! Tell children to what is happening and whether it’s a
Lesson Objectives open their books on the story page. Ask good idea to plan for a trip beforehand.
Tell a story through actions and mime. children to say what items and characters Ask children to give reasons, e.g.,
they can see in each picture. because it’s easy to forget things.
Develop listening skills.
Explore the value of being prepared. • Then say Let’s listen to the story and play • Explain that Dora and Boots are
the audio for the first time for children prepared and organized. Ask children
Develop fine motor skills with a tracing how they prepare for different types of
and matching task. to enjoy.
trips, e.g., a long vacation, a short trip.
Elicit what items they take with them.
Vocabulary point to the pictures as they listen.
Story words: pack, helmet, campground • Next, say Let’s act! Read the story
yourself using the Dora puppet and the
Unit 6 flashcards. Mime driving a car 6 Trace the correct picture. Match
Language and paddling a canoe for story frames 3
Review: We can … , We need to … , h or k.
and 7. At the end, clap and raise your
Let’s … , We did it! arms in the air for We did it!
• Elicit what they can see in each picture.
Explain that one of the two pictures
• Play the audio again and do the actions shows the girl being prepared. Elicit
Materials with children. Encourage them to say which one it is and why (the one on the
CD1, CD2, CPT We did it! all together. left). Say Yes, she packed for the camping
Dora puppet trip. She’s prepared.
TEACHING TIP: Divide children into
Student Book pages 48–49, Activity • Then hand out the pencils. Ask children
eight groups, one for each frame. Read
Book page 49 to trace the girl that is prepared.
the story out loud and have each group
Unit 6 flashcards mime their scene. This helps children to • Then children match each picture to
Unit 6 storycards remember what they have to do. the faces. Check answers.
Colored pencils
Optional Activities Optional Activity
• Invite a few children to see a story Ask children when else they have to be
Warm Up e 1.3
frame secretly. Ask them to mime the prepared. Elicit ideas, e.g., they must
• Follow the Hello routine from Lesson 1 prepare their backpacks before going
of this unit. action in that story frame for the rest
of the class to guess which part of to school, before doing an after-school
• Show children the first storycard. Elicit activity like a sport, or when getting
the story they are miming.
what’s happening in this scene. Then ready for a music lesson.
invite children to remember what else • Show children a storycard and ask
happens in the story. them to explain what happens
before and after this scene. Repeat Goodbye e 1.4
with different storycards. • Follow the Goodbye routine from
Unit 6 73
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Lesson Objectives
Develop fine motor skills with a tracing
and coloring task.
Vocabulary
Review: pack
Language
Pack your bag.
Materials
CD1, CD2, CPT
page 50
Colored pencils
Optional: Units 2–6 flashcards
Warm Up e 1.3
of this unit. • Ask the children to trace the lines. Walk
Optional Activities
• Draw a car on the board and a long around and ask individual children to
winding road under the car, leading far
• Sing the song again. Ask children to tell you the item as they trace the line.
use their schoolbags and pretend
away to the edge of the board. Say Let’s
to pack items in it as they sing Pack, TEACHING TIP: As children work on a
go on vacation. Ask them where they
pack, pack your bag. Then have them task, take the opportunity to interact
are going and invite them to describe
put on their school bags and march with them individually. Ask them
what it’s like there. As they call out
on the spot for Let’s go on vacation! questions to find out how confident
ideas, draw the place at the end of the
winding road. Ask children Are you ready • Draw a big circle on the board with they are using the language.
for vacation? Elicit what they need to do a few trees in the middle. Say Let’s go
before leaving: Pack! to the park. What do we pack? Spread
the Units 2–6 flashcards on the floor. Optional Activity
Invite children to stand up and pick Ask children to think about one more
Student Book page 50 a flashcard showing something item the girl will need for her vacation.
8 Listen. Sing and act. e 2.6 they need to pack for the park. Stick Elicit ideas from different children.
flashcards around the circle and Then ask them to draw their idea in the
• Say It’s song time! If possible, allow draw lines to create a spidergram. At picture.
children to stand up. Gather the class
the end, say We’re ready for the park!
around the board and show page 50
Take off all the flashcards and place
of the Student Book. Tell children that Goodbye e 1.4
them on the floor again. Erase the
they are going to sing a song about
trees in the circle and draw the faces • Follow the Goodbye routine in Lesson 1
packing called Pack Your Bag. Point to of this unit.
of an elderly couple. Say Let’s go to
the picture and ask children to identify
Grandma and Grandpa’s house. What
what items the girl is going to pack. Say
do we pack? Repeat the process. You
She’s ready for vacation!
can do the same for other places,
• Play the audio and mime packing a bag e.g., beach or mountain.
for Pack, pack, pack your bag. Play the
song again and have children mime as
they sing along with you. Activity Book page 50
Transcript 7 Pack the backpack. Trace and
Pack, pack, say. Color.
Pack your bag! • Focus children’s attention on the
Let’s go on vacation! picture on page 50 of the Activity Book.
(Pack, pack, Ask them what items the girl is packing.
Pack your bag!) Elicit a word from different children. As
Let’s go! they say the word, ask them to trace the
line with their finger.
Verse 2: (Pack your teddy in your bag.)
Verse 3: (Pack your flashlight in your bag.)
74 Unit 6
4052245 Dora TG2.indb 74 20/06/2019 11:52
Transcript

8 Draw and color. Say.
• Focus children’s attention on page 51 of
the Activity Book. Explain that they are
going to complete the missing half of
the pictures.
• Point to each picture and ask children
to say the word chorally.
• Then ask them to use a pencil and
complete the pictures. Hand out
the colored pencils and ask them to
color their drawings. Praise them on
their work.
Lesson 8: Wrap Up Student Book page 51
Optional Activity
Lesson Objectives 9 Make and say. Ask children to work in pairs. They take
Review the language from the unit. • Look at Student Book page 51 together turns pointing to a picture and say
and explain to children they are going I have [the camping item].
Develop fine motor skills through a
to make a camping scene like the one
craft activity and coloring.
on the page. Circle the stars!
Round up the unit’s work with a
• Show the Unit 6 Photocopiable • When everyone has finished say Good
self-assessment and chant.
Worksheets and ask children to describe job on Unit 6. Circle the stars!
what they see.
Vocabulary • Point to a picture for children to say
• Hand out the photocopies and the word. You could also have children
Review: snack, sleeping bag, water colored pencils for children to color do this in pairs. For each word they say
bottle, flashlight, backpack, tent the picture first. correctly, ask them to circle a star. Give
• Then show them how to cut out them more opportunities to say the
Language a triangle and fold the two pieces word so they circle all the stars.
Review: I have a flashlight. upwards to create the opening for the
tent. Hand out the scissors. Walk around Goodbye e 1.4
Materials and help if necessary. • Follow the Goodbye routine from
CD1, CD2 Lesson 1 of this unit.
TEACHING TIP: It’s a good idea to
Dora and Boots puppets prepare the opening for each child. This
Student Book page 51, Activity Book will help save time in class and provide
page 51 more support for the younger children.
Unit 6 flashcards
Copies of the Unit 6 Photocopiable
• Then ask the children to draw
themselves holding an item inside the
Worksheets
tent, e.g., a flashlight, a sleeping bag, or
Sheet of paper, colored pencils a water bottle. Invite children to show
their work to the class and say, e.g., I
Warm Up e 1.3 have a (flashlight).
• Follow the Hello routine from Lesson 1. 10 Listen and chant. Then stick.
• Play Little by Little from the Ideas Bank e 2.7
on page 24. Hold up a Unit 6 flashcard
• Tell children to hold up their camping
with a sheet of paper. Move the paper
scenes and have everyone shout We
slowly to reveal different parts of the
flashcard. Stop moving the paper and
ask What is it? Continue moving the
up in the air.
paper if the children haven’t identified
the item correctly. Repeat with • Say Let’s chant! and play the audio for
different flashcards. children to chant along.
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4052245 Dora TG2.indb 75 20/06/2019 11:52
Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
new words.
tracing task.
Vocabulary
New: bike, scooter, skateboard, tricycle,
go-kart, skates
Materials
CD1, CD2, CPT
page 52
Unit 7 flashcards
A collection of toys (e.g., a doll, a toy
car, ball) that fit in a cloth bag, pencils
Warm Up e 1.3 chant again with the children. Repeat,

• Give the Dora and Boots puppets to asking helpers to reorder the flashcards.
Optional Activities
two helpers. Play the Hello! How Are You? • Call out the toys as you hold the
song from page 3. Pause the audio after 2 Listen, point, and say. Listen and flashcard. Ask children to stand up if
How are you? in the first verse. Ask the find. e 2.8–2.9 they like that toy.
helper with the Dora puppet to walk • Focus children on the page. Tell them • Personalizing the vocabulary is a
up to a child and ask How are you? The Dora and Boots are playing. Elicit that great way to reinforce what children
child must reply I’m fine, thank you. they are in the park and Dora is wearing have learned. It also teaches them
Continue playing the song and pause a helmet, kneepads, and skates. new vocabulary that is meaningful
after How are you? in the second verse. to them. Ask them to bring in
• Play audio 2.8 and hold your book up as
This time, the helper with the Boots their favorite toy from home for
you point to the toys across the bottom
puppet asks a child the question. In the the next lesson for one of the
of the page.
third verse of the song, tell children to optional activities.
join in by saying their own name. • Play the audio again and encourage
children to say the new words.
• Pre-teach toys. Hold up the cloth bag
and move it so the toys rattle inside. • Say Look at the big picture again. Activity Book page 52
Ask children what they think is inside Play audio 2.9. Pause after Find the
the bag. Allow a few children to touch skateboard and point to the skateboard. 1 Trace and say.
the bag and confirm their guesses. Say Continue the audio. Pause after each • Point to each toy outline across the
They’re toys! Ask a few more children to item to check all children are pointing top of the page and invite children to
feel the bag and guess what toys are to the correct toy in the big picture. say the word. Help them if they don’t
inside. Then spread them on the table. remember.
Transcript
Elicit if children like these toys and what
bike, scooter, skateboard, tricycle,
• Point to the matching lines and ask
other favorite toys they have. children to trace them. Give out pencils.
go-kart, skates
go-kart, skateboard, scooter, skates, • When they finish the task, call out a toy.
Student Book page 52 tricycle, bike Have children trace the line with their
finger and repeat the word. Do the
1 Watch the video. r Transcript same for all the words, in random order.
• Say It’s video time! Bring children Look at the big picture.
together to all watch and listen. What can you find? Goodbye e 1.4
• Play the video. Encourage children to Skateboard. Find the skateboard. • Say It’s time to say goodbye! Use the
point to the toys as they hear them. Tricycle. Find the tricycle. puppets to put away the toys in the
• You can play the video as many times Scooter. Find the scooter. cloth bag. Play the Goodbye! song for
as you wish. Encourage children to Skates. Find the skates. children to listen and use the puppets
repeat the new words. Bike. Find the bike. to wave goodbye and walk away with
Go-kart. Find the go-kart. the cloth bag. Play the song again and
• Use flashcards to practice vocabulary.
have two helpers use the puppets.
Stick the six flashcards on the board.
Ask the rest of children to sing and
Chant the words as you point to each
wave goodbye.
flashcard. Reorder the flashcards and
76 Unit 7
4052245 Dora TG2.indb 76 20/06/2019 11:52
2 Trace and color. Say.
pictures. Hand out the pencils and ask
them to color the toys.
• When they finish, ask children to work
in pairs. They take turns pointing to
pictures for their partner to say what
they are.
Optional Activities
• Do a class survey to find out the
most popular toy in class. Put the
flashcards around the classroom.
Ask a child What do you like? Explain
that child must choose the toy he/
she likes the most and stand next
to the correct flashcard. Encourage
the child to say I like (the scooter).
Do this with each child, one by one.
With larger classes, ask them to
stand next to the flashcard and then
choose different children to say I like
the (scooter). Count the children and
announce the results of the survey.
You can also invite children to say
why they like that specific toy
Lesson 2: Vocabulary Optional Activity
the best.
• If children have brought their favorite
Practice Divide children into two groups. Choose
toy to class, ask them to show each
a child from one group to call out a
other in pairs. Invite children to show
Lesson Objectives number. The other group must call
their toys to the class and explain
Practice the new toy words. out the toy chorally. Then it’s the other
what they like about them. You can
group’s turn. Continue like this until
Develop fine motor skills through also display the toys at the front of
they have practiced all the toy words.
matching and coloring. the class as if it were a gallery or a
museum and allow children to walk
Vocabulary Student Book page 53 around and look at the toys.
bike, scooter, skateboard, tricycle, • Divide children in two groups. Ask
go-kart, skates 3 Match and say. one group to place their toys on
• Point to each small picture across the their desk and stand behind them.
top of the page. Ask children to call out Invite the other group to walk
Materials
the word. Ask What’s this? as you point. around and stop in front of different
CD1, CPT toys. Prompt children to ask the
• Then hand out the pencils and give
Dora and Boots puppets owner for permission to pick up and
children time to match the small
Student Book page 53, Activity Book pictures to the toys in the big picture. look at the toy. Demonstrate once,
page 53 saying Can I look at it, please?
Units 1 and 7 flashcards point to different toys and have them
TEACHING TIP: Encourage children to
Colored pencils say the word. You can also have
bring their own experiences and stories
children work in pairs. They should
to the class. This will make them feel
Warm Up e 1.3 point to a picture for their partner to say
more comfortable and open to learning
the word.
• Repeat the Hello routine from Lesson 1 new language as they will be using it in
of this unit. familiar contexts.
Optional Activity
• Play What Number Is It? from the Ideas Place three chairs at the front facing
Bank on page 24. Use the Units 1 and 7 Goodbye e 1.4
the children. Invite three children to the
flashcards. Stick the Unit 7 flashcards
front and ask them to sit on the chairs. • Follow the Goodbye routine from
on the board. Stick a number flashcard
Show them a Unit 7 flashcard and ask Lesson 1 of the unit.
from Unit 1 next to each one. Say the
them to pretend they are using the
name of a toy and ask What number is
toy. They can stand up to mime the
it? Choose children to answer. Then say
toy or stay sitting down. If necessary,
the number and ask children to identify
demonstrate the action for each
the toy, e.g., Ten. What toy is it? toy once before you start the game.
Choose children to identify the toy by
saying it out loud or picking out the
correct flashcard. Repeat with different
children and toys.
Unit 7 77
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Lesson 3: Language
Lesson Objectives
Present the new structure I have a bike.
I don’t have a skateboard.
items in a picture.
Vocabulary
bike, scooter, skateboard, tricycle,
go-kart, skates
Review: water bottle
Language
I have a bike. I don’t have a skateboard.
Materials
CD1, CD2, CPT
page 54
Unit 7 flashcards • Play the audio and check children are • Then hand out the pencils and ask
pointing to the correct toy. them to trace the lines around the toys.
Three soft balls (or paper balls),
colored pencils • Ask six children to stand at the front of • When they are ready, ask them to point
the class holding a toy flashcard. Play to a toy they have at home. Then ask
the audio once more and help children them to trace that toy with their finger.
Warm Up e 1.3 to reorder themselves according to the Choose children to say I have (skates).
• Follow the Hello routine from Lesson 1 order the toys are heard in the song. • Choose children to say one toy
of this unit. Play the song once more pointing to they have and one they don’t have.
• Review the toy words by playing Hit the the flashcards held up by the children Demonstrate with a child first.
Card from the Ideas Bank on page 24. at the front. • Ask children to practice saying what
Put the Unit 7 flashcards on the board. toys they have and don’t have in pairs.
Invite three children to the front of the Transcript
Walk around and help children if
class and have them stand in a line A (bike), a (bike),
necessary.
facing the board. Give them each a soft I have a (bike).
ball and ask them to throw it at the toy A (skateboard), a (skateboard), Goodbye e 1.4
you call out. Say I have a skateboard! I don’t have a (skateboard).
Do you?
Children should throw their balls at the Lesson 1 of this unit.
skateboard flashcard. Praise them and Verse 2: (scooter / tricycle)
invite different children to the front. Play Verse 3: (skates / go-kart)
as many times as necessary.
Optional Activity
Student Book page 54 To reinforce the language, hold up
the scooter flashcard and say I have a
4 Look and listen. Point and scooter. Nod your head and smile as you
sing. e 2.10 say this. Then hold up the bike flashcard
• Focus children’s attention on the page. and say I don’t have a bike. Drop your
Elicit that Dora is in a roller skate park shoulders and look sad. Put the Unit 7
and that she is holding a bike. Point to flashcards on the board and invite
the other toys and choose children to children to the front, one at a time.
identify them. Have them point to a toy they have and
• Say It’s song time! Tell children that they a toy they don’t have. Help them say
are going to listen to a song called I have / I don’t have (a skateboard).
What Do You Have? Play the song for the
class to listen to first and enjoy.
• Explain that they will hear the
song again. This time they need to 3 What do you have? Trace and say.
listen for the toys and point to the • Focus children’s attention on the
correct pictures. picture. Point to each toy and have
children say the word together.
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Transcript
I have a bike. The bike is red.
I don’t have a scooter.
I have a skateboard. The skateboard
is blue.
I have a tricycle. The tricycle is green.
I don’t have a go-kart.
I have skates. The skates are yellow.

