Wow 2 Kinder

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LEARNING
National Geographic Learning, © 2022 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
Welcome to Our World 2 Lesson Planner
except as permitted by U.S. copyright law, without the prior written
Second Edition
permission of the copyright owner.
Series Editors: Joan Kang Shin, JoAnn (Jodi) Crandall “National Geographic”, “National Geographic Society” and the Yellow Border
Authors: Jill Korey O’Sullivan, Joan Kang Shin Design are registered trademarks of the National Geographic Society
Publisher: Rachael Gibbon ® Marcas Registradas
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Executive Editor: Joanna Freer
Senior Development Editors: Kristen Keating, For permission to use material from this text or product,
Mary Whittemore submit all requests online at cengage.com/permissions
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Director of Global Marketing: Ian Martin Further permissions questions can be emailed to
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Heads of Regional Marketing: permissionrequest@cengage.com
Charlotte Ellis (Europe, Middle East and Africa)
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Irina Pereyra (Latin America)
Welcome to Our World 2 Lesson Planner Second Edition
Justin Kaley (Asia and Greater China) ISBN: 978-0-357-54274-3
Product Marketing Manager: Fernanda Oliveira
National Geographic Learning
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Content Project Manager: Ruth Moore
Cheriton House, North Way,
Media Researcher: Rebecca Ray hi
Walworth Industrial Estate,
Andover, SP10 5BE, UK
Art Director: Brenda Carmichael
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Operations Support: Avi Mednick Locate your local office at international.cengage.com/region
Manufacturing Planner: Elaine Bevan Visit National Geographic Learning online at ELTNGL.com
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Composition: Lumina Datamatics Ltd. Visit our corporate website at www.cengage.com

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Welcome to Our World Teacher Resources (including audio, video, assessment and more):
ELTNGL.com/wow2e_2teacher
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Go to:
Username: wow2eteacher Password: ngl_wow2e
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Credits
Illustration
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All illustrations are owned by © Cengage.

33, 35, 36, 47, 54, 55, 56, 57, 75, 78, 87, 91, 122, 159, 165 © Cengage/Toby Bridson/stickfigurepeople.com
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For all other illustration credits and image credits, please refer to the Student’s Book and Activity Book credits listings.
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O N THE COVER
JAVAN GLIDING TREE FROG
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Type: amphibian
Location: Indonesia, Laos, Malaysia, China, Thailand, and
Vietnam, and possibly Myanmar and Brunei
Size: 8.9 cm (3.5 in.)
Other: These frogs have webbed feet that allow them
to glide when they jump.
© Kurit Afshen/Shutterstock.com
Printed in the United Kingdom by Ashford Colour Press Ltd.

Print Number: 01 Print Year: 2021
2
SECOND EDITION
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Series Editors
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Joan Kang Shin & JoAnn (Jodi) Crandall
Authors
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Jill Korey O’Sullivan & Joan Kang Shin
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Scope and Sequence . . . . . . . . . . . . . . . . . . . . . 2
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Walk-through . . . . . . . . . . . . . . . . . . . . . . . . 4
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Teaching with Welcome to Our World . . . . 15

Generic Pacing Guide . . . . . . . . . . . . . . . . . . . 21
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Can You Help Me? . . . . . . . . . . . . . . . . . . . . . 22

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Unit 1 Table, Scissors, Crayons . . . . . . . . . . . . . . . . . 28

Unit 2 Let’s Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
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Unit 3 I Like Rice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Unit 4 Animals on the Farm . . . . . . . . . . . . . . . . . . . 82
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Review / Game Units 1–4 . . . . . . . . . . . . . . . 100

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Unit 5 Shorts and Jumpers . . . . . . . . . . . . . . . . . . . . . 102

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Unit 6 I Can See a Bee . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Unit 7 I’m Happy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
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Unit 8 Boats, Cars, Bikes . . . . . . . . . . . . . . . . . . . . . 156

Review / Game Units 5–8 . . . . . . . . . . . . . . . . 174
Three-Step Teaching Routines . . . . . . . . . .177
LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

Scope and Sequence
Can You Help Me? p. 4
Requests, Polite Language Language in Use: Can you help me , please? Yes, I can. Thank you. You’re
Song: Can You Help Me? welcome. Can I have the [book], please? Yes. Thanks. You’re welcome.
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1 2 3 4
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Table, Scissors, Animals on
Let’s Play I Like Rice
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Crayons p. 16 p. 24 the Farm
p. 8 p. 32
1. 2. 3. 4.
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Theme Classroom Objects Play Time Food / Snacks Farm Animals
a chair a box a seesaw climb beans milk a chicken a duck

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a computer scissors a slide jump cheese rice a cow a goat

Vocabulary
a crayon a table a swing play chocolate yoghurt a donkey a horse
a pencil run eggs
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Ali Baba’s Got a

Song Where’s the Crayon? What Can You Do? The Rice Pudding Song
Big Farm
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/t/ table /t/ tall /ʌ/ run /ʌ/ sun /tʃ/ cheese /tʃ/ chair /k/ cow /k/ duck
The Sounds
/t/ tortoise /t/ two /ʌ/ up /ʌ/ mummy /tʃ/ chocolate /k/ computer /k/ cat
of English
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/k/ chicken
Concepts in, on, under up / down black, brown, white 6, 7

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(Receptive: Where’s (Receptive: What can (Receptive: Do you like (Receptive: How many
Language the [book]?) you do?) [yoghurt]?) [horses] are there?)
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in Use It’s on the [table]. I can [ jump]. Yes, I do. / No, I don’t. There are [3 horses].
Project Make a pencil holder. Make a seesaw. Make a bean shaker. Make a duck mask.
Units 1–4 Review / Game pp. 40–41
2
2
Second Edition
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5 6 7 8
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Shorts and Boats,
I Can See a Bee I’m Happy
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Jumpers p. 50 p. 58 Cars, Bikes
p. 42 p. 66
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1. 2. 3. 4.
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Clothes Nature Feelings Transport
boots sandals an ant a ladybird angry crying an aeroplane a car

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a coat shorts a bee a leaf happy laughing a bike a fire engine

a hat a T-shirt a butterfly a rock sad smiling a boat a motorbike
a jumper a caterpillar tired a bus
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If You’re Happy and

I’ve Got a Little Doll Oh, Butterfly! Tiny Little Boat
You Know It
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/h/ hat /h/ horse /ɒ/ rock /ɒ/ doll /l/ laughing /l/ leaf /aɪ/ fire engine /aɪ/ slide
/h/ hand /h/ hair /ɒ/ box /ɒ/ socks /l/ ladybird /aɪ/ smiling /aɪ/ rice
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hot / cold 8, 9, 10 same / different fast / slow

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(Receptive: Are you I can see [a butterfly]. (Receptive: How do you (Receptive: Are [bikes]
wearing [boots]?) feel?) fast?)
Yes, I am. / No, I’m not. I’m [angry]! Yes, they are. / No, they
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aren’t.
Make a happy / sad

Make a winter hat. Make a butterfly. Make an aeroplane.
puppet.
Units 5–8 Review / Game pp. 74–75
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Student’s Book Walk-through
Welcome to Our World Second Edition, a three-level series for children between the ages of three and five at
pre-primary school level, uses songs, games, activities and real-world content to introduce the English language to
children. Fun and fascinating information about the real world, with beautiful photography and supporting video,
gives very young learners essential English language skills and knowledge to begin to learn about their world.
The Unit Opener uses engaging high-interest photos

of people, places and animals around the world to
introduce the theme and draw children into the unit,
encouraging communication. The New About the
Photo feature in the Lesson Planner provides helpful New lesson titles and activity rubrics
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information about the photo. make the Student’s Book easier to use.
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VOCABULARY Listen, point and say.
4 Animals on the Farm

TR: 4.3
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Listen, point and say. TR: 4.1
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Listen and say. TR: 4.2a
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a chicken a cow a horse
Young goats on a
horse in Germany
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a donkey a duck a goat

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The Unit Opener lesson introduces the first two to three Target vocabulary is presented through
target vocabulary words that connect to the main photo and photos that clearly convey the meaning of
help to prepare children for the chant. The Unit Chant supports the each word.
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theme and incorporates target vocabulary and sounds. The rhythm of

each chant makes it fun and easy to learn and remember.
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The Listen to the Song video segment shows

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children in the song’s country of origin singing the

song in English. The video introduces the Unit Song
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while providing an opportunity for cultural awareness.

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Two New video segments with animation

reinforce the vocabulary.
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PRACTICE Look and circle. Say the words. SONG Listen and sing. TR: 4.4
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34 Unit 4 35
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The Vocabulary Practice lesson gives children the Each unit features a traditional song from around the
opportunity to actively work with target vocabulary world that connects to the theme of the unit and provides
and provides practice with essential pre-writing practice with the target sound from The Sounds of
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skills, such as pencil control, tracing, matching and English, the target vocabulary or both. The Lesson
other activities that help them to develop fine motor hi Planner and worksheets provide support for The Sounds of
skills. English. The Welcome to Our World songs help children to
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learn English, introduce them to other cultures and engage
them in a lively classroom atmosphere. All of the songs are
included in the audio on the Teacher Companion Site.
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Chant and Song Lyrics

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CHANT TR: 4.2a p. 32 SONG TR: 4.4 p. 35
Ali Baba’s Got a Big Farm

On the farm, farm, farm, farm.
There’s a horse, horse, horse, horse. Ali Baba, he’s got a big farm.
Neigh, neigh, neigh, neigh, neigh, neigh. On his farm there are seven cows. 1-2-3-4-5-6-7 cows. Moo!
Neigh, neigh, neigh, neigh, neigh, neigh. All on Ali Baba’s big farm.
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On the farm, farm, farm, farm. Ali Baba, he’s got a big farm.
There’s a goat, goat, goat, goat. On his farm there are seven goats. 1-2-3-4-5-6-7 goats. Baa!
Baa, baa, baa, baa, baa, baa. All on Ali Baba’s big farm.
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Baa, baa, baa, baa, baa, baa.

Ali Baba, he’s got a big farm.
On his farm there are seven ducks. 1-2-3-4-5-6-7 ducks. Quack!
All on Ali Baba’s big farm.
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A New video segment presents the

Unit Song performed by professional
singers, providing a clearly enunciated
model for children to use when they
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learn the song.
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The New Chant and Song Lyrics pages at the

back of the Student’s Book provide the lyrics to
the Unit Songs and Chants, making it easy for
teachers and parents or carers to follow along.
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Student’s Book Walk-through
Concepts such as colours, numbers and shapes are presented

visually and reinforced through a variety of activities. The concept
words are drawn from the curriculum areas of science, maths and
language arts, and are included in the Student’s Book Audio.
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CONCEPTS Listen, point and say. TR: 4.5 PRACTICE Trace, stick and say.
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Six ducklings
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3 I Like Rice Stickers
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7 7
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Seven ducklings
I Can!
4 Animals on the Farm Stickers
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36 Unit 4 37
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The Concepts Practice page often

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involves a sticker activity, which

adds an extra element of fun and
I Can!
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helps children to practise hand-eye

coordination and fine motor skills.
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A New video segment with animation reinforces

the concepts.
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Language in Use models and activities provide The Project extends and completes the unit
children with opportunities to use the vocabulary with a theme-related fun craft that gets children
and concept words in natural, functional contexts. using the language.
LANGUAGE IN USE Count, listen and say. TR: 4.6 PROJECT Make a duck mask.
1 2
There are
How many 3 horses.
horses are there?
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The series mascots present the
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Language in Use models in a

New animated video segment.
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New mid- and end-of-level Review lessons provide New mid- and end-of-level Games motivate children
additional practice of the concepts and target by providing fun contexts for practising the language
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vocabulary. they have learnt.

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REVIEW Listen and draw lines. TR: 4.7 GAME Play and say.
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40 Units 1-4 41
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Activity Book
The Welcome to Our World Second Edition Activity Book reinforces and consolidates the Student’s
Book instruction by providing additional skills practice for Vocabulary, Concepts, the Unit Song, The
Sounds of English and Language in Use. Pre-writing activities in Levels 1 and 2 help to develop fine
motor skills and prepare children for additional writing practice with letters and numbers in Level 3. The
Activity Book also includes unit Reviews along with mid- and end-of-level Reviews. All activities can
be completed with a teacher in the classroom or at home with a parent or carer. The audio for listening
activities is available on the Student Companion Site and the Teacher Companion Site.
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VOCABULARY Listen. Trace and say. TR: AB.4.1 NEW lesson titles and direction lines
make it easy to navigate through the
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unit and make connections with the
corresponding Student’s Book lessons.
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SONG Listen. Circle the animals. TR: AB.4.2 CONCEPTS Count and circle.
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1 2 3 4 5 6 7
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1 2 3 4 5 6 7
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1 2 3 4 5 6 7
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1 2 3 4 5 6 7
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THE SOUNDS OF ENGLISH Listen and say. Circle. TR: AB.4.3
1 2 3 4 5 6 7
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Unit 4 19
18 Unit 4
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PM 19 2/5/21 12:48 PM
The Sounds of English activities

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strengthen phonemic awareness skills LANGUAGE IN USE Listen. Trace and say. TR: AB.4.4
through listening and speaking practice.

How many horses There are 3 horses.
are there?
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3
NEW Language in Use practice
activities combine pre-writing with 7
listening and speaking practice,
providing additional opportunities
to use target vocabulary and 6
concepts in real-world contexts.
20 Unit 4
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Video
The Welcome to Our World Second Edition video programme can help to support, present and review content from
the Student’s Book.
The Student’s Book Video, available for both children

and teachers online, includes the following six segments:
Scene 1 Vocabulary: the first two to three target
vocabulary words in the unit
Scene 2 Listen to the Song: the unit song performed
in English by children in the song’s country
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of origin
Scene 3 Vocabulary: all of the target vocabulary words
in the unit
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Scene 4 Sing Along: the unit song performed by
professional singers
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Scene 5 Concepts: the concepts presented through
photos and animation
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Scene 6 Language in Use: the communicative language
model presented by the series mascots
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following song video segments available for teachers:
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• Unit Song: An additional version sung by children
in classrooms from around the world in their own
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language can be used by the teacher in class to give

children a fun introduction to the culture of origin of
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each song.
• Getting Ready: Song Overview
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• Getting Ready: Learn the Gestures

• Getting Ready: Teach the Song
• Routine Songs and Alphabet
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Professional Development Videos, also available

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online for teachers, feature Dr Joan Kang Shin presenting

a variety of helpful teaching ideas and techniques,
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including segments on:

• introduction to the music programme
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• using songs with very young learners

• adapting songs to different cultures
• using games in the classroom
• keeping children’s attention
• making and using puppets
• making and using play dough
ELTNGL.com/OurWorldPD
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Helping Teachers To Succeed
For Preparation (PLAN)
Lesson Planner
The Lesson Planner and Teacher Companion Site provide everything needed to successfully plan, teach and
supplement lessons, including:
New simplified and streamlined design and instruction • a detailed scope and sequence to show the contents
for easier teaching and planning of the Student’s Book
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• clear instructions for teaching vocabulary, pre-writing,
New School Readiness boxes for preparing young songs, concepts and communicative language models
learners for school while reinforcing values
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from the Language in Use lessons
• instructions for using the video in the classroom
New doodle illustrations to support teacher instructions,
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making them easier to understand at a glance • instructions for using the Activity Book activities in the
classroom and as homework
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New Modify for Success tips for modifying activities • support for teaching English in English
for children who require more support • worksheets, assessment worksheets, pacing guides
and customisable Home-School Connection Letters
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New About the Photo boxes to help children to (on the Teacher Companion Site) for additional support
understand the photos hi
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TR: 4.3
Listen and say.

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TR: 4.2a
Student’s Book pages 32–33

Objective Resources Resources
Identify and name a goat and • SC: R.1–R.4, 4.1–4.2a • Big Book Anthology 2: ‘Bye Bye,
a horse • TR: R.1–R.4, 4.1–4.2a Animals!’
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Young goats on a
• Flashcards 34–39 horse in Germany
Language • Worksheet 4.1 Materials

New: a goat, a horse • Home-School Connection Letter • photos of a bird, a cat, a dog,
Recycle: baby; a bird, a cat, a dog, • Mini Flashcards 36, 39 (one of a fish, a rabbit and a tortoise
a fish, a rabbit, a tortoise; each per child) • black and brown crayons a donkey a duck a goat
big, small; black, brown • scissors

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• Point to the horse on page 32 and say A horse. Then • Worksheet Hold up the worksheet,
1 Warm Up point to the photo of the horse on page 33 and say point to each picture and ask What’s
Activity Worksheet 4.1
Additional Activities
• Wave to children and say Hello! Tell them to wave and This is a horse, too. this? Then say Colour the horse ■ Play the first two lines of the
say Hello! back to you. • Make the sound of a horse and say I’m a horse. Point and the goat. Unit 4 Chant TR: 4.2a. Pause the
chant before the animal’s sound,
• Tell children to sing the Hello Song TR: R.1 / to children and say Be a horse! Encourage children • Tell children to use brown and black
and ask children to chant the
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SC: R.1 as they wave hello to each other. to make the sound of a horse and walk round the crayons to colour the pictures. Make missing sound.
classroom like a horse. sure they use one colour for each
Review the colours black and
Introduce the Theme
■
2 • Say Let’s say the words. Play TR: 4.1 / SC: 4.1. animal.
brown using the animals children
If you use the audio to present the words, show the • Point to the dotted line and say coloured on the worksheet. Say
• Show the bird, cat, dog, fish, rabbit and tortoise
horse and goat flashcards when children hear the Cut along the dotted line. Model if
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photos, one at a time. Say These are animals. Then

Welcome to Our World 2 © 2022 Cengage®.
Show me the brown animal. Tell

Copyright © National Geographic Learning, a part of Cengage Learning
words. Tell children to repeat each word twice. necessary and help as needed. children to hold up the animal
hold up the dog photo and ask What’s this? If children
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a horse a horse neigh • Play the first version of the Unit 4 Chant TR: 4.2a again. This time, tell they coloured and say brown.
need more support, ask Is this a dog? (yes) Then hold
children to hold up the picture of each animal as it is named. Then say Show me a black
up the cat photo and ask What’s this? Continue until a goat a goat baa
animal. Tell children to hold up
you have reviewed all of the animal names. • Say Be a horse! Tell children to walk round the the animal they coloured and say
4 End the Lesson
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• Bookwork Help children to open their books to classroom like a horse as they say horse, horse, horse. black.
pages 32–33. Point to the photos of the animals and • Say Be a goat! Tell children to walk round the • Play the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy ■ Challenge Tell children to say
say These are animals, too. classroom like a goat as they say goat, goat, goat. up the materials used in the lesson. the colour and the animal using
• Say Let’s listen to a chant. Play the first version of [Black/Brown] [goat/horse].
• Say Now let’s watch and listen as children sing a song about farm
About the Photo the Unit 4 Chant TR: 4.2a. The first time, tell children animals. The children are in Turkey. Play SC: 4.2. ■ Tell children to sit in a circle. Make
Baby goats are called kids and drink milk. Goats are to just listen. Hold up the horse flashcard for the part a pattern on the floor with the
• Sing the Goodbye Song TR: R.4 / SC: R.4. tell children to wave horse and goat mini flashcards.
not only great jumpers and climbers – they can climb
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about the horse. Then hold up the goat flashcard for goodbye to each other as they sing.
trees – but they can swim really well. the part about the goat. Ask What’s next? Ask children to
call out the answer. Then invite
On the farm, farm, farm, farm, a child to add the corresponding
• Say Look at the farm animals. Slowly show Flashcards
there’s a horse, horse, horse, horse. Teaching Tip mini flashcard(s) to the pattern.
34–39. Don’t say the words for the animals.
Neigh, neigh, neigh, neigh, neigh, neigh, Many of your classroom activities may take place in play areas or circle ■ Challenge Choose a child to
Video Option Use SC: 4.1 (without the audio) to neigh, neigh, neigh, neigh, neigh, neigh. time, but it is important to also make sure that children have their own seats make a pattern instead.
present the vocabulary. On the farm, farm, farm, farm, at tables. This will make the transition from circle or play time to seat work
there’s a goat, goat, goat, goat. more seamless since children will know exactly where to go. Make laminated
3 Teach the Vocabulary Baa, baa, baa, baa, baa, baa, name tags and stick them to the backs of the chairs. This will not only help
children to recognise their name in writing, but it will also make it easier for
baa, baa, baa, baa, baa, baa.
• Bookwork Show children the photo on page 32 again. you to change the seating arrangements. Make sure you change children’s
• Play the chant again. This time, encourage children to
Point to a goat and say A goat. Then point to the photo seating arrangements every three to four weeks to give them a chance to
say it with you. Even if they can’t chant all the words, work with all of their classmates over the course of the school year.
of the goat on page 33 and say again This is a goat, too.
ask them to make each animal’s sounds and move like
• Make the sound of a goat and say I’m a goat. Point each animal as it is named.
to children and say Be a goat! Encourage children
• Play the Transition Song TR: R.2 / SC: R.2 as
to make the sound of a goat and walk round the
you give a copy of Worksheet 4.1, scissors, a black
classroom like a goat.
crayon and a brown crayon to each child.
• Modify for Success Children with limited mobility
can just make the sound.
82 Unit 4 Unit Opener 83
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Teacher Companion Site
Teacher resources can be found at ELTNGL.com/wow2e_2teacher and include:
• Lesson Planner pages
• Student’s Book Audio, Activity Book Audio and Big Book Audio
• Activity Book audio scripts
• The Video programme
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• Unit-by-unit Pacing Guides for easy lesson planning
• Printable activity Worksheets and Project Templates for extension activities
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• Printable Vocabulary and Concepts Flashcards
• Printable Mini Flashcards for vocabulary practice and games
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• Home-School Connection Letters (in English
and translated into local languages)
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• New Three-Step Teaching Routines for
Vocabulary, Song, Concepts and Language
in Use lessons
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• New Three-Step Online Teaching Routines THREE-STEP VOCABULARY ROUTINE
for delivering lessons online hi Step 1: Warm Up
• Printable Assessment Worksheets • Help children to open their Student’s Books to the Unit Opener and Vocabulary pages.
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• Connect to children’s background knowledge by looking at the Unit Opener photo. Encourage
• Printable Assessment Rubrics children to describe what they can see on the page.
• Say Look. Then point to the photo and ask simple, relevant Wh- questions:
• Printable Stickers Who is this? What can you see? Where is this? What colour is it?
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• Say Now let’s say the chant. Play the Unit Chant audio track.
• Printable Puppets • Tell children to say the Unit Chant together. Tell them to point to the photo when they say the word.
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Step 2: Present
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• Say each target word aloud while pointing to the photo on the Vocabulary page.
• Ask children to repeat each target word twice.
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• Play the Vocabulary audio track or video scene or say each target word yourself. Tell children to
listen, point and say.
• Play the Vocabulary audio track while showing flashcards or theme-related real objects, or play
the Vocabulary video scene.
• Check comprehension by asking children to:
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• name each word correctly with a flashcard.

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• act out target vocabulary words when possible.
Step 3: Practise
© Cengage Learning, Inc.
34
io

• Help children to open their Student’s Books to the Vocabulary Practice page.
• Point to items on the page and ask What can you see? What’s this? Encourage children to tell you
37
the name of each item.

at
• Tell children to do the Vocabulary Practice activity. Model it first by saying each word in the
instructions and doing the action while children watch. Then help children to do the activity.
Encourage them to say the vocabulary words while they do the activity.
• Apply the vocabulary.
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• Personalise the instructions by connecting the vocabulary to children’s own lives. For example,
if the vocabulary is about clothes, ask them to bring their favourite item of clothing in to
Show and Tell.
• Play a vocabulary game such as ‘Simon Says’, charades or flashcard games such as
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‘What’s missing?’.
36
38
39
WOW_BrE_L2_SB_2682_STR_ptg01.indd 16 18/05/21 5:38 PM

© Cengage Learning, Inc. Welcome to Our World 2 Unit 4
11
For Live Lessons (TEACH)
Classroom Presentation Tool Flashcards

The Classroom Presentation Tool integrates digital The Flashcards provide
resources, such as video, audio and interactive additional support for
activities and games, in the context of the Student’s vocabulary and concepts.
Book and Activity Book pages, making it easy to carry The Flashcards have a
out lessons in any classroom. NEW dry-wipeable side
and provide opportunities
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The Classroom Presentation Tool is computer and tablet
for activities and games. 34
compatible and accessible by USB installation, streaming

Here are some examples of

in the Online Practice LMS or download in the CPT App.
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games using the Flashcards:
Links to audio and video • Stop! Say a target word. Hold up each flashcard one
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at a time. When children see the flashcard for the word
you say, they shout Stop!
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• Find and Touch Put flashcards along different walls of
the classroom. Call out a word. Ask children to find and
touch the picture of that word.
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For more game ideas, go to
hi ELTNGL.com/wow2e_2teacher
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Posters
Eight full-colour posters bring beautiful photography
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into the classroom. The posters feature the unit opener

and vocabulary presentation on one side, and the
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concepts presentation and project on the other side.
Links to interactive activities and games Big Book Anthologies

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The Welcome to Our World Big Book Anthologies are

Student’s Book three levels of original stories (four per level). Each
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story supports the theme and language of two units

The Student’s Book introduces very young learners
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of Welcome to Our World. A teacher support page is

to the world of English through beautiful photography,
included for each story. It provides:
songs and fun activities. Each eight-page unit presents
io
and practises vocabulary, a song, concepts and • a summary of the story

language models. • step-by-step teaching instructions
at
LEARNING
3 • a chart outlining the target language included in
2
the story
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LEARNING
1
SECOND EDITION
LEARNING
SECOND EDITION
• a list of the resources and materials needed for
SECOND EDITION
the lesson
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Untitled-3.indd 1 29/07/21 6:20 PM

Activity Book
The Activity Book can be used in class to practise and
consolidate content presented in the Student’s Book.