4 Color and say.
picture on page 55 of the Activity Book.
Invite different children to say one toy
they have and one toy they don’t have.
• Explain that children should color only
the toys they have. If they don’t have a
toy, they must leave it as it is. Hand out
the colored pencils and ask children to
do the task. Walk around and make sure
children understand what to do.
• Ask children to show their toys to a
partner. Have them point to toys they
have and toys they don’t have, saying
I have / I don’t have … Demonstrate with
two children at the front of the class.
Lesson 4: Language and gesture for children to say each

word chorally. Then ask the children
Optional Activity
Do a class survey to find out how many
Practice which one is different and why. Repeat of the toys from the unit children have
with different sets of flashcards. as a group. Stick the flashcards on the
Lesson Objectives board. Ask whether children have a
Practice the new structure I have a bike. TEACHING TIP: Try to recycle
go-kart. Have them raise their hands or
I don’t have a scooter. vocabulary from previous units as often
stand up if they do. Choose different
as possible. The more often children
Review the unit vocabulary. children to say I have / I don’t have (a
review the words, the more they will
Practice listening skills. go-kart). Count the children and write
remember them and feel confident to
Develop fine motor skills by coloring. the number next to the flashcard.
use them.
Do the same for all the toys. Then
discuss the results with the children.
Vocabulary Point out the most popular and the
bike, scooter, skateboard, tricycle, Student Book page 55
least popular toy. You can also highlight
go-kart, skates that having more toys isn’t as important
5 Listen and color. Say. e 2.11
Review: colors as sharing them with other people.
Say I have … and a toy in random order.
Language Ask children to point to the correct Goodbye e 1.4
I have a bike. I don’t have a scooter. pictures in their books. • Follow the Goodbye routine from
• Then explain that children must listen Lesson 1 of this unit.
Materials and color the items accordingly.
CD1, CD2, CPT • Play the audio and ask children to first
Dora and Boots puppets listen once and point to the toys as they
Student Book page 55, Activity Book hear them. Explain that if the speaker
page 55 says I don’t have … they shouldn’t color
that toy.
Units 3–7 flashcards
• Then hand out the colored pencils.
Colored pencils
Play the audio once more, pausing
after each toy. Ask children to color in
Warm Up e 1.3 the correct picture. Make sure they are
• Follow the Hello routine from Lesson 1 using the correct color for each picture.
of this unit. • To check answers, call out a toy, e.g.,
• Review the toy words by playing I have skates. Elicit from children the
Odd One Out from the Ideas Bank on correct color, e.g., Yellow. Then say
page 24. Put up five Unit 7 flashcards The skates are yellow. If you say, e.g.,
on the board and a flashcard from a I don’t have a scooter, children should
different unit. Put them in a row and remain silent.
place the “odd” flashcard in a random
position. First, point to each flashcard
Unit 7 79
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Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: closed, open, roller coaster,
slide, share
Language
Review: We can … , We need to … ,
Materials
CD1, CPT
Book page 56
Unit 7 flashcards
Warm Up e 1.3 Student Book pages 56–57 Activity Book page 56
of this unit. 6 Watch the video. r 5 Look and circle 6 differences.
• Draw a roller coaster on the board and • Say It’s story time with Dora! Bring • Focus children’s attention on the first
elicit what it is from children. Ask if they children together so they can all see picture. First, elicit what happens in
have ever ridden on one and what the and hear the CPT. You can position this scene from the story. (The toys
experience was like. If they haven’t, the Dora and Boots puppets to watch are telling Dora and Boots about their
encourage them to talk about other as well. problem with Big Wheeler.)
rides they have gone on in amusement • Ensure children are all sitting quietly • Next, ask the children to look at the
parks or arcades. Then ask children to and say Let’s listen and watch. Play the second picture and find six differences
close their eyes and pretend they’re video for the first time for children with the first picture. Elicit one or two
on the roller coaster. Have them open to enjoy. as examples.
their eyes and mime a reaction, e.g., • Play the video again, but this time • Hand out the pencils and ask children
raising their arms in the air, shouting, pause after one or two scenes in the to circle the differences in the second
or laughing. animation to check that everyone has picture. Walk around and make sure
understood. they are on task.
Story Summary
• After the Storyteller’s question Can you • To check answers, ask children to point
The Roller Toys are sad: Big Wheeler has
remember the story?, pause at each still out a difference for the rest of the class.
closed Skate Park. Dora and Boots will
for children to explain what happens in
help them. Map tells them that they ANSWERS
that scene.
need to go over the Roller Coaster and Children should circle Dora’s sneakers;
down the Big Slide to get to Skate Park. the green go-kart; the pink scooter; the
Optional Activities
They meet Benny; he wants to ride the orange skates; the red skateboard; the
Roller Coaster, but it needs a boost.
• Ask children what they would like yellow bike.
to do if they went to the Skate Park.
Dora, Boots, and Benny stomp to go
Would they like to go on the Roller Goodbye e 1.4
really fast! They ride the Roller Coaster
Coaster, on the Big Slide, or skate • Follow the Goodbye routine from
and then it’s time for the Big Slide. On
around the park? Lesson 1 of this unit.
the slide Boots chooses the wrong
path and they roll over the cliff. Luckily, • Ask children why they think Big
Diego arrives on his skateboard to save Wheeler decided to close Skate Park.
them. Next they get to Skate Park; Big Elicit a few reasons, e.g., he didn’t like
Wheeler won’t let them in. When Dora the Skate Park, the other toys didn’t
tells him the park is for everyone, and like him and he felt lonely, he wanted
the Roller Toys support her, he gives the Skate Park only for himself.
up. Dora invites him to stay but only if • Invite children to imagine what the
he can share. Big Wheeler agrees. They toys told Dora, Diego, and Boots after
open the park together. they opened the Skate Park. Elicit
ideas and encourage them to say in
English Thank you (for helping us)!
80 Unit 7
4052245 Dora TG2.indb 80 20/06/2019 11:52
Transcript
Dora The toys need our help.
Action: Children pretend putting on a helmet
and skates.
Dora Big Wheeler closed Skate Park.
Action: Children clasp their hands together to
indicate closed.
Dora We can open Skate Park for all!
Action: Children spread their arms wide open.
Dora We ride the Roller Coaster.
Action: Children pretend they’re holding on
as they ride a roller coaster.
Dora Let’s go down the Big Slide.
Action: Children pretend sliding down a slide.
Dora We get to Skate Park. It’s Big Wheeler!
Action: Children form a circle with their arms
for Big Wheeler.
Dora Big Wheeler learns to share.
Action: Children put their arms around each
other’s shoulders in pairs.
Dora We opened Skate Park! We did it!
and clap.
Value r
explanation of the value being kind.
• Look at story frame 7 together. Ask
children to imagine what Dora told Big
Role-play, and Value 7 Listen to the story. Act. e 2.12 Wheeler to convince him to open Skate
• Say It’s story time with Dora! Tell children Park. Elicit why it’s good to be kind and
Lesson Objectives to open their books on the story page. share with other friends.
Tell a story through actions and mime. Point to each of the pictures on the • Ask children how they show kindness
Develop listening skills. page. Ask children to say what toys and to others. Discuss what they share and
characters they can see in each picture. who they share it with. Elicit ideas.
Explore the value of sharing and
being kind.
TEACHING TIP: Allow children enough Activity Book page 57
time to look at the story pictures at
tracing task. their own pace. The visual clues in the 6 Trace the correct picture. Match
pictures will help them understand the h or k.
Vocabulary story when they listen to it. • Focus children’s attention on the two
Story words: closed, open, roller coaster, pictures. Explain that one picture shows
slide, kind, share • Then say Let’s listen to the story and play a girl being kind. Elicit which one it is
the audio for the first time for children
and why (the one on the right because
Language to enjoy.
she’s giving the glasses to the other
Review: We can … , We need to … , • Play the audio again and tell children to girl). Say Yes, she’s kind. She’s helping her.
point to the pictures as they listen. You
Let’s … , We did it! • Then hand out the pencils. Ask children
can do this yourself at the same time so
to trace the girl that’s kind. Walk around
children can copy you if they need.
Materials and check that children are on task.
• Next, say Let’s act! Then read the story
• Then ask the children to match
CD1, CD2, CPT yourself using the puppets and the
Dora and Boots puppets the pictures to the correct face.
Unit 7 storycards. Hold the puppets
Check answers.
Student Book pages 56–57, Activity and pretend they are riding on a roller
Book page 57 coaster and going down a slide for Optional Activity
Unit 7 flashcards frames 4 and 5. At the end, clap and
Ask children to think of a time when
Unit 7 storycards raise your arms in the air for We did it!
someone else was kind to them. Invite
Colored pencils • Play the audio again and do the actions children to share their stories and
with children. Encourage them to say experiences. If necessary, give them an
We did it! all together. example of one of your experiences.
Warm Up e 1.3
of this unit. Goodbye e 1.4
• Ask children to remember the story in • Follow the Goodbye routine from
the video and elicit who needs help in Lesson 1 of this unit.
the story. Elicit the answer (the toys)
and further details. Ask them why the
toys need help and who helps them.
Unit 7 81
4052245 Dora TG2.indb 81 20/06/2019 11:52
Lesson Objectives
tracing task.
Vocabulary
Review: Level 1 toys: teddy bear,
ball, car
Language
Stomp your feet.
Materials
CD1, CD2, CPT
page 58
Colored pencils
Warm Up e 1.3
of this unit. Transcript • Then have students say chorally Stomp
• With books closed, describe what you Stomp your feet! your feet. Stomp, stomp. while they trace
can see in the picture on page 58 of the (Stomp, stomp.) the arrows and lines with their fingers.
Student Book. Explain that there’s a girl Stomp your feet!
and a boy. They are singing. They are (Stomp, stomp.) Optional Activities
in a classroom. Behind them, there are (Stomp your feet with me!) • Give extra practice with the action
two pictures of toys. Mime the actions verbs, playing Simon Says. Give
Verse 3: (1, 2)
as you explain this. Invite children to instructions saying (Simon says)
(Stomp your feet, 1, with, 2, me, 1, 2.)
guess what two toys are in the pictures. dance. Children must mime the
You can help them by saying they are Optional Activities action only when they hear Simon
not the new toys they learned in this says. Include the following verbs:
unit. Show children the picture and
• Sing the song again. Ask children stomp your feet, dance, walk, clap,
what other actions you could use
have them check their guesses. Elicit and jump.
to create a new verse for the song.
the toys: teddy bear, car.
From Level 1, you could recycle • Play a version of Watch My Lips from
dance, walk, clap, and jump. Sing the the Ideas Bank on page 24. Say one
TEACHING TIP: Encouraging children
adapted verse with the new action, of the action verbs without making
to guess something in a picture they any sound, e.g., Stomp your feet.
haven’t seen yet helps create suspense e.g., Dance, dance, dance. Dance
with me! Repeat this several times until a child
and raise their interest level. It also helps calls it out. Have all the children
them develop their visualizing skills. • Revise numbers 1–10. Have children
mime the action together. Repeat
stand in a circle and give instructions
with other actions, e.g., dance, walk,
for how many times they should
clap, and jump.
Student Book page 58 stomp their feet. Say, e.g., Stomp your
feet four times. Go! Count as children
8 Listen. Sing and act. e 2.13 stomp their feet. Repeat with Goodbye e 1.4
• Say It’s song time! and, if possible, allow different numbers and encourage • Follow the Goodbye routine from
children to stand up. Tell children that children to count with you. Lesson 1 of this unit.
they are going to sing a song about the
action the girl and the boy are doing.
Invite the children to show you what Activity Book page 58
the action is. Then pre-teach stomp by
stomping your feet. Explain the song is 7 Find the action from the song.
called Stomp Your Feet! Trace and say.
• Play the song for the class to listen to • Focus children’s attention on the
first and enjoy. picture on page 58 of the Activity Book.
Ask them what the girl and the boy are
• Play the audio again and mime
stomping your feet. Play the song again doing (stomping their feet).
and have children mime as they sing • Ask the children to trace the arrows
along with you. showing the movement of their arms
and the circles around their legs.
82 Unit 7
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Optional Activities
• Play a guessing game with the
children’s drawings. Invite children to
the front one by one and ask them
to hold their drawings behind their
backs. The children sitting down
should call out the toy they think
each classmate has. Help the child
to say No. I don’t have (a scooter) or
Yes! I have (a scooter) as appropriate.
Repeat with as many children as
possible.
• Ask children to mingle with their
drawings and show them to as
many of their classmates as possible,
saying, e.g., I have (a bike).