Student’s eBooks Worksheets
New Interactive Student’s eBooks integrate audio,
Printable activity worksheets (available on the Teacher
video and activities with Student’s Book pages, allowing
Companion Site) extend Student’s Book activities.
young learners to access everything that they need to
be active participants in any classroom and to learn
independently. The eBooks are accessible within the
Online Practice through a browser or the Student’s App.
12
For Homework (ASSIGN AND TRACK)
Online Practice with Student’s eBook

New Welcome to Our World Second Edition’s Online
Practice with Student’s eBook offers young learners
independent, interactive practice across all devices.
The Student Companion Site can be found at
ELTNGL.com/wow2e_2student and includes activities
and games with integrated audio and video to support the
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following sections of the series:
• Vocabulary
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• Song
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• The Sounds of English
• Concepts
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• Language in Use
Additionally, the gamified approach motivates young
learners, while Parents’ View helps parents or carers to
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track their children’s progress.
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The Online Practice includes an interactive Student’s
eBook and is supported by a Student’s App for off-line
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mobile access.
Registration is available at learn.ELTNGL.com with an
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access code and course key.

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A New Learning Management System (LMS) for

teachers provides access to the following:
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• Online Practice course content

• interactive Student’s eBook
•
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Class management functionality

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• Assignment creation tools

• Messaging
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• Progress reports
• Streaming / Downloadable Classroom
at
Presentation Tool
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The LMS is accessible through a browser at

learn.ELTNGL.com
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Activity Book
The activities in the Activity Book can be assigned as
homework and completed at home with a parent or carer.
Student Companion Site

The Student Companion Site includes:
• the audio for the Activity Book activities
• the audio and video for the Student’s Book activities
13
For Assessment (Evaluate) LEARNING
2
Second Edition
Name: Class:
• Printable Assessment Worksheets are available for each unit on the 4 Animals on the Farm
Assessment Rubric
Identifies and names a chicken, a cow, a donkey,

Very Good Making Progress
Teacher Companion Site. Assessment Worksheet 4.8 Name: a duck, a goat, a horse
Recognises the numbers 6 and 7, and uses words for

those quantities
• A printable Assessment Rubric is available for each unit of the

Uses the language There are [3 horses]. to talk about
groups of items
Participates actively in class
Student’s Book. The rubrics provide a quick, easy way for teachers COMMENTS:
to assess very young learners’ understanding of unit vocabulary,

concepts and language models as well as their class participation.
The Assessment Rubrics are available as PDFs and as editable files
© 2022 Cengage®.
for customisation.
WOW_BrE_L2_AR_07407_U4.indd 4 27/06/21 5:06 PM
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• Progress Reports, accessible on the NEW Learning Management
System, provide teachers with another opportunity to evaluate children.
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wow2e_BrE_l2_u04_aw4.8.indd 2 27/06/21 7:32 AM
Professional Development Site
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Hosted and developed by Dr Joan Kang Shin, a respected trainer of young learner teachers in over one hundred
countries and series editor for Welcome to Our World Second Edition, the Professional Development segments in
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the Teacher Video provide best practices for teaching English to very young learners using songs and games.
The segments include: hi
• using songs with very young learners
ap
• adapting songs to different cultures

• keeping children’s attention
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• using games in the classroom

•
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making and using puppets

• classroom management and more!
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Three-Step Teaching Routines THREE-STEP LANGUAGE IN USE ROUTINE

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A series of three-step teaching routines offers teachers a

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Step 1: Warm Up
• Connect to children’s background knowledge by reviewing vocabulary and concepts taught earlier
streamlined approach to lesson planning. The routines, THREE-STEP CONCEPTS ROUTINE

in the unit.
• Use flashcards, other visuals, actions and/or real objects to review.
created specifically for the Vocabulary, Song, Concepts,

• Help children to open their Student’s Books to the Language in Use page.
Step 1: Warm Up
• Encourage children to describe what they can see on the page.
io
• Connect to children’s background knowledge by reviewing language taught earlier in the unit.
and Language in Use content, are a simple tool THREE-STEP SONG ROUTINE
Stepvisuals,
Use flashcards, other 2: Present
actions and/or real objects to review.
• Play the Unit Song audio track or video scene and tell children to listen.
• Use target vocabulary while pointing to the picture(s) on the Language in Use page.
to help teachers to successfully execute each • Tell children to listen and watch
• Model as you sing
the language. For the song and
example, say perform
Where’s the
the actions.
book? It’s on the table. (Student’s Book 2, Unit 1)
at
Step 1: Warm Up
• Then say Now let’s all sing
• Say Nowthe song.
listen. Play
Play thethe songtrack
audio two more times.
or video scene of the language model two times to present
lesson with minimal planning time. The three-step THREE-STEP VOCABULARY

• Encourage
• Connect to children’s
ROUTINE
• Use flashcards or theme-related real • objects.
Say NowHold
children
background
listeneach
andone
to sing
knowledge
the
say.up and
Play
along
by
ask
the
and dopreviously
reviewing
language model.
What’s
audio
the actions
this?
track
withvocabulary.
learnt you.
or video scene of the language model again and ask
teaching routines are at the back of this Lesson

Step 2: Present
• Reinforce target vocabulary by playingchildren to repeat.
fun games, for example, ‘Simon Says’ and charades.
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• Play the Unit Song audio

• Help track or
children tovideo sceneStudent’s
open their and ask children
Books to tothe
respond as they
Concepts listen with
page.
Step 1: Warm Up
a focus. Tell them• toConnect
stand, clap or actStep
out 3: Practise
towords when they hear target vocabulary or the if you’re teaching the
Planner, supplied as cut-outs, and on ELTNGL.com/

the concepts children’s background knowledge. For example,
unittheir
theme.
Student’s Books Unit
• Help children to open to the
numbers 8–10, • Opener
hold up 6–7
Use and
target Vocabulary
items and count
language pages.
them.
to ask (Student’s
questions andBook 2, Unit 6) about the picture(s) on the Language in
say statements
• Connect to children’s background knowledge by looking
• Ask children to look Use
at the
at page.
Unit
the For example,
Opener
photo(s) onphoto. How manypage
Encourage
the Concepts horses
as are
theythere?
listen,There
pointare
and3 say.
horses.
Play(Student’s
the Book 2, Unit 4)
wow2e_2teacher, along with all the other Welcome children to describeStep

• Say Look. Then point
what
• Help
2: they
to the
Present
children
can see Concepts
phototoand
on the page.
ask
• Model
open simple,
audio •track
relevant
applying
their the
Student’s
Say or
Wh-
Now
concepts
• Books
Tell to
video
youscene
to to
the
children
or say
do it. Tell
questions:
vocabulary
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do the
each concept
children
taught earlier
Language
word
to practise theyourself.
in Useinactivity.
target language.
the unit Model
and in it
previous
first by units.
sayingUse
each word in the
to Our World Professional Development materials. Who is this? What can you see?
• Encourage Where
them to flashcards,
describe What
is this? what
othercolour
they canissee
visuals,it?actions
instructions and
on the and/or
doingreal
page. objects
the relevant
Ask to
action whilereview.
children
questions watch.
while Thento
pointing help children to do the activity.
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• Say Now let’s say the

thechant.
page:Play
Whothe Unit
is•this? Chant
HelpWhere audio
children •track.
to demonstrate
is this? What and
can you
Tell children act
tosee? out
What
share thecolour
their concepts.
is it?Encourage
completed How many?
activity in children to participate
pairs or small by saying them to use the
groups. Encourage
• Tell children to say Say Unit
• the Let’s Chant a the words
together.
listen to song. Tell out
theloud
Playthem or byto
target
to point
Unit Song acting them
language.
the photo
audio out.
trackwhen theyscene.
or video say thePoint
word.to the Song page or
the video when it shows something •from thelanguage
Apply song lyrics.
to new contexts.
Step 2: Present Step
• Teach the Unit Song 3: by
line Practise
line. Then •repeat, thisobjects,
time with the actions.
Use real photos or flashcards that children are already familiar with to practise target
ELTNGL.com/OurWorldPD • Tellaloud
• Say each target word children to pointing
while
then repeat.
listen andto
• Help
• Tell
watch
children as
to you
the photo open
students to do the
language.
onsing and
their
the
• Try
do the actions
Student’s
Vocabulary
to connect
Concepts
page. for
Books
the target
Practice
each
to the line of the
Concepts
language
activity.
song, and
Practice
Modeltoit children’s
page.
interests
first by saying eachorword
theirinlives.
the
• Ask children to repeat each target word twice.
• Play the song two more times. Encourage
instructions and children to while
try to children
sing and do the actions as they listen.
• Play the Vocabulary audio track or video scene or saydoing
each the action
target word yourself. Tellwatch.
children to
listen, point and say. • Help children to complete the activity. Encourage them to use the concepts and vocabulary words as
Step 3: Practise they talk about the stickers they have placed on the page, for example, Ten ants. (Student’s Book 2,
• Play the Vocabulary audio track while showing flashcards or theme-related real objects, or play
the Vocabulary video Unit 6)
• Playscene.
the audio track for The Sounds of English for the target sound or make the sound yourself for
children
• Check comprehension to repeat.
by asking children to:
• name each word • Play the Unit
correctly withSong audio track or video scene and tell children to respond as they listen with a
a flashcard.
focus on The
• act out target vocabulary Sounds
words when of English, especially sounds that are hard to pronounce.
possible.
• Tell them to put up their hands, stand or hold up cards when they hear the sound.
Step 3: Practise • Repeat the song for additional practice, but make it fun by singing it faster each time or by singing it
softer each time.
• Help children to open their Student’s Books to the Vocabulary Practice page.
• Encourage children to personalise the song. For example, if the song is about animals, ask students
• Point to items on the page and ask What can you see? What’s this? Encourage
WOW_BrE_L2_SB_2682_STR_ptg01.indd 19 children to tell you 18/05/21 5:38 PM
to sing about their favourite animals.
the name of each item.
instructions and doing the action while children watch. Then help children to do the activity.
Encourage them to say the vocabulary words while they do the activity.
• Personalise the instructions by connecting the vocabulary to children’s own lives. For example,
if the vocabulary is about clothes, ask them to bring their favourite item of clothing in to
Show and Tell.
• Play a vocabulary game such as ‘Simon Says’, charades or flashcard games such as
‘What’s missing?’.
14
Teaching with Welcome to Our World
Each level of the Welcome to Our World series Warm Up Each lesson begins with singing the Hello
consists of a brief starter unit, which focuses on Song, a routine song that helps children to transition to
teaching functional language that is essential for class time and to speaking English. The Warm Up also
basic social interaction in the classroom, plus eight often includes chants and songs learnt in recent lessons.
full units. Each unit is taught in eight lessons. The
Introduce the Theme The first lesson of each unit
final lesson of each unit is a project. The core of each
introduces the theme of the unit through pictures or
lesson has been developed for classes with four
video. These introductions focus only on visuals, not on
to six instructional hours per week, but the lessons
language, so that children have a chance to become
are flexible to accommodate classes with differing
familiar with the theme and with the larger context of the
amounts of instructional time.
language they will be learning.
ng
The approach to pacing is flexible. The Generic Pacing
Review This section of the lesson focuses on one or two
Guide on page 21 and the unit-specific Pacing Guides
activities designed to quickly and effectively review the
on the Teacher Companion Site (ELTNGL.com/wow2e
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language introduced in the previous lesson.
_2teacher) provide suggestions for teaching the core
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lessons and can be easily adapted based on class Teach / Practise / Use The Teach, Practise and Use
time. Because each lesson includes a variety of short sections are the core of each Vocabulary, Song and
activities, a teacher with fewer instructional hours can Concepts lesson.
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choose to use fewer activities in a class. Classes with
• The Teach section focuses on presenting new
additional instructional time can take advantage of the
language and getting children to engage in activities
many options available for supplementing the core
that help to familiarise them with the language.
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lesson:
hi • The Practise section focuses on getting children to
• Every lesson includes a Worksheet activity. demonstrate understanding of previously introduced
Instructions for teaching each worksheet are included language by applying what they have learnt.
ap
in the lessons.
• The Use the Language section of the Language in Use
• Every lesson includes optional Additional Activities. lesson provides an opportunity for children to apply the
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• Every unit includes a Project. vocabulary and concepts they have learnt in a real-
• The Activity Book provides four pages of material world context.
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per unit, covering Vocabulary, the Unit Song, The Transition Song This routine song is suggested at a
Sounds of English, Concepts, and Language in Use, significant transition point in each lesson. However, the
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along with Review activities. Instructions for using the teacher can use this song to guide children through any
Activity Book are provided at the end of each unit in transition during the lesson.
the Lesson Planner. Lesson plans are provided for
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teachers who have additional instruction time to teach Worksheet Every lesson includes a worksheet activity
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the activities in class. An option is also provided for that extends the lesson with engaging activities such as
assigning activities as homework. colouring, tracing, puzzle-making, cutting and sticking
io
activities, and simple crafts.

• A Big Book Anthology is available for each level of
the series. End the Lesson Each lesson ends with children helping
at
to tidy up materials used during the class while singing

Lesson Structure / Routines the routine Tidy Up Song. Then children get ready for
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All of the lessons are built around a core routine. the end of the lesson by singing the routine Goodbye
Routines are reassuring to young children. When Song to each other.
they know what to expect, they feel more secure and
@
confident and are better able to meet challenges. Additional Features

Routines also help young children to transition smoothly Additional Activities Each lesson ends with suggestions
from one part of a lesson to the next. This reduces for additional activities based on the language taught or
classroom disruption and helps to make the most practised in class.
effective use of class time.
Teaching Tips Many lessons include helpful teaching
Navigation Panel This panel provides all the essential and classroom management tips.
information necessary to prepare for the lesson. It
School Readiness Tips Each unit includes tips to
includes the lesson objective(s), series resources used
help prepare young learners for school. The tips
in the lesson and the materials needed. It also lists the
focus on four areas of school readiness. Social-
language included in the lesson.
Emotional Learning tips introduce key values through
15
Teaching with Welcome to Our World
suggestions for helping children to develop self- Learning by Doing

awareness, self‑management, social awareness,
Children learn by doing and by interacting with their
relationship skills and responsible decision making.
environment. Welcome to Our World recognises the
Motor Skills tips include suggestions for developing
importance of creating opportunities for children to learn
fine motor skills that are needed for school-related
by doing and by interacting with their environment.
tasks and self-care, as well as gross motor skills
needed for physical activities such as climbing and Children also learn through physical movement. A
jumping. Academic Skills tips connect English- majority of activities in Welcome to Our World focus on
language learning to other disciplines, such as maths teaching through Total Physical Response (TPR). TPR
and science. Self-Care tips highlight values with a is a method of teaching language that uses physical
focus on preparing children to take responsibility for
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movement to react to verbal input. The process mimics
and independently complete tasks such as buttoning the way we learn language as infants and reduces stress
coats, tying shoes and washing hands. and inhibitions.
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Around the World The Song lessons include information TPR is an extremely effective approach to teaching
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about the origin of the songs used in the lesson. young language learners because it allows children
with limited English to build receptive understanding of
About the Photo Additional useful information is
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language. It is only when receptive understanding is solid
provided for the photos in the About the Photo boxes.
that children can comfortably and effectively progress to
Review / Game sections Two Review / Game sections, productive use of the language. This method is perfectly
one after Unit 4 and another after Unit 8, provide an suited to teaching young children, as these learners
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opportunity to revisit and reinforce vocabulary and are easily engaged by activities involving movement.
concepts from the previous four units in one review hi Furthermore, TPR activities help young children to
activity, followed by a game that allows children to put it develop their gross motor skills. Suggestions are also
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all together and demonstrate understanding through a provided for children with limited mobility so that all
playful activity. language learners have an option to engage and react to
verbal cues.
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Methodology
Early childhood is a time of rapid cognitive, physical and Instructional Variety and Balance
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social growth. Welcome to Our World has been carefully Young children have very short attention spans. For
designed to meet the specific needs of children at this pre-primary instruction to be effective and maintain the
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stage of development. The series follows the ideas of interest of young learners, lessons must include a variety
major educational theorists who have laid the foundation of activities with varied content and pace. They must
for current approaches to teaching young learners. also include a balance between quieter activities, such
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as crafts and bookwork, and physical activities, such as

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The following are some of the key instructional principles

songs with gestures and TPR games.
for teaching young learners that serve as the basis for
the series. Every lesson of Welcome to Our World has been
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designed to achieve an effective balance of variety and

Differentiated Instruction pacing.
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Challenge Several lessons include optional activities for

One of the most exciting ways in which Welcome to Our
children who have mastered the content and are ready
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World brings variety into the pre-primary classroom is

to take it one step further. These activities might allow
through songs. Each unit includes a simplified traditional
more advanced young learners to ask questions or give
song from around the world. Children love singing songs,
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instructions after successfully answering questions or

and there are many well-researched benefits to using
following instructions themselves.
songs to teach language to young children. Research
Modify for Success Several lessons include options shows that the sounds and rhythms of songs help to
to modify activities and provide scaffolding for children reinforce vocabulary and language structures. Songs
who need extra support. Tips for adjusting instruction improve listening skills and help children to hear and
to support different types of learners are connected practise the pronunciation, rhythm and intonation of the
to specific activities, but can be applied as needed language they are learning. Songs involve the learner
throughout the units. actively, especially when taught with gestures, as all of
the songs in Welcome to Our World are.
16
However, it is not only the inclusion of songs that and model their expectations, when appropriate. The
provides variety in Welcome to Our World, but also the Welcome to Our World Lesson Planner provides the
great variety within the songs themselves. Unlike what is teacher with detailed instructions and scripting for each
typically found in pre-primary series, each song reflects step of every lesson so that the teacher can confidently
a different culture, providing diversity in the sounds provide all the support needed by the children.
and rhythms of the songs. This musical variety keeps
the class exciting and keeps children interested and Exposure to Other Cultures
motivated. Young learners will grow up using English as an
international language to speak to people from all over
Vocabulary Development the world. Because children are growing up in a more
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A number of important principles for teaching vocabulary connected world, it is important that they become aware
to young learners are integral to vocabulary instruction in of other cultures from the earliest age possible. Exposure
Welcome to Our World. to people and places beyond those already familiar to
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them helps children to learn about the diversity of other
• It is essential that vocabulary be presented to young
cultures, while also helping them to see the similarities
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learners in small, manageable amounts.
between people and cultures around the world. Welcome
• Vocabulary should be introduced and initially taught to Our World was developed to provide children with the
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through activities that focus on listening and doing. benefits of working with materials that reflect both their
Such an approach allows children to focus on the new everyday lives and the broader world they are a part of.
vocabulary receptively.
• Once children have a strong receptive understanding
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of the vocabulary, the same vocabulary should be
hi 5 Shorts and Jumpers
practised with activities that encourage children to Listen, point and say. TR: 5.1
use the words. Listen and say.

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TR: 5.2a
• In order for vocabulary to be retained by young

children, they must have frequent opportunities to
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revisit and recycle new words. Recycling builds upon

and reinforces previously learnt language and exposes
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children to target vocabulary in multiple contexts. The

songs and chants are a fun and engaging way for
children to revisit vocabulary throughout each unit.
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A girl on an ice
slide in China
Relevant and Meaningful Language

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Research has shown that language is acquired most

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effectively when it is relevant to the learner and used 42
in meaningful contexts. Each unit of Welcome to Our WOW_BrE_L2_SB_2682_U05_ptg01_042_049.indd 42 18/05/21 4:39 PM
Assessment
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World focuses on a theme chosen for its relevance,

importance and interest to children of this age.
At this level, children’s progress is not usually measured
at
This relevance gives meaningful context to language

through formal tests. Instead, it is assessed through
learning, which helps children to use and remember
ongoing informal evaluation. Teachers learn a great
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the language they have learnt. It is also important

deal about each child’s progress simply by listening
that children have the opportunity to personalise the
to how each child participates in class and by viewing
language they have learnt and to connect it to
the work the child does in class. The Review lesson of
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real-life, meaningful contexts. Such opportunities

each unit in the Lesson Planner includes an Assessment
exist throughout Welcome to Our World.
Worksheet that teachers can use to gather information
for evaluating children’s progress at the end of the unit.
Support
The Assessment Worksheet for each unit, as well as
The younger the learner, the more important the teacher’s an Assessment Rubric, can be found on the Teacher
role is in scaffolding the learning process. Teachers Companion Site.
must make tasks comprehensible for young learners.
They must also provide clear, simplified explanations
17
Welcome to Our World Video Programme
Teaching with Video Programme Components

Video The Welcome to Our World video programme has been
Welcome to Our World has a unique video programme designed for teachers to use as a resource both for
hosted and developed by Dr Joan Kang Shin, a preparing lessons and for teaching lessons. All videos
respected trainer of teachers of young learners around are presented in short, manageable chunks that are easy
the world, and a series editor for Welcome to Our World. for teachers to use for lesson planning and classroom
This video programme, designed to meet the specific presentations.
needs of early childhood educators, will help teachers Student’s Book Video Video is one of the best ways
to improve their classroom practice and use the series to help teachers to bring their classrooms to life. Video
effectively with their very young learners.
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can provide effective, natural language models for
children. Welcome to Our World provides over two hours
Bringing the World into the Classroom of video per level in short clips that can help teachers
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Welcome to Our World uses video to connect children to present the content of each unit. The children-facing
in pre-primary classrooms around the globe. Short video segments for each of the eight units are available
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videos show children from a variety of countries singing for both children and teachers online. They accompany
songs from their cultures in their own language, as the Student’s Book and can be used easily at home to
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well as adaptations of these same songs in English. give children more practice with the language they are
With more than thirty children’s songs from more than learning in class. They include:
fifteen different countries in Asia, the Middle East,
• Vocabulary: the first two to three target vocabulary
Africa, Europe, North America, South America, and the
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words in the unit presented through photos, audio and
Caribbean, the music programme introduces children to hi animation
a broad range of cultures and languages. These song
videos provide a unique and exciting way to help children • Listen to the Song: the unit song performed in
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to recognise that there are many different cultures in the English by children in the song’s country of origin
world beyond their own. • Vocabulary: the target vocabulary presented through
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photos, audio and animation

All unit songs have been adapted from traditional
children’s songs from various countries around the world • Sing Along: the unit song performed by professional
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by Dr Shin. Songs from different countries were chosen singers

for various reasons. These songs introduce young • Concepts: the concepts presented through photos,
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learners to people, places and cultures from all over audio and animation
the world, reflecting our commitment to forming global • Language in Use: a communicative language model
citizens and celebrating diversity. In addition, children’s presented through animated mascot dialogues
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songs, no matter what their origin, share common

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themes about the routines that all children experience Teacher Video Using video is an effective way to
around the world, so young learners can relate to them demonstrate good teaching practices. The video
programme provides many models for teaching activities
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on a personal level. These songs are thematically and

musically age‑appropriate and have stood the test of and games. The videos also provide models for song
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time. instruction. All videos are available online for teachers.