stick. e 2.14
• Tell children to hold up their drawings
and shout We did it! Hold up two of the
children’s drawings.
Lesson 8: Wrap Up Student Book page 59 to stick this in the correct place on
Lesson Objectives 9 Make and say.
Review the language from the unit. • Look at Student Book page 59 together Transcript
and explain to children that they are We did it! We did it!
going to draw a toy using bottle tops, We did it! We did it!
drawing and coloring task.
jar lids, and/or circles from cardboard. Yeah, yeah. We did it, hurray!
Round up the unit’s work with a self-
• Demonstrate how they are going to We did it! We did it!
assessment and chant. We learned new words! We did it, hurray!
do this on the board. Take a top, lid, or
cardboard circle and trace two wheels Yeah, yeah. We did it, hurray!
Vocabulary on the board. Then draw a bike or
Review: bike, scooter, skateboard, scooter around them (depending on Activity Book page 59
tricycle, go-kart, skates the size of the circles).
• First, put the Unit 7 flashcards on the 8 Match and say.
Language board and elicit how many wheels each • Focus children’s attention on the page.
Review: I have a skateboard. I don’t have toy has. Then ask children to choose Explain that they are going to match
a skateboard. which toy they are going to draw. the halves to make pictures of toys.
• Hand out the sheets of white paper, • Point to each picture on the left and ask
Materials the pencils, the bottle tops, jar lids, and children to say the word chorally.
CD1, CD2 circles. Walk around as children start • Then ask them to match the pieces and
their drawings and help if necessary. say the toys in pairs.
They may need help with the sizes of
Student Book page 59, Activity Book “wheels” to choose and the distance Circle the stars!
page 59 apart to place them on the paper. • When everyone has finished say Good
Unit 7 flashcards job on Unit 7. Circle the stars!
Bottle tops, jar lids (and/or circles of TEACHING TIP: Encourage children to
• Ask children how many words they
different sizes made out of cardboard), keep looking at the flashcards on the
could say in Activity 8. Explain that they
colored pencils, sheets of white paper board for help or at the pictures in their
should circle this number of stars.
books on page 55.
Warm Up e 1.3 Goodbye e 1.4

• When they finish, hand out the colored
• Follow the Hello routine from Lesson 1. pencils and ask the children to color • Follow the Goodbye routine from
their pictures. Then have them show Lesson 1 of this unit.
• Play Mime the Word. Divide the class into
two teams. Invite a child from one team their picture to a partner. They take
to choose a toy flashcard to mime for turns saying I have (a skateboard). and
the opposite team to guess. Allow the responding I don’t have (a skateboard).
child to use a chair if necessary. Award I have (a bike).
a point if the opposing team says the
word correctly. Continue playing with
different children.
Unit 7 83
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Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
tracing task.
Vocabulary
New: aunt, uncle, grandma, grandpa,
cousin, baby
Materials
CD1, CD2, CPT
page 60
Unit 8 flashcards
Level 1 flashcards (family), photo of
your family
Warm Up e 1.3
• Have the children stand in three groups: • For more practice, stick the six Transcript
the Dora group, the Boots group, flashcards around the classroom. Look at the big picture.
and the Diego group. Give a child in the Chant the words as you point to each Who can you find?
Dora group the Dora puppet, a child in flashcard. Then repeat with the children. Aunt. Find the aunt.
the Boots group the Boots puppet, and Reorder the flashcards and chant the Uncle. Find the uncle.
nominate a child in the third group to new order again. Grandma. Find the grandma.
be Diego. Play the Hello! How Are You? Grandpa. Find the grandpa.
song from page 3. The Dora group sings Optional Activity Cousin. Find the cousin.
along with the first verse, the Boots You can also include the Level 1 Baby. Find the baby brother.
group sings along with the second flashcards for mom, dad, sister, and Baby. Find the baby sister.
verse, and the Diego group sings along brother to extend the chant.
with the third verse saying I’m Diego! All
the groups sing the last verse together.
Encourage them to wave hello. 2 Listen, point, and say. Listen and
1 Trace and say.
• Review the Level 1 family words: mom, find. e 2.15–2.16
• Focus children on the Student Book • Focus children’s attention on the small
dad, brother, sister. Hold up your family pictures of the people across the top
photo and walk around for children to page. Explain this is part of Dora’s family.
of the page and elicit who they are.
see it. Point to each person and say, e.g., Invite them to identify who they know
Point to the robot in the big picture and
This is my (mom). Review other Level 1 in the picture (Dora and Diego).
explain it’s Roberto, a friendly robot that
family words this way. If you don’t have • Play audio 2.15 and point to the people Dora and Boots meet.
a photo, draw faces of your family on across the bottom of the page. Explain
the board or use the Level 1 flashcards. that we use baby together with brother
• Point to the matching lines and ask
children to trace them. Give out pencils.
Ask children to bring a photo of their or sister.
family for the next lesson. • Play the audio again and encourage
• When they finish the task, call out a
family word. Have children trace the
children to say the new words.
line with their fingers and repeat the
Student Book page 60 • Say Look at the big picture again. Play words. Do the same for all the words, in
audio 2.16. Pause after Find the aunt random order.
1 Watch the video. r and point to the aunt in the big picture.
• Say It’s video time! Bring children Continue playing the audio. Pause after Goodbye e 1.4
together so they can all see and hear each number to check that all children
the video. Play the video and tell
• Say It’s time to say goodbye! Put the
are pointing to the correct people in grandma, grandpa, mom, and dad
children to watch and listen. the big picture. flashcards on the board. Play the
• Play the video again and encourage Goodbye! song. Use the Dora puppet to
children to point to the family members Transcript
sing the song and at the end, have her
as they hear them. Encourage children aunt, uncle, grandma, grandpa, cousin, baby
join her family by pretending to hug
to repeat the new words. grandma, cousin, grandpa, uncle, baby, aunt
the people in the flashcards. Play the
audio again for children to sing along
and wave goodbye. Give the puppet to
a helper to use it as you did.
84 Unit 8
4052245 Dora TG2.indb 84 20/06/2019 11:52
ANSWERS
Row 1: aunt
Row 2: uncle
Row 3: grandpa
Row 4: baby brother
Optional Activity
If children have brought family photos,
invite them one by one to the front.
They should show their photos and
explain who’s who, saying My (mom),
My (dad), and other family members.
Display the photos in class to make
the learning environment more
student-friendly.
TEACHING TIP: Don’t pressure children

to perform in front of the whole class if
they don’t want to. Give them time to
feel confident and volunteer to do so.

2 Who’s next? Circle and say.
• Children have had practice with this
sequencing task in Units 3 and 6, so
elicit an example from them. Ask them
to look at the first sequence and elicit
Lesson 2: Vocabulary Optional Activity the words aunt, baby brother, aunt, baby
Practice If children haven’t brought photos brother. Then ask children which picture
continues the sequence, aunt or baby
to class, play Which One Is Missing?
brother? Elicit the answer (aunt).
Lesson Objectives from the Ideas Bank on page 24.
Practice the new family words. Organize the children in a circle and • Ask children to do the rest of the task
place the flashcards face up on the on their own or with a partner’s help.
Develop fine motor skills through Walk around and encourage them to
floor in the middle of the circle. Review
tracing and circling. say the words out loud as they look at
the flashcards once by pointing to and
Recognize a simple sequence. eliciting the word. Then ask the children each sequence.
to turn their backs. Remove one of
Vocabulary the flashcards and ask the children to TEACHING TIP: If you see most
aunt, uncle, grandma, grandpa, turn around and look. Ask Which one is children still need support with this
cousin, baby missing? and have children call out the task, continue doing the task as a
word for the flashcard you removed. whole class.
Materials Put the flashcard back down and repeat
with a different one. • To check answers, point to each picture
CD1, CPT in every sequence and elicit the word
Dora and Boots puppets from the whole class. At the end, elicit
Student Book page 61, Activity Book Student Book page 61 the picture they circled.
page 61
3 Trace and say. Optional Activity
Unit 8 flashcards
Optional: Photos of the children’s
• Point to each small picture. Ask Who’s To revise the words once more, play
this? as you point and invite children to Hit the Card from the Ideas Bank on
families, three soft balls (or paper balls)
call out the word. page 24. Put the Unit 8 flashcards on
• Then hand out the pencils and the board and invite three children to
Warm Up e 1.3 give children time to trace around the front of the class, facing the board.
• Repeat the Hello routine from Lesson 1 the pictures. Give them a soft ball each and call out
of this unit. a family word. Ask children to try to hit
• Put the Unit 8 flashcards on the board. the right flashcard with their balls. Praise
call out the family words in random
Point to them one by one and elicit their efforts and then invite different
order and have children point to the
the word from the children. Then children to try with a new word.
correct pictures.
ask children to take out the photos • Then put them in pairs. Ask them to
they brought. Ask them to show their take turns to point to a picture for their Goodbye e 1.4
partners and explain who each person partners to say the word. Walk around • Follow the Goodbye routine from
is. Walk around and encourage them to and help with pronunciation. Lesson 1 of the unit.
say This is my (grandma). Invite children
to show their photos to the rest of
the class.
Unit 8 85
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Lesson 3: Language
Lesson Objectives
Present the new structure He’s my baby
brother. She’s my aunt.
items in a picture.
Vocabulary
aunt, uncle, grandma, grandpa,
cousin, baby
Review: scooter
Language
He’s my baby brother. She’s my aunt.
Materials
CD1, CD2, CPT
page 62
Unit 8 flashcards • Ask six children to stand around the Activity Book page 62
classroom, each holding a flashcard.
Play the song again and have children 3 Who is it? Trace and say.
Warm Up e 1.3 sing along. Ask them to point to the • Focus children’s attention on the
• Follow the Hello routine from Lesson 1 children holding the correct flashcard picture. Point to each person and have
of this unit. as they sing. children say he or she as appropriate,
• Review the family words by playing and then the whole phrase, e.g., He. He’s
Watch My Lips from the Ideas Bank on TEACHING TIP: It’s a good idea to ask
my (grandpa).
page 24. Put up the Unit 8 flashcards girls to hold the female flashcards and
boys to hold the male flashcards. This
• Then hand out the pencils and ask
around the classroom. Explain that you them to trace the circles around the
are going to say a word silently. Ask the will help consolidate the difference
people. Point to the person you want
children to look at your mouth as you between he and she.
them to trace and ask children to say
say, e.g., grandma a few times. Then ask He’s / She’s my … as they do so.
them to point to the correct flashcard. Transcript
Say Yes. It’s grandma. Continue saying Hello, hello! Optional Activity
words silently and in random order. He’s my (baby brother). Ask children to use their photos
Hello, hello! again and show them to a partner
Student Book page 62 He’s my (cousin). or a group of partners. This time,
This is my family. encourage them to say, e.g., He’s my
4 Look and listen. Point and sing. This is my family. (dad). She’s my (grandma). If they haven’t
e 2.17 My family! brought photos, you can ask them to
• Focus children’s attention on the page. draw a simple picture of their family
Elicit that Dora and her family are in the Verse 2: (aunt / uncle) and use that instead.
garden. Ask them who else they can Verse 3: (grandma)
see and explain that it’s Roberto the
robot. Then ask them what toy they can Optional Activity Goodbye e 1.4
see (scooter). To reinforce the language, hold the • Follow the Goodbye routine from
• Say It’s song time! Tell children that they Unit 8 flashcards one by one so that
are going to listen to a song called children can see them, but you can’t.
This Is My Family. Play the song for the For example, hold it above your head.
children to listen to first and enjoy. Try to guess who the person on the
• Explain that they will hear the song flashcard is by saying He’s / She’s my …
again. This time they need to listen for Ask children to say yes or no. You can
the family words and point to right also invite children to hold a flashcard
people. Elicit or explain now that we and take on your role.
say he for boys and men and she for
girls and women. Play the audio and
check that children are pointing to the
right people.
86 Unit 8
4052245 Dora TG2.indb 86 20/06/2019 11:52
Transcript
She’s my cousin.
She’s my grandma.
He’s my grandpa.
He’s my baby brother.
She’s my aunt.
He’s my uncle.
Optional Activity
Talk about the picture and what the
people are doing. Point out that they
are in a park. Invite children to say
what they do as a family. You can also
encourage them to talk about a family
member they admire and explain why.

4 Who is it? Trace and say.
pictures on page 63 of the Activity
Book. Invite children to guess the boy’s
name and decide together.
• Point to the people above the boy and
explain that they are his family. Trace
the line with your finger from the baby
brother to the boy as you say He’s my
baby brother.
Lesson 4: Language different children to the front. Four of
them hold a flashcard and the fifth • Hand out the pencils and ask the
Practice one uses the puppet to present the children to trace the line and repeat
family members. chorally He’s my baby brother.
Lesson Objectives • Then elicit who the next person is and
Practice the new structure He’s my TEACHING TIP: If the child needs help what they should say, e.g., She’s my
baby brother. She’s my cousin. presenting the family members, invite cousin. Have children repeat chorally as
other children who are sitting down to they trace the line. Do the same with
help out before you offer help. the rest of the pictures.
Develop fine motor skills by matching Optional Activities
and tracing. Student Book page 63 • Play Run to the Card from the Ideas
5 Listen and match. Say. e 2.18 Bank on page 24. Put the Unit 8
Vocabulary flashcards around the classroom.
aunt, uncle, grandma, grandpa, • Focus children’s attention on the page.
Choose a group of children and
cousin, baby Point to the small pictures across the
explain that they should run to the
top of the page. Invite children to
flashcard they hear. Say, e.g., He’s
say who they think each person is.
Language Encourage them to look at the big
my uncle! Children run to the uncle
He’s my baby brother. She’s my cousin. flashcard. Repeat with different
picture for help.
groups of children and family words.
• Then explain that children must listen
Materials and match the small pictures to the
• Place the two boxes at the front
of the class, with some distance
CD1, CD2, CPT people in the big picture.
between them. Label them the
Dora and Boots puppets • Play the audio and ask children to first True box and the False box. Divide
Student Book page 63, Activity Book listen once and point to the people as the class in two groups and invite a
page 63 they hear them. Encourage them to child from each group to the front.
Unit 8 flashcards listen for he or she. Give them a ball each. Then hold a
Optional: two soft balls (or paper balls), • Then hand out the pencils. Play the flashcard and say a true sentence
two large boxes (e.g., cardboard boxes) audio once more, pausing after each about the picture, e.g., She’s my
sentence. Ask children to match the grandma. The children must throw
pictures. the ball in the True box. If it goes
Warm Up e 1.3 • To check answers, call out a family in the correct box, award a point.
• Follow the Hello routine from Lesson 1 member, e.g., He’s my grandpa. Ask Continue with different children and
of this unit. children to trace the line that matches flashcards. Vary the sentences so
• Invite four children to the front and the two pictures with their finger. Walk some are true and others are false.
ask them to hold four flashcards. Use around and check.
the Dora puppet to present the family
Goodbye e 1.4
members on the flashcards. Say, e.g.,
She’s my aunt. He’s my uncle. Invite five • Follow the Goodbye routine from
Unit 8 87
10_Dora_TG2_2245_U8.indd 87 12/07/2019 12:51
Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
matching task.
Vocabulary
Story words: babies, farm, feed,
horse, geyser
Language
Review: We need to … , We can … ,
Materials
CD1, CPT
Book page 64
Unit 8 flashcards
Student Book pages 64–65 Activity Book page 64
Warm Up e 1.3 6 Watch the video. r 5 Who’s missing? Match and say.
• Follow the Hello routine from Lesson 1. • Say It’s story time with Dora! Bring • Focus children’s attention on the big
• Tell children they are going to watch a children together so they can all see picture. First, elicit what happens in this
story with Dora called Catch the Babies. and hear the CPT. You can position scene from the story: They are looking
Explain what this means and invite the Dora and Boots puppets to watch for the babies and they have to go past
them to guess what happens in the as well. the farm.
story. Why does Dora need to catch the • Ensure children are all sitting quietly • Next, ask the children to look at the
babies? Accept all ideas and don’t give and say Let’s listen and watch. Play the pictures of the characters and identify
answers yet. Children will find out as video for the first time for children who’s missing. Elicit who the people in
they watch the video. to enjoy. the small pictures are to check answers.
TEACHING TIP: Getting children to TEACHING TIP: Explain what a geyser
to match the small pictures to the
predict the content of a story is a great is (a hole in the ground; hot water and outlines in the story scene. Walk around
way to engage their interest. They will be steam come out of it). This will help and check answers.
keen to find out if their guesses are right. children understand how dangerous
the scene in frame 7 is and how brave
• In pairs, children take turns to point
to one of the outlines for ther partner
Story Summary Dora was.
to point to the corresponding small
Dora’s baby brother and sister picture and identify the character. Do
• Play the video again, but this time
have climbed into their stroller by an example with a child. Then check
pause after one or two scenes in the
themselves; they are rolling towards they are on task.
animation to check that everyone has
the Gooey Geyser. Map tells Dora to go
understood.
past the Farm and through the Flowery Goodbye e 1.4
Garden to catch them. At the Farm, • Pause after the Storyteller’s questions:
Do you have brothers and sisters? and • Follow the Goodbye routine from
there are three paths to choose from. Lesson 1 of this unit.
Dora and Boots take one path; Mommy Do you remember the three things Dora
and Daddy take the other paths. A needs to do? Invite different children
horse blocks Dora and Boots’ way; he is to give their answer for each question.
hungry so they give him three apples Then encourage them to say what they
and he moves. At the Flowery Garden, liked about the story most.
Dora and Boots’ path is blocked by
sleeping flowers. They clap to wake the
Optional Activity
flowers and clear the path. They meet Play the video again, pausing it at
Dora’s family again and head to the key moments. Invite children to
Gooey Geyser, but this time capybaras remember and explain what’s going to
are blocking the way. Diego speaks to happen next.
them and they move. The stroller is nearly
in the Gooey Geyser; Dora catches the
stroller—the babies are safe!
88 Unit 8
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Transcript
Dora This is my family.
Action: Children spread out their arms.
Dora Oh no! We need to get the babies.
Action: Children put their hands on their
cheeks to show surprise/concern.
Dora Let’s go past the farm.
Action: Children mime walking on the spot.
Dora We can feed the horse.
Action: Children pretend holding an apple and
giving it to a horse.
Dora We go through the garden.
Action: Children run on the spot.
Dora Let’s go to the geyser.
Action: Children point out ahead.
Dora We got the babies!
Action: Children mime grabbing the stroller.
Dora We did it! Hurray!
and clap.
Value r
• Review the final part of the video
from Lesson 5 and focus on the
Storyteller’s explanation of the value
help your family.
• Look at story frame 7 together. Ask
them again why the scene is dangerous
(the babies could have hit the geyser).
Elicit why it’s important to help family
Role-play, and Value 7 Listen to the story. Act. e 2.19 members.
• Say It’s story time with Dora! Tell children • Ask children how they help their family.
Lesson Objectives to open their books on the story page. Elicit different ideas. Then ask them how
Tell a story through actions and mime. Point to each of the pictures on the other family members help them.
Develop listening skills. page. Help children remember the
Explore the value of helping your family. settings: farm, garden, and geyser. Activity Book page 65
TEACHING TIP: Allow children enough 6 Color the correct picture. Match
Vocabulary time to look at the story pictures at h or k.
Story words: babies, farm, feed, their own pace. The visual clues in the • Focus children’s attention on the two
horse, geyser pictures will help them understand the pictures. Explain that one picture shows
story when they listen to it. the boy helping his mom. Elicit which
Language one and how he is helping her (the
Review: We need to … , We can … , • Say Let’s listen to the story. Play the audio one on the right—he’s helping set the
Let’s … , We did it! for the first time for children to enjoy.
table). Say Yes, he’s helping his mom. He
• Play the audio again and tell children to helps his family.
point to the pictures as they listen.
Materials • Then hand out the colored pencils.
CD1, CD2, CPT
• Say Let’s act! Read the story yourself using Children color the picture showing the
the puppets and the Unit 8 storycards. boy that is helping.
Dora and Boots puppets Hold the puppets and pretend they are
Student Book pages 64–65, Activity • Then hand out the pencils. Ask the
feeding the horse in frame 4 and running
Book page 65 children to match the pictures to the
through the garden and towards the
faces. Check answers.
Unit 8 flashcards geyser in frames 5 and 6. At the end, clap
Unit 8 storycards and raise your arms for We did it! Hurray! Optional Activity
Colored pencils • Play the audio again and do the actions Ask children to think how to help their
with the children. Encourage them to families more. Are there any chores they
say We did it. Hurray! all together. can help with at home? Elicit ideas.
Warm Up e 1.3
• Follow the Hello routine from Lesson 1 Optional Activity
of this unit. Ask children what the family did after Goodbye e 1.4
• Place the storycards on the board or the event in the story to make sure the • Follow the Goodbye routine from
on the floor in a random order. Ask babies stayed safe. Ask them to look at Lesson 1 of this unit.
children to look at them and remember the pictures for clues and also to use
the main events of the story. Then invite their imaginations. Elicit ideas, e.g., they
a child to pick the first storycard and kept the gate closed (frame 2) and they
place it at the beginning. Continue with ran quickly (frames 5 and 6).
different children until the storycards
are in order.
Unit 8 89
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Lesson Objectives
and coloring task.
Vocabulary
throw, catch
Review: ball
Language
Throw and catch.
Materials
CD1, CD2, CPT
page 66
Unit 7 flashcards and Level 1 flashcards
(doll, teddy, ball, car)
Colored pencils
Optional: soft balls (or paper balls, one
for each small group of children) throw and catch. Raise your arms in the
air for Hurray! Play the song again and
Optional Activity
have children mime as they sing along Take the opportunity to talk about the
Warm Up e 1.3
with you. picture in the Student Book. Have a
• Follow the Hello routine from Lesson 1 quick discussion about the girl in the
of this unit.
Transcript wheelchair and about how all children
• Review the toys children have learned You can throw can take part in games and enjoy
by playing Mime the Word from the The ball to me. themselves.
Ideas Bank on page 24. Tell children I can catch it.
you are going to remember the toys. Yippee!
Invite a helper to mime the toy on the Throw and catch, Activity Book page 66
flashcard you show him/her. Encourage Throw and catch, hurray!
the rest of the class to call out the word. 7 Trace and color. Say.
When they call out the correct word, I can throw • Focus children’s attention on the
put the flashcard on the board. Repeat The ball to you. pictures on page 66 of the Activity
with different children miming different You can catch it. Book. Ask them what the girl and the
flashcards. When all the flashcards Woohoo! boy are doing (throwing and catching
are on the board, tell children that Throw and catch, the ball).
today’s song is about one of the toys. Throw and catch, hurray! • Ask the children to trace the ball. Then
Encourage them to guess which one it Hurray! ask them to trace the arrows. Walk
is (a ball). around and check children are on task.
TEACHING TIP: Including tasks that • Have children trace the arrows with
Student Book page 66 involve children using the language their finger as they say Throw the ball.
and some kind of movement at the Catch the ball.
8 Listen. Sing and act. e 2.20 same time makes learning more fun. Try
• Say It’s song time! and, if possible, allow to include TPR (total physical response) TEACHING TIP: Ask children to bring
children to stand up. Tell children that activities in every lesson to add variety small photos of three different family
they are going to sing a song about and make your lessons more energetic. members for the picture frame they are
what the girl and the boy are doing. going to make in the next lesson.
Draw their attention to the picture
on the page. Invite the children to Optional Activity Goodbye e 1.4
demonstrate throwing and catching an Sing the song again. This time, put
imaginary ball in pairs. Then pre-teach the children in small groups. Have the • Follow the Goodbye routine from
throw and catch. Explain the song is groups stand in circles and give a soft Lesson 1 of this unit.
called Throw and Catch. ball to each group. Play the song. Have
• Play the song for the class to listen to the children throw and catch the ball in
first and enjoy. their group as they sing along.
• Play the audio again and mime
throwing and catching a ball as you say
90 Unit 8
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Optional Activity
Have the children place their picture
frames on their desks. Then ask half of
the class to walk around and look at
other classmates’ frames. Encourage
them to ask Who’s this? as they look at
the drawings. Then have the other half
walk around and find out about other
classmates’ family members.

stick. e 2.21
• Tell children to hold up their picture
frames and shout We did it! Hold up two
of the children’s drawings.
• Say Let’s chant! Play the audio for
Transcript
Lesson 8: Wrap Up flashcard, have them show it to the
class. Say He’s / She’s my … with the
Lesson Objectives whole class. Yeah, yeah. We did it, hurray!
Student Book page 67 Activity Book page 67
making a picture frame. 9 Make and say. 8 Follow and trace. Say.
Round up the unit’s work with a • Look at Student Book page 67 together • Focus children’s attention on page 67 of
self-assessment and chant. and explain to children they are going the Activity Book. Explain that they are
to make picture frames like the one on going to follow the path and trace the
Vocabulary the page. people along the way.
Review: aunt, uncle, grandma, grandpa, • Hold up a folded sheet of cardboard. • Have children start going along the
cousin, baby Point to the sides and explain that path together and call out She’s my
each side will show a photo of a aunt. Ask them to trace the line around
Language different family member. Draw two the aunt. Continue like this for the rest
Review: She’s my aunt. He’s my cousin. simple portraits to demonstrate this of the pictures.
for the children.
• Hand out the sheets of cardboard. Circle the stars!
Materials
Walk around and make sure children • When everyone has finished, say Good
CD1, CD2
are on task. Offer to help if necessary. job on Unit 8. Circle the stars!
Dora and Boots puppets Ask children to tell you which family • Ask the children to say the words again
Student Book page 67, Activity Book members they are drawing and/or they one by one in pairs. For each word they
page 67 are going to draw. say correctly, have them circle a star.
Unit 8 flashcards Walk around and make sure children
Sheets of white cardboard (folded Optional Activity are saying the words. Encourage them
in four beforehand), colored pencils, If children have brought photos of to use He’s my …and She’s my …if
children’s family photos, glue their family members, hand out the they can .
glue. Help them stick the photos on
the frame. Goodbye e 1.4
Warm Up e 1.3 • Follow the Goodbye routine from
• Follow the Hello routine from Lesson 1 • When they finish, ask the children to Lesson 1 of this unit.
of this unit. show their picture frames to the person
• Play Find the Flashcard from the Ideas sitting next to them. Encourage them
Bank on page 24. Ask six children to to present the people in the photos/
stand near the door with their backs drawings, saying He’s / She’s my … Invite
to the classroom. Hide the Unit 8 children to show the whole class.
flashcards around the room. Ask other
children to help you hide them. Then
have the six children turn around and
look for the flashcards. As they find a
Unit 8 91
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Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
tracing task.
Vocabulary
New: fast, slow, big, small, heavy, light
Materials
CD1, CD2, CPT
page 68
Units 2, 7, and 9 flashcards
Sheet of paper, real or cardboard basket
Warm Up e 1.3
• Place the puppets at the front of the
class with a distance between them.
Ask children to stand in front of the Transcript
Dora puppet. Play the Hello! How TEACHING TIP: Introduce the concept
Look at the big picture.
Are You? song from page 3. Have the of opposites. Explain that each pair of
What can you find?
children sing along and wave. For the words is a pair of opposites. You can
Fast. Find someone fast.
second verse, walk to the Boots puppet give more examples from Level 1, e.g.,
Slow. Find someone slow.
and have children follow. Sing together. morning—night, happy—sad.
Big. Find something big.
For the third verse, walk to another part Small. Find something small.
of the class. Children sing along using 2 Listen, point, and say. Listen and Heavy. Find something heavy.
their name and wave hello to each other. find. e 2.22–2.23 Light. Find something light.
• Review Unit 2 animal words by playing • Focus children on the Student Book
Little by Little from the Ideas Bank on
page 24. Cover a flashcard with paper.
page. Ask children where Dora is (in Activity Book page 68
the forest). Ask who else they can see
Hold it up and start to move the paper (Boots, Tico, Tico’s family, and other 1 Trace and say.
slowly. Ask What is it? Slide the paper squirrels). Focus children’s attention on • Focus children’s attention on the
further down. Stop to ask What is it? Dora’s thought bubble and elicit what small pictures and elicit the adjectives
Children call out ideas. When they find Dora is doing (riding her scooter fast). they represent.
out, put the flashcard on the board.
• Play audio 2.22 and point to the sets of • Point to the matching lines and ask
Repeat with all the flashcards. Ask
pictures across the bottom of the page. children to trace them. Give out pencils.
children to help you order the animals
Mime the words again if necessary to • When they finish the task, call out an
by size. Repeat for the Unit 7 toy words.
assist comprehension. adjective. Have children trace the line
• Play the audio again and encourage with their fingers and repeat the word.
Student Book page 68 children to say the new words. Do the same for all the adjectives, in
1 Watch the video. r • Say Look at the big picture again. Play random order.
audio 2.23. Pause after Find someone
• Say It’s video time! Bring children ANSWERS
fast and check who the children are
together to all watch and listen. Dora on scooter—fast; Dora walking—
pointing to. Accept different answers.
• Play the video again and Continue playing the audio. Pause after
slow; basket full of nuts—heavy; basket
encourage children to point to the with one nut—light; large nut—big;
each number to check that all children
pictures as they hear the words. small nut—small
are pointing to appropriate characters
Encourage them to repeat the words. or objects in the big picture. Goodbye e 1.4
• Stick the six Unit 9 flashcards around
the classroom. Chant the words as you Transcript • Say It’s time to say goodbye! Play the
point to each flashcard. Repeat with fast, slow, big, small, heavy, light Goodbye! song for children to listen.
the children. Reorder the flashcards and small, light, slow, heavy, fast, big Wave goodbye with the Dora puppet
chant the new order again. and skip, holding the real or cardboard
basket. Play the song again and have
two helpers use the puppet and the
basket. Ask the rest of children to sing
and wave goodbye, skipping with their
imaginary baskets in their hands.
92 Unit 9
4052245 Dora TG2.indb 92 20/06/2019 11:52
Optional Activity
Show children the pictures you
brought, displaying them one by one.
Invite children to say what adjective
matches the picture. Encourage as
many ideas as possible. For example, if
you show them a picture of a big tiger,
children could say it represents big, fast,
and heavy.