The three Getting Ready video segments for each unit
give a comprehensive introduction to the Welcome to
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Our World music programme. These videos acquaint

teachers with the programme and explain how the use of
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songs is not only developmentally appropriate but is also

an opportunity to build cross-cultural awareness. The
videos give teachers the tools they need to teach songs
to very young learners. They also show teachers how to
adapt songs to different cultures, which is the basis of
the music programme in Welcome to Our World.
18
• Overview All unit songs have been adapted from Games The games videos include many different types
traditional children’s songs from various countries of language games that are developmentally appropriate
around the world by Dr Shin. The overview includes and effective for teaching English. Many of these
an introduction to each unit song, information about games are used in the Lesson Planner as a part of the
each song’s origin and an explanation of how the instruction. The games include Charades, Telephone,
song connects to the target vocabulary and content Simon Says, Memory and Pass the Cup. These and other
concepts. In addition, information is given about how enjoyable games are explained and demonstrated within
each song was adapted for use in Welcome to Our the context of a Welcome to Our World unit. The videos
World. Each overview ends with video of children from provide models to follow when teaching specific games.
around the world singing songs from their country or Additional ideas for games can be found on the Teacher
culture in their own language. Companion Site (ELTNGL.com/wow2e_2teacher).
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• Learn the Gestures Here, Dr Shin teaches the song Other Classroom Ideas The last four videos provide
line by line, with actions and movements that help to additional ideas for building classroom management
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make the song’s lyrics comprehensible. Wherever skills and keeping children active and engaged.
possible, she uses actions from the original song.
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Teachers are instructed in appropriate methods for
The actions help children not only to learn the target getting and keeping children’s attention. One of the
vocabulary but also to retain it. In addition, the actions videos shows teachers how to make and use puppets
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help children to develop fine and gross motor skills, and play dough. Puppets and play dough are two very
which are essential for very young learners. popular tools for encouraging interaction and creativity in
• Teaching the Song Dr Shin demonstrates engaging the pre-primary classroom.
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activities to teach the language in the song or to
play games using the song. Instructional ideas help
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the teacher to use the song as the centrepiece for
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classroom instruction.
Additional teacher videos to help teachers improve their

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classroom practice include:

• Routine Song Videos: eight routine songs performed
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by Dr Joan Kang Shin or a professional singer

• Using Routine Song Videos: routine songs taught
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line by line, with additional ideas for use in class

• Professional Development Videos: twelve
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instructional videos that demonstrate effective games

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and activities which can be used throughout the

series:
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1. Introduction to the Music Programme

2. Using Songs with Very Young Learners
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3. Adapting Songs to Different Cultures

4. Hands-on Games
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5. Movement Games
6. Song Games
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7. Flashcard Games
8. Mini Flashcard Games
9. Keeping Children’s Attention
10. Making Puppets
11. Using Puppets
12. Making and Using Play Dough
ELTNGL.com/OurWorldPD
19
Online Teaching Tips
Online Teaching
Welcome to Our World Second Edition can support avoid children needing to move it around during the
online teaching for very young learners. More than ever, lesson. Then children can sing songs with movement
teachers around the world are engaging young children with you or play games like Simon Says or Charades.
through 100 per cent online courses, as well as blended • Ask parents to be present during your
courses, which include both online and in-person synchronous virtual classes. They can sit next to
instruction. With Welcome to Our World’s suite of digital their child, or nearby, in order to provide assistance to
tools and resources, it has never been easier to engage the teacher and their child when needed.
pre-primary young learners online.
• Communicate instructions for online activities with
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You can use your school’s own video conferencing parents or carers. If there are specific instructions
platform in combination with Welcome to Our World’s for an activity, it is important to communicate this
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Learning Management System, Classroom Presentation information to the families in advance and provide
Tool, Videos, eBooks and Online Practice. Using the instructions in their home language.
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share screen function, you can engage children in • Make the most of your time online with children.
videos, activities and games in real time. Choose activities that require interaction between
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teacher and children for the virtual class time. For
example, videos and online games could be assigned
to children and watched multiple times before, after
or between virtual sessions. You might want to save
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hi interactive storytelling and singing for synchronous
sessions, so you can check comprehension,
encourage children’s participation and provide
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immediate feedback.
• Incorporate children’s favourite toys and
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belongings whenever possible. If children can use

their own toys and belongings during class, it will make
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the language learning more meaningful. Be sensitive to

The Three-Step Online Teaching Routines for
the fact that some children may not have as many toys
Welcome to Our World can be used in an online setting
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as others, so you should never make it a requirement to

easily through video conferencing. While children have
incorporate toys in a lesson. However, if it is possible to
their books open in their laps or on tabletops, you can
have some manipulatives and realia from the children’s
share your own screen through a video conferencing
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home to enhance learning, these could make the class

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platform and guide children through the activities on

more fun and engaging. Work with families to prepare
each page. You can still use flashcards by holding them
a toy, object or even food that matches the vocabulary
up to your webcam.
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in the unit.
Here are some tips for making sure your very young • Use simple classroom management routines
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learners stay engaged learning English through for your virtual classes. Young children learn best
Welcome to Our World. when they know what to expect during every part
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• Synchronous virtual classes should be no more of the lesson. Similar to in-person lessons, you can
than thirty minutes. Having face-to-face time with develop classroom management routines for your
your young learners online is very important, but very virtual lessons. For example, at the beginning of every
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young learners cannot be expected to sit in front of the lesson, you should greet children by singing the Hello
screen for longer periods of time. Song and then talk to children and find out how they
are. During the lesson, you can use brain breaks in
• Ask parents to set up a space where children can between activities, such as stretching or having a one-
sit comfortably during class time. Families should
minute dance party! Finally, you can end the lesson
decide what works best for their homes. However,
with the Goodbye Song. Teachers can build other
you should suggest that parents or carers set up a
routines, like ringing a bell every time it is storytelling time
comfortable place without distractions. It would be
or blowing a whistle when it is time to sing a song –
ideal if children could move around while looking at the
anything to get very young learners excited about the
screen of the computer, laptop, tablet or mobile device.
next activity!
The screen should be in a fixed place on a table to
20
Generic Pacing Guide
Week 1 Week 2
Theme Introduction Vocabulary Practice

1. Warm Up 1. Warm Up
2. Review 2. Review
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3. Introduce the Theme 3. Practise the Vocabulary
4. Teach the Vocabulary 4. End the Lesson
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5. End the Lesson
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Vocabulary Presentation Song and The Sounds of English
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2. Review 2. Review
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3. Teach the Vocabulary 3. Teach the Song
4. End the Lesson
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5. End the Lesson
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Week 3 Week 4
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Concepts Presentation Language in Use

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2. Review 2. Review
3. Teach the Concepts 3. Use the Language
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4. End the Lesson 4. End the Lesson

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Concepts Practice Unit Review and Project

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2. Review 2. Vocabulary and Concepts
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3. Practise the Concepts 3. Project

4. End the Lesson 4. Apply
5. End the Lesson
Unit-specific Pacing Guides are available on the Teacher Companion Site ELTNGL.com/wow2e_2teacher
21
Can You Help Me?
Objective Language Materials
Use new language to ask for Recycle: Hello! Hi! My name is … ; blue, red • a ball
help and to express thanks • a book
Resources • red and blue squares cut out of
• SC: R.1, R.4, 0.1 paper (optional)
Language
• TR: R.1, R.4, 0.1–0.2 • pencils or other small objects
New: Can you help me,
• Home-School Connection Letter for half of the children
please?;
• Activity Book page 3 (optional)
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Yes, I can.; Thank you!;
You’re welcome, [Freddy]! • Freddy the Frog Push-Out Puppet
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Warm Up Teach the Language
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1 2
• Stand at the door of the classroom. Say Hello! or Hi! • Bookwork Help children to open their books to
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to each child as children enter the classroom. page 4. Hold up the page. Point to the picture and
• Tell children to sit in a circle. say Look. Then point to your ear and say Listen.
Play TR: 0.1 / SC: 0.1 twice. If you use the audio
• Play the Hello Song TR: R.1 / SC: R.1. Point to
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to present the dialogue, point to each character as it
your ear and say Listen. Wave to children as the song
hi speaks. NOTE: You can also read the dialogue aloud,
plays. Encourage children to wave to you as they
using different voices for each of the characters.
listen. If you’re also showing the video, point to your
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eyes and say Watch. Frog: Can you help me, please?
Elephant: Yes, I can.
• Take out the Freddy the Frog push-out puppet. Say
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Hello! to Freddy. Make Freddy say Hello! back to you. Video Option Use the first half of SC: 0.1 to
NOTE: Make sure you give Freddy a special voice, present TR: 0.1–0.2.
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different from your own.

• Model the dialogue with the Freddy the Frog push-out
• Bring Freddy round the circle, making him say Hello! puppet. Make Freddy try to reach a book that is too
to each child. Tell each child to wave and say Hi! or high up on a bookshelf or table. Make him try and fail
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Hello! to Freddy. to reach it two or three times. Then make Freddy ask
• Holding a ball, say to the class My name is [your you Can you help me? Say Yes, I can. Give the book
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name]. Give the ball to Freddy and pretend he is to Freddy.

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holding it. Then make Freddy say My name is Freddy. • Model the dialogue with Freddy again, this time
• Pass the ball to the child next to you in the circle. Tell making him try to open a book by himself. Then make
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the child to say My name is [Youssef] and then pass him ask you Can you help me? Say Yes, I can. Open
the ball to the next child. Tell children to continue the book for Freddy.
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passing the ball and saying their names until each • Gesture to children and say Now you help Freddy.
child has had a turn. Tell children to close their books. Then make Freddy
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visit each child, one by one, and try to open the child’s
Teaching Tip book. Then make Freddy ask Can you help me? Tell
The first day of school can be scary for young each child to say Yes, I can. Then tell the child to open
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children. A week or so before the first day of school, the book for Freddy.
contact each child’s family and invite them to send a • Help children to open their books to page 5. Hold up
favourite soft toy or blanket to school with their child
the page. Point to the picture and say Look. Then
on the first day. Coming to school with a familiar
point to your ear and say Listen. Play TR: 0.2 /
object can help to make a new place with new
people feel less scary. SC: 0.1 twice. If you use the audio to present the
dialogue, point to each character as it speaks.
Frog: Thank you!
Elephant: You’re welcome, Freddy!
22 Can You Help Me?

Can You Help Me?
Look and listen. Say. TR: 0.2
Look and listen. Say. TR: 0.1
Can you help

me, please? Thank you!
You’re welcome,
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Yes, I can.
Freddy!
4 5
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• Model this dialogue with the Freddy the Frog push-out puppet. Give Freddy
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the book he wanted earlier. Make him say Thank you! Say You’re welcome, Additional Activities
Freddy! ■ Put children into pairs. Give one
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• Gesture to the children and say Now you give Freddy a book. Help children child in each pair a pile of red and
blue squares cut out of paper to
to understand give by handing the book to a child as you say the word.
sort into a red group and a blue
• One at a time, prompt each child to give Freddy his or her book. Take the group. Tell the child to ask his or
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book for Freddy and make him say Thank you! Tell children to answer her partner for help by using Can
You’re welcome, Freddy! hi you help me? Tell the partner
to answer Yes, I can. Children
• Challenge Provide a new situation in which to use the language model,
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complete the task together. Ask
and encourage children to try to do the whole dialogue at one time. Invite a
them to say the colour of each
child to come to the front. Make Freddy drop a pencil. Make him try to pick
square as they sort. NOTE:
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up the pencil and not be able to do it. Make Freddy ask Can you help me? Review the colours red and blue
Tell the child to answer Yes, I can!, and pick up the pencil. Make Freddy with children before doing this
say Thank you! Prompt the child to answer You’re welcome, Freddy! Let
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activity.
other children who feel ready come to the front and do the dialogue with ■ Put children into pairs. Give one
Freddy. child in each pair a pencil or other
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small object. Tell the child to give

3 End the Lesson the pencil to his or her partner.
Tell the partner to say Thank you!
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• Play the Goodbye Song TR: R.4 / SC: R.4. Encourage children to wave
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Tell the child who gave the pencil

goodbye to each other as they listen to the song. to say You’re welcome! Then tell
• As children leave the classroom, wave and say Goodbye! to them. Tell children to swap roles.
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children to wave and say Goodbye! or Bye bye! to you and to each other. ■ Challenge Encourage children
to use each other’s names after
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School Readiness: Social-Emotional Learning saying You’re welcome! Model

Asking for help is an important social skill for children to learn as they first. Ask a child to come to the
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prepare for school, and helping out is an important value for children front. Give the child a pencil and
to learn at this age. Encourage children to use the expressions from respond to the child’s Thank
this lesson to ask for help and to express thanks in different situations you! by saying You’re welcome,
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throughout the day. [David]!
Activity Book page 3.

Teacher’s notes available
on page 27.
Can You Help Me? 23

Language in Use
Objective Resources
• SC: R.1, R.4, 0.1–0.2
• Use new language to ask for something and
• TR: R1, R4, 0.3–0.5
to express thanks • Activity Book page 4
• Freddy the Frog Push-Out Puppet
Language
New: Can I have the [book], please?; Thanks, [Freddy]! Materials
Review: Thank you!; You’re welcome, [Mia]. • a book
Recycle: My name is … ; a book; an apple; a ball, • a doll, a ball, an apple and/or a soft toy (optional)
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a doll; a cat, a dog
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Warm Up
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1 Teaching Tip
• Greet each child at the door. Say Hello! or Hi! as Using puppets can be very helpful in a class of very
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children enter the classroom. young learners. Puppets can get children’s attention
and keep them focused on the lesson. Puppets
• Tell children to sit in a circle. also give you someone to model dialogues with.
• Play the Hello Song TR: R.1 / SC: R.1. Wave to Remember to give puppets a special voice so that
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children during the song. Encourage children to wave they sound different from you.
to you as they listen. hi
• Stand up and say My name is [your name]. Gesture to
3 Teach the Language
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the child on your right to stand up and say My name is
[Mae]. Say Hello, [Mae]! Gesture to the other children • Bookwork Help children to open their books to page
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to say Hello, [Mae]! Then tell that child to sit down. 6. Hold up the page. Point to the picture and say Look.
• Continue the game until each child says his or her Then point to your ear and say Listen. Play TR: 0.3 /
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name and the class says Hello, [child’s name]! SC: 0.1 twice. If you use the audio to present the
dialogue, point to each character as it speaks. NOTE:
• Challenge Gesture to children in a different order
You can also read the dialogue aloud, using different
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and see if the class can remember each child’s name.

voices for each of the characters.
When children guess the name correctly, say That’s
right! [His] name is [Jun]. When children don’t guess Monkey: Can I have the book, please?
Frog: Yes.
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the name correctly, say [His] name is [Jun]. Then tell

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children to repeat the name.

Video Option Use the second half of SC: 0.1 to
present TR: 0.3–0.4.
Review
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2
• Help children to open their books to page 7. Hold up
• Model the dialogue learnt during the last lesson with the page. Point to the picture and say Look and listen.
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the Freddy the Frog push-out puppet. Make Freddy Play TR: 0.4 / SC 0.1 twice. If you use the audio
drop a pencil and try to pick it up a couple of times. to present the dialogue, point to each character as it
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Then make Freddy ask you Can you help me? Say speaks.
Yes, I can. Pick up the pencil and hand it to him. Make Monkey: Thanks, Freddy!
Freddy say Thank you! Say You’re welcome, Freddy!
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Frog: You’re welcome, Mia.

• One at a time, ask children to do the dialogue with • Model the dialogue with the Freddy the Frog push-
Freddy. out puppet. Make Freddy hold a book. Ask Freddy
• Modify for Success If a child forgets what to say Can I have the book, please? Make Freddy say Yes.
at any point during the dialogue, quietly tell the child Say Thanks, Freddy! Then make Freddy say You’re
what to say next. welcome, [your name]!
• Gesture to children and say Now you ask for the book.
Choose a child to do the dialogue with Freddy. Make
Freddy hold and look at a book. Tell the child to ask
Can I have the book, please? Make Freddy say Yes.
Tell the child to say Thanks Freddy! Make Freddy say
You’re welcome, [Jun]!
24 Can You Help Me?
Look and listen. Say. TR: 0.3 Look and listen. Say. TR: 0.4
Listen and sing. TR: 0.5
Can I have the

book, please? Thanks, Freddy!
Yes.
You’re welcome, Mia.
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6 Can you Help me? 7
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• One at a time, prompt each child to do the dialogue with the Freddy the
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Frog push-out puppet. Additional Activities
• Challenge Tell children to use Freddy’s name when asking for the book.
■ Tell children to sit in a circle.
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Model by saying Freddy, can I have the book, please? Give the child on your left a book
to hold. Ask the child [Suzy],
• Ask children, one at a time, to do the dialogue again. This time, tell each can I have the book, please?
child to hold the book and make Freddy ask for the book. Encourage the child to answer
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• Point to your ear and say Let’s listen to a song. Play the song Can You yes and give the book to you. Say
Help Me? TR: 0.5 /
hi
SC: 0.2 three times. The first two times, tell children Thanks, [Suzy]! Tell the child to
say You’re welcome, [your name].
to just listen and watch you do the actions. The third time, encourage
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Then tell the child on your right
children to follow along with the actions.
to ask for the book from you.
Continue the dialogue with the
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child. Tell children to continue to

Song: Can You Help Me? pass the book around until every
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Adapted from: Frère Jacques, France child has had a chance to do

Lyrics by Joan Kang Shin the dialogue twice – once as the
person who asks for the book,
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Can you help me? and once as the person who gives
Can you help me? it.
Yes, I can. ■ Challenge Replace the item
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Yes, I can. being passed around with different

objects, such as a doll, a ball, an
Can I have the book, please?
apple or a soft toy.
Can I have the book, please?
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Here it is.
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Here it is.
[Spoken]
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Thank you!
You’re welcome!
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• Play the song several more times. Each time, invite a volunteer to come to
the front of the classroom to sing and do the actions with you.
4 End the Lesson

• Play the Goodbye Song TR: R.4 / SC: R.4. Tell children to listen to the
song and wave goodbye to each other as they listen.
• As children leave the classroom, wave and say Goodbye! to them. Tell Teacher’s notes available
them to wave and say Goodbye! to you and to each other. on page 27.
Language in Use 25
Routine Songs R.5 Days of the Week Song
(All lyrics by Joan Kang Shin) Days of the Week
(Adapted from: The Bear Went Over the Mountain,
R.1 Hello Song
United States)
Hello, How Are You?
(Adapted from: La Cucaracha, Mexico) There are seven days in a week.
Seven days in a week.
Hello! How are you?
Seven days in a week.
Hello! How are you?
And I can say them all!
Hello! Hello! How are you?
I’m very well. Yeah! Monday, Tuesday and Wednesday.
I’m very well. Yeah! Thursday, Friday and Saturday.
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Thank you very much. And you? Sunday is the last day.
And I can say them all!
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R.2 Transition Song
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Stand Up Tall R.6 Circle Time Song
(Adapted from: Skip to My Lou, United States) Make a Circle
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(Adapted from: Ciranda, Cirandinha, Brazil)
Stand, stand, stand up tall.
Touch, touch, touch the floor. Make a circle. Make a circle. Make a circle round and round.
Make a circle. Make a circle. Make a circle round and round.
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Turn, turn, turn around.
Now sit down, my darling. It’s your turn. It’s your turn. In the circle, it’s your turn.
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It’s your turn. It’s your turn. In the circle, it’s your turn.
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R.3 Tidy Up Song Dance around. Dance around. In the circle, dance around.
Tidy Up, Tidy Up Dance around. Dance around. In the circle, dance around.
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(Adapted from: Twinkle Twinkle Little Star,

United Kingdom/France) R.7 Celebration Song
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Today is a Day to Celebrate

Tidy up, tidy up everywhere
(Adapted from: Here We Go Round the Mulberry Bush,
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Pick up rubbish and put it there.

United Kingdom)
Tidy up here. Tidy up there.
Today is a day to celebrate, celebrate, celebrate.
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Then put your hands up in the air.

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Tidy up, tidy up everywhere. Today is a day to celebrate. Let’s celebrate today. Hooray!
Pick up rubbish and put it there. Today is a day to celebrate, celebrate, celebrate.
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Today is a day to celebrate. Let’s make the circle small.

R.4 Goodbye Song
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Hooray!
It’s Time to Go
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(Adapted from: London Bridge Is Falling Down, Today is a day to celebrate, celebrate, celebrate.
United Kingdom) Today is a day to celebrate. Let’s make the circle big. Hooray!
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Goodbye! It’s time to go. Today is a day to celebrate, celebrate, celebrate.

Time to go. Today is a day to celebrate. Let’s celebrate today. Hooray!
Time to go. R.8 Attention Song
Goodbye! It’s time to go. Stop, Look and Listen
See you later! (By Joan Kang Shin)
A-B-C
1-2-3
Stop, look and listen!
26
Activity Book
Language in Use Language in Use
Can You Help Me? Listen and colour. TR: AB.0.2
Colours will vary.
Listen and say. Listen and circle. TR: AB.0.1
Resources Resources
Can you
•• Student’s Book •• Student’s Book
help me?
pages 4–5 pages 6–7
Yes, I can.
Can I have the
train, please? •• TR: AB.0.1 •• TR: AB.0.2
Yes.
Materials Materials
•• blocks, a toy •• a ball, an apple,
train a book
3 4 Can You Help Me?
WOW2e_BrE_AB_2712_L2U0_ptg01.indd 4 22/05/21 7:12 PM
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In Class In Class
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• Hold up two or three blocks and ask What are these? • Give a ball to a child. Ask Can I have the ball, please?
• Help children to open their Activity Books to page 3. Tell the child to say yes and give you the ball. Say
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• Hold up your book and point to the first picture. Ask Thank you! Tell the child to say You’re welcome.
Where are the blocks? Tell children to point to the Repeat with an apple and a book.
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blocks. • Help children to open their Activity Books to page 4.
• Hold up a toy train and ask What’s this? • Hold up your book and point to the toy box. Ask What
• Point to the second picture and ask Where’s the train? can you see? Tell children to name the things they
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Tell children to point to the train. know. (doll, ball, lorry, puzzle, apple, book)
• Point to the first picture again. Point to the monkey
hi • Say Listen and point. Play TR: AB.0.2. Pause after
each line and tell children to point.
and to the block on top of the bookcase. Ask Can you
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help me? Point to the elephant and say Yes, I can. Freddy: Can I have the ball, please? Adult: Yes.
• Point to the monkey in the second picture. Ask Can I Freddy: Thank you. Adult: You’re welcome.
Freddy: Can I have the apple, please? Adult: Yes.
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have the train, please? Point to the frog and say Yes.
• Point to your ear and say Listen. Play TR: AB.0.1. Freddy: Thank you. Adult: You’re welcome.
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Monkey: Can you help me? Freddy: Can I have the book, please? Adult: Yes.
Freddy: Thank you. Adult: You’re welcome.
Elephant: Yes, I can.
• Say Listen and say. Play TR: AB.0.2 again. Pause
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Monkey: Can I have the train, please?

after each line and tell children to repeat.
Frog: Yes.
• Say Listen and colour. Play the first dialogue in
• Play TR: AB.0.1 again. Pause after each line and ask
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TR: AB.0.2 again. Ask Where’s the ball? Tell children

children to repeat.
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to point to the ball. Say Colour the ball.