2 Trace and say.
three sets of pictures. Explain that the
opposites are paired up and they must
trace the pictures and say, e.g., heavy
and light.
• First, point to each picture and elicit the
adjective from the children. Then hand
out the pencils and ask them to trace
the line circling the pairs of pictures.
• Point to pairs of pictures and
have children call out the two
adjectives chorally.
Optional Activities
Lesson 2: Vocabulary Optional Activity • To revise the words once more,
Practice You could ask children to brainstorm place the flashcards on the board
in two groups: fast, big, heavy on
ideas for each adjective in small groups.
Lesson Objectives Encourage them to think of objects one side, and slow, small, light on
they have learned in English. Then elicit the other side. Point to one of the
Practice the new adjectives.
ideas from the whole class. flashcards and say the adjective, e.g.,
Develop fine motor skills through Small! Invite three or four children to
matching and tracing. the front. Ask them to point to the
Student Book page 69 opposite flashcard and call out the
Vocabulary opposite adjective: Big! Repeat with
fast, slow, big, small, heavy, light 3 Match and say. different flashcards and children.
• Point to each small picture across the • For a more challenging variation,
Materials top of the page and have children say leave the flashcards on the board
what adjective each one represents and divide the class into two
CD1, CPT
(rabbit—fast, tortoise—slow, blue groups. Assign one set of flashcards/
Dora and Boots puppets book—big, green book—small, rock— adjectives to one group and the
Student Book page 69, Activity Book heavy, feather—light). other set to the other group. Call
page 69 • Then hand out the pencils and give an adjective, e.g., Heavy! The group
Unit 9 flashcards children time to match the pictures to who has the opposite flashcard
Pictures of different animals and the big picture. must stand up and call out the
objects representing fast, slow, big, • When children have finished matching, adjective, Light! The other group
small, heavy, light (from magazines call out an adjective in random order must remain seated. Continue calling
or online) and have children point to the small out adjectives randomly. The faster
picture across the top and in the you do this, the more challenging it
big picture. will get. You can also grant five stars
Warm Up e 1.3
• Then put children in pairs. Ask them to to each group at the beginning of
• Repeat the Hello routine from Lesson 1 the game. If children stand up when
of this unit. take turns pointing to a picture for their
partner to say the word. Walk around they shouldn’t, take away a star. The
• Put the Unit 9 Flashcards on the board.
and help with pronunciation. group who is left with the most stars
Point to them one by one and elicit is the winner.
the word from the children. Then ask
children to think of people, animals, or
objects that are fast, slow, big, small, Goodbye e 1.4
heavy, or light. Draw simple pictures • Follow the Goodbye routine from
under each flashcard on the board Lesson 1 of the unit.
as they call out their ideas. For
example, fast—car, lion; slow—snail,
turtle; big—tree, elephant; small—
mouse, ant; heavy—truck, plane;
light—leaf, butterfly.
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Lesson 3: Language
Lesson Objectives
Present the new structure The scooter
isn’t slow. It’s fast.
Develop fine motor skills by tracing.
Vocabulary
fast, slow, big, small, heavy, light
Review: duck
Language
The scooter isn’t slow. It’s fast.
Materials
CD1, CD2, CPT
page 70
Units 2, 6, 7, and 9 flashcards
Optional: Level 1 ball flashcard
• Say It’s song time! Tell children that they Transcript
are going to listen to a song called What do you see?
Warm Up e 1.3 What do you see? Play the song for Look with me.
• Follow the Hello routine from Lesson 1 children to listen to first and enjoy. It’s (a scooter, a scooter).
of this unit. • Explain that they will hear the song It isn’t (slow).
• Review the adjectives by placing the again. This time they need to listen It’s (fast), it’s (fast)!
slow, small, and light flashcards on the for the items and point to the correct The (scooter is fast)!
board. Point to each one and drill the characters and objects. Before they
adjectives. Then ask three children to listen, explain the difference between Verse 2: (a tent / small / big)
come up to the front, one by one. Have isn’t and it’s. Say The tent isn’t small. Verse 3: (a ball / heavy / light)
them pick a flashcard (fast, big, or heavy) as you shake your head to indicate
and place it next to its opposite. Drill no. Say It’s big. and nod your head to Activity Book page 70
the pairs of adjectives, saying them indicate yes.
faster each time. Clap as you do. • Play the audio and check children are 3 What do you see? Trace and say.
pointing to the correct characters and • Focus children’s attention on the
Student Book page 70 objects. Encourage them to shake picture. Point to the tracing lines
their heads for isn’t and nod their around the objects. Each time, elicit
4 Look and listen. Point and sing. heads for it’s. the sentences, e.g., It isn’t slow. It’s fast.
e 2.24 • Place the scooter, faster, and slow (scooter) It isn’t small. It’s big. (tent) It isn’t
• Focus children’s attention on the page. flashcards across the top of the board. heavy. It’s light. (ball)
Elicit what Dora and Boots are doing Next, put up the tent, small, and big • Then hand out the pencils and
(camping by a river). Ask what objects flashcards. Across the bottom row, put ask them to trace the lines around
children can see (scooter, ball, duck, tent). the ball, heavy, and light flashcards. the objects.
Play the song again and point to • Point to the scooter, tent, and ball in
Optional Activity the flashcards as you sing along turn. Have children say the phrases
Show children the picture on page 70 with children. together. You can also invite different
of the Student Book for a few seconds. children to say It isn’t … It’s … .
Then remove it or put the book away. TEACHING TIP: To help children say
Place a collection of Units 2, 6, and 7 the target phrases, drill the pairs of Goodbye e 1.4
flashcards on the board, including the sentences slowly: It isn’t slow. It’s fast! / It • Follow the Goodbye routine from
duck, scooter, and tent and the Level 1 isn’t small. It’s big! / It isn’t heavy. It’s light! Lesson 1 of this unit.
ball flashcard if you have it. Have the Shake and nod your head as you do this
children discuss in pairs which flashcard and encourage children to copy you.
they remember seeing in the picture.
Elicit answers. Don’t confirm answers.
Ask children to look in their books
and check.
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• To check answers, point to a picture
and have children say, e.g., It isn’t heavy.
It’s light.
Transcript
It isn’t heavy. It’s light.
It isn’t fast. It’s slow.
It isn’t big. It’s small.
It isn’t slow. It’s fast.
It isn’t small. It’s big.
It isn’t light. It’s heavy.
ANSWERS
Children should circle the pictures in this
order: feather, turtle, small book, rabbit,
big book, rock.
Optional Activities
• Put a mix of flashcards on the board,
e.g., horse, chicken, desk, pencil,
flashlight, tent, go-kart, scooter.
Number them 1–8. Give children
riddles and have them guess which
animal or object you are describing.
Say, e.g., It isn’t small. It’s big. It isn’t
slow. It’s fast. What is it? (the horse)
Children might also say go-kart, so
make sure you write on a piece of
paper the number of the flashcard
Lesson 4: Language light, mime blowing a light feather
in the air. Repeat the actions as you
you want them to guess. Continue
with different riddles. Repeat each
Practice say the adjectives. Have the children riddle twice and tell children to
repeat the adjectives and actions listen carefully. You can also have
Lesson Objectives after you. them decide in small groups and
Practice the new structure It isn’t heavy. award points for each correct answer.
It’s light. Optional Activity
Review the unit vocabulary. After you have demonstrated and
practiced the actions for the adjectives, Activity Book page 71
play Mime the Word from the Ideas Bank
Develop fine motor skills by matching. 4 Match and say.
on page 24. Divide the class into two
teams. Invite one or two children from • Focus children’s attention on the
Vocabulary one team and show them a flashcard. pictures on page 71 of the Activity
fast, slow, big, small, heavy, light Ask them to mime that word for the Book. Point to a picture across the top
opposite team. If the opposite team of the page. Have the children point to
the opposite picture across the bottom
Language understands the mime and pronounces
and say It isn’t … It’s … Do the same for
It isn’t heavy. It’s light. the adjective correctly, it scores a point.
If it doesn’t, the point goes to the team the rest of the pictures.
performing the mime. Continue playing • Hand out the pencils and ask the
Materials with different children and flashcards. children to match the pictures. Have
CD1, CD2, CPT them do this all together and say
Dora and Boots puppets It isn’t (big). It’s (small). as they match
Student Book page 71, Activity Book Student Book page 71 the pictures.
page 71
5 Listen and circle. Say. e 2.25 Optional Activity
Units 2, 3, 6, 7 and 9 flashcards
• Focus children’s attention on the page. Put the children in pairs. Have them
Pencils Point to the pictures and elicit the take turns pointing to a picture for
adjective for each one. their partners to say, e.g., It isn’t (heavy).
Warm Up e 1.3 • Then explain that children must listen It’s (light). Demonstrate with a child
• Follow the Hello routine from Lesson 1 and circle the correct picture. at the front of the class. Walk around
of this unit. • Play the audio and ask children to first and encourage children to help their
• Review the adjectives by playing listen once and point to the pictures partners if necessary.
Musical Flashcard from the Ideas Bank as they hear the matching adjectives.
on page 25. For fast, mime running fast Point out that they must listen for it isn’t Goodbye e 1.4
on the spot. For slow, mime walking and it’s as well. • Follow the Goodbye routine from
very slowly on the spot. For big, mime • Then hand out the pencils. Play the Lesson 1 of this unit.
reading a huge book and turning its audio once more, pausing after each
pages. For small, mime reading a tiny pair of sentences. Ask children to circle
book and turning its pages. For heavy, the correct picture and check they are
mime lifting a very heavy object. For doing so.
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Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: floating, rope, pull, saved
Language
Materials
CD1, CPT
Book page 72
Unit 9 flashcards
Warm Up e 1.3
• Follow the Hello routine from Lesson 1 Student Book pages 72–73 Activity Book page 72
of this unit.
• Draw a scooter, a river, and a rope on 6 Watch the video. r 5 Look and circle 6 differences.
the board. Have children identify the • Say It’s story time with Dora! Bring • Focus children’s attention on the first
pictures and tell them that they all children together so they can all see picture. First, elicit what happens in this
appear in the story. Encourage them to and hear the CPT. You can position scene from the story: Dora and Puppy
guess what the story is about. Tell them the Dora and Boots puppets to watch are going through the forest.
the title to elicit more ideas: Dora and as well. • Next, ask them to look at the second
Puppy to the Rescue. Explain what to the • Ensure children are all sitting quietly picture and find six differences. Elicit
rescue means. Accept all ideas and don’t and say Let’s listen and watch. Play the one or two as examples.
give answers yet. Children will find out video for the first time for children • Hand out the pencils and ask children
as they watch the video. to enjoy. to circle the differences in the second
picture. Walk around and make sure
Story Summary TEACHING TIP: Ask children why Boots
they are on task.
Dora is with Puppy. Puppy warns her looks scared as he’s floating down
the river. (He can fall in the water and
• To check answers, ask children to point
that Boots has rolled into the Big River
out a difference for the rest of the class.
in a barrel; he is heading towards drown.) Point out how dangerous the
Help them explain the difference using
a waterfall. They need to help him! situation is.
the adjectives.
Map tells them to go over Troll Bridge
and through Nutty Forest. Dora rides • Play the video again, but this time ANSWERS
Scooter to the bridge, but the Troll is pause after one or two scenes in the In the second picture children should
stuck in a well. He’s lost his bridge key animation to check that everyone has circle the bucket which is now heavy;
in there. Dora pulls him out. She and understood. Dora going fast; Puppy on his own
Puppy help him to find his key and they • Pause after the Storyteller’s questions: scooter; Boots instead of boy squirrel;
cross the bridge. At the Nutty Forest Do you see Boots? Where is he? / Can you Benny instead of girl squirrel; Dora’s
they meet Tico. There are lots of falling remember the story? / Do you help your small helmet.
nuts. Tico’s cousins catch the nuts and friends? Each time, elicit answers from
they run through the forest. Next they different children. Then ask them to Goodbye e 1.4
get to the river. Puppy swims to the explain what they liked about the story. • Follow the Goodbye routine from
barrel with a rope; Dora and Scooter Lesson 1 of this unit.
pull the other end of the rope. They pull Optional Activity
Boots out of the river. They save Boots! Hold up the Dora and Boots puppets.
Explain that Dora has just helped save
Boots and Boots is thanking her. Use
the Boots puppet to say Thank you,
Dora. Have the Boots puppet hug the
Dora puppet. Invite children to repeat
the scene and the line.
96 Unit 9
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Transcript
Dora We need to help Boots!
Action: Children mime riding a scooter.
Dora Boots is floating down the river.
Action: Children mime holding a telescope
and looking at Boots.
Dora We need to cross the bridge.
Action: Children mime running on the spot.
Dora We can go through the forest.
Action: Children mime using a tub to
catch nuts.
Dora We got to the river. Here’s a rope.
Action: In pairs, children pretend holding a
rope between them.
Dora Puppy jumps on the rocks.
Action: Children pretend to hold the rope
between their teeth.
Dora Let’s pull Boots out of the river.
Action: Children mime pulling the rope.
Dora We did it! We saved Boots. Hurray!
and clap.
Value r
explanation of the value helping a friend.
• Look at story frame 7 together. Elicit
what is happening (Dora is pulling
Boots out of the river). Ask them again
Role-play, and Value 7 Listen to the story. Act. e 2.26 why the scene is dangerous (Boots can
• Say It’s story time with Dora! Tell children fall in the water and drown). Elicit why
Lesson Objectives to open their books on the story it’s important to help friends.
Tell a story through actions and mime. page. Point to each of the pictures on • Ask children to talk about a time they
Develop listening skills. the page. Help them remember river helped a friend. What was the problem
and rope. and what did they do? You can give an
Explore the value of helping a friend.
• Then say Let’s listen to the story. Play example first yourself.
Vocabulary the audio for the first time for children

to enjoy. Activity Book page 73
Story words: floating, rope, pull, saved
6 Trace the correct picture. Match
point to the pictures as they listen.
Language h or k.
• Next, say Let’s act! Then read out the
story yourself using the puppets and
• Focus children’s attention on the two
Let’s … , We did it! pictures. Explain that one picture shows
the Unit 9 storycards. If you brought a
the girl helping her friend. Elicit which
hat, designate a place on the floor and
Materials explain that it’s the river. Place the hat
one it is (the one on the right) and how
CD1, CD2, CPT she is helping him. Say Yes, she’s helping
there and the Boots puppet inside. Leave
him carry the books. They’re heavy.
Dora and Boots puppets it there for frames 1–7. For frames 5, 6,
and 7, use the string as the rope. For • Then hand out the pencils. Ask children
frames 5 and 6, invite a helper to hold to trace the picture where the girl is
Book page 73
the other side of the string as Puppy helping her friend.
Unit 9 flashcards
while you hold it with the Dora puppet. • Ask the children to match each picture
Unit 9 storycards Then, for frame 7, the helper can hold the to the correct face. Check answers.
Colored pencils string near the hat and push it out of the
Optional: hat, piece of string river. If you haven’t brought the props, Optional Activity
pretend you are pulling the rope with Ask children to think how they can help
the Dora puppet. At the end, clap and other children in class. Elicit ideas, e.g.,
Warm Up e 1.3
raise your arms in the air for We did it! they can share books or help them with
of this unit.
• Play the audio again and do the actions a task.
with children. Encourage them to say
• Ask children to remember what We did it! Hurray! all together.
happened in the story. Elicit the main Goodbye e 1.4
events. Hold up the storycards as Optional Activity
children explain the plot. Ask them Lesson 1 of this unit.
Ask children how they think Boots
further questions if they have missed an
ended up in the river. What was he
important detail.
doing there? Accept all answers.
Unit 9 97
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Lesson Objectives
drawing task.
Vocabulary
pull
Review: rope
Language
Pull the rope.
Materials
CD1, CD2, CPT
page 74
Unit 7 flashcards
Optional: long piece of rope or a long
piece of cloth
Warm Up e 1.3 Transcript Activity Book page 74

• Follow the Hello routine from Lesson 1 Verses 1–3:
of this unit. Pull! Pull! 7 Draw and say.
• Show children the picture on Student Pull the rope, pull! • Focus children’s attention on the
Book page 74 for three to five seconds. Pull the rope, pull! picture on page 74 of the Activity Book.
Then ask them to remember what 1, 2, 3, Ask them what the girl and the boy are
toys they saw. Have them do this in (Pull the rope with me!) doing (pulling the rope).
pairs or small groups. Put the Unit 7 • Ask the children to draw the rope in the
flashcards on the board while children Verse 4: (We’re pulling. Yes, siree!) picture. Walk around and check children
are discussing in their pairs and groups. are on task.
Optional Activities
Then invite two or more children to • Have children trace the rope with their
remove the flashcard of the toy they • Sing the song again. If you have fingers as they say Pull. Pull. Pull the rope.
saw. Hold up the flashcards and brought a piece of cloth or rope,
ask if the class agrees. Ask children divide the class in two groups. Have Optional Activity
to open their books and check the children stand opposite each
Ask children to think of other things
(go-kart, bike). other in their groups. Then help
they usually pull every day, e.g., a
them to hold on to the rope or cloth.
window, a door, a car door, their dog,
Play the song. Have the children
Student Book page 74 their hair when they’re combing it, or
pull the rope/cloth as they sing
their socks. As children call out their
8 Listen. Sing and act. e 2.27 along. Make sure they are pulling
ideas, draw small pictures on the board.
gently. They can also play the game
• Say It’s song time! and, if possible, allow Invite them to imagine other things
during recess in the playground.
children to stand up. Show children they would like to pull, which are hard
If you haven’t brought a rope or
the picture in the Student Book and or impossible to pull. For example, a
cloth, you can still do this with an
tell them they are going to sing a truck, a cloud, etc.
imaginary rope.
song about what the girl and the
boy are doing. Invite the children to • Ask children whether they have
played this game before and Goodbye e 1.4
demonstrate pulling on an imaginary
rope in pairs. Then pre-teach pull. whether they like it. Then encourage • Follow the Goodbye routine from
Explain the song is called Pull the Rope. them to talk about other team Lesson 1 of this unit.
games they like to play outside.
• Play the song for the children to listen
to first and enjoy.
TEACHING TIP: Bringing props in the
• Play the audio again and mime pulling
class for stories and songs can make the
the rope every time you say pull. Play
content more memorable for children.
the song again and have children mime
as they sing along with you.
98 Unit 9
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Optional Activities
• Have the children hold their puzzle
pieces in one pile. Say, e.g., It’s small!
Ask the children to look quickly
through their puzzle pieces and hold
up the correct one. Continue calling
out different adjectives for children
to hold up the right card.
• Play another variation of this game.
Say, e.g., It’s isn’t slow! Ask children
to look through their puzzle pieces
and hold up the picture that’s the
opposite. Encourage them to say all
together: It’s fast!

stick. e 2.28
• Tell children to hold up their puzzle
pieces and shout We did it! Use the
Dora and Boots puppets here. Raise the
puppets’ arms up in the air.
of the book for the sticker. Tell them to
stick this in the correct place on their
Lesson 8: Wrap Up adjective, e.g., if you mime or call out
heavy, children can say cow or desk.
Lesson Objectives Transcript

Review the language from the unit. Student Book page 75 We did it! We did it!
Develop fine motor skills through 9 Make and say. Yeah, yeah. We did it, hurray!
making a puzzle.
• Look at Student Book page 75 together We did it! We did it!
Round up the unit’s work with a and explain to children they are going We learned new words! We did it, hurray!
self-assessment and chant. to make picture puzzles like the one on Yeah, yeah. We did it, hurray!
the page.
Vocabulary • Show the Unit 9 Photocopiable Activity Book page 75
Review: fast, slow, big, small, heavy, light Worksheet and ask children to say the
adjective for each piece of puzzle. 8 Follow and trace. Say.
Language • Hand out the photocopies and • Focus children’s attention on page 75
Review: It isn’t slow. It’s fast. colored pencils for children to color of the Activity Book. Explain that they
the pictures first. are going to follow the path, tracing
Materials • Then show them how to cut out two the line.
CD1, CD2 pieces of puzzle. Point out the line • Have children start going along the
they need to cut. Hand out the scissors line in the path. When they come up
and ask children to cut out the pieces to the first set of pictures, ask them to
Student Book page 75, Activity Book carefully. Walk around and help if say the appropriate phrases, e.g., It’s fast!
page 75 necessary. It’s slow! Continue like this for the rest of
Unit 9 flashcards the path and pictures.
TEACHING TIP: If you think your
Copies of the Unit 9 Photocopiable • As a variation, ask the children to point
Worksheet children will struggle with the cutting at the pictures and say, e.g., It isn’t slow!
or if you don’t have enough time for It’s fast!
Music, colored pencils, scissors
this in class, cut the pieces before the
class. Then hand out the pieces one by Circle the stars!
Warm Up e 1.3 one for children to color in. • When everyone has finished say Good
• Follow the Hello routine from Lesson 1 job on Unit 9. Circle the stars!
of this unit. • When they finish, ask them to mix
up the pieces on their desk and then • Ask children how many words they can
• Review the adjectives by playing say. Explain that they should circle this
match them. Ask them to compare their
Musical Flashcard from the Ideas Bank number of stars.
sets of pictures with the person sitting
on page 25. Put the Unit 9 flashcards
next to them. Encourage them to say
around the room. Play music and ask Goodbye e 1.4
the words together, e.g., one child says
children to wander freely. Stop the • Follow the Goodbye routine from
It isn’t (heavy). It’s (light). as they do so.
music and mime or name a flashcard. Lesson 1 of this unit.
Walk around and check children are
Children stand by that flashcard. Try
doing the task.
eliciting animals or items to match the
Unit 9 99
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Lesson 1: Topic
and Vocabulary
Presentation
Lesson Objectives
Vocabulary
New: flute, bongo, violin, triangle,
trumpet, piano
Materials
CD1, CD2, CPT
page 76
Unit 10 flashcards
Warm Up e 1.3
• Invite a few children up to stand in a
line behind you. Play the Hello! How Are
You? song from page 3. Walk around
the class with the Dora puppet in the
air and children following you as you
sing along. Walk by other children and a stage and what musical instrument
each character is playing (Isa—the
Optional Activity
wave hello. Continue for the whole Choose three children to stand at
song. For the second verse, hold up triangle, Dora—the flute, Boots—the
violin). Point out that they might be the front and pose like one of the
the Boots puppet. For the third verse, characters in the big picture, playing
have everyone call out their names. giving a show for an audience.
the instruments. Invite other children to
Encourage children to wave back and • Play audio 2.29 and hold your book up
identify the characters and instruments.
raise their hands as they sing I’m fine. as you point to the musical instruments
Repeat with different children.
Thank you! Play the song again with across the bottom of the page.
different children. You could give the • Play the audio again and encourage
puppets to a helper to lead the group. children to say the new words. Activity Book page 76
• Play the Hello! How Are You? song from • Say Look at the big picture again. Play
page 3. Have the puppets dance to audio 2.30. Pause after Find the trumpet 1 Trace and say.
music. Encourage children to say what and point to the trumpet in the big • First, ask children to look at the picture
instruments they can hear and what picture. Continue playing the audio. and point to the musical instruments as
instruments they know. Explain this unit Pause after each number to check that you call them out.
is about music. all children are pointing to the correct • Give out pencils and ask children to
musical instrument in the big picture. trace the instruments. Walk around and
Student Book page 76 • Ask for volunteers to come to the front ask different children to tell you which
of the class and point to a musical instruments they are tracing.
1 Watch the video. r instrument on the page for the rest of • When you finish the task, point to each
• Say It’s video time! Bring children the class to identify it. instrument in turn and ask children to
together to watch and listen. say it out loud. Say the word again for
• Play the video again and encourage Transcript children to repeat.
children to point to the musical flute, bongo, violin, triangle,
instruments as they hear them. trumpet, piano Goodbye e 1.4
trumpet, flute, piano, bongo, • Say It’s time to say goodbye! Ask a group
• You can play the video as many times
triangle, violin
as you wish. Encourage children to of children to stand up and follow
repeat the new words. you. Play the Goodbye! song and walk
Transcript
• Now use the flashcards to practice the around playing the flute and waving
Look at the big picture.
vocabulary again. Hold up a flashcard goodbye. Have the children follow
What can you find?
and say It’s a (flute)! Ask the children to you, playing a different instrument
Trumpet. Find the trumpet.
repeat and encourage them to pretend and waving goodbye. Play the song
Bongo. Find the bongo.
they’re playing each instrument. Repeat again and repeat with a different
Piano. Find the piano.
with all the flashcards in random order. group of children.
Violin. Find the violin.
Flute. Find the flute.
2 Listen, point, and say. Listen Triangle. Find the triangle.
and find. e 2.29–2.30
• Focus children on the Student Book
page. Elicit that the characters are on
100 Unit 10
4052245 Dora TG2.indb 100 20/06/2019 11:52
2 Find the same and circle. Count
and say.
pictures across the top of the page.
Elicit what each one is.
• Do an example with the flute. Ask
children to find another picture of
the flute. Walk around and make sure
children are pointing to the correct
picture. Then ask them to find another
picture of a flute. Elicit that there are
more than one. Have the children
count: one, two, three.
to circle the musical instruments in
order. First the flute, then the violin,
the piano, the bongo, the trumpet,
and the triangle.
• Ask the children to compare their circles
in pairs. Then elicit how many of each
musical instrument they circled. Help
them say, e.g., One, two, three triangles.
Optional Activities
• Present the triangle or the bongo to
the class. Ask the children to listen
Lesson 2: Vocabulary TEACHING TIP: Give your students and count. Then hit the triangle or
Practice some level of independence and
responsibility. Asking them to make
the bongo, e.g., four times. Elicit the
number from the children. Repeat
small decisions on their own will help with different numbers of hits
Lesson Objectives
them grow as learners and individuals. from one to ten. You can also
Practice the new instruments words. invite children to hit the instrument
Develop fine motor skills through for the other children to call out
matching and circling. Student Book page 77 the number.
• Ask children to stand up and start
Vocabulary 3 Match and say.
playing the triangle or the bongo.
flute, bongo, violin, triangle, • Point to each picture across the top of Encourage children to move to
trumpet, piano the page. Invite children to call out the the rhythm. Play different rhythms,
word. Ask What’s this? as you point. Ask slower or faster, for children to move
children to trace matching lines with at a different pace. If you haven’t
Materials their fingers for each pair of musical brought a triangle or a bongo, you
CD1, CPT instruments. Walk around and check. could try this activity with clapping.
Dora and Boots puppets • Then hand out pencils and give
Student Book page 77, Activity Book children time to match the pictures.
page 77 Goodbye e 1.4
• When children have finished, point to
Unit 10 flashcards different musical instruments and have
Lesson 1 of the unit.
Optional: a triangle or a bongo/drum them point to the matching picture
underneath. Encourage them to say the
word, too. You can also have children
Warm Up e 1.3 do this in pairs.
• Repeat the Hello routine from Lesson 1
of this unit. Optional Activity
• Stick the Unit 10 flashcards around Ask six children to stand in the front.
the classroom. Point to each one once Each should pick a flashcard. Collect
and say the word for the children to the flashcards again and say Ready?
repeat. Then stand at the front of the Three, two, one! Children mime playing
class and mime playing one of the six their instruments as a group. Then say
musical instruments. Ask children to call Stop! and have them freeze like statues.
out the musical instrument. Repeat for Elicit from other children sitting down
each musical instrument. Then invite what musical instrument each member
different pairs of children to the front. of the group played. Repeat with a
Have them agree which instrument different group of six children.
they want to mime for the class to guess.
Unit 10 101
4052245 Dora TG2.indb 101 20/06/2019 11:52
Lesson 3: Language
Lesson Objectives
Present the new structure Is it a flute?
No, it isn’t. Is it a trumpet? Yes, it is.
Develop fine motor skills by matching.
Vocabulary
flute, bongo, violin, triangle,
trumpet, piano
Review: skateboard
Language
Is it a flute? No, it isn’t. Is it a trumpet?
Yes, it is.
Materials
CD1, CD2, CPT
page 78
Unit 10 flashcards to repeat. Repeat again with different
flashcards, this time eliciting the answer
Optional Activity
from children. To practice the language, play a
Warm Up e 1.3 • Play the song again and ask children
variation of Guess My Card from the
• Follow the Hello routine from Lesson 1 to point to the musical instruments
Ideas Bank on page 24. Ask a child to
of this unit. stand at the front and pick a flashcard.
in the picture as they hear them.
• Review the musical instruments by Tell him/her to look at the flashcard
Encourage them to sing some of the
playing Little by Little from the Ideas secretly and hold it against his/her
words this time. Praise children for
Bank on page 24. Cover a flashcard chest. The rest of the children ask
their good singing.
with the paper. Show it to the class and questions, e.g., Is it a (piano)? Encourage
move the paper very slowly so different Transcript the child to peek at the flashcard and
parts of the flashcard are revealed. Ask Listen to that! reply No, it isn’t. if appropriate. If you ask
What card is it? Invite children to call Is it a (flute)? about the correct musical instrument,
out the musical instrument they think No, no, no. have the child say Yes, it is! and reveal
it is. Then show the flashcard. Repeat No, it isn’t. the flashcard. Invite different children
with different flashcards until you have Is it a (trumpet)? to pick a flashcard. As they become
reviewed all the words. Yes, yes, yes. more confident with the questions,
Yes, it is! nominate children to ask a question
each time. You can also set set a limit of
Student Book page 78 four questions to guess the flashcard. If
Verse 2: (bongo / violin)
Verse 3: (triangle / piano) they haven’t found it by then, the child
4 Look and listen. Point and sing.
holding the flashcard wins the game.
e 2.31
TEACHING TIP: To assist
• Focus children’s attention on the page. comprehension, the second time
Elicit where the characters are (on
you play the song, pause it after each Activity Book page 78
stage) and what musical instrument
musical instrument is mentioned. Ask
each character is playing (Isa—the flute,
children to call it out and stick the
3 Match and say.
Tico—the triangle, Dora—the trumpet,
corresponding flashcard on the board. • Focus children’s attention on the small
Benny—the violin). pictures. Elicit the musical instrument as
In the end, you will have the flashcards
• Say It’s song time! Tell children that they on the board in the order mentioned you point to each picture.
are going to listen to a song called Is It in the song. When students sing the • Call out the musical instruments and
a Flute? song, they can refer to the flashcards have children trace a matching line
• Play the song for the children to listen on the board. with their fingers. Hand out the pencils
to first and enjoy. for children to match the pictures.
• Then reinforce the language before • Ask children to say a musical instrument
children listen to the song again. Hold and trace the matching line.
up the piano flashcard and ask Is it a
piano? Nod your head and say Yes, it is. Goodbye e 1.4
for children to repeat. Hold the violin • Follow the Goodbye routine from
flashcard and ask Is it a triangle? Shake Lesson 1 of this unit.
your head and say No, it isn’t. for children
102 Unit 10
4052245 Dora TG2.indb 102 20/06/2019 11:52
Transcript
1 Is it a piano? Yes, it is.
2 Is it a bongo? No, it isn’t.
3 Is it a violin? No, it isn’t.
4 Is it a flute? No, it isn’t.
5 Is it a trumpet? Yes, it is.
6 Is it a triangle? Yes, it is.
Optional Activity
Put children in pairs to practice the
questions and answers. They take turns
pointing to a musical instrument and
asking, e.g., Is it a (flute)? Their partners
must respond Yes, it is. or No, it isn’t. Walk
around and help children if necessary.
Allow them to answer Yes or No if they
struggle with the longer answers.