• Play TR: AB.0.1 again. Ask Can I have the train? Point
• Repeat with the other two dialogues and tell children
to both pictures and look puzzled. Then point to the
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to colour the apple and the book.

train and say Circle the train. Model drawing a circle.
As Homework
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As Homework
• Children listen to TR: AB.0.2 and repeat the three
• Children listen to TR: AB.0.1 and repeat the dialogue.
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dialogues. Then they colour the objects that match

Then they circle the picture that matches the audio.
each dialogue.
(the picture of the train on the right)
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Activity Book 27
1 Table, Scissors, Crayons
Objective Resources Materials
Identify and name a crayon, a pencil and a box • SC: R.1–R.4, 1.1–1.2 • crayons, pencils and a pencil
• TR: R.1–R.4, 1.1–1.2 box to hold them
Language • Flashcards 5–11 • a large piece of paper or
• Worksheet 1.1 cardboard (optional)
New: a crayon, a pencil, a box
• Home-School Connection • blue, red and yellow
Recycle: blue, green, orange, pink, red, yellow;
Letter construction paper (optional)
1 (one) to 3 (three); circle, square, triangle
• three pieces of paper per
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group (optional)
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• Say Let’s say the words. Play TR: 1.1 / SC: 1.1.
Warm Up
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1
If you use the audio to present the words, show the
• Wave to children and say Hello! Tell them to wave and crayon, pencil and box flashcards when students hear
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say Hello! back to you. the words. Tell children to repeat each word twice.
• Tell children to sing the Hello Song TR: R.1 / a pencil a pencil
SC: R.1 as they wave hello to each other. a crayon a crayon
c
a box a box
2 Introduce the Theme hi • Tell children to come to the front one at a time and
take one crayon and one pencil from a pencil box.
• Bookwork Help children to open their books to
ap
As they do so, ask them to say crayon or pencil
pages 8–9. Hold up the spread. Say Look. Point
respectively.
to the pencils on page 8 and say These are pencils.
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• When all children have taken a crayon and a pencil

• NOTE: The pencils pictured on page 8 are colouring
say Show me the crayon. Check that each child is
pencils. The pencil on page 9 is a pencil used for
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holding up the crayon. Then say Well done!

writing.
• Tell children to put down the crayon and then say
• Ask questions about the photo, such as What colour
Show me the pencil. Check that each child is holding
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pencils can you see? (red, black) Point to the girl’s

up the pencil. Then say Well done!
hands and ask How many pencils? (two)
• Say Let’s listen to a chant. Play the Unit 1 Chant
• Point to the table and say This is a table. Run your
l
TR: 1.2. Tell children to just listen and watch you as

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finger along the pencils on the table and say What can
you say the chant. Hold up a crayon for the first part
you see on the table? (pencils)
and a pencil for the second part.
• Hold up some pencils and say Classrooms have got
io
Crayon. Crayon.
pencils. Say Look at the other things in a classroom.
Can I have the crayon?
Slowly show Flashcards 5–11. Don’t say the words for
at
Crayon. Crayon.
the classroom objects.
Look, it’s in the box.
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Video Option Use SC: 1.1 (without the audio) to Pencil. Pencil.
present the vocabulary. Can I have the pencil?
Pencil. Pencil.
@
3 Teach the Vocabulary Look, it’s in the box.

• Play the chant again. This time, encourage children
• Bookwork Point to the pencils on page 8 again and
to say the chant with you. Tell children to hold up their
say These are pencils. We draw or colour with these
crayons during the first part of the chant and their
pencils. Mime drawing or colouring with several
pencils during the second part.
colouring pencils. Then point to the single pencil on
page 9 and say This is a pencil. We write with this • Play the Transition Song TR: R.2 / SC: R.2 as
pencil. Mime writing with a pencil. Gesture round you give a copy of Worksheet 1.1, a pencil and a
the classroom and ask Have we got pencils in the crayon to each child.
classroom? (yes)
• Repeat with the photos of the crayon and the pencil
box on page 9.
28 Unit 1

TR: 1.3
Listen and say. TR: 1.2
a crayon scissors a pencil a box
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a table a chair a computer
A girl drawing in India
8 9
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• Worksheet Hold up the worksheet.
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Point to the pencil and ask What’s
this? Then say Very good! ■ Put a very large piece of paper
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• Hold up a pencil and say Colour or cardboard on the floor. Tell
children to work together to
the pencil with a pencil. Model
decorate it with crayons and
colouring in the pencil using the pencils. When children finish,
c
pencil. hang their work in the classroom.
• Point to the picture of the crayon hi As they work, remind them to use
the language they have learnt
and ask What’s this? Then say Very
ap
good! Welcome to Our World 2 © 2022 Cengage®.
to ask for the crayons or pencils
© 2022 Cengage®.
they need: Can I have the [red]

• Hold up a crayon and say Colour wow2e_BrE_l2_u01_ws1.1.indd 1 26/06/21 9:05 PM
[pencil], please? Tell them to

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the crayon with a crayon. Model colouring the crayon using the crayon. respond Thanks! and You’re
• Say Now you do it. Walk round the classroom checking children’s work and welcome. Work with children
eo
helping as needed. to decorate the poster and

model the language for them if
• Take out the pencil box again. Tell children to form a line holding their
necessary.
pencils and crayons. Model putting a pencil and a crayon in the pencil box.
G
Then say Now you do it. Tell each child to put his or her pencil and crayon
■ Put children into small groups.
into the pencil box, one at a time, as he or she says pencil and crayon Give each group three pieces of
paper – one blue, one red and
l
respectively.
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one yellow. Give the children at

least two crayons of each of these
4 End the Lesson colours. Ask children to work
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together to sort the crayons onto

• Play the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy
the piece of paper of the same
up the materials used in the lesson.
at
colour. When they finish, choose

• Say Now let’s watch and listen as children sing a song about things in a a child from each group to point
SC: 1.2.
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classroom. The children are from Argentina. Play to a piece of paper and say [Red]
• Sing the Goodbye Song TR: R4 / SC: R4. Tell children to wave crayons.
goodbye to each other as they sing. ■ Put children into small groups.
@
Give each group three pieces of

paper, one with 1 written on it,
one with 2 and one with 3. Give
School Readiness: Social-Emotional Learning
children six pencils. Tell children
Give positive messages to children when they give correct answers or to put the correct number of
when they try hard. Working hard and trying again are important values pencils on each piece of paper to
for children to learn, and positive messages such as Very good! and Well match the number on the piece
done! help children to feel good about their efforts. They also help children of paper. Tell them to point to
to gain confidence and get excited about speaking and learning English. each piece of paper and say One
pencil, two pencils, three pencils.
Unit Opener 29
Vocabulary Presentation
Student’s Book page 9
Resources
Objective
• SC: R.1–R.4, 1.3
Identify and name a computer, a chair, scissors • TR: R.1–R.4, 1.2–1.3
and a table • Flashcards 5–11
• Worksheet 1.2
Language
New: a computer, a chair, scissors, a table Materials
Review: a crayon, a pencil , a box • pencils, crayons and paper
Recycle: close, open • a pencil box for holding pencils and crayons
ng
• scissors
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Warm Up Teach the Vocabulary
ar
1 3
• Put children into pairs and ask them to sing the Hello • Bookwork Help children to open their books to page
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Song TR: R.1 / SC: R.1 to each other. 9. Point to the pencil and say Classrooms have got
pencils. Point to the crayon and say Classrooms have
2 Review got crayons. Point to the box and say Classrooms
c
have got boxes.
• Hold up a pencil and ask What’s this? Hold up a
crayon and ask What’s this?
hi • Point to the scissors, the table, the chair and the
computer on the page and say Let’s learn new words
• Give each child either a crayon or a pencil, and a
ap
for things in classrooms. Play TR 1.3 / SC 1.3.
piece of paper. Tell children to draw anything they If you use the audio to present the words, show the
want on the piece of paper. While children work, use a scissors, table, chair and computer flashcards when
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pencil to draw a simple picture yourself. children hear the words. Ask children to repeat each
• Hold up your picture and ask Pencil or crayon? word twice.
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Encourage children to guess. Then hold up the pencil a pencil a pencil

you used and say That’s right! Pencil. a crayon a crayon
G
• Invite each child, one at a time, to show his or her a box a box
picture. Ask the other children to look at the picture scissors scissors
and say pencil or crayon. a table a table
l
• Challenge For pictures drawn with crayon, tell a chair a chair

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children to say the colour of the crayon if they know it. a computer a computer
Tell them to say [Pink] crayon. • Give each child a pair of scissors, a crayon and a pencil.
io
• Hold up a pencil box and ask What’s this? Walk round • Hold up a pair of scissors and say These are scissors.
the classroom with the box, saying Put your [crayon/ Say Show me your scissors. Tell children to hold up
at
pencil] in the box. Tell each child to put his or her their scissors and then to put them down.
crayon or pencil into the box.
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• Say Show me your crayon. Tell children to hold up their

• Say Listen. Play the Unit 1 Chant TR: 1.2 twice. Hold crayons. Continue to call out the objects in random
up the crayon and pencil flashcards when children hear order, asking children to hold up the correct ones. Make
@
the words. The first time, tell children to just listen. The sure to include the scissors frequently. For example, say
second time, tell them to join in with the chant. Scissors, pencil, scissors, crayon, scissors.
• Point to a table in the classroom and say This is a
School Readiness: Motor Skills table. Then point to a chair and say This is a chair. If
Using scissors develops hand-eye coordination and you’ve got a computer in the classroom, point to it and
fine motor skills. While children are learning to use say This is a computer.
scissors, ask them to do other activities that will also
• Say Chair and tell children to find the object and then
strengthen hand and finger muscles and develop
touch it. Repeat with Table and Computer. Do this
hand-eye coordination. Such activities include
tearing up paper into small pieces, spinning a top until each object has been practised two or three
and squeezing water out of a squirty toy. Continue times. NOTE: If you haven’t got a computer in the
doing them even after children start using scissors. classroom, show children the computer flashcard.
30 Unit 1
VOCABULARY Listen, point and say. TR: 1.3
Additional Activity
■ Choose a child to close his or her
eyes. Then guide the child to a
chair, a table or a computer. Help
the child to put his or her hands
on and round the object to get a
sense of the shape and feel of the
object. Ask the child to guess the
object. Repeat with other children,
a crayon scissors a pencil a box one at a time.
ng
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ar
a table a chair a computer
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9
• Play the Transition Song TR: R.2 / Activity Worksheet 1.2
c
SC: R.2 as you give a copy of
Worksheet 1.2 and a pair of scissors to hi
each child.
ap
• Worksheet Hold up a pair of scissors
and ask What are these? Then say Let’s
use scissors.
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• Model how to hold scissors correctly.

Walk round the classroom checking
eo
children are holding their scissors

correctly. Put children’s fingers in the
G
right positions if necessary.

• Model how to open and close the
scissors with your thumb. Ask children
l

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to practise opening and closing their wow2e_BrE_l2_u01_ws1.2.indd 2 26/06/21 9:05 PM
scissors with you. Say Open and tell children to open their scissors. Say
Close and ask them to close their scissors. Do this a few times. NOTE: At
io
this point, don’t use paper.

at
• Hold up the worksheet. Point to the picture of the scissors at the start of
each dotted line and say Cut along the dotted lines. Model opening the
N
scissors at the start of the first dotted line and then closing the scissors on
the line to make a cut. Continue modelling until the full line is cut.
• Say Now you do it. Encourage children to cut along each of the dotted lines
@
on the worksheet. Walk round the classroom checking children’s work and
helping as needed.
4 End the Lesson

• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy
• Sing the Goodbye Song TR: R4 / SC: R4. Tell children to wave
goodbye to each other as they sing.
Vocabulary Presentation 31
Resources
Vocabulary Practice • SC: R.1–R.4
• TR: R.1–R.4, 1.2
Student’s Book page 10 • Flashcards 5–11
Objective • Mini Flashcards 5–11 (one of each per child)
(optional)
Demonstrate understanding of a chair, a • Worksheet 1.3 • Activity Book page 5
computer, a crayon, a pencil, a box, scissors and
a table Materials
• blue, green, red and yellow paper
Language • sticky tape
Review: a chair, a computer, a crayon, a pencil, a box, • blue, green, red and yellow crayons
scissors, a table • pencils (optional)
ng
Recycle: 1 (one) to 5 (five); blue, green, red, yellow • scissors (optional)
ni
Warm Up Practise the Vocabulary
ar
1 3
• Say Hello! or Hi! to each child. Tell children to greet • Bookwork Help children to open their books to page 10.
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you and each other by saying Hello! or Hi! Point to the photo of the table and ask What’s this?
• Tell children to sing the Hello Song TR: R.1 / Continue pointing to each item on the page and ask
SC: R.1 while waving to each other. children to tell you the name of each one. Each time
children give you the correct answer, say Great! or That’s
c
• Say the Unit 1 Chant TR: 1.2 with children. right!
hi • Point to the photo of the table again and ask Is there
2 Review a table in our classroom? (yes) Put a hand above your
ap
NOTE: Before class starts, stick a piece of red paper eyes as if you are looking for something. Look in the
to one to five of the tables in the room. Do the same wrong places and act as if you can’t find a table. The
gr
with blue, green and yellow paper. Each table should children may call out to you and show you a table in
have a colour, but there should be no more than the classroom. If they don’t, say Show me a table. Tell
eo
five tables with the same colour. Do the same with children to find and point to a table in the classroom.
the chairs. When they do, say Good work!
• Point to a table in the classroom, and then point to the
G
• Point to a table with red paper on it and ask What’s this?

photo of the table in the book again and say Here’s a
Then ask What colour has the table got?
table. Circle the table. Model drawing a circle round
• Point to other tables round the room and ask How
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the photo of the table. Tell children to do the same.

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many tables have got red? • Point to the photo of the crayon and ask Is there a
• Help children to count the tables with red paper crayon in our classroom? Look around again, as if you
io
together as a class. Slowly point to each table, one are trying to find a crayon. Let children get up and look
at a time. As you point to each table, say the number for a crayon. Let them show you any crayons they find.
at
with children. When you have finished counting, Say Good work! Point to the photo of the crayon in the
confirm by saying There are [four] tables with red in book again and say Here’s a crayon. Circle the crayon.
N
our classroom. Model drawing a circle round the photo of the crayon.
• Repeat this activity with the tables that have got other Tell children to do the same.
colours, then with the chairs. • Point to the other photos on the page and say, as you
@
• Hold up the computer flashcard and ask What’s this? gesture round the room, Now you do it. Look for these
Is there a computer in our classroom? If there is more things in the classroom. Then point to page 10 in your
than one computer in the room, prompt children to book and say Then circle in the book. Tell children to get
up and walk round the classroom during this activity to
answer yes and then count the computers (up to five).
find each of the items. NOTE: If you haven’t got one or
If there aren’t any computers in the classroom, prompt
more of the items in the photos in your classroom, tell
children to answer no. Then, as you shake your head,
children to put an X over those photos.
say There aren’t computers in our classroom.
• When children finish, tell them to sit down. Then point
to the items in the book one at a time and ask What’s
this? Is there a [chair] in our classroom? Then say
Show me a [chair]. Let children get up and show you
each item in the classroom.
32 Unit 1
PRACTICE Circle and say the words.
■ Give each child a set of
Mini Flashcards 5–11. Say a
vocabulary word twice. Tell
children to find and hold up the
mini flashcard for that word.
Repeat for all vocabulary words.
■ Tell children to sit in a circle on
the floor. Make a pattern on the
floor with a crayon, a pencil,
scissors, a crayon and a pencil.
Ask What’s next? Put down a
crayon at the end of the pattern
and say Is this right? (no) Ask
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again What’s next? When children
call out scissors, say Very good!
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Repeat this activity with other
patterns.
ar
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10 Unit 1
• Challenge Tell children to count up to five of each of the items you’ve got
c
in the room.
• Play the Transition Song TR: R.2 / hi
Worksheet 1.3, and a blue, a green, a red and a yellow crayon to each child.
ap
• Worksheet Hold up the worksheet. Activity Worksheet 1.3
Point to each picture on the

■ Challenge Choose a child to
make a pattern instead.
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worksheet and ask What’s this?

• Say Show me a red crayon.
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Tell children to hold up their red

crayons. Repeat this with the blue,
green and yellow crayons. Say
G
Great! each time children hold up

the correct colour crayon.
l
• Point to your ear and say Listen.

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Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
Then say Colour the table blue. wow2e_BrE_l2_u01_ws1.3.indd 3 26/06/21 9:05 PM
Wait a moment and then repeat this sentence. Give children time to colour
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the picture of the table on their worksheets blue. Walk round the classroom
checking children’s work and helping as needed.
at
• When children are ready, give them the next instruction, giving them time
to colour every time. Say Colour the scissors green. / Colour the computer
N
yellow. / Colour the chair red.

• Modify for Success If children need help with the colours, hold up a
crayon with the correct colour as you give the instruction.
@
4 End the Lesson

• Sing the Goodbye Song TR: R.4 / SC: R.4. Tell children to wave

Teacher’s notes available on
pages 44–45.
Vocabulary Practice 33
Song and The Sounds of English
Objectives Resources
• SC: R1–R4, Getting Ready SC: 1.7–1.9
• Listen to and sing a song about things in a
• TR: R1–R4, 1.2, 1.4, SE.1
classroom • Flashcards 7, 9 (optional)
• Identify and make the /t / sound • Worksheet 1.4
• Activity Book page 6
Language
Review: a crayon, a chair, a pencil, a box, scissors, a table Materials
Recycle: a window; a ball; a tortoise; Can I have the [pencil], • a pencil, a crayon, scissors
ng
please?, Thank you!, You’re welcome! • crayons • pencil boxes (optional)
ni
Warm Up
ar
1 Around the World
• Tell children to sing the Hello Song TR: R.1 / The song is from Spain. If you’ve got a map of the
Le
SC: R.1. world, show children where Spain is located.
• Tell children to say the Unit 1 Chant TR: 1.2 with you.
Song: Where’s the Crayon?
c
2 Review
hi
• Tell children to sit in a circle. Give the child on your left Adapted from: ¿Dónde están las llaves?, Spain
a pencil. Ask the child [Sam], can I have the pencil, Lyrics by Joan Kang Shin
ap
please? Tell the child to answer yes and give the Where’s the crayon?
pencil to you. Say Thank you, [Sam]! Tell the child to La di da di da di da di
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say You’re welcome, [your name]! Then tell the child

Where’s the crayon?
on your right to ask for the pencil from you. Continue
La di da di da di dum – dim dum!
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the rest of the dialogue with the child. Tell children to

continue to pass the pencil round until everyone has It’s on the chair.
had a chance to do both parts of the dialogue.
G
La di da di da di da di
• Repeat this activity again with a crayon and a pair
It’s on the chair.
of scissors. NOTE: Show children how to pass the
l
scissors safely, with their hands closed round the

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blades of the scissors. Where’s the chair?

• Challenge If children seem confident with the La di da di da di da di
io
dialogue, make this activity more challenging by Where’s the chair?

passing all three objects around different parts of the
at
circle at the same time.

It’s under the table.
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3 Teach the Song La di da di da di da di

• Bookwork Help children to open their books to It’s under the table.
@
page 11. Point to the picture and say Look at the La di da di da di dum – dim dum!
classroom. What can you see? Ask children to name
words they know. If children miss any, point to the item Where’s the table?
in the picture and ask What’s this? La di da di da di da di
• Point to the children and ask What are they looking Where’s the table?
for? Say Let’s listen to a song to find out. Play the La di da di da di dum – dim dum!
Unit 1 Song: Where’s the Crayon? TR: 1.4 / SC: 1.4.
The first time, tell children to just listen and watch as
It’s right here!
you do the actions. La di da di da di da di
NOTE: For help teaching Where’s the Crayon? It’s right here!
view Getting Ready SC: 1.7–1.9. La di da di da di dum – dim dum!
34 Unit 1
SONG Listen and sing. TR: 1.4
■ Put children into small groups and
ask each group to stand round a
table. Give a crayon and a chair
to each group. Play the Unit 1
Song: Where’s the Crayon?
TR: 1.4 / SC: 1.4, pausing
after each verse. Invite a member
of each group to act out each
verse with the props.
ng
ni
ar
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11
• Play the song twice more. Each time, encourage children to sing the song
c
and follow along with the actions.
4 Teach the Sound

hi
ap
• Say Let’s listen to a sound. Play the /t/ sound TR: SE.1.
• Make the /t/ sound four or five times yourself. Point to your mouth so that
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children can see the position of your mouth as you make the sound.
• Gesture to children and say Now you make the sound.
eo
• Say /t/ Table a few times. Ask children to repeat.

• Say /t/ Tortoise a few times. Ask children to repeat.
G
The Sounds of English

l
The /t/ sound is the first sound in the words table, tortoise, tall and two.
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• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of
Worksheet 1.4 and a few crayons to each child.
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• Worksheet Hold up the worksheet. Point Activity Worksheet 1.4

at
to the tortoise and ask What’s this? Say

That’s right! It’s a tortoise. Then say /t/ ■ Challenge Tell children to sing
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Tortoise. Can you hear /t/? (yes) the song but replacing crayon
• Point to the ball and ask What’s this? Say with pencil. Hold up the pencil
That’s right! It’s a ball. Then say /b/ Ball. flashcard at the correct times in
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Can you hear /t/? (no) the song to help prompt children
to sing the song with this word.
• Say Colour the pictures with /t/. Walk
round the classroom checking to make
sure children are colouring the table and
the tortoise. Help children who are having
trouble hearing the target sound.
5 End the Lesson Welcome to Our World 2 © 2022 Cengage®.

• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy Teacher’s notes available on
up the materials used in the lesson. pages 44–45.
Song and The Sounds of English 35
Concepts Presentation Resources
• SC: R.1–R.4, 1.4–1.5
• TR: R1–R4, 1.2, 1.4–1.5
Objective • Flashcards 12–14
• Worksheet 1.5
Identify and say location using in, on and under
Materials
Language • a crayon per child and a pencil box per table
New: in, on, under • familiar objects, such as a book, an apple, a shirt,
Review: a chair, a crayon, a box, a table a train, a doll or a ball, and a piece of fabric
Recycle: a book; an apple, bread; a shirt; a ball, a doll, • scissors and glue
a train; a cat, a dog; a flower • a towel, small blanket or large piece of fabric per
ng
child or per small group (optional)
ni
• Put your hand in your pocket and say In. Then put the
Warm Up
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1 crayon in a pencil box and say The crayon is in the
• Put children into pairs. Tell them to sing the Hello box.
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Song TR: R.1 / SC: R.1 to each other. • Put one pencil box on each table and say Put your
• Say Let’s say the chant. Tell children to say the Unit 1 crayon in the box. Tell each child to put his or her own
Chant TR: 1.2 with you. crayon in the box.
c
• Point to the photo in the bottom right of the page and
2 Review hi say The bee is under the flower. Emphasise under.
• Point to your ear and say Listen. Play the Unit 1 • Put one of your hands under the other and say Under.
ap
Song: Where’s the Crayon? TR: 1.4 / SC: 1.4. Take the crayon out of the box and put it under the box.
Tell children to just listen and watch as you sing the Say The crayon is under the box.
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song and do the actions. • Say Put your crayon under the box. Tell each child to
• Say Now let’s all sing the song. Play the song twice put his or her own crayon under the box.
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more. Ask children to sing and do the actions with • Say Let’s say the words. Play TR: 1.5 / SC: 1.5.
you. If you use the audio to present the words, hold up the
on, in and under flashcards when children hear the
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3 Teach the Concepts words. Tell children to repeat each word twice.
on on
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in in
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page 12. Hold up the page and point to the bee on

under under
the left and say Look. This is a bee. Then point to
the flower and say This is a flower. Say The bee is • Tell children to sit in a circle. Put six familiar objects
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on the flower. Emphasise on. on, in or under a piece of fabric as shown:

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About the Photo

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The bee on page 12 is a bumblebee. There are many

species of bumblebees and they are found all over
the world. Bumblebees are excellent pollinators.
They extract pollen from many types of flowers. They
@
also perform a dance to let other bumblebees know

when they’ve found a good source of pollen.
• Put one of your hands on top of the other and say On

twice. Then put a crayon on the table and say The • Point to the fabric with objects on it. Ask What is on
crayon is on the table. this? Emphasise on. Ask children to name the objects.
• Give each child a crayon. Say Put your crayon on the Then repeat with in and under. Make sure different
table. Tell children to put their crayons on the table. children get a chance to name the objects.
• Point to the photo at the top right of the page and say NOTE: This activity can be done with flashcards
The bee is in the flower. Emphasise in. rather than objects.
36 Unit 1
CONCEPTS Listen, point and say. TR: 1.5
in ■ Show children a blanket. Sit on
the blanket and say I am on it.
Then go under the blanket and
on say I am under it. Then wrap the
blanket round yourself and say I
am in it. Then give each child a
small blanket, towel or piece of
fabric. Give children the following
instructions:
– Show me on. Children sit on
the blanket.
– Show me under. Children go
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under the blanket.
– Show me in. Children wrap
themselves in the blanket.
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NOTE: If you haven’t got enough
ar
blankets, towels or pieces of
under fabric, tell children to take turns
doing this activity, or tell them to
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12 Unit 1
do the activity with a partner.
■ Give each child a crayon and
• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of a chair, and ask them to stand
c
Worksheet 1.5, a pair of scissors and glue to each child. round a table. Play the Unit 1
hi Song: Where’s the Crayon?
TR: 1.4 / SC: 1.4, pausing first
Point to and ask children to name after It’s on the chair and then
ap
each object in the large picture on again after It’s under the table.
the worksheet. (chair, table, box) Each time, ask children to put the
Then point to and ask children to
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object in the correct place.

name each object in the bottom
of the worksheet. (pencil, bread,
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ball, cat)
• Point to the dotted lines round the
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objects on the worksheet. Say Cut Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
along the dotted lines. Model if wow2e_BrE_l2_u01_ws1.5.indd 3 26/06/21 9:06 PM
necessary and help as needed.

l
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• Point to your ear and say Listen. Say Put the cat on the chair. Repeat the
sentence. Model gluing the picture of the cat onto the chair. Tell children to
do the same. When children finish, ask them to hold up their worksheets to
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show their work. Say Good! The cat is on the chair.

at
• Say Now you do it. Repeat this activity with these instructions, but without
modelling: Put the bread on the table. / Put the pencil in the box. / Put the
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ball under the table. Walk round the classroom checking children’s work
and helping as needed.
• Review the activity as a class. Ask, for example, Is the pencil in or on the
@
box? (in) Where’s the bread? (on the table)

• Challenge Invite children who feel ready to answer with a full sentence,
such as, The cat is on the chair.
4 End the Lesson

Concepts Presentation 37
Concepts Practice Resources
• SC: R.1–R.4, 1.4
Student’s Book page 13 • TR: R.1–R.4, 1.4
Objective • Worksheet 1.6
Demonstrate understanding of in, on and under
• Polly the Parrot Push-Out Puppet
Language Materials
Review: a chair, a computer, a box, a table; in, on, • a big sheet or a few blankets
under • craft sticks and sticky tape
Recycle: a hand; a window; a train; circle, square, • crayons • scissors
triangle; a bird, a frog, a rabbit; a flower, grass, a tree • a pencil box and a small square, a triangle and a
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circle cut out of card (optional)
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• Continue this activity with other instructions, such as:
Warm Up
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1 Show me Polly under your chair / in the box / on your
NOTE: Before class, put a big blanket or sheet on hand / under the window / in the train.
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the floor. If the class size is too large, put children
into smaller groups and give each group a blanket or Teaching Tip
a sheet. Transitions can be difficult for young children. Giving
c
warnings before changing activities will help them to
• Point to the blanket or sheet and say Let’s sing the
hi deal better with transitions. For example, let children
Hello Song on this [blanket]. Play TR: R.1 /
know that the activity will end in two minutes by saying
SC: R.1. Tell children to sit on the [blanket] and Two minutes! This will give them a chance to finish
ap
sing the song. Then point to the [blanket] again and their work and get ready to change activities.
say Now let’s sing the song under this [blanket].
Tell children to hold the [blanket] high above their
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heads and sing the song again. 3 Practise the Concepts

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• Sing the Unit 1 Song: Where’s the Crayon? TR: 1.4 / • Bookwork Help children to open their books to page
SC: 1.4 with children. Tell them to do the actions 13. Hold up the picture and point to the different items
with you as they sing. one at a time. Ask children to name everything they can.
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(bird, flower, frog, grass, rabbit, tree) Confirm by saying

2 Review Yes! That’s a [rabbit] or correct by saying Oops! That’s a
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• Hold up the Polly the Parrot push-out puppet. Make [bird]. Review items children don’t know.
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Polly say Hello! to children. Prompt children to say • Give the children crayons. Hold up a crayon to the
Hello, Polly! Hold Polly so that she is standing on the picture as if you are about to colour it and say Colour
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table. Ask children Is Polly under the table? (no) Is the picture. Give children time to colour their pictures.
Polly in the table? (no) Ask Where’s Polly? (on the • Invite a child to show the class the picture he or she has
at
table) NOTE: While some children may answer the coloured. Praise their colouring by saying Nice colours!
question with just on, encourage them to give the Then point to different items and ask the class about the
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answer On the table. colour of each one. Ask What colour is the [frog]?
• Make Polly fly off the table and land under the table. • Point to the frog in the child’s picture and ask Is the
Ask Where’s Polly now? (under the table) frog on a flower? Where’s the frog? (under a flower)
@
• Make Polly fly out from under the table and land in a • Invite another child to show the class his or her picture.
pencil box. Ask Where’s Polly now? (in the box) Again praise the colouring and ask the class about
• Help children to find the push-out puppets at the back the colours of a few items. Then point to the bird in the
of their books. Tell each child to push out the parrot picture and ask What’s this? Point to the tree and ask
puppet. Give each child a craft stick. Help each child What’s this? Then ask Where’s the bird? (in the tree)
to attach the puppet to the stick with sticky tape. • Invite a third child to show his or her picture, and
• Say Show me Polly on your chair. Tell children to hold repeat. Then point to the rabbit and ask What’s this?
their puppets on their chairs. Point to the grass and ask What’s this? Then ask
Where’s the rabbit? (on the grass)
38 Unit 1
PRACTICE Say and colour.
■ Show children a small circle, a
square and a triangle cut out of
card. Review the name of each
shape. Then put the triangle in the
pencil box and ask What shape is
in the box? Repeat by putting the
different shapes in, on or under
the box. Each time, ask What
shape is [under] the box?
■ Repeat the game but, this time,
change the question to focus
on the prepositions instead. Put
the circle under the box and ask
ng
Where’s the circle? Children
respond Under the box. Repeat
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by putting the different shapes in,
on or under the box. Each time,
ask Where’s the [triangle]?
ar
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13
• Play the Transition Song TR: R.2 /
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Worksheet 1.6 and a pair of scissors to hi

each child.
ap
Point to and tell children to name each
object. (table, chair, computer) Then
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say Cut along the dotted lines. Model if

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• Say Put the computer on the table.

Repeat the sentence. Model putting the
G
computer on the table. Tell children to

do the same. Walk round the classroom
helping as needed. Then ask Where’s
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the computer? (on the table) wow2e_BrE_l2_u01_ws1.6.indd 2 26/06/21 9:06 PM
• Say Put the computer under the table. Repeat this sentence. Model putting
the computer under the table. Tell children to do the same. Walk round
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the classroom checking children’s work and helping as needed. Then ask
Where’s the computer? (under the table)
at
• Say Now you do it. Repeat this activity with these instructions, but without
N
modelling: Put the computer on the chair. / Put the chair on the table. / Put
the computer under the chair.
• Modify for Success If necessary, review the prepositions by modelling
@
them without using a full sentence. Say In as you put a pencil in a pencil
box. Say On as you put the pencil on the table. Say Under as you put
the pencil under the table. Once children can follow these simplified
instructions, move on to full sentences.
4 End the Lesson

• Sing the Goodbye Song TR: R.4 / SC: R.4. Tell children to wave Teacher’s notes available on
goodbye to each other as they sing. pages 44–45.
Concepts Practice 39
Language in Use Language
a lorry, a puzzle, a train; a cat, a dog
Resources
Objective
• SC: R.1–R.4, 1.4, 1.6
Describe the location of things using It’s [on] • TR: R.1–R.4, 1.4, 1.6
the [table]. • Flashcards 5–7 (optional)
• Worksheet 1.7 • Activity Book page 8
Language
New: It’s [in/on/under] the [table]. Materials
Review: a chair, a computer, a crayon, a pencil, a • a pencil and a crayon per child
pencil box, scissors, a table • scissors and glue
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Recycle: an apple, a banana, a biscuit; a ball, • pencil box (optional)
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• Say Let’s do a sticker activity. Help children to find
Warm Up
ar
1 the Unit 1 stickers at the back of their books. Point to
• Say Hello! or Hi! to each child. Tell children to greet the stickers one at a time and ask What’s this? (box,
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you and each other. crayon, computer, pencil, scissors) After children
• Tell children to sing the Hello Song TR: R.1 / answer, say Good!
SC: R.1. • Model peeling off the pencil sticker. Then hold it as if
c
• Sing the Unit 1 Song: Where’s the Crayon? TR: 1.4 / to place it on the chair, and say I can put the pencil
SC: 1.4 with children. Ask them to do the actions hi here. Hold the pencil somewhere on the big table and
with you as they sing. say I can put the pencil here. Then, as if you‘ve made
ap
a decision, say I put the pencil here. Put the sticker
down on the round table.
2 Review
• Say Now you do it. Walk round the classroom
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• Make sure children have got a book and pencil. checking children’s work and helping them to
Holding a book in one hand and a pencil in the other, understand that they can put their pencil sticker
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say Put your pencil on your book. Model doing this. anywhere on the picture. Tell children to put the rest of
Tell children to do the same with their own books and the stickers on the picture. NOTE: Once children put
pencils. Then ask Where’s the pencil? (on the book)
G
the box sticker on the page, they can put another item
• Repeat the activity with these instructions: Put your in the box. Help as needed.
pencil under your book. / Put your pencil in your • Hold up your picture and ask Where’s the pencil?
l
book. Model as needed. Point to the table and say It’s on the table. NOTE:
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• Challenge Give children a crayon and a pencil, and For scissors, ask Where are the scissors? Then say
include both in your instructions. For example, say Put They’re [on] [the table]. Tell children to repeat.
io
your pencil under the book. Put your crayon in the • Say Listen if you play the audio of the language
book. Put your crayon and your pencil on the book. model or Watch if you play the video. Play TR: 1.6 /
at
SC: 1.6 twice.

Teaching Tip
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Monkey: Where’s the book?

It’s difficult for children of this age to pay attention Frog: It’s on the table.
for a long period of time. Children can become
• If you use the video option, draw children’s attention
restless easily. To keep their attention, try to change
@
activities at least every 10 minutes. Also, make sure

to the pencil that rolls under the table at the end. Say
you provide a variety of activities, including physical, Where’s the pencil? (It’s under the table.)
quiet and artwork activities. • Hold up your picture and again ask Where’s the
pencil? Tell children to answer using It’s on the table.
• Modify for Success If children answer only table or
3 Use the Language on the table, model answering with It’s on the table.
• Bookwork Help children to open their books to Then ask them to repeat.
page 14. Hold up the page. Point to the picture • Invite a child to hold up his or her picture. Point to the
and ask What can you see? Ask children to name picture and ask the class Where’s the pencil? Children
everything in the picture that they can. (book, chair, answer using the language model. Give a few children
crayon, table) a turn.
40 Unit 1
LANGUAGE IN USE Stick, listen and say. TR: 1.6
Where’s
It’s on
the book?
the table. ■ Show children a pencil box and a
pencil. Tell children to turn round.
Put the pencil in, on or under the
box. Tell children to turn back and
tell you where the pencil is using
It’s [in] the box. Play this game
a few times with different small
objects such as a crayon and a
pair of scissors, changing the
location of the items.
■ Show children the crayon, pencil
and scissors flashcards. Tell
children to shake a box with one
ng
of these items in it and guess
which item is in the box. Once
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children guess the item, ask
Where’s the [crayon]? Ask them
to answer using the language
ar
model. Play this game a few
times, changing the item in the
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14 Unit 1 box each time.
• Challenge Invite a child to show his or her picture to the class and ask
c
Where’s the [box]? Tell another child to answer It’s [under] the [chair].
Worksheet 1.7, a pair of scissors and glue to each child.
ap
Point to the table and ask What’s
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this? Then ask children to name

the rest of the objects on the
eo
worksheet. (chair, box, biscuit,

doll, ball, lorry, cat)
G
items at the bottom of the page. Say

Cut along the dotted lines. Model if
necessary. Help as needed.
l
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• Hold up the objects and say Glue wow2e_BrE_l2_u01_ws1.7.indd 3 26/06/21 9:06 PM
these onto the picture. Model gluing the lorry under the chair. Then say
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Look. The lorry is under the chair.

• Say Now you do it. Walk round the classroom checking children’s work and
at
helping them to understand that they can put the items anywhere on the
picture.
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• Invite a child to come to the front and show his or her picture. Tell children
to take turns asking and answering where each item is, using the language
model.
@
4 End the Lesson


pages 44–45.
Language in Use 41
Unit Review and Project
Resources
• SC: R.1–R.4, 1.4
Objective • TR: R.1–R.4, 1.4
Demonstrate ability to use Unit 1 vocabulary, • Flashcards 5–11
concepts and language independently • Assessment Worksheet 1.8
Project Objective
Make a pencil holder Materials
Language • crayons, pencils, scissors, a pencil box
Review: a chair, a computer, a crayon, a pencil, a box, Project: metal can with white paper stuck round it
scissors, a table; in, on, under (one per child), scraps of patterned paper or fabric,
ng
Recycle: a biscuit, a shirt, a cat, a flower glue, cotton buds and paper plates (optional)
ni
• Modify for Success If children have difficulty using
Warm Up
ar
1
the language model, tell them to answer on the table.
• Say Hello! or Hi! to each child. Tell children to greet For more support with the question, follow-up with
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you and each other. a Yes/No question. For example, ask Where’s the
• Tell children to sing the Hello Song TR: R.1 / pencil? Is it on the table? Yes! It’s on the table.
SC: R.1. • Challenge Invite a child to ‘play teacher’ and ask the
c
• Tell children to sing the Unit 1 Song: Where’s the question instead.
Crayon? TR: 1.4 / SC: 1.4. NOTE: At this point,hi
children will know the song and actions well enough 3 Project
ap
to perform it. Ask children to perform the song for
• Bookwork Help children to open their books to the
another class, or invite families to stay to listen to the
Unit 1 Project. Hold up the page. Point to the photo
song at drop-off time.
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of the completed project and say Let’s make a pencil

holder.
2 Vocabulary and Concepts
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• Put children at tables. Put a box of patterned paper

• Hold up a crayon, a pencil, a pair of scissors and a and/or fabric and some glue on each table. Give each
pencil box one at a time. Ask children to say the name child a metal can with a piece of white paper already
G
of each object. Then point to a table, a chair and a stuck round it.
computer one at a time. Ask children to say the name • Model the activity. Choose a piece of fabric or paper,
l
of each object. NOTE: If you haven’t got one of these put glue on the back of it and then glue it onto the
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objects in class, use a flashcard instead. paper round the can. Tell children to do this until the
• Set up a table, a chair and a pencil box where all the entire can is covered. Help as needed.
io
children can see. Put a pair of scissors on the table. NOTE: Children may need your help to cut any
Say On the table. Then put the scissors in the box and pieces of paper or fabric that extend above or below
at
say In the box. Then put the scissors under the chair the can.
and say Under the chair.
N
• Say Now you say it. Put the scissors in different Teaching Tip
places and ask children to say the phrase. For Children at this age might have difficulty working with
example, put the scissors on the chair and tell children bottles of glue. Working with glue can get messy.
@
to say on the chair. Repeat with the scissors under the If possible, use glue sticks instead of liquid glue.
chair and in the pencil box. Alternatively, when using liquid glue, put some on a
• Repeat the activity, putting the scissors in different plate or a piece of paper and set one on each table.
places faster and faster to see how quickly children Tell children to dip cotton buds in the glue and use
the ends of the cotton buds to spread the glue.
can say the words for objects and their locations.
• Put a pencil on the table and ask Where’s the pencil?
(It’s on the table.) Repeat with the crayon and different
locations. Tell children to use the language model
when they answer.
42 Unit 1
PROJECT Make a pencil holder.
Assessment Worksheet
1 2 ■ Play the Transition Song
TR: R.2 / SC: R.2 as you give
a copy of Assessment Worksheet
1.8 and a crayon to each child.

Assessment Worksheet 1.8 Name:
3 4
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wow2e_BrE_l2_u01_aw1.8.indd 2 26/05/21 12:00 PM
■ Hold up the worksheet. Point

to the pictures at the top of the
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15
worksheet, one at a time, and ask
What’s this? Ask children to name
each object as you point to it.
4 Apply (crayon, pencil, box, scissors)
c
hi ■ Point to the small picture of the
• Get a crayon, a pencil, a pair of scissors and a finished pencil holder.
crayon. Then point to the big
Put a crayon in the pencil holder and ask What’s in the pencil holder?
picture and ask Where’s the
ap
Alternatively, ask Where’s the crayon? Repeat with other items and other crayon? Pretend to look for the
prepositions. Tell children to use the language model when they answer. crayon. Give children a chance to
NOTE: For scissors, ask Where are the scissors? Then say They’re in the find the crayon and tell you where
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pencil holder. Tell children to repeat. it is, using It’s in the box.
• Challenge Put children into pairs and tell them to ask each other the Say Very good! The crayon is
eo
questions as they put items in or under the pencil holder or on the table. in the box. Let’s circle it. Model
circling the crayon at the top of
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5 End the Lesson the worksheet and in the picture.

Tell children to do the same.
• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy ■ Say Now you do it. Find and
l
up the materials used in the lesson. circle. Tell children to work in

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• Show children the ‘WOW! I Can’ stickers at the back of their books. Tell pairs to find the rest of the objects
children to put one of the stickers in the ‘I can talk about my classroom.’ in the picture. Walk round the
io
box on page 78 of their books. classroom, checking children’s

work and helping as needed.
at

■ Review the activity as a class.
Point to each of the remaining
N
objects and ask Where’s the

[pencil]? Tell children to answer
using the language model.
@
■ Challenge Point to other objects

children know in the picture. (cat,
biscuit, flower, shirt) Tell children
to use the language model to say
where each one is.

pages 44–45.
Unit Review and Project 43

Activity Book
Vocabulary Song and The Sounds of English
1 Table, Scissors, Crayons SONG Listen and circle. TR: AB.1.1
VOCABULARY Say and draw a line. Resources Resources

page 10 page 11
•• TR: AB.1.1–1.2
5 6 Unit 1
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WOW2e_BrE_AB_2712_L2U1_ptg01.indd 5 22/05/21 7:17 PM WOW2e_BrE_AB_2712_L2U1_ptg01.indd 6 22/05/21 7:17 PM
In Class In Class – Song
ni
• Point to and name different vocabulary items round • Point to a crayon. Say A crayon. Tell children to repeat
the classroom. For example, point to a table and say the word. Repeat for a box, a chair, a pencil, scissors
ar
A table. Point to a computer and say A computer. Say and a table.
Now you do it. Point to an item and tell children to say • Say Listen and point. Play the Unit 1 Song TR: AB.1.1.
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the word. Tell children to look round the classroom and point to
• Hold up a pencil and ask What’s this? Children say the any items they hear.
word. Do the same with other vocabulary items round • Help children to open their Activity Books to
the classroom.
c
page 6. Hold up your book and point to the picture
• Help children to open their Activity Books to page 5. hi of the classroom. Say Listen to the song and circle.
• Hold up your book. Point to the first photo in the top Play TR: AB.1.1 again, pausing after each verse. Each
ap
row and say A chair. Tell children to repeat after you. time, ask children to circle the correct picture and say
Repeat this for all of the photos in the top row, going the word. (crayon, chair, table) NOTE: If children circle
from left to right. Then point to the photos in a different an empty chair, say Yes, that’s a chair. Is the crayon
gr
order and ask children to say the words. on the chair? Circle the chair with the crayon on it.
• Point to the first photo again. Say A chair. Run your
eo
As Homework
finger along the bottom row, asking A chair? each
time. Then point to the chair in the bottom row and • Children listen to the Unit 1 Song TR: AB.1.1 and
circle the crayon, the chair and the table.
G
tell children to do the same. Tell them to hold up their

books as they point so you can check to see if they
In Class – The Sounds of English
are pointing to the correct photo.
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• Say Listen. Play TR: AB.1.2 and tell children to just

• Say Let’s draw a line. Model drawing a line from the
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listen. Play it again and tell children to repeat the

chair in the top row to the chair in the bottom row. Tell
sound and each word.
children to do the same.
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/ t/ table; / t/ tortoise; / t/ tree

• Say Now you do it. Tell children to draw lines
matching each of the other photos. Walk round the • Point to the first photo and say Table. Can you hear
at
classroom checking children’s work and helping as / t/? Gesture to show that table has got the /t/ sound.
needed. Tell children to circle it.
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• Repeat for the other photos. (box, biscuits, tortoise,

As Homework tree) Tell children to circle the tortoise and the tree.
• Children draw a line to match each picture in the top
@
row with the same item in the bottom row. Children

As Homework
say the name of each object before matching it. • Children listen to TR: AB.1.2 and say the /t/ sound
and the words. Then they circle the photos of the
items with the /t/ sound. (table, tortoise, tree)
44 Unit 1
Concepts Language in Use
CONCEPTS Say and draw a line.
LANGUAGE IN USE Listen. Trace and say. TR: AB.1.3
Resources Where’s the book? Resources

It’s on the table.
page 13 page 14
in on under
•• TR: AB.1.3
Materials
•• a pencil and a Materials
pencil box •• crayons
(optional)
Unit 1 7 8 Unit 1
ng
In Class In Class
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• Review in, on and under using a pencil and a box. • Help children to open their Activity Books to page 8.
Place the pencil on top of the box. Ask Where is • Hold up your book and point to the items in the
ar
the pencil? In, on or under the box? Tell children to thought bubbles. Ask children to name each one.
answer using It’s on the box. Repeat for in and under. (book, pencil, scissors)
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• Help children to open their Activity Books to page 7. • Hold up your book and point to the mascots. Say
• Hold up your book. Point to the three pictures in the Listen. Play TR: AB.1.3. Monkey: Where’s the book?
top row and ask In, on or under? for each one. Frog: It’s on the table. Tell children to repeat it.
c
• Point to the first picture in the bottom row and ask In, • Point to the picture of the book on the left. Ask Where’s
on or under? (on) hi the book? Model tracing along the line from left to right,
carefully following the pattern first with your finger and
• Say Let’s draw a line. Model drawing a line from the
ap
picture for on in the top row to the first picture in the then with a pencil. When you get to the picture on the
bottom row. Tell children to do the same. right, say It’s on the table. Tell children to do the same.
• Point to the pencil and the scissors and say Now you
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• Say Now you do it. Tell children to draw lines

matching the other pictures. Walk round the do it. Trace the lines. Say where the things are. Tell
classroom helping as needed. Ask individual children, children to trace the lines with a pencil and say where
eo
for example, [Paolo], is this in, on or under? the things are using the language model. (It’s on the
table. It’s under the book. They’re in the box.)
G
As Homework • Review as a class.

• Children draw a line matching each picture in the bottom
row with one of the pictures in the top row. Then they As Homework
l
point to each picture and say in, on or under. • Children listen to TR: AB.1.3. Then they trace along
na
the lines from left to right and use the language model
for each picture. (It’s on the table. It’s under the book.
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They’re in the box.)

at
Review Activity • Point to the small picture of the pencil. Point to the big
N
Unit 1
REVIEW Look and find. picture and ask Where’s the pencil? Tell children to put
Materials
Colour and say.
up their hands when they find the pencil. Choose a

•• crayons child to say where it is using the language model. (It’s
@
on the table.)
• Say Let’s colour. Children colour the pencil.
• Repeat with the other items. (crayon, scissors, box,
41 computer) NOTE: For scissors, ask Where are the
scissors? They’re under the book.
WOW2e_BrE_AB_2712_L2EM_ptg01.indd 41 22/05/21 6:58 PM
In Class
• Help children to open their Activity Books to page 41. As Homework
• Hold up your book and say Look. What’s this? Point to • Children find each item at the top of the page in the
the items at the top of the page. Ask children to name big picture and colour it. Children say where each item
each item. Then give children crayons. is, using the language model (It’s [in] [the box]. They’re
under the book.)
Activity Book 45
2 Let’s Play
Identify and name a swing, a slide • SC: R.1–R.4, 2.1–2.2 • crayons
and a seesaw • TR: R.1–R.4, 2.1–2.2 • scissors
• Flashcards 15–21 • a paper towel or kitchen roll tube
• Worksheet 2.1 and a doll per group (optional)
Language
• Home-School Connection Letter
New: a swing, a slide, a seesaw
• Big Book Anthology 2:
‘I Can, Too!’
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• Modify for Success Throughout this unit, children will
Warm Up
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1
be asked to do physical movement to practise the new
• Wave to children and say Hello! Tell them to wave words. Be sensitive if there’s a child in your class with
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and say Hello! back to you. restricted mobility. When asking children to respond
• Tell children to sing the Hello Song TR: R.1 / physically, include other words for actions this child can
SC: R.1 as they wave hello to each other. do, such as sing, draw or smile. This will allow the child
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to feel included and to practise the language.
2 Introduce the Theme hi 3 Teach the Vocabulary
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pages 16–17. Say Look. Point to the boy on the swing • Bookwork Hold up page 17 and point to the swing,
on page 16. Say This boy plays. Then point to the the slide and the seesaw.
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swing and say He’s on a swing. He plays on a swing. • Say Let’s say the words. Play TR: 2.1 / SC: 2.1. If
you use the audio to present the words, show the swing,
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About the Photo slide and seesaw flashcards when students hear the
The boy in the photo is on a tyre swing in Maryland, words. Tell children to repeat each word twice.
United States. Tyre swings are made using a tyre a swing a swing
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from a car or lorry and a strong rope that is usually a slide a slide
attached to a large tree branch. Tyre swings are a seesaw a seesaw
made in many different ways. Sometimes old tyres
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• Pretend you are on a swing again and say I’m on a

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are even cut into horse-shaped swings!

swing. Gesture to children and say Now you do it.
Tell children to stand up and copy the action, saying
• Point to the photo of the swing on page 17 and say
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swing, swing as they move forwards and backwards.