4 Is it the same? Circle and say.
• Focus children’s attention on the first
pair of pictures. Point to the first picture
and elicit what it is (a trumpet). Then
point to the second picture and ask Is
it a trumpet? Elicit Yes, it is. Hand out the
pencils and ask children to circle the
two trumpets.
Lesson 4: Language Optional Activity • Point to the first picture in the next set.
Practice If you want to make this more Have children identify it (violin). Point
challenging, use Unit 10 flashcards to the second picture and ask Is it a
Lesson Objectives as well as flashcards from previous violin? Elicit No, it isn’t. Tell children not
Practice the new structure Is it a piano? units, e.g., horse, sheep, window, chair, to circle the instruments because they
Yes, it is. / No, it isn’t. cake, hat, dress, sleeping bag, water are different.
bottle, skateboard, and bike. Show the • Do the rest of the task as a whole class
flashcards to the children first so they or ask them children to continue in
Practice listening skills. know what objects they are trying to pairs. Make sure they are asking each
Recognize a simple sequence. guess. Then play the drawing game as other questions and answering them.
Develop fine motor skills by circling. explained above. Walk around to make sure they are
on task.
Vocabulary
Student Book page 79 ANSWERS
flute, bongo, violin, triangle, trumpet, piano Children should circle the trumpets, the
5 Listen and circle. Say. e 2.32 bongos, and the pianos.
Language • Focus children’s attention on the
Is it a piano? Yes, it is. / No, it isn’t. page. Elicit the musical instruments in Optional Activity
order—along the top row and then the Play a game called Hot Seat. Divide the
Materials bottom row. Explain that they are going class in two teams. Put two chairs in
to listen to the audio and circle the front of the board. Invite a child from
CD1, CD2, CPT
musical instrument they hear. each team to sit on a chair with his/
Dora and Boots puppets her back to the board. Stick a Unit 10
• Tell children to listen to the audio once
Student Book page 79, Activity Book without circling yet. Play the audio flashcard on the board. The children
page 79 and pause after the first question and sitting in the “hot seat” take turns asking
Unit 10 flashcards answer. Elicit which picture children Is it a (piano)? question to guess the
Optional: Units 2–7 flashcards must circle: the piano. Play the audio flashcard. Have the rest of the children
and pause again after the second answer chorally Yes, it is or No, it isn’t.
question and answer. Explain that the When a child asks a question that
Warm Up e 1.3 corresponds to the flashcard, award
answer is No, it isn’t. They shouldn’t circle
• Follow the Hello routine from Lesson 1 a picture. Play the rest of the audio. a point to that team. Then invite a
of this unit. different child from each team to sit
• Hand out the pencils. Play the audio
• Pick a Unit 10 flashcard and start again, pausing after each pair of questions
in the “hot seat” and repeat with a
drawing the musical instrument on the different flashcard.
and answers. Ask children to circle the
board. Draw one line at a time. With musical instrument when appropriate.
every line, choose children to ask you a Goodbye e 1.4
question: Is it a (flute)? Answer No, it isn’t.
• To check answers, call out the musical
and draw the next line. Continue until
instruments one by one. Each time, • Follow the Goodbye routine from
have the children raise their pencils if Lesson 1 of this unit.
they find the musical instrument. Do
they circled it.
the same for the rest of the instruments.
Unit 10 103
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Lesson 5: Story
Lesson Objectives
Understand a story.
vocabulary.
Vocabulary
Story words: music show, clap, beach,
mountain, train, stage
Language
get over, go across, ride
Review: We need to … , Let’s … ,
We can … , We did it!
Materials
CD1, CPT
Book page 80
Unit 10 flashcards
the line through the maze and circle
top of the mountain. Choo-y the train
Warm Up e 1.3 can take them to the top but he needs
the musical instruments.
• Follow the Hello routine from Lesson 1 some help; they all chant choo-choo, • Hand out the pencils. Walk around and
of this unit. cha-cha-cha. They make it to the top! check that children are on task.
• Pre-teach music show. Show the Baby Bongo joins the band for his • To check answers, nominate children to
Unit 10 flashcards one by one and elicit first show! call out a musical instrument in order.
the musical instruments. Put them ANSWERS
around the classroom. Divide children Children should circle the flute, trumpet,
into six groups, one for each musical Student Book pages 80–81
violin, and bongo.
instrument. Ask them to stand as a
group near their flashcard. Then tell 6 Watch the video. r
Goodbye e 1.4
children you are going to have a music • Say It’s story time with Dora! Bring
children together so they can all see
show and you are the conductor. Say Lesson 1 of this unit.
Flutes, play! and prompt the children in and hear the CPT. You can position
the flute group to mime playing their the Dora and Boots puppets to watch
musical instruments. Allow them to as well.
make noise, too. Continue calling out • Ensure children are all sitting quietly
groups and having them perform. Then and say Let’s listen and watch. Play the
repeat with different combinations of video for the first time for children
groups, e.g., Violins and pianos, play! At to enjoy.
the end, have all musical instruments • Play the video again, but this time
play together. Clap and praise their pause after one or two scenes in the
performance. animation to check that everyone has
understood.
Story Summary
• Pause after the Storyteller’s questions:
Dora and Boots meet Baby Bongo; he Who’s this? and Can you remember the
has lost the rest of his band. He needs story? Invite children to answer. Then
to get to the Big Music Show. Map elicit what they liked about the story.
tells them that they must go over Troll
Bridge and cross Conga Beach. At the
bridge, Troll blocks their way. He wants
them to clap a salsa beat. Baby Bongo 5 Follow the path. Circle the
can play the beat so Troll lets them
correct pictures.
cross. At Conga Beach, they meet King
Crab. There are lots of crocodiles so • Focus children’s attention on the
Baby Bongo plays a conga beat and the Activity Book page. First, ask children to
crocodiles dance out of the way. They trace the path through the maze with
cross the beach; they’re nearly at the their fingers.
show, and they see the stage at the • Elicit what musical instruments they
can see. Explain that they need to trace
104 Unit 10
4052245 Dora TG2.indb 104 20/06/2019 11:52
Dora Clap to get over the bridge.
Dora We need to go across the beach.
Action: Children pretend walking on the
beach and waving to the crab.
Dora How do we get up the mountain?
Action: Children scratch their head, thinking.
Dora We can ride the train.
Action: Children make the sound of a steam
engine and move their arms accordingly.
Dora Let’s get to the stage.
Action: Children jump up and down.
Dora Baby Bongo played in the show.
We did it!
and clap.
Optional Activity
Act out the story again, using the drum
or box you brought as Baby Bongo.
Carry it with the Dora puppet and at
the end, praise its performance. Allow
different helpers to hold Baby Bongo.
Value r
explanation of the value listen carefully.
Lesson 6: Story, want to help Baby Bongo. Explain that
they are going to hear the story again
Role-play, and Value and check if they remembered all the
Encourage children to imagine what
Baby Bongo feels and is saying: He’s
details correctly.
probably sad because he can’t get to the
Lesson Objectives
music show and he’s asking his friends
Tell a story through actions and mime. Student Book pages 80–81 for help.
Develop listening skills. • Explain that listening carefully to other
Explore the value of listening carefully.
7 Listen to the story. Act. e 2.33
people and understanding what they
• Say It’s story time with Dora! Tell children need is important. Ask children who
to open their books to the story page.
Vocabulary they listen to, e.g., family and friends or
Ask children to say what objects and
Story words: music show, clap, beach, their teachers.
characters they can see in each picture.
mountain, train, stage
• Then say Let’s listen to the story and play
the audio for the first time for children
Language to enjoy. 6 Color the correct picture.
get over, go across, ride • Play the audio again and tell children to Match h or k.
Review: We need to … , Let’s … , point to the pictures as they listen. • Focus children’s attention on the two
We can … , We did it! • Next, say Let’s act! Then read out the pictures. Explain that one picture shows
story yourself using the Dora puppet a child listening carefully to his teacher
Materials and the Unit 10 storycards on the and one picture shows a child not
CD1, CD2, CPT board. Mime listening carefully to Baby listening. Elicit which one is which.
Dora puppet Bongo in frame 2, clap for frame 3, • Remind children of the value they
mime riding on a train for frame 6. At learned in this lesson: listen carefully.
the end, clap and raise your arms in the Ask them to give ideas about why it is
Book page 81
air for We did it! important for children to listen carefully
Unit 10 flashcards
• Play the audio again and do the actions to their teacher.
Unit 10 storycards with children. Encourage them to say
Optional: a small drum (or box to be
• Then hand out the colored pencils.
We did it! all together. Ask children to color the scene which
used as Baby Bongo)
shows the lesson value (the picture on
Transcript
the left).
Dora Today is the Big Music Show.
Warm Up e 1.3 • Then ask them to match the
Action: Children move their arms in the air as
• Follow the Hello routine from Lesson 1 an orchestra conductor. correct face to each of the pictures.
of this unit. Dora Listen! Baby Bongo needs to get to Check answers.
• Hold up the storycard for frame 5 and the show.
ask children what they remember Goodbye e 1.4
Action: Children cup their ear with their hand
about the story. Ask them why Dora, to show they are listening to Baby Bongo. • Follow the Goodbye routine from
Boots, and Baby Bongo are standing Lesson 1 of this unit.
in front of this mountain. Elicit where
they are going and why Dora and Boots
Unit 10 105
4052245 Dora TG2.indb 105 20/06/2019 11:52
Lesson Objectives
and coloring task.
Vocabulary
arms, legs, hands, feet
Review: dance, sing, clap
Language
Dance the conga. Move your arms.
Shake your legs. Wave your hands.
Wiggle your feet.
Materials
CD1, CD2, CPT
page 82
A selection of songs in different
musical styles, colored pencils,
pictures of musical instruments
and people dancing Transcript Activity Book page 82
Dance the conga!
Optional: large poster board,
Dance the conga! 7 Find the actions from the song.
scissors, glue
(Move your arms,) Match and say.
(Move your arms!) • Focus children’s attention on the small
Warm Up e 1.3 Dance the conga! pictures on page 82. Elicit the moves:
• Follow the Hello routine from Lesson 1. Wiggle your feet. Wave your hands. Move
• Ask children to stand in a circle. Play Verse 2: (Shake your legs!) your arms. Shake your legs.
the different songs and dance along. Verse 3: (Wave your hands!) • Hand out pencils. Ask children to draw
Prompt children to dance freely and Verse 4: (Wiggle your feet!) lines from the small pictures to the
let the music guide them. Ask them corresponding image in the big picture.
to sit down and discuss if they liked
Optional Activities Encourage them to say the actions as
the music. Was there a song they liked • You can dance to the song in whatever they do so. Walk around and help.
more? Elicit which one and why. Point way you and the children feel like.
out music and dancing are good for our But you can also show them how to Optional Activity
body and our mood. dance the conga. Have the children Create a “Music and Dance” poster
stand in line, holding the shoulders for your class. Distribute the scissors
Optional Activity of the person in front of them. Stand and the pictures you brought to class.
Children may have a favorite song at in front and first show them how to Ask children to cut out the pictures
this age. Encourage them to share their move forward lifting one leg then the carefully. Place the cardboard paper
songs with the class. You can either get other at regular intervals. After some on the floor. (You can decorate it
children to sing their favorite songs or, if practice, play the song and dance beforehand with a heading and musical
possible, play them online. around the class. You can lead the line notes.) As they finish cutting out their
or have other children be leaders. pictures, ask the children to come up
• Work with children to create your and glue them on the poster. Display
Student Book page 82 class choreography. Put children in the poster in class and invite children to
small groups and ask them to think admire it. Prompt them to say why they
8 Listen. Sing and act. e 2.34 of a dance move. Give them an like music and dancing.
• Say It’s song time! Gather the children example. It should be short and easy
around the board and show the Student to remember. When children are TEACHER TIP: Working on projects as a
Book page. Tell children they are going to ready, ask each to show his/her dance class can help bring children together
sing a song about a special dance. move to the rest of the class. Repeat and share a feeling of achievement
• Point to the picture and elicit what the the dance. Then put all the moves as a group. Make sure that they are all
children are doing (dancing). Say the together to form a dance. Play the participating and that they feel they
title of the song is Dance the Conga. song again and do your class dance. have an important role in the project.
• Play the audio and dance, moving your
arms, legs, hands, and feet as you sing Goodbye e 1.4
Move your … .
• Play the song again and have children Lesson 1 of this unit.
dance as they sing along with you.
106 Unit 10
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• In pairs, children show each other their
stages. They take turns pointing to an
instrument and asking Is it a … .? and
answering Yes, it is. / No, it isn’t.

e 2.35
• Tell children to hold up their pictures or
collages and have everyone shout We
up in the air and clap.
Transcript
Lesson 8: Wrap Up Repeat with all the Unit 10 flashcards. Activity Book page 83
Call out a number. Children should
say the musical instrument for that 8 Match and say.
Lesson Objectives
flashcard. They can also mime playing it. • Focus children’s attention on page 83 of
the Activity Book. Explain that they are
making a collage and a matching task.
Student Book page 83 going to match the picture halves.
• Call out the musical instruments in
Round up the unit’s work with a 9 Make and say. random order. Each time, ask children
self-assessment and chant. • Look at Student Book page 83 together to match the pictures with their fingers.
and explain to children they are going • Hand out the pencils and ask them
Vocabulary to make a collage or picture of a stage to match the pictures. Praise them on
Review: flute, bongo, violin, triangle, like the one on the page. their work.
trumpet, piano • Show the Unit 10 Photocopiable
Worksheet A and ask children to Circle the stars!
Language identify the musical instruments as you • When everyone has finished say Good
Review: Is it a trumpet? Yes, it is. / point to them. job on Unit 10. Circle the stars!
No, it isn’t. • Hand out the photocopies and colored • Ask children how many words they can
pencils for children to color the say. Explain that they should circle this
Materials instruments. Then hand out the scissors number of stars.
and ask them to cut out the pictures.
CD1, CD2, CPT Optional Activity
Walk around and help if necessary.
• When they finish, show them the Congratulate children on completing
Student Book page 83, Activity Book Unit 10 Photocopiable Worksheet B the book. Go through the units and
page 83 and elicit that it’s the stage. Explain that point out how many things they have
Copies of the Unit 10 Photocopiable children are going to stick the musical learned. Make a point of this by getting
Worksheet A and B instruments on the stage. them to say words in English, sing
Units 1 and 10 flashcards • Hand out the photocopies and ask songs again, and remember stories
Colored pencils, scissors children to color the stage first. Then ask and values.
them to stick the pictures. Walk around
and help if necessary. Goodbye e 1.4
Warm Up e 1.3
• Follow the Hello routine from Lesson 1 • Follow the Goodbye routine from
Optional Activity Lesson 1 of this unit.
of this unit. To give more guidance, ask children
• Play What Number Is It? from the Ideas to stop coloring the stage after a few
Bank on page 24. Stick the Unit 10 minutes. Tell them to listen and stick the
flashcards on the board. Then stick a picture you tell them on the stage. Say,
number flashcard next to each one. Say e.g., Stick the flute. Make sure children
the name of a musical instrument and are following your instruction and
ask What number is it? Elicit answers. continue with the rest of the pictures.
Unit 10 107
4052245 Dora TG2.indb 107 20/06/2019 11:53
Lesson 1
Lesson Objectives
Review vocabulary and language for
Units 1–5.
Develop fine motor skills by circling.
Develop math skills by listening
for numbers.
Vocabulary
Review: numbers 1–10, farm animals,
school, food, clothes
Language
Review: There are (five chickens).
I like (bananas). I don’t like (donkeys).
Materials
CD1, CD2, CPT
page 84
Units 1–5 flashcards
Warm Up e 1.3 children to say how many chickens Activity Book page 84
• Say Hello to the class. Play the Hello! How there are. Play the rest of the audio.
Are You? song. Encourage children to • Hand out the pencils and play the 1 Follow and circle. Say.
wave and sing along. Give the puppets audio again. Pause after each line • Focus children on the page. Elicit what
to two helpers as you sing the song. to allow children to circle the they see in the pictures. Trace the path
• Say Let’s review! Play Watch My Lips correct number. and stop at each picture. Have children
from the Ideas Bank on page 24 with a • When they have finished, have children identify what they see, saying I like / I
selection of flashcards from Units 2–5. show their books. Point and ask How don’t like (bananas).
Place the flashcards on the board or many (pencils) are there? Encourage • Hand out the pencils. Prompt children
spread them out on the floor. Make sure children to answer There are (eight to trace the path and stop at the
all the children can see them. Mouth pencils). or just the number. pictures. Ask them to circle the pictures
a word for a flashcard silently a few and say I like / I don’t like …
times. Have children look closely and Transcript • When children have finished, nominate
call out the word or point to the correct There are five chickens. children to say a sentence in order.
flashcard. Repeat for all the words. There are eight pencils. Point to the pictures and have them say
There are nine bananas. I like / I don’t like …
There is one dress.
Student Book page 84
There are six cows. Goodbye e 1.4
1 Listen and circle. Say. e 2.36 There are ten yogurts. • Say It’s time to say goodbye! Explain that
• Review the numbers 5–10 using Optional Activity
before they go Dora and Boots need
the flashcards. Put the flashcards on the children’s help to find some things.
the board or on a wall with enough Invite a child to the board and ask him/ Have children close their eyes as you
distance between them (e.g., 30 cm). her to pick a number flashcard and any hide some Unit 2–5 flashcards around
Have three children stand up. Call out a other flashcard from Units 2–5. Have the room.
the child show the object flashcard
number saying There are (five) crayons. • Have the puppets say Find the (jacket).
Have the three children line up in front to the class and keep the number
Children look for each flashcard and
of the correct flashcard. Repeat and flashcard secret. Ask How many
hand it to the puppets as they say
speed up the game to make this more (donkeys) are there? Invite children to
It’s (a jacket).
fun. Reorder the flashcards and invite raise their hand and guess, saying There
are (ten) donkeys. The child holding • Sing the Goodbye! song and encourage
three different children to the front. children to sing along.
the flashcards confirms or chooses
another child to guess. When a child
Ask them to point and say the words
guesses the correct number, ask him/
they recognize. Then say Find the
her to come up and pick two different
(banana). and prompt children to point
flashcards. Repeat the process.
to each object.
• Tell children they are going to listen to
find out how many objects there are.
• Play the audio once. Stop after the
first line. Point to the example and ask
108 Review 1
4052245 Dora TG2.indb 108 20/06/2019 11:53
Optional Activity
Put children in pairs. They take turns
pointing to a silhouette and asking
What’s this? for their partner to answer
This is a … Demonstrate once with a
child at the front of the class.