This is a swing, too. Then pretend you are holding
onto the chains of a swing. Rock your body forward • Pretend you are going down a slide again and say I’m
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and backward as you say I’m on a swing. on a slide. Gesture to children and say Now you do it.
Tell children to copy the action, saying slide, slide as
• Point to the picture of the slide on page 17. Lift up your
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they move downwards.

arms, lean your upper body back slightly and move as
if you are going down a slide. As you do this, say I’m • Pretend you are going up and down on a seesaw
again and say I’m on a seesaw. Gesture to children
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on a slide.
and say Now you do it. Tell children to copy the
• Point to the picture of the seesaw on page 17 and say
action, saying seesaw, seesaw as they squat down
This is a seesaw. Squat down and then stand up a few
and then stand up.
times as you say I’m on a seesaw.
• Say Look at the things you can play on. Show
TR: 2.2 twice. The first time, tell children to just
Flashcards 15–17. Then say Look at the children.
listen and watch as you say the chant and do the
What can they do? Show Flashcards 18–21. Don’t say
movements previously shown.
the words.
Swing, swing, I’m on the swing.
Video Option Use SC: 2.1 (without the audio) to Swing, swing, I’m on the swing. Wheeeeeeee!
present the vocabulary. Slide, slide, I’m on the slide.
Slide, slide, I’m on the slide. Wheeeeeeeee!
46 Unit 2
2 Let’s Play
TR: 2.3
a swing a slide a seesaw
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A boy on a tyre swing in the USA jump play run climb
16 17
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Seesaw, seesaw, I’m on the seesaw.
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Seesaw, seesaw, I’m on the seesaw. Wheeeeeee! Additional Activities
• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of ■ If possible, take children to a
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Worksheet 2.1, crayons and scissors to each child. playground that has got a swing,
a seesaw and/or a slide. Call out
• Worksheet Hold up the worksheet. Point to the picture of the seesaw and each of the playground items one
ask What’s this? Repeat this question for both the swing and the slide. by one, telling children to run to
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• Tell children to colour the pictures. each as you say it.
• Point to the dotted lines and say
hi Activity Worksheet 2.1
NOTE: If going to a playground is

Cut along the dotted lines. Model if not possible, place the swing,
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necessary and help as needed. seesaw and slide flashcards on
different walls of the classroom,
• Point to your ear and say Listen. Then say and ask children to go and touch
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Show me the slide. Hold up the picture of each flashcard as you name the
the slide. Ask children to do the same. playground item. Children can also
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• Repeat this activity for the swing and the pretend they are on each of the
seesaw. Then repeat as needed to make items and do the appropriate action.
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sure children know the words. ■ Put children into small groups.
• Say the Unit 2 Chant TR: 2.2 again as Give each group a doll and
a paper towel or kitchen roll
a class. This time, ask children to hold up
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tube. Tell children to take turns

the picture for each item when they say
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pretending to make the doll use a

it in the chant. Welcome to Our World 2 © 2022 Cengage®.
seesaw, a swing and a slide.

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4 End the Lesson

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• Say Now let’s watch and listen as children sing a song about playing.
The children are in Brazil. Play SC: 2.2.
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Take children to the playground if possible. Playgrounds offer children fresh
air, exercise and the chance to play with other children. Make sure an adult
is always watching that children are playing safely. Teach children rules for
using playground equipment safely. For example, children should only go
down a slide feet first. Children should not stand on swings. They should
not sit in the middle of a seesaw and they should not get off the seesaw
when someone else is on it in the up position. Learning to play safely in
the playground is an important way for children to learn to manage their
behaviour in groups and to practise responsible decision-making.
Unit Opener 47
Student’s Book page 17 Resources
Objective • SC: R.1–R.4, 2.3
• TR: R.1–R.4, 2.2–2.3
Identify and name climb, jump, play and run • Flashcards 15–21
• Worksheet 2.2
Language
New: climb, jump, play, run Materials
Review: a seesaw, a slide, a swing • a ball, a toy lorry
Recycle: 1 (one) to 5 (five); a ball, a lorry • a toy per pair
• pencils
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• small objects, such as books or blocks (optional)
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• Play TR: 2.3 / SC: 2.3. If you use the audio to
Warm Up
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1
present the words, hold up the jump, play, run and
• Put children into pairs and tell them to sing the Hello climb flashcards as children hear the words. Tell
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Song TR: R.1 / SC: R.1 to each other. children to repeat each word twice.
a swing a swing
2 Review a slide a slide
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• Hold up the swing flashcard and ask What’s this? a seesaw a seesaw
Repeat with the slide and seesaw flashcards. Each
hi jump
play
jump
play
time children give you the correct answer, say Great!
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or That’s right! run run
climb climb
• Rock your body forwards and backwards as if you are
NOTE: Before starting the next part of the lesson,
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on a swing. Ask What’s this? Ask children to guess

move tables and chairs aside to create a path where
and then pretend to be playing on a swing.
children can run and jump. This activity can be done
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• Lift up your arms and lean your upper body back on the spot at their tables if moving furniture isn’t easy.
slightly and move as if you are going down a slide.
Ask What’s this? Ask children to guess and then • Say Jump. Jump on the spot once and say Jump.
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pretend to be playing on a slide. Then point to the children and say Jump. Tell children
to jump and say the word.
• Squat down and then get up a few times as if you are
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on a seesaw. Ask What’s this? Ask children to guess • Point to children one at a time and say [Karina], jump.
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and then pretend to be playing on a seesaw. [Alex], jump. [Ricky], jump. Then say Everyone, jump.
Gesture for the whole class to jump.
• Say Let’s listen to the chant. Play the Unit 2 Chant
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TR: 2.2 twice. The first time you play it, tell children to • Challenge Ask children to jump up to five times. Say,
listen and watch as you do the actions. The second for example, Jump two times or Jump five times.
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time, encourage children to say the chant and do the • Say Run. Run on the spot. Then run round the
actions with you. classroom along the path you made, and say Run.
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• Tell children to line up at the start of the path. Then,

3 Teach the Vocabulary one child at a time, say [Karina], run. Tell that child to
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• Bookwork Help children to open their books to page run along the path. Tell the class to say run, run as
17. Point to the photo of the swing and ask What’s this? the child runs. Continue until all children have had a
Continue for slide and seesaw and ask children to tell chance to run along the path.
you the word for each. Each time children give you the • Hold up the climb flashcard. Say Climb. Pretend
correct answer, say Great! or That’s right! to climb up and down a ladder and say Climb. Tell
• Say You can play on swings. You can play on a children to climb and say the word.
slide. You can play on a seesaw. Then point to the • Hold up the play flashcard. Say Play. You can play
children moving on page 17 and say You can also in a lot of ways. Run on the spot for a moment and
play by moving your body. Gesture from your head say When you run, you play. Repeat with climb and
down to your feet to show your body. Say Let’s learn jump. Then hold up a ball and a toy lorry and say You
new words. can also play with toys. NOTE: If these toys aren’t
available, use others available in the classroom.
48 Unit 2
■ If possible, take children outside
or to a gym for this activity. This
activity can also be done in a
corridor. When you say Run, tell
children to run round the space or
from one end of the space to the
other. When you say Stop,
a swing a slide a seesaw they should stop running.
Continue doing this, varying how
much time you give children to
run before you stop them. You
can also vary the instruction and
say Jump [three] times.
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■ Challenge When you say Run,
tell children to race from one end
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of the space to the other.
■ Modify for Success Tell
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jump play run climb children with limited mobility to
clap, wave or shake their heads
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when you say Run or Jump. Tell
17
them to stop with the rest of the
children.
• Put children into pairs and give each pair a toy to play with. Then say Let’s ■ Put a small object, such as a
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play. Give children a few minutes to play with the toys and each other. Tell block or a small book, on the
them to play and say the word. hi floor. Give each child a chance to
• Play the Transition Song TR: R.2 / jump over the object. If children
are able to do this activity easily,
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put a line of objects for children
Worksheet 2.2 and a pencil to each
to jump over. Make sure to leave
child.
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enough room between objects so

• Worksheet Hold up the worksheet. it is safe.
Point to the girl at the top and say
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Look. Run or jump? (jump)

• Say Let’s trace. Model tracing. Hold
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up your hand gripping a pencil.

Show children as you place the Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
pencil at the start of the dotted line

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and slowly move it along the line.

• Say Now you do it. Tell children to hold their pencils. Check to make sure
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that each child is holding his or her pencil correctly. Then tell children to
move their pencils along the dotted line until they get to the end of the line.
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• Point to the second picture. Say Look. Run or jump? (run) Tell children to
trace the second dotted line on the worksheet by themselves.
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Teaching Tip
Sharpen pencils before class so that every child has got a sharp pencil for
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tracing activities. Make sure you’ve got extras ready in case tips break.
Making sure you’ve got materials prepared ahead of time will help the
activities go smoothly.
4 End the Lesson

Vocabulary Practice
Objective
Resources
Demonstrate understanding of a seesaw, a • SC: R.1–R.4
slide, a swing; climb, jump, play and run • TR: R.1–R.4, 2.2
• Flashcards 15–21
Language • Worksheet 2.3 • Activity Book page 9
Review: a seesaw, a slide, a swing; climb, jump,
play, run Materials
• scissors
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• masking tape (optional)
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Warm Up Practise the Vocabulary
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1 3
• Say Hello! or Hi! to each child. Tell children to greet • Bookwork Help children to open their books to
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you and each other by saying Hello! or Hi! pages 18–19. Hold up the spread. Point to the children
• Tell children to sing the Hello Song TR: R.1 / on the left, at the beginning of the path, and say Look.
SC: R.1 while waving to each other. They’re running. They want to play. Then follow the path
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until the end (on page 19) and say Let’s go with them.
• Say the Unit 2 Chant TR: 2.2 with children.
hi • Hold up your pointer finger and say Point. Ask children
2 Review to show you their pointer fingers. Make sure that
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children place their fingers at the start of the path and
• Hold up the play flashcard and ask Jump or play? that they move them along the path slowly as you do it.
Then show the jump flashcard and ask the question Before you start, point to the children at the top of the
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again. Then say Show me jump. Tell children to path again and ask Run or climb? Then say Let’s start.
jump on the spot. Repeat this with the run and climb Start finger-tracing the path together with the children.
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flashcards, asking children to run and pretend to climb When you get to the children jumping over the skipping
on the spot. rope, stop and ask Climb or jump? Then say Let’s go
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• Display the seesaw, slide and swing flashcards on on. Continue finger-tracing together with the children.
different walls of the classroom. Point to each picture When you get to the swings, stop and ask Swing or
one at a time and ask What’s this? slide? Then say Let’s go on. Continue finger-tracing
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along the path and stopping at each activity station for

• Modify for Success If children have difficulty
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children to say play, slide and climb.

naming the objects, ask Yes/No questions instead.
For example, point to the seesaw and ask Is this a • Play the Transition Song TR: R.2 / SC: R.2 as you
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seesaw? Yes! Say Seesaw and tell students to repeat. give a copy of Worksheet 2.3 and scissors to each child.
Follow this routine until children are comfortable • Worksheet Hold up the worksheet and point to
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naming the items on their own. the slide and the swing pictures one at a time. Ask
• Point to your ear and say Listen. Then say Jump to children to name them.
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the swing. Model jumping to the swing flashcard

on the wall. Tell children to do the same. Next say
Climb to the seesaw. Tell children to pretend to climb
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towards the seesaw flashcard. Model if necessary.

Next say Run to the slide. Tell children to run towards
the slide flashcard.
School Readiness: Motor Skills

Running, jumping and climbing are all excellent ways
for children to develop their gross motor skills. Gross
motor skills are movements that help children to
develop muscle control in their arms, legs and whole
body. Give children lots of opportunities for physical
play throughout the lessons. Welcome to Our World 2 © 2022 Cengage®.
50 Unit 2
PRACTICE Look and draw a line. Say.
■ Create a path in the classroom
by setting up chairs on either
side or by putting masking tape
on the floor for children to follow.
Give each child a chance to follow
the path. Ask some children to
run, some to jump and some to
pretend to climb along the path.
■ If possible, let children run,
jump, climb and play in the
school playground. Call out
instructions, using both the words
for playground equipment and for
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actions. For example, say Run to
the slide! Climb the slide! Jump to
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the swings!
■ Tell children to play a game.
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Whisper a target word to a child
and encourage him or her to do
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the actions for the other children
18 Unit 2
to guess. Children take turns.
• Point to the dotted lines and say Cut along the dotted lines. Model if whisper the target word instead.
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necessary and help as needed. NOTE: Make sure that children include the
space below the solid folding line in their cutouts.
hi
• Hold up a cutout. Point to the solid line and say Fold here. Model folding
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the cutout along the solid line and putting it on the desk. The cutout should
stand. Then tell children to do the same for each cutout. Walk round the
classroom helping as needed.
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• Move the boy as if he is running to the slide. As you move him, say Run,
run, run. Then put the girl on the ladder of the slide and move her up little
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by little. As you move her, say Climb, climb, climb. Then show one of the
children jumping and say Jump, jump, jump. Make the two children play
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together and say Play, play, play.

• Say Now you do it. Tell children to move their cut out boy and girl round
their playground items while saying the correct target words. Walk round
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the classroom, watching children play and checking they are using the
correct target words. Help as needed.
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4 End the Lesson

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pages 62–63.
Student’s Book pages 18–19 Resources
Objectives • SC: R.1–R.4, Getting Ready SC: 2.7–2.9, 2.4
• TR: R.1–R.4, 2.2, 2.4, SE.2
• Listen to and sing a song about playing • Flashcards 18–21
• Identify and make the /ʌ / sound • Worksheet 2.4
Language
Materials
Review: climb, jump, play, run
• chalk or masking tape
Recycle: trousers; a cat; mummy; the sun
• crayons
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Warm Up
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1 Around the World
• Tell children to sing the Hello Song TR: R.1 / This song is popular in Brazil. If you’ve got a map of
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SC: R.1. the world, show children where Brazil is located.
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2 Review Song: What Can You Do?
hi
• Make a large circle on the floor with chalk or masking Adapted from: O Pião Entrou Na Roda, Brazil
tape. Tell children to stand on the circle. Call out Lyrics by Joan Kang Shin
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Run! and tell children to run slowly round the circle. What can you do? What can you do?
Continue saying Run! while children run. What can you do? What can you do?
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• Call out Jump! Continue saying Jump! while children

jump round the circle or in and out of the circle. I can run around the playground with you.
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• Call out Climb! Children pretend to climb on the spot I can run around the playground with you.
as you say Climb! What can you do? What can you do?
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• Change the instruction a few times. Surprise children What can you do? What can you do?
by sometimes changing the word sooner than they I can jump around the playground with you.
expect.
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I can jump around the playground with you.

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• Challenge Invite a child to ‘play teacher’ and call out What can you do? What can you do?
the instructions instead.
What can you do? What can you do?
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3 Teach the Song I can climb around the playground with you.
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• Bookwork Help children to open their books to I can climb around the playground with you.
pages 18–19. Point to each of the groups of children What can you do? What can you do?
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and say Look at the children. They play. Ask What can you do? What can you do?
questions about the actions in the picture. Point to the
I can dance around the playground with you.
children jumping over the skipping rope and ask Climb
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or jump? Then point to a child running and ask Run or I can dance around the playground with you.
climb? What can you do? What can you do?
NOTE: You may want to teach dance before children What can you do? What can you do?
listen to the song. Model dancing. Say I dance! Tell
children to repeat.
• Play the song twice more. Encourage children to sing
• Say Let’s listen to a song. Play the Unit 2 Song: the song and do the actions.
What Can You Do? TR: 2.4 / SC: 2.4. The first
• Modify for Success For children with limited
time, tell children to just listen and watch as you do the
mobility, ask them to use their arms or heads to show
actions.
the actions.
NOTE: For help teaching What Can You Do?, view
Getting Ready SC: 2.7–2.9.
52 Unit 2
■ Play the Unit 2 Song: What Can
You Do? TR: 2.4 / SC: 2.4.
Ask children to run, jump, climb
and dance around, doing each
action as they hear it in the song.
Encourage children to sing the
song as they move.
■ Clear some space in the
classroom or go to a corridor or
the playground. Stick a long piece
of masking tape to the floor and
demonstrate jumping from side to
side over the tape. Invite several
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volunteers to have a go jumping
over the tape in the same way.
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Children then take turns. Ask
them to jump side to side over the
tape when you say Jump! They
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keep jumping until you say Stop!
Children stop jumping.
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19
■ Modify for Success For
children with limited mobility, tell
them to take turns at ‘playing

4 Teach the Sound teacher’ and saying Jump! and
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• Say Let’s listen to a sound. Play the /ʌ/ sound TR: SE.2.
hi Stop!
• Make the /ʌ/ sound four or five times yourself. Point to your mouth so that
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• Say /ʌ/ Duck. Tell children to repeat. Then say /ʌ/ Sun. Tell children to repeat.
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The /ʌ/ sound is the vowel sound in the words run, up, sun and jump.
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• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of Worksheet
2.4 and a few crayons to each child.
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Point to the sun and ask What’s this?
Say That’s right! It’s the sun. Then say
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/ʌ / Sun. Can you hear /ʌ / ? (yes)

• Point to the cat and ask What’s this? Say
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That’s right! It’s a cat. Repeat the word,

emphasising the vowel sound. Ask Can
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you hear /ʌ / ? (no)

• Repeat this sequence with the pictures of
the bed and the duck.
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• Say Colour the pictures with /ʌ / . Walk

round the classroom, checking to make
sure that children are colouring only the
sun and the duck. Help children who are
having trouble hearing the target sound. wow2e_BrE_l2_u02_ws2.4.indd 2 26/06/21 9:06 PM
5 End the Lesson

ing the Tidy Up Song TR: R.3 /
• S SC: R.3 while children help you to tidy Activity Book page 10.
up the materials used in the lesson. Teacher’s notes available on
ing the Goodbye Song TR: R.4 /
• S SC: R.4. Tell children to wave pages 62–63.
Resources
Concepts Presentation • SC: R.1–R.4, 2.4–2.5
• TR: R.1–R.4, 2.2, 2.4–2.5
Student’s Book page 20 • Flashcards 22–23
Identify down and up Materials

• pillowcases, small towels or pieces of cloth
Language (one per pair)
New: down, up • crayons
Review: a seesaw, a slide, a swing • a balloon (optional)
• a piece of cardboard (optional)
• bubbles (optional)
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• a torch (optional)
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• Point to your eyes and say Watch. Slowly lift up your
Warm Up
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1 arms as you say Up, up, up. Then slowly lower your
• Put children into pairs. Tell them to sing the Hello arms as you say Down, down, down.
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Song TR: R.1 / SC: R.1 to each other. • Point to children and say Now you do it. Say Up, up,
• Say Now let’s say the chant. Tell children to say the up. Encourage children to say up, up, up as they lift
Unit 2 Chant TR: 2.2 and do the actions. up their arms. Then say Down, down, down. Ask
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children to say down, down, down as they lower their
2 Review hi arms.
• Point to your eye and say Watch. Look up at the
• Point to your ear and say Listen. Play the Unit 2
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ceiling as you say Up. Then move your head down
Song: What Can You Do? TR: 2.4 / SC: 2.4 two
until your chin is on your chest as you say Down.
times. The first time, sing the song and do the actions.
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Then ask children to sing the song and do the actions • Point to children and say Now you do it. Say Up and
with you. then Down as children say the words and do the
actions. Repeat this a few times.
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3 Teach the Concepts • Put children into pairs facing each other. Give each
pair a pillowcase, a small towel or another piece of
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• Bookwork Help children to open their books to page cloth, and ask them to hold it like this.
20. Point to the squirrel that’s climbing up the tree and
say Look. This is a squirrel. Say This squirrel goes up.
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Make an upwards gesture with your hand as you say

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Up. Then repeat.

• Point to the squirrel that’s climbing down the tree
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and say Look. This squirrel goes down. Make a

downwards gesture with your hand as you say Down.
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Then repeat.
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• When you say Up, ask children to lift the cloth up.
About the Photo When you say Down, ask children to lower the cloth.
There are more than 265 different kinds of squirrels Repeat until children are moving the cloth up and
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in the world. They live on every continent except down smoothly in unison.
Australia and Antarctica. They like to live in trees,
so they usually live in wooded areas. Squirrels are NOTE: In addition to teaching up and down, this
excellent at climbing and jumping. They can jump game helps children to learn how to work with a
about 6 metres (20 feet). partner.
• Say Let’s say the new words. Play TR: 2.5 /
you give a copy of Worksheet 2.5 and a crayon to
SC: 2.5. If you use the audio to present the words,
each child.
hold up the up or down flashcards when children hear
the words. Tell children to repeat each word twice.
up up
down down
54 Unit 2
■ Tell children to stand together in
an open space in the classroom.
Blow up a balloon. Tap the
balloon upwards, saying Up each
time you do this. Tell children to
work together to try to keep the
up balloon from hitting the ground.
Each time the balloon is hit
upwards, ask them to say up.
down Each time the balloon starts going
down, ask them to say down.
■ Tell children to make a ramp using
a piece of cardboard. Tell them to
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roll a crayon or pencil down the
cardboard ramp, saying down as
Squirrels on a tree
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it rolls.
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20 Unit 2
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Point to the playground items one at
a time and ask What’s this? hi
• Point to the boy on the swing and
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ask Is he up? (no) Then point to the
■ Blow a bubble upwards. Tell
girl and ask Is she up? (yes) Then
children to keep saying up as long
say Circle up as you model circling
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as the bubble floats up. When

the girl. Tell children to do the same. the bubble starts going down, tell
• Point to the slide and the seesaw
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children to say down again and

and say Now you do it. Circle up. Welcome to Our World 2 © 2022 Cengage®.
again until the bubble bursts.
Tell children to circle the child in ■ Turn off the lights and pull down
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each picture who is in the up position. Walk round the classroom checking the shades (if possible) to make
children’s work and helping as needed. the room dark. Shine a torch on
• Review children’s answers together as a class. the wall. Move the light beam
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upwards and prompt children

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• Challenge If children are ready, you can do a more challenging activity. to say up. Move the light beam
Give children a red crayon for up and a blue crayon for down. Point to the downwards and prompt children
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swing and say Circle up. Tell children to circle the girl in red. Then point to say down.
to the seesaw and say Circle down. Tell children to circle the boy in blue.
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Then point to the slide and say Circle down. Tell children to circle the boy in
blue.
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While children may still be most comfortable working on their own, at this
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age they are becoming increasingly social and interested in interacting

with others. Give children increasing opportunities to work in pairs and
groups. This will help them to learn the important skill of cooperation.
4 End the Lesson

Concepts Practice
Resources
Student’s Book page 21 • SC: R.1–R.4, 2.4
Demonstrate understanding of down and up • Worksheet 2.6
Language
Review: a seesaw, a slide, a swing; climb, jump, run; Materials
down, up • a ball
Recycle: a crayon, a pencil, scissors; a bird, a frog, • crayons and scissors
an elephant • classroom objects such as pencils and crayons
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Warm Up Practise the Concepts
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1 3
• Put children into small groups. Tell children to sing the • Bookwork Help children to open their books to
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Hello Song TR: R.1 / SC: R.1 to their groups. page 21. Point to the bird and ask What’s this? Then
• Sing the Unit 2 Song: What Can You Do? TR: 2.4 / point to the slide and ask What’s this? Say Let’s help
SC 2.4 with children. Encourage children to do the the bird get to the slide.
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actions with you as they sing. • Trace the dotted line from left to right with your finger.
2 Review
hi Each time you move your finger up, say Up. Each time
you move it down, say Down.
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• Do this again, this time asking children to say up and
down with you.
page 20. Point to the squirrel going up and say Up.
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Then point to the squirrel going down and say Down. • Say Now let’s trace. Model tracing the line with
Point to each squirrel again, this time prompting a pencil, saying Up and Down as you trace. Tell
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children to say up and down without your help. children to do the same. Walk round the classroom,
watching and listening to children as they work.
• Squat down and say Down. Then stand up and say
Help as needed.
Up. Then say Now you do it. Motion for children to
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squat down and say down. Then tell them to get up • Point to the frog and say This is a frog. Then move
and say up. your finger from the frog to the swing and ask What’s
this? Say Let’s help the frog get to the swing. Model
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• Challenge Invite a child to come to the front and

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tracing with your finger as you say up and down.