2 Color and say.
• Review the clothing items and the
language Put on your … using the
Unit 5 flashcards. Say Put on your …
and show one of the flashcards quickly.
Encourage children to call out the
clothing item, e.g., Hat! and mime
putting it on. Repeat with the rest of
the flashcards.
• Invite children to the front to pick a
flashcard and give an instruction to
the class, saying Put on your (shoes).
The rest of the children must act out
the instruction.
• Focus children on the page. Point to the
clothing items in the closet and elicit
the words from the children. Hand out
the colored pencils and ask children
Lesson 2 Student Book page 85 to color the clothes as they want. Walk
around and ask individual children to
Lesson Objectives 1 What’s this? Match and say.
tell you what color they are using for
Review vocabulary and language for • Focus children’s attention on the specific clothing items.
silhouettes at the top of the page.
Units 1–5. • When children have finished, point
Point to each one and ask What’s this?
Develop fine motor skills by matching to a picture and have children say Put
Encourage children to call out answers.
and coloring. on your (jacket). Nominate different
• Demonstrate tracing a line between the children to say what color they used for
silhouette and the picture of the horse that clothing item.
Vocabulary in the bottom row. Say This is a horse.
Review: farm animals, school,
• Hand out pencils and ask children to Optional Activity
food, clothes
match the rest of the pictures. Walk Do this activity differently. Hand out
Put on your (jacket). around and ask individual children the colored pencils and give children
What’s this? as you point to the pictures. instructions. Say Put on your (hat). It’s
Language Elicit answers with This is … (green). Children must color the hat
Review: What’s this? This is a horse. • When children have matched all the green. Walk around and make sure
items, nominate children to stand up children are following your instructions.
Materials and point to a silhouette. Have them
CD1, CPT say This is a … as they point to the
Goodbye e 1.4
matching picture.
Dora and Boots puppets • Follow the Goodbye routine from
Student Book page 85, Activity Book ANSWERS Review 1, Lesson 1.
This is a horse / a chair / chocolate / a
page 85 • As children collect their bags or jackets
jacket / a duck / a T-shirt.
Units 2–5 flashcards to leave, have them hold up their
Sheet of paper, colored pencils belongings and say This is my (bag).
Optional Activity
Pick a flashcard from Units 2–5. Invite
Warm Up e 1.3 children to the front and ask them
• Follow the Hello routine from Lesson 1. to mime the picture in the flashcard.
• Play Little by Little from the Ideas Bank Then say Freeze! Children should freeze
on page 24 to review the flashcards on the spot. Point to the flashcard as
from Units 2–5. Choose a flashcard and you hold it facing towards you and ask
cover it with a sheet of paper. Hold it up What’s this? Invite children sitting down
in front of the class and start to move to guess, saying This is a … Show them
the paper very slowly. Ask children the flashcard when they guess correctly.
What’s this? Carry on sliding the paper Invite three children to the front and
further down the flashcard, stopping repeat with a different flashcard. You
now and then to ask the children can also invite a child to choose a
What’s this? Nominate children to say flashcard each time and ask What’s this?
This is a …
Review 1 109
4052245 Dora TG2.indb 109 20/06/2019 11:53
Lesson 1
Lesson Objectives
Review vocabulary and language for
Units 6–10.
Develop fine motor skills by circling
and coloring.
Vocabulary
Review: camping items, toys, family
members, adjectives
Language
Review: I have a (snack). I don’t have a
(sleeping bag).
She’s my (aunt).
Materials
CD1, CD2, CPT
page 86
Units 6–10 flashcards, Hello Unit
flashcards
Colored pencils
a … / I don’t have a … with the words children to close their eyes and take a
for the flashcards. flashcard out. Say Look! and elicit the
Warm Up e 1.3 • Focus children on the page. Point to color that’s missing. Place the flashcard
• Follow the Hello routine from Review 1, the pictures and elicit what each item on the board again and repeat with a
Lesson 1. is. Explain that they need to circle the different one.
• Play Odd One Out from the Ideas pictures when they hear I have. For the • Focus children on the page. Elicit the
Bank on page 24 to review some of items with I don’t have, they don’t circle family members by pointing to the
the words from Units 6–10. Choose the picture. pictures. Explain that children must
flashcards, e.g., four from Unit 6 and one • Play the audio once for the children color the family members.
from Unit 8. Put them on the board. to listen. • Hand out the colored pencils. Walk
Then ask What’s this? as you point to • Play the audio again, pausing after the around and check that children are
each one. Encourage children to say first line. Elicit that children should circle coloring.
This is (a) … Then ask them which one the picture of the snack. Hand out the • When they have finished, point to the
is the odd one out and why. Nominate pencils and ask the children to circle family members for children to reply
a child to call out the odd one out the snack. with the He’s my … or She’s my … and
and encourage other children to say if • Play the rest of the audio, pausing after the correct family member.
they agree. Repeat with a different set each pair of sentences for children to
of flashcards. Make sure you vary the circle the correct picture. Goodbye e 1.4
position of the odd flashcard.
• Call out objects randomly. Have • Follow the Goodbye routine from
children say I have a [item] or I don’t Review 1, Lesson 1, using the Unit 6–10
Student Book page 86 have a [item]. flashcards.
1 Listen and circle. Say. e 2.37 Transcript

• Hold four flashcards from Units 6–10 1 I have a snack. I don’t have a tent.
and put four more on the board. Hold a 2 I don’t have a scooter. I have skates.
flashcard and say I have a (snack). Then 3 I have an uncle. I don’t have a baby
point to a flashcard on the board and brother.
say I don’t have a (sleeping bag). Repeat 4 I have a fast bike. I don’t have a
with the other three flashcards you are slow bike.
holding and the three flashcards on the 5 I don’t have a trumpet. I have a flute.
board. Pause before the item as you say 6 I don’t have a flashlight. I have a water
I have a … / I don’t have a … for children bottle.
to complete the sentences.
• For more practice, take down the Activity Book page 86
flashcards from the board. Invite
different children to choose two 1 Color and say.
flashcards. They should put one of them • Review the colors with the Hello Unit
on the board. Help them say I have flashcards. Put the flashcards on the
board and drill the colors. Then ask
110 Review 2
4052245 Dora TG2.indb 110 20/06/2019 11:53
pairs, e.g., the child holding the fast
flashcard should pair up with the child
holding the slow flashcard. When the
pairs are ready, drill the adjectives.
• Focus children’s attention on page 87 of
the Activity Book. Point to each picture
across the top and elicit the adjective.
• Tell children they need to match the
pictures that show the same adjective.
Point to the first picture of the small
book for small and ask children to
point to the matching picture of the
small book.
to circle the pairs of pictures. Walk
around and provide help as necessary.
Encourage them to say, e.g., It isn’t big.
It’s small. Praise children for their efforts.
• When children have finished, invite
children to point to two pictures that
match. They should say, e.g., It isn’t slow.
It’s fast.
Optional Activities
• Point to the picture for light and
say It isn’t heavy. It’s light. Point to
other pictures and elicit a negative
Lesson 2 Student Book page 87 and affirmative sentence from the
children. You can make this easier by
Lesson Objectives 2 Is it a toy? Trace and say. saying It isn’t (small). It’s … Prompt
Review vocabulary and language for • Review the language Is it a (toy)? Yes it children to complete the sentences.
Units 6–10. is. / No, it isn’t. Hold up a flashcard from • Review the adjectives by playing a
Units 6, 7, or 10. Ask a question Is it a miming game. Invite a few children
(flute)? Invite children to answer Yes, it is. to the front. Show them a Unit 9
and drawing.
or No, it isn’t. If they reply No, it isn’t, ask flashcard and ask them to mime it.
more questions until you elicit a Yes, it is. Prompt the children sitting down to
Vocabulary answer. Repeat with different flashcards. call out the adjective. Invite children
Review: camping items, toys, family • Focus children’s attention on the page. to the front to mime different
members, adjectives Elicit the word for each item, asking adjectives. If necessary, mime an
What’s this? and eliciting This is (a) … action for each adjective before
Language • Hand out the pencils and ask children playing the game. Fast: run quickly
Review: Is it a toy? Yes, it is. / No, it isn’t. to trace the pictures. on the spot. Slow: walk slowly on
• When they finish, point to them one by the spot. Big: make a big circle with
Materials one as you ask Is it a toy? Invite children your arms. Small: make a tiny circle
to reply Yes, it is. or No, it isn’t. You can with your index finger. Heavy: mime
CD1, CPT
also put children in pairs and have them carrying a heavy stone. Light: mime
Dora and Boots puppets bouncing a light ball on the palm of
take turns pointing to a picture and
Student Book page 87, Activity Book your hand.
asking and answering questions.
page 87
Units 6–10 flashcards TEACHING TIP: If children are having
Goodbye e 1.4
Colored pencils difficulty saying the complete question
and answer correctly, drill the question
Review 1, Lesson 1, using the Units 6–10
and short answers a few times with the
Warm Up e 1.3 flashcards.
whole class.
• Follow the Hello routine from Review 1, • Make the puppets say Hurray! We
Lesson 1. ANSWERS
did it! Lead children in cheering and
• Review the toys using the Unit 7 Toys: go-kart, tricycle, skateboard celebrating.
flashcards. Explain that you have the toy
flashcards or show them quickly one Activity Book page 87
by one. Then play Guess My Card. Hide
a flashcard behind your back and ask 2 Find the same and circle. Say.
the class What card is it? Listen to their • Review the adjectives fast, slow, big,
answers and then show the flashcard. small, heavy, and light. Use the Unit 9
flashcards. Invite six children to the front
and hand them a flashcard each. Count
to ten and have children race to form
Review 2 111
4052245 Dora TG2.indb 111 20/06/2019 11:53
1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries
© Oxford University Press 2019
Dora the Explorer: © 2019 Viacom International Inc. All Rights Reserved.
Nickelodeon, Dora the Explorer and all related titles, logos and characters are
trademarks of Viacom International Inc.
The moral rights of the author have been asserted
First published in 2019
2023 2022 2021 2020 2019
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No unauthorized photocopying
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by any means, without
the prior permission in writing of Oxford University Press, or as expressly
permitted by law, by licence or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction outside
the scope of the above should be sent to the ELT Rights Department, Oxford
University Press, at the address above
You must not circulate this work in any other form and you must impose
this same condition on any acquirer
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work
isbn: 978 0 19 405259 7 Teacher’s Pack

isbn: 978 0 19 405224 5 Teacher’s Guide
isbn: 978 0 19 405244 3 Classroom Presentation Tool
isbn: 978 0 19 405262 7 Online Teacher Resources
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Teacher’s Guide author: Susan Iannuzzi (Introduction and Tour of a Unit); Katie
Foufouti (teaching notes)
Classroom Resource Pack: flashcards and storycards
Dora illustrations by: © 2019 Viacom International Inc. All Rights Reserved.
Nickelodeon, Dora the Explorer and all related titles, logos and characters are
trademarks of Viacom International Inc.

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Be Careful Open the Window Making a door The Lion Dance

Be Prepared Pack Your Bag Making a camping scene Let’s Go Camping!

Be Kind Stomp Your Feet! Making a collage of a toy I Have a Tricycle!

Dora and Boots

Listening and Speaking

Celebrating Achievement and

Together, we can do it!

Online Teacher Resources

Class Audio CDs

Phonics and Literacy

Warm Up • The Teacher’s Guide lesson notes provide a complete

Children complete an activity to The activity develops

An example answer shows children Teaching notes identify the unit

An attractive scene from Dora the

Warm Up Activity Book

Children complete an activity that practices the

Each unit features an Each story has an audio

The communication icon identifies opportunities

A lively song presents An attractive illustration sets

The teaching notes identify The words of the song are on

Warm Up Activity Book

Use the pen tool to complete Answers can be

complete these activities in order to consolidate learning

Clap the Words

Activity Book page 3

Activity Book page 5

• Focus children’s attention on the

Activity Book page 7

TEACHING TIP: Giving children actions

Activity Book page 11

TEACHING TIP: The children may notice

Activity Book page 15

TEACHING TIP: Invite children to talk

• Provide some examples of people

10 Listen and chant. Then

Activity Book page 23

Warm Up e 1.3 Transcript

Warm Up e 1.3 Student Book pages 24–25 Activity Book page 24

10 Listen and chant. Then

Lesson Objectives 9 Make and say. Optional Activity

Practice children. Repeat with different children

Warm Up e 1.3 Transcript Activity Book page 34

10 Listen and chant. Then stick. ​

Activity Book page 39

10 Listen and chant. Then stick.

10 Listen and chant. Then stick.