‘play teacher.’ Tell the child to say up and down. Ask
the class to follow the child’s instructions. • Say Now you do it. Tell children to use their pencils
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to trace along the line from the frog to the swing. Tell
• Tell children to sit in a circle. Then ask every other
children to say up and down as they trace. Help as
child to stand up. Tell children to pass a ball round the
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needed.
circle and say up and down as they pass the ball.
• Repeat this sequence with the elephant and the
• Challenge Tell children to pass the ball round faster,
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seesaw.
saying up and down as they pass the ball.
• Play the Transition Song TR: R.2 / SC: R.2
as you give a copy of Worksheet 2.6, crayons and
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scissors to each child.
56 Unit 2
PRACTICE Trace and say.
■ Put children into pairs. Tell them
to sit on the floor facing each
other and holding hands like in
the picture. Then tell them to
make a seesaw motion. Tell the
child being pulled up to say up,
and the child going down to say
down.
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■ Give students classroom items
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such as a crayon, a pencil and
scissors. Say Crayon up. Children
hold the crayon up. Then say
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21
Crayon down. Tell children to
put the crayon on the table. To
make this activity more fun and
• Worksheet Hold up the worksheet. Point

challenging, start by saying
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to the slide and ask What’s this?
Pencil down. Tell children to leave
• Tell children to colour the pictures of thehi the pencil on the table. Then
slide and the boy. say Pencil up and tell children
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• Point to the dotted lines round the boy to hold the pencil up. Practise
and say Cut along the dotted lines. up and down with the other
classroom items. Then invite a
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Model if necessary and help as needed.

student to ‘play teacher’ and give
• Put the boy at the top of the slide. Ask Is instructions.
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he up or down? (up) Then show children

how to move the boy on the slide to make
it look like he is sliding down. When the
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boy is at the bottom of the slide, ask Is he

up or down? (down) Welcome to Our World 2 © 2022 Cengage®.
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• Pretend to make the boy climb up the

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ladder on the slide. Ask Do you run up a

slide? (no) Do you jump up a slide? (no) Do you climb up a slide? (yes)
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• Tell children to move the boy up and down the slide saying up and down.
Walk round the classroom while children are playing. Make sure that they’re
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using up and down correctly as they play.

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4 End the Lesson

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pages 62–63.
Language in Use
Objective
Resources
Talk about abilities using I can [ jump]! • SC: R.1–R.4, 2.4, 2.6
• TR: R.1–R.4, 2.4, 2.6
Language • Flashcards 18–21
New: I can [jump]! • Worksheet 2.7 • Activity Book page 12
Review: climb, jump, play, run; down, up
Materials
• crayons and scissors
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• chalk or masking tape (optional)
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Warm Up
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1
mobility, ask Can you play? Tell children to say yes
• Say Hello! or Hi! to each child. Tell children to greet and play in any way they like. Then say You can play!
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you and each other. • Say Let’s do a sticker activity. Help children to find the
• Tell children to sing the Hello Song TR: R.1 / Unit 2 stickers at the back of their books. Point to the
SC: R.1. happy face sticker and model peeling it off. Then put
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• Sing the Unit 2 Song: What Can You Do? TR: 2.4 / it on the circle above the jumping boy on page 22 and
SC: 2.4 with children. Do the song actions while hi say I can jump!
you sing. Encourage children to do them as well. • One at a time, point to each of the remaining stickers.
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For each, ask Can you [run]? Then say I can [run]!
2 Review • Modify for Success For children with limited
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mobility, ask Can you play? Then tell the child to put a
• Bookwork Help children to open their books to page 20.
happy face on the page to show I can play.
Point to the squirrel climbing up the tree while making
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an upwards motion with your hand. Ask Up or down? • Say Listen if you play the audio of the language
Then point to the squirrel climbing down the tree while model or Watch if you play the video. Play TR: 2.6 /
making a downwards motion with your hand and ask Up SC: 2.6 twice.
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or down? Monkey: What can you do?

• Do each of the following and ask children to call out Frog: I can jump!
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up or down. • If you use the video to present the language model,

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–– Lift up your arm. Then put it down. draw children’s attention to what the monkey does at
the end. Point to the monkey and say What can you
–– Point your finger down. Then point it up.
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do? Prompt children to answer I can climb!

–– Lift your head and look up. Then look down.
• Show children the happy face stickers you placed
at
• Hold up Flashcards 18–21, one at a time, and ask by each photo in your own book and say I can jump!
children to do the action on the spot. I can run! I can climb! Then ask What can you do?
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Emphasise you.
3 Use the Language • Gesture to children and say Now you say it. Ask each
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• Bookwork Help children to open their books to child to hold up his or her book and talk about each of
page 22. Hold up the page. Point to the photo of the the actions he or she can do, using I can [jump]!
boy jumping and ask Climb or jump? Then gesture to
one child and ask [Anna], can you jump? If the child Teaching Tip
says yes, say [Anna], please jump. After the child Include both active physical activities and quieter
jumps, say You can jump! If the child says no, ask activities in each class. The physical activities will
another child. keep children from getting bored and the quieter
• Gesture to the class and ask Can you jump? Tell activities will keep them from getting overexcited.
children to say yes and jump on the spot a few times.
• Play the Transition Song TR: R.2 / SC: R.2
Then say You can jump!
as you give a copy of Worksheet 2.7, crayons and
58 Unit 2
LANGUAGE IN USE Listen. Stick and say. TR: 2.6
What can Additional Activity

you do? I can jump! ■ Draw a line on the classroom
floor with chalk or make one
using masking tape. Tell children
to stand behind the line, one at a
time, and then jump as far as they
can. You may want to put a piece
of masking tape with each child’s
name to mark where the child
landed. Prompt each child to say
I can jump! before he or she
jumps. Make sure you praise each
child after his or her jump with
Well done!, Great jump! or Wow!
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children with limited mobility,
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tell them to take turns ‘playing
teacher’ and saying to the class,
for example, Jump three times.
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You could also ask them to take
turns holding a Flashcard 18–21
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22 Unit 2 for the other children to do the
action.
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For each picture, give children two
different actions to choose from. For hi
example, point to the first picture
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and ask Run or jump? Repeat with
the other two pictures.
• Ask What can you do? Point to the
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picture for run. Ask a child [Maria],

can you run? If the child says yes,
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say You colour the picture. If the Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
child says no, gesture to show wow2e_BrE_l2_u02_ws2.7.indd 3 26/06/21 9:06 PM

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no and say You do not colour the

picture. Repeat this question and instruction with the other two pictures.
• Say Now you do it. Colour what you can do. Give children time to colour
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the appropriate pictures. Walk round the classroom helping as needed.

• Point to the dotted lines and say Cut along the dotted lines. Model if
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• Modify for Success For children with limited mobility, ask about the
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children in the drawings instead. Ask Can he run? Can she jump? When it’s
time for children to say what they can do, provide a toy such as a lorry or
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blocks that they can use to model play. Ask What can you do? Tell the child
to say I can play!
• While children are working, clear a path for running.
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• Ask What can you do? Show me. Choose a child to show the class one of
the pictures he or she coloured and say I can [jump]! Then tell the child to
do this action for the class. Tell other children to say the sentence and do
the action.
4 End the Lesson

up the materials used in the lesson. Activity Book page 12.
Language in Use 59
Unit Review and Project Resources
• SC: R.1–R.4, 2.4
• TR: R.1–R.4, 2.4
Objective • Assessment Worksheet 2.8
Demonstrate ability to use Unit 2 vocabulary, • Activity Book page 42
concepts and language independently • Freddy the Frog and Polly the Parrot Push-Out
Puppets
Project Objective
Make a seesaw Materials
Language • two soft toy animals • scissors
Review: a seesaw, a slide, a swing; climb, jump, play, Project: crayons; triangles and rectangles cut out of
run; down, up; I can [climb]! white card; glue; coloured paper; paper fasteners (one
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Recycle: please per child)
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children to run as well. Then stop and gesture to
Warm Up
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1 children to stop, too.
• Say Hello! or Hi! to each child. Tell children to greet • Modify for Success For children with limited
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you and each other. mobility, tell them to use their arms or heads to show
• Tell children to sing the Hello Song TR: R.1 / the action.
SC: R.1. • Say Run! without saying please. If any children start
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• Tell children to sing the Unit 2 Song: What Can You running, smile and say playfully, No. Don’t run. I didn’t
Do? TR: 2.4 / hi
SC 2.4. NOTE: At this point, children say ‘please’.
will know the song and actions well enough to perform NOTE: If children don’t follow the instructions
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it. Ask children to perform the song for another class, correctly at first, make sure they understand that
or invite families to stay to listen to the song at drop- they didn’t do anything wrong. Smile and keep a
off time.
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fun, light mood in the classroom. Put the blame on

yourself for not saying please.
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• Practise the game a few times saying only Run!

• One by one, show children the slide, seesaw and and Run, please! until you are sure that children
swing flashcards, and prompt them to say the word for understand. Once they become comfortable with
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each. Then display the flashcards where children can the game, you can use Jump, [please]! and Climb,
see them. [please]! as well.
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• Pretend you are holding onto the chains of a swing • Put one soft toy on a shelf or a table. Put another one
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and rock your body forwards and backwards. Point to on the floor. NOTE: If possible, use animals children
the flashcards and ask What’s this? already know the name of, such as a cat and a dog, or
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• Lift up your arms and lean your upper body back a bird and a rabbit.
slightly and move as if you’re going down a slide. Point • Ask Is the [dog] up or down? Then ask Is the [cat] up
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to the flashcards and ask What’s this? or down? Then change the position of the soft toy and
• Squat down and get up a few times as if you are on a ask the question again.
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seesaw. Point to the flashcards and ask What’s this? • Play the game again with two of the push-out puppets
• One by one, let children come to the front and pretend from the back of the book. For example, hold the
Polly the Parrot push-out puppet up high, and prompt
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to be on a slide, swing or seesaw. Ask the class to

guess the correct word. children to call out up. Hold the Freddy the Frog
push-out puppet down low and prompt children to
• Tell children to stand in a circle. Say Let’s play a
call out down.
game. If I say ‘Run’, do not run. Emphasise not.
Gesture to show no if necessary. Then say If I say • Invite two children to come to the front. Tell one to
‘Run, please’, you run. Emphasise please as you say squat down and the other to stand up. Gesture to
it. Gesture to show yes if necessary. the squatting child and say the child’s name. Ask Is
[Lorena] up or down? Tell children to call out down.
• Say Run, please! Start running on the spot and ask
Gesture to the standing child and say the child’s name.
Ask Is [Amir] up or down? Tell children to call out up.
60 Unit 2
PROJECT Make a seesaw.
TR: R.2 / SC: R.2 as you give
a copy of Assessment Worksheet
2.8 and scissors to each child.
2 Let’s Play
3 4
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Hold up the worksheet. Point to
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■
each playground item and ask

What’s this? (swing, seesaw,
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slide) Then point to each action in
the bottom row and ask What can
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23 [he] do? (run, jump, climb, play)
■ Point to the dotted lines and say
Cut along the dotted lines. Model
3 Project if necessary and help as needed.
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• Bookwork Help children to open their books to the Unit 2 Project. Hold up
hi ■ Ask What can you do? Model by
holding up the picture of the child
the page. Point to the photo of the completed project and say Let’s make
jumping and saying I can jump!
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a seesaw.
Then ask again What can you do?
• Give each child a triangle and a rectangle cut out of white card, a paper ■ Give each child a chance to hold
fastener and a piece of coloured paper. Put crayons and glue on each
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up the pictures and talk about the

table. different things he or she can do,
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• Tell children to colour the triangle and the rectangle. using I can [jump]!
• Tell children to glue the triangle onto a piece of paper. Model how to put ■ Challenge After each child talks
the triangle near the bottom middle of the piece of paper and the rectangle about what he or she can do,
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over the top of the triangle. Tell children to do the same. ask the class What can [Alberto]
do? Then ask children to answer
• Show children the paper fastener and say Put it through the shapes and [Alberto] can run.
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the paper. Model putting the paper fastener through the shapes. Then turn
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over the project and model opening the paper fastener. Tell children to do
the same. Walk round the classroom helping as needed.
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• Model moving the seesaw up and down by gently pushing the ends of the
rectangle. Children do the same.
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4 Apply
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• Call out Up and then Down and prompt children to move one side of their
seesaws in the direction of the word you call out. Then invite a child to ‘play
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teacher’ and call out the words.
5 End the Lesson

• Show children the ‘WOW I can!’ stickers at the back of their books. Tell
children to put one of the stickers in the ‘I can talk about playing.’ box on
page 78 of their books.

Activity Book
2 Let’s Play SONG Listen and circle. Say. TR: AB.2.1
VOCABULARY Say. Find and circle. Resources Resources

•• Student ’s Book •• Student’s Book
page 18 page 19
•• TR: AB.2.1–2.2
Materials
•• crayons
9 10 Unit 2
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• Say Run. I can run! Act out running on the spot. Tell • Act out climbing. Say I can … Prompt children to say
children to stand up. Say Now you do it. Run! Repeat climb and copy the action. Repeat with jump, run and
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for jump, play and climb. play.
• Modify for Success For children with limited • Play the Unit 2 Song TR: AB.2.1. Tell children to act
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mobility, tell them to use their arms or heads to show out each action as they hear it. (run, jump, climb)
the actions. • Help children to open their Activity Books to page 10.
• Act out the words again in a different order. Ask Hold up your book. Point to the children doing the
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children to copy you, saying the word for the action actions. Say Listen and circle. Play TR: AB.2.1 again,
they are doing. hi pausing after each verse. Each time, tell children to
• Help children to open their Activity Books to page 9. circle the correct picture and say the word. (run, jump,
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Hold up your book. Point to each playground item climb)
and ask children to say the word for it. (seesaw, slide,
swing)
As Homework
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• Point to the small pictures at the top of the page. Point • Children listen to the Unit 2 Song TR: AB.2.1 and
to the first picture and say Jump! Point to the other circle the picture for the correct action. (run, jump,
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small pictures and ask children to say the actions. climb)

(play, run, climb)
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• Point to the first small picture again. Say Jump! Point

to the big picture and ask Where is jump? Prompt
listen. Play it again and ask children to repeat the
children to point to the child jumping by the seesaw.
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sound and the words.

Go round the classroom checking that children are
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pointing to the correct picture. /ʌ/ jump; /ʌ/ run; /ʌ/ mummy
• Point to the first photo and say Jump. Can you hear
• Say Let’s circle. Model circling the picture of the child
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/ʌ/? Gesture to show that jump got has the /ʌ/ sound.
jumping. Tell children to do the same.
Ask children to circle it.
• Point to the rest of the small pictures and say Now
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• Point to the next photo and say Slide. Can you hear
you do it. Tell children to circle the children in the big
/ʌ/? (no) Gesture to show that this isn’t the same
picture. Walk round the classroom helping as needed.
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sound.
• Review as a class. Say Well done!
• Repeat for the other photos. (swing, run, mummy).
As Homework Children circle the photos of run and mummy.
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• Children name the actions for each small picture at As Homework

the top of the page. Then they find the child doing
• Children listen to TR: AB.2.2 and say the /ʌ/ sound
each action in the big picture and circle him or her.
items with the /ʌ/ sound. (jump, run, mummy)
62 Unit 2
CONCEPTS Look and say up or down. Circle. LANGUAGE IN USE Listen. Trace and say. TR: AB.2.3
Resources Resources
page 21 page 22
•• TR: AB.2.3
What can
you do?
I can jump!
Unit 2 11 12 Unit 2
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In Class In Class
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• Stand up and say Up. Tell children to do the same. Sit • Help children to open their Activity Books to page 12.
down and say Down. Tell children to do this, too. • Hold up your book and point to the mascots. Say
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• Modify for Success For children with limited Listen. Play TR: AB.2.3. Monkey: What can you do?
mobility, tell them to use their arms or heads to show Frog: I can jump! Children repeat.
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up and down. • Say Let’s trace the lines. Point to the jumping girl.
• Help children to open their Activity Books to page 11. Model tracing along the line from left to right, carefully
• Hold up your book. Point to the arrows pointing down following the pattern first with your finger and then with
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and say Down. Point to the arrows pointing up and say a pencil. When you get to the end, say I can jump!
Up. Ask children to repeat each time. hi Tell children to do the same.
• Point to the first picture. Ask Down or up? (up) Say • Say Now you do it. Point to the girl climbing and to the
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Let’s circle. Model circling the arrow that points up. boy running, and tell children to complete the activity
Tell children to do the same. independently. Walk round the classroom checking
children are tracing from left to right and are holding
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• Point to the other pictures. Choose individual children

to say up or down for each. (down, down, up) their pencils correctly. Help as needed.
• Review the activity. Point to each of the pictures and
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• Say Now you do it. Tell children to circle the correct

arrow under each picture. Walk round the classroom, prompt children to say I can [run]! Say Good work!
helping as needed.
As Homework
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As Homework • Children listen to TR: AB.2.3 and trace the dotted

• Children look at each picture and circle the arrow for lines for each picture. Then they point to each action
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and say what they can do using the language model.

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down or up. Children point to each arrow they circled

as they say the word. (I can jump! I can climb! I can run!)
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Review Activity • Say a number from one to five. Tell children to move
at
Unit 2
REVIEW Count and say.
that number of spaces. If children land on a photo, ask
Materials them to name the action.
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•• a small toy to use as • Explain that if they land at the bottom of a ladder, they
a game piece move up the ladder and say Up. If they land at the top
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of a slide, they move down the slide and say Down.
42
As Homework
• Parents or carers say a number from one to five or
In Class write the numbers on a piece of paper, put them in a

• Help children to open their Activity Books to page 42. bag and ask children to take them out. Children move
• Hold up your book. Point to each photo and say Look. that number of spaces. When they land on a photo,
What’s this? Ask children to name each action. they name it. If they land at the bottom of a ladder, they
move up the ladder and say Up. If they land at the top
• Say Let’s play! Tell children to put a small toy at the
of a slide, they move down the slide and say Down.
beginning of the board to use as a game piece.
Activity Book 63
3 I Like Rice
Identify and name beans, cheese • SC: R.1–R.4, 3.1–3.2 • uncooked rice and uncooked
and rice • TR: R.1–R.4, 3.1–3.2 beans
• Flashcards 24–30 • a plastic cup per child
• Mini Flashcards 24–26 (one of • glue
Language
each per child) • cheese or play dough, plastic
New: beans, cheese, rice
• Worksheet 3.1 knives (optional)
Recycle: 1 (one) to 5 (five), please
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to name the foods they know. Call out the foods
Warm Up
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1 children don’t know. The purpose is to introduce
• Wave to children and say Hello! Tell them to wave and children to the theme, not to teach new words.
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say Hello! back to you.
• Tell children to sing the Hello Song TR: R.1 / 3 Teach the Vocabulary
SC: R.1 as they wave hello to each other. • Bookwork Point to the rice bears on page 24 again
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and say This is rice. Then point to the picture of the
2 Introduce the Theme hi bowl of rice on page 25 and say This is rice, too.
• Show children some uncooked rice in a bowl or box.
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Teaching Tip Pass the rice round to let each child look at and feel
Throughout this unit, children will be presented with the rice.
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a variety of foods. Always check for allergies or other • Point to the photo of the cheese on page 25 and
dietary restrictions before bringing food into the say This is cheese. If possible, show children some
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classroom. real cheese. If this isn’t possible, hold up the cheese

flashcard and say This is cheese.
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pages 24–25. Hold up the spread. Say Look. Point to • Point to the photo of the beans on page 25 and say
the rice dish on page 24. Say This is food. Then point These are beans. Show children some uncooked
one by one to the other food items on page 25 and beans. Again, let each child look at and feel the
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beans.
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say This is food, too. Look at the food.

• Say Let’s say the words. Play TR: 3.1 / SC: 3.1. If
About the Photo you use the audio to present the words, show the rice,
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Rice grows across every continent except Antarctica.

cheese and beans flashcards when children hear the
There are more than 40,000 varieties of rice. Brown words. Ask children to repeat each word twice.
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rice has its brown outer bran layer intact. Once that rice rice
layer is removed, the white grain of rice is revealed. cheese cheese
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Black and red rice are naturally that colour. The beans beans
black (or red) colour of the bran layer and grain is
• Give each child a small container with five beans
due to a pigment.
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mixed into a handful of rice, as well as a small plastic

cup. Ask children to name the food items. Then tell
• Say Look at the food. Slowly show Flashcards 24–30
them to pick the beans out of the rice, counting aloud
without saying the words.
from one to five as they put them in the cup. Model if
Video Option Use SC: 3.1 (without the audio) to necessary and help as needed.
present the vocabulary. • Hold up the cheese flashcard (or a piece of real
• If you’ve got any food in the classroom, show children cheese) and prompt children to say cheese.
the food and say Look at the food. If children usually • Say Let’s listen to a chant. Play the Unit 3 Chant
bring lunchboxes to school, ask them to show you TR: 3.2. Tell children to just listen as you chant and
their food. Say Show me your food. Then hold up one hold up the flashcard for each item as children hear
of the food items and ask What’s this? Ask children the words.
64 Unit 3
3 I Like Rice
TR: 3.3
rice cheese beans
Bears made from

rice in Japan
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chocolate yoghurt milk eggs
24 25
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Rice, please. Rice, please.
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Rice, rice, rice, please. Additional Activity
Beans, please. Beans, please. ■ Tell children to wash their hands.
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Beans, beans, beans, please. Give each child a small, thin piece
of cheese and a plastic knife.
Cheese, please. Cheese, please.
Tell children to cut the cheese
Cheese, cheese, cheese, please. into different shapes. When they
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Rice, beans, cheese. Rice, beans, cheese. finish, let them eat it if they wish
Rice, beans, cheese. Please, please, please. hi to do so. NOTE: If you can’t
serve cheese due to allergies, or
• Give each child a set of Mini Flashcards 24–26. Play the chant again. This
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time, encourage children to say it with you and hold up the corresponding mini if children don’t like cheese, tell
children to use modelling clay
flashcard for each part of the chant.
or play dough to cut the shapes
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instead. The modelling clay
SC: R.2 as you give a copy of or play dough can be shaped
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Worksheet 3.1, glue and 15 beans into a favourite food item first.
to each child. NOTE: Instructions for making
play dough are available on the
• Worksheet Hold up a completed
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Professional Development Video.

worksheet, with the correct number
of beans glued in each box. Point to
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the beans in the box with the 2. Ask

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What are these? Say That’s right!

These are beans. Then ask How Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
many beans? If necessary, hold

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up two fingers. Then point to the

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remaining boxes of one, three, four and five beans and ask children How
many?
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• Point to box 1. Ask How many? Then say Show me one bean. Pick up one
bean and tell children to do the same. Model putting one small dot of glue
in box 1 and then putting the bean on the glue. Tell children to do the same.
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• Say Now you do it. Tell children to finish gluing the correct number of
beans in each box independently. As they do, walk round the classroom
helping as needed.
4 End the Lesson

• Say Now let’s watch and listen as children sing a song about food. The
children are in the United States. Play SC: 3.2.
• Sing the Goodbye Song TR: R.4 / SC: R.4. Tell children to wave goodbye
to each other as they sing.
Unit Opener 65
• TR: R.1–R.4, 3.2–3.3
Identify and name chocolate, eggs, milk and • Flashcards 24–30
yoghurt • Worksheet 3.2
Language Materials
New: chocolate, eggs, milk, yoghurt • opaque containers of uncooked rice and beans
Review: beans, cheese, rice • play dough
Recycle: in, on, under • scissors and glue
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• cup, spoon, milk, chocolate milk powder (optional)
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rice rice
Warm Up
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1 cheese cheese
• Put children into pairs and tell them to sing the Hello beans beans
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Song TR: R.1 / SC: R.1 to each other. chocolate chocolate
yoghurt yoghurt
2 Review milk milk
eggs eggs
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• Say Let’s listen to the chant. Play the Unit 3 Chant
hi • Hold up the chocolate flashcard. Ask What’s this?
TR: 3.2 twice. The first time, tell children to just listen.
Give children a chance to answer, or say This is
The second time, ask them to say the chant.
chocolate. Tell children to repeat the word. Then ask
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• One by one, show children the beans, cheese and Do you like chocolate? Let children answer yes or no.
rice flashcards. As you do, ask What’s this? When
• Challenge Children can answer I like chocolate. If
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children give the correct answer, say That’s right!

they don’t like chocolate, say I don’t like chocolate
• Hold up an opaque container with uncooked rice in it. and gesture for children to repeat.
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Shake the container and ask Are these beans? Is this

• Show children the yoghurt flashcard and ask What’s
cheese? Is this rice? Shake the container a few more
this? Then say Let’s eat yoghurt. Pretend to take a
times to help children decide. NOTE: If the container
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spoonful of yoghurt out of a container, put it in your

is clear, wrap paper round it.
mouth and eat it. Then ask children to do the same with
• Give each child a chance to guess what food is in the a pretend spoon and container as they say the word.
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container. Then take off the top of the container and

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• Show children the milk flashcard and ask What’s this?

let children look inside. Ask What’s this? (rice)
Then say Let’s drink milk. Pretend to hold a cup up to
• Repeat this activity with an opaque container of beans. your lips and take a sip of milk. Then tell children to do
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the same with a pretend cup as they say the word.

3 Teach the Vocabulary
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• Show children the eggs flashcard. Ask What are

• Bookwork Help children to open their books to these? Then say Let’s make eggs. Give each child
enough play dough to shape into an egg. Model if
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page 25. Hold up the page. Point to the photos of rice,

cheese and beans, one at a time. Each time say Rice necessary. When they finish the egg, ask them to say
is food. Cheese is food. Beans are food. Point to the the word.
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photos of chocolate, yoghurt, milk and eggs on the

page and say Let’s learn new words. School Readiness: Motor Skills
• Play TR: 3.3 / SC: 3.3. If you use the audio to Playing with play dough is fun for children and helps
present the words, show the chocolate, yoghurt, milk to develop their finger muscles. Play dough can be
used to replace real objects, such as food items,
and eggs flashcards as children hear the words. Ask
when these are not available. Look for opportunities
children to repeat each word twice.
to include play dough in school activities as well as
in in-between school activities.
66 Unit 3
■ Give each child a small cup of
milk and a spoon. Point to the milk
and say Milk. Put a spoonful of
chocolate milk powder into each
cup. Say Chocolate. Tell children
to mix the milk and the powder.
Say Chocolate milk. Ask children
to repeat. Then let children drink
rice cheese beans the chocolate milk if they wish to
do so.
■ Tell children to close their eyes.
Then place an egg made out of
play dough in a place that is easy
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to find, such as on a table, in a
box, under a book. Ask Where is
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the egg? Ask children to point to
the egg and say where it is, using
in, on and under.
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chocolate yoghurt milk eggs
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25
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Worksheet 3.2, scissors and glue to each child.
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• Worksheet Hold up the worksheet. Point to the chocolate bar in the first
row and ask What’s this? Point to the glass of milk and ask the question
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again. One at a time, point to the second chocolate bar and the second
glass of milk and repeat the question. Then point to and say each object
in the row again so that children begin to hear the pattern. Say Chocolate,
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milk, chocolate, milk. Then point to the empty box at the end of the row and
say Hmmm. What’s next? (chocolate)
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• Tell children to find the chocolate Activity Worksheet 3.2
bar at the bottom of the page. Point

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to the dotted lines round it and say

Cut out the chocolate along the
dotted lines. Model if necessary.
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Then model how to glue the picture

in the empty box to finish the
pattern.
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• Point to the next pattern and say

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Now you do it. Walk round the Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
classroom checking children’s work wow2e_BrE_l2_u03_ws3.2.indd 5 26/06/21 9:07 PM
and helping as needed. Make sure

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children cut out and glue the egg in the empty box.
• When children finish, review the second pattern together as a class.
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4 End the Lesson

Vocabulary Practice Resources
• SC: R.1–R.4
• TR: R.1–R.4, 3.2
Objective • Worksheet 3.3 • Activity Book page 13
Demonstrate understanding of beans, cheese, Materials
chocolate, eggs, milk, rice and yoghurt
• a container with uncooked rice, a hardboiled egg,
a wrapped chocolate bar, a container with uncooked
Language beans
Review: beans, cheese, chocolate, eggs, milk, rice, • play food (optional)
yoghurt • pencils
Recycle: eyes, hair, mouth, nose; a dress; circle, • a paper or plastic plate and 20 beans per child
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square, triangle; a tree, the sun (optional)
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• Ask Can you see eyes? Show me the eyes. Ask
Warm Up
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1 children to point to the eyes in the picture. Then ask
• Say Hello! or Hi! to each child. Tell children to greet What food is this? (eggs) Say Yes! The eyes are eggs.
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you and each other by saying Hello! or Hi! • Say Show me the nose. Tell children to point to the
• Tell children to sing the Hello Song TR: R.1 / nose in the picture. Then ask What food is this?
SC: R.1 while waving to each other. (cheese) If the children need more support, ask Is this
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• Say the Unit 3 Chant TR: 3.2 with children. rice or cheese?
hi • Repeat this activity with the hair and the mouth.
2 Review (chocolate, beans)
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• Point to the foods on the right-hand side of the page.
• One at a time, show Flashcards 24–30. Ask children
Point to the cheese and ask What’s this? Say That’s
to say the name for each food.
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right! It’s cheese. Then point to the face and ask Can
• Say Let’s play a game. Invite a child to come to the you see cheese in the face? (yes) Point to the cheese
front. Tell the child to close his or her eyes. Guide the in the face and say Yes! It’s the nose. Let’s circle it.
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child’s hand into the container of rice and ask What’s Model circling the photo of cheese on the right-hand
this? side of the page and saying Cheese. Tell children to
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• Modify for Success If the child needs more support, do the same.
ask Is this rice or milk? • Repeat this with the chocolate. Model circling the
• Invite another child to come to the front. Tell the child photo of chocolate on the right-hand side of the page
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to close his or her eyes. Place a hardboiled egg in the and saying Chocolate. Tell children to do the same.
child’s hands. Ask What’s this? • Point to the yoghurt and ask What’s this? Then point
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• Continue this game with a chocolate bar and with a to the face and ask Can you see yoghurt? (no) Say
container of beans. If more children would like a turn, We can’t see yoghurt on the face. Don’t circle it.
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do the activity with each of the foods again. NOTE: If Gesture to show no as you say this.
a child doesn’t want to participate in this activity, don’t • Point to the last two pictures on the right-hand side
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insist. Some children may not feel comfortable feeling of the page and say Now you do it. Tell children to
items, especially food, with their eyes closed. complete the activity independently. When they finish,
review these items together as a class.
Make Connections
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3 • Play the Transition Song TR: R.2 / SC: R.2 as

• Point to your eyes and ask What are these? If children you give a copy of Worksheet 3.3 and a pencil to each
need more support, ask Are these eyes? Then point child.
to your mouth and ask What’s this? Continue with the • Modify for Success Some children may find
nose and the mouth. Activity Worksheet 3.3 difficult, so you may want to
demonstrate with visuals first. Set up two paper plates
4 Practise the Vocabulary with play food or mini flashcards for the food items.
Put the same items on both plates to show how these
match. Then put a different item on one of the plates
page 26. Give children a moment to see that the face
to show how the plates don’t match. Repeat a few
on the page is made of food.
times. Then move on to the worksheet.
68 Unit 3
PRACTICE Circle and say the words.
■ Give each child a paper or
plastic plate and about 20 beans.
Encourage children to make a
face on their plates. If you want to
lead children through the activity,
say Make the eyes. Model how to
put two beans on the plate for the
eyes. Tell children to do the same.
Then say Make a nose. Model
how to put one bean under and
between the eyes. Tell children
to do the same. Finally say Make
a mouth. Model how to make a
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line of beans under the nose for
the mouth. Tell children to do the
same.
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■ Challenge Put children into
pairs. Ask one child to give
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directions on what to make with
the beans. For example, ask the
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26 Unit 3
child to say Make a square. Other
suggestions: a circle, a triangle, a
sun, a tree or a dress.
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Point to the first plate in the top
row. Ask What foods can you see? hi
(beans, rice, an egg)
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• Point to the beans on the first plate
in the top row and say Beans. Then
point to the first plate in the bottom
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row and ask Can you see beans?

(yes)
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• Point to the egg on the first plate in Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
the top row and say An egg. Then wow2e_BrE_l2_u03_ws3.3.indd 6 26/06/21 9:07 PM
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point to the first plate in the bottom row and ask Can you see an egg? (yes)
• Point to the rice on the first plate in the top row and say Rice. Then point to
the first plate in the bottom row and ask Can you see rice? (no) Then point
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to the cheese on that same plate and ask What’s this?

• Point to the first plate in the first row and say There’s beans, rice and an egg
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here. Then point to the first plate in the bottom row and say There’s beans,
cheese and an egg here. Emphasise cheese. Point to both plates and ask Is
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this right? Gesture to show no as you say These plates don’t match.
• Repeat this activity, comparing the first plate in the top row to the second
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plate in the bottom row. Point to the first plate in the first row and say
There’s beans, rice and an egg here. Then point to the second plate in the
bottom row and say There’s beans, rice and an egg here, too. Gesture to
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show yes as you say These plates match. Let’s draw a line. Model drawing
a line between the two matching plates. Ask children to do the same.
• Point to the second and third plates in the first row and say Now you do
it. Tell children to complete the activity independently. Walk round the
classroom helping as needed. When children finish, review as a class.
5 End the Lesson

• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy Activity Book page 13.
up the materials used in the lesson. Teacher’s notes available on
• Sing the Goodbye Song TR: R.4 / SC: R.4. Tell children to wave pages 80–81.
Resources
Objectives
• SC: R.1–R.4, Getting Ready 3.7–3.9, 3.4
• Listen to and sing a song about cooking • TR: R.1–R.4, 3.2, 3.4, SE.3
• Identify and make the /tʃ /sound • Mini Flashcards 24–30 (one set per child)
• Worksheet 3.4
Language • Activity Book page 14
Review: beans, cheese, chocolate, milk, rice, yoghurt
Materials
Recycle: please, I can [cook]!
• a picnic blanket or tablecloth, paper plates
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• crayons
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NOTE: For help teaching The Rice Pudding Song,
Warm Up
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1 view Getting Ready SC: 3.7–3.9.
• Tell children to sing the Hello Song TR: R.1 /
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SC: R.1. Around the World
• Tell children to say the Unit 3 Chant TR: 3.2 with you. This song is popular in the United States. If you’ve
got a map of the world, show children where the
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2 Review United States is located.
• Have a pretend picnic with children. Place a picnic

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blanket or tablecloth on the floor. Tell children to sit on
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it in a circle. Give each child a plate. Song: The Rice Pudding Song
• Prepare a set of Mini Flashcards 24–30 for each child Adapted from: Peanut Butter and Jelly Song,
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and for you. Model asking for food by saying [Rice], United States
please. Then take a rice mini flashcard and put it on Lyrics by Joan Kang Shin
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your plate. Then point to it and say Rice. [Repeat each sentence two times.]
• Gesture for a child to request one (or more) of the foods, Rice, rice pudding! I like it!
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following the model. Give the child the mini flashcard(s) First you get the milk,
for the food(s) he or she requests. Then tell the child to
and you pour it, you pour it.
point to and name each food item on his or her plate.
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Rice, rice pudding! I like it!

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• Repeat this with all children.

Then you get the sugar,
3 Teach the Song and you mix it, you mix it.
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• Bookwork Hold up page 27 and point to the picture of
Then you get the rice,
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the boy cooking. Say Look. He can cook. Model mixing

something in a bowl as you say cook. Ask What foods and you cook it, you cook it.
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does he use? One at a time, point to the rice, the eggs

and the milk on the table, and ask children to name each. Then you get the egg,
Then point to the bowl of sugar and say This is sugar. and you beat it, you beat it.
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• Say The boy has got a bowl. Point to the bowl in the Rice, rice pudding! I like it!
picture. Then say Let’s put milk in a bowl. Pretend to Then you get it all,
pour milk into a bowl. Ask children to do the same. and you mix it, you mix it.
• Repeat with the sugar (mix it), the rice (cook it) and Rice, rice pudding! I like it!
the egg (crack it and beat it). Tell children to do the
Then you get the pudding,
actions with you every time. Finally, pretend to grab a
spoon and say Let’s mix it. and you eat it, you eat it!
Mm mm mm mm mm mm! Mm mm mm!
• Say Let’s listen to a song. Play the Unit 3 Song: The
Rice Pudding Song TR: 3.4 / SC: 3.4. The first
time, tell children to just watch as you do the actions. • Play the song twice more. Each time, encourage children
to sing the song and follow along with the actions.
70 Unit 3
Additional Activity
■ Give each child the rice, milk and
eggs mini flashcards. Tell children
to sing the Unit 3 Song: The
Rice Pudding Song TR: 3.4 /
SC: 3.4 and hold up the mini
flashcard for each food item as
they hear it in the song.
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27
4 Teach the Sound
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• Say Let’s listen to a sound. Play the /tʃ/ sound TR: SE.3.
hi
• Make the /tʃ/ sound four or five times yourself. Point to your mouth so that
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• Say /tʃ/ Cheese a few times. Tell children to repeat.

• Say /tʃ/ Chocolate a few times. Tell children to repeat.
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The /tʃ/ sound is the first sound in the words cheese, chocolate and chair.
• Play the Transition Song TR: R.2 / R.2

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as you give a copy of Worksheet 3.4 and

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a few crayons to each child.

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to the cheese and ask What’s this? Say

Yes! It’s cheese. Then say /tʃ/ Cheese.
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Can you hear /tʃ/? (yes)

• Point to the milk and ask What’s this?
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Say That’s right! It’s milk. Then say /m/

Milk. Can you hear /tʃ/? (no)
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the beans and the chocolate.
• Say Colour the pictures with /tʃ/. Walk Welcome to Our World 2 © 2022 Cengage®.

sure that children are colouring only the cheese and the chocolate. Help as
needed.
5 End the Lesson

pages 80–81.
Concepts Presentation
Objective • SC: R.1–R.4, 3.4–3.5
• TR: R1–R4, 3.2, 3.4–3.5
Identify and name the colours black, brown • Flashcards 24–33
and white • Worksheet 3.5
Language Materials
New: black, brown, white • black, brown and white crayons
Recycle: 1 (one) to 3 (three); blue, green, red; puzzle; • black, brown and white paper
a crayon, scissors • brown or white snacks (optional)
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• magazines, scissors and glue (optional)
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the item isn’t black, say No, that isn’t black. Show the
Warm Up
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1 child the black label and chicken in the book again,
• Put children into pairs. Tell them to sing the Hello and say This is black. Show me black. NOTE: Ask
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Song TR: R.1 / SC: R.1 to each other. each child to show you something that is black before
• Say Let’s say the chant. Tell children to say the Unit 3 moving on to the next colour.
Chant TR: 3.2. • Challenge Ask children to say This is [black] when
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they point to something that is the colour they are
2 Review hi looking for.
• Point to the brown chicken and repeat the instruction.
• Hold up Flashcards 24–30 one at a time. For each
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Then repeat with the white chicken.
item, ask What’s this?
• Say Let’s say the words. Play TR: 3.5 / SC: 3.5.
• Point to your ear and say Listen. Play the Unit 3
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If you use the audio to present the words, hold up the

Song: The Rice Pudding Song TR: 3.4 / SC:
black, brown and white flashcards when children hear
3.4 three times. The first time, sing the song and do
the words. Ask children to repeat each word twice.
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the actions. Then play the song twice more, asking

children to sing and do the actions with you. black black
brown brown
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3 Teach the Concepts white white

• Hold up a black crayon and ask What’s this? Is
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it white, brown or black? When a child answers

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page 28. Hold up the page and point to the photo. Say correctly, say Well done! It’s black.
Look at the chickens. Then ask How many? Count the
• Repeat this sequence with a brown crayon and then
chickens with children: One, two, three.
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with a white crayon.
About the Photo • Modify for Success If children have difficulty

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naming the colour, point to the colour in the book and

There are about 25 billion chickens in the world – more
say [Black]. Then ask Yes/No questions. For example,
than any other species of bird. Female chickens are
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called hens. The average hen lays around 250 eggs a

hold up the black crayon and ask Is it black?
year! • Put children into small groups. Give each group a
black, a brown and a white piece of paper and some
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• Point to the black chicken and ask Is this chicken black, brown and white crayons.
blue? (no) Is it red? (no) Is it green? (no) • Hold up a brown piece of paper and ask What colour
• Point to the black colour label and say Black. Then is this? Then pick up a brown crayon and ask What
point to the chicken again and say This chicken is colour is this? Say Yes! It’s brown, too. Put the brown
black. crayon on the brown paper.
• Touch or hold up items in the classroom that are • Say Now you do it. Ask each group to work together
black. As you touch or hold up each item, say Black. to sort the crayons so that each crayon is placed on
• Hold up an item that isn’t black and ask Is this black? the matching colour of paper. Then ask children to
(no) Then say Show me black. Ask children to get up, point to and name the colour of each set. Walk round
find and touch things in the classroom that are black. the classroom helping as needed.
If a child finds a black item, say Yes, that’s black! If
72 Unit 3
■ Give each child a piece of black
or brown paper and a white
crayon. Tell children to draw milk,
rice or cheese on the paper. Tell
children to describe their pictures
using the colour and the food.
(white milk, white rice, white
black cheese)
brown ■ Give each child a snack made up
of a few pieces of white-coloured
food and a few pieces of brown-
white
coloured food. For white, the
snacks could be marshmallows,
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popcorn, white bread or cheese.
For brown, the snacks could be
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multi-grain crackers, chocolate
Three chickens
or brown bread. Say Show me
[white]. Children hold up a white
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snack. Then do this for the brown
snack. Let children eat the snacks
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28 Unit 3
if they wish to do so.
■ Give each child a magazine, a
• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of piece of black paper, scissors and
glue. Tell children to cut out black
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Worksheet 3.5 and a black crayon to each child.
hi items from the magazine and
• Worksheet Tell each child to hold up Activity Worksheet 3.5 glue them onto the black paper.
his or her crayon. Ask What colour is the You can also ask children to cut
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crayon? Say That’s right! It’s black. out and glue brown on brown
• Hold up the worksheet and say This is or white on white. Walk round
the classroom and ask What
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a puzzle. Look. Some pieces have got

colour? NOTE: Always scan the
white circles. Point to a few white circles
magazines to check the content is
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on the worksheet. Say Some pieces appropriate. You can also tear out
have black circles. Point to a few black a few pages from a magazine and
circles on the worksheet. NOTE: If it is give those to children instead.
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difficult for children to see the dots from

a distance, go round the class to show
each child the black and white dots up
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close.
• Say Let’s colour the pieces with black Welcome to Our World 2 © 2022 Cengage®.
circles. Point to a piece with a black

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circle and say Look. A black circle.

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I colour it. Model colouring the piece. Then point to a piece with a white
circle and say Look. A white circle. Do I colour it? (no) Gesture to show no.
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• Say Now you do it. Walk round the classroom checking children’s work and
helping as needed.
• When children finish colouring the worksheet, hold up a completed
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worksheet and ask What’s this? Say Yes! Scissors!
4 End the Lesson

Concepts Practice
Resources
Objective
• SC: R.1–R.4, 3.4
Demonstrate understanding of the colours • TR: R.1–R.4, 3.4
black, brown and white • Flashcards 31–33
• Worksheet 3.6
Review: beans, cheese, chocolate, egg, milk, rice;
black, brown, white Materials
Recycle: 1 (one) to 5 (five), a shirt • black, brown and white crayons
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• black, brown and white paper (optional)
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1 3
• Tell children to sing the Hello Song TR: R.1 / • Bookwork Hold up page 29. Point to each stripe on
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SC: R.1 to each other. the page, one at a time, and ask What colour is this?
• Sing the Unit 3 Song: The Rice Pudding Song • Say Let’s do a sticker activity. Help children to find
TR: 3.4 / SC: 3.4 with children. Do the song actions the Unit 3 stickers at the back of their books. Point to
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while you sing. Encourage children to do them as well. the milk sticker and ask What’s this? Then ask What
2 Review
hi colour is the milk?
• Model peeling off the milk sticker. Hold it above the
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black stripe and ask Is this white? Then hold it above
the brown stripe and ask Is this white? Finally, hold it
page 29. Hold up the page. Point to the black stripe
above the white stripe and ask Is this white?
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and ask Is this brown or black? Then point to the

brown stripe and ask Is this white or brown? Then • Hold up the milk sticker and say This is white. Then
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point to the white stripe and ask Is this black or white? point to the white stripe and say This is white, too.
Model putting the milk sticker on the white stripe. Tell
• Hold up the black, brown and white flashcards, one at
a time, and ask children to call out each colour. Show
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the flashcards in a different order and ask children to • Point to the egg sticker and ask What’s this? Then ask
say the colours again. What colour is the egg? Peel off the egg sticker. Hold
it first above the white stripe, then above the black
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• Look down at your clothes. If you’re wearing anything

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stripe and finally above the brown stripe. Each time

black, point to it and say Black. If you aren’t wearing
ask Is this brown? Then model putting the sticker on
black, point to a black clothing item on a child and say
the brown stripe. Tell children to do the same.
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Black. Ask Who has got black clothes today? Gesture

for children to stand up if they are wearing black. • One at a time, point to each of the remaining stickers.
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For each, ask What’s this? Then ask Is it [black]? or

• Repeat the activity with white clothing and then with
What colour is it?
brown clothing.
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• Say Now you do it. Tell children to peel off and put
• Challenge Ask children to say the colour and the
each sticker on the matching colour stripe. Walk round
clothing item they’re wearing, for example, a black
the classroom checking children’s work and helping
shirt. Model if necessary.
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as needed.
Teaching Tip • When children finish, review their work as a class.
Invite children to come to the front and show their
If an activity isn’t working well, consider modifying
it or even skipping it and moving on to a different completed sticker activities. Ask children to point to
one. For example, if you’re working on a bookwork each item and say It’s [white].
activity, but children are feeling restless, consider • Play the Transition Song TR: R.2 / SC: R.2 as
doing something more active first. you give a copy of Worksheet 3.6 and a black, a
brown and a white crayon to each child.
74 Unit 3
PRACTICE Stick and say the colour.
■ Put children into small groups.
Give each group black, brown
and white pieces of paper. Tell
children in each group to work
together to separate the pieces
of paper into colour groups. Tell
each child to choose one of the
pieces of paper, call out its colour
and put it in the correct pile.
■ Challenge Tell each child to
tear up a piece of paper into five
pieces. Then tell the group to
count aloud as each child puts the
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pieces in a pile.
■ Take children for a walk in the
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school playground to find things
that are black, brown or white. If
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this isn’t possible, ask children to
point out things in the classroom
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that are black, brown or white.
29
■ Create a path across the
WOW_BrE_L2_SB_2682_U03_ptg01_024_031.indd 29 18/05/21 5:20 PM classroom using black, brown and
• Worksheet Hold up the worksheet. white pieces of paper. Choose a
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Point to the eggs and ask What are child to stand at one end of the
these? hi path as you call out one colour
• Point to each of the numbers 1 to 5, at a time. The child must step or
jump to the colour you call each
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one at a time, and ask What number
time until he or she gets to the
is this? other side of the classroom.
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• Say Listen. I say a number and a

colour. Say One and hold one finger
up. Then say Brown. Hold up the
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brown flashcard. Then say Colour Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
number one brown. Then model wow2e_BrE_l2_u03_ws3.6.indd 3 26/06/21 9:07 PM

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colouring egg 1 brown. Tell children to colour it, too.

• Say Two and hold up two fingers. Then say White. Hold up the white
flashcard. Then say Colour number two white. Then model colouring egg 2
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white. Tell children to colour it, too.

• Say Now you do it. Give the following instructions for the rest of the eggs,
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without modelling the colouring: Colour number three black. / Colour

number four brown. / Colour number five white.
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• When children finish, say Show me the eggs. Tell children to hold up their
worksheets. Check to make sure they’ve coloured each egg the correct colour.
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Call out a number and prompt children to call out the egg colour. Alternatively,
call out a colour and prompt children to call out the egg numbers.
• Challenge Ask children to point to a number and say, for example, One is
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brown.
4 End the Lesson

pages 80–81.
Language in Use
Objective Resources
• SC: R.1–R.4, 3.4, 3.6
Answer questions about liking certain foods,
• TR: R.1–R.4, 3.4, 3.6
using Yes, I do! and No, I don’t. • Worksheet 3.7 • Activity Book page 16
Language Materials
New: Yes, I do!; No, I don’t. • black, brown and white squares, triangles and
Review: chocolate, milk, rice, yoghurt; black, brown, white circles cut out of coloured paper
Recycle: circle, square, triangle; a computer, a crayon, • a bag
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a pencil; a seesaw, a slide, a swing • crayons
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Warm Up Use the Language
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1 3
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you and each other. page 30. Hold up the page. Point to the photo of the
• Tell children to sing the Hello Song TR: R.1 / R.1. yoghurt and ask What’s this? Then ask Do you like
yoghurt? Let children call out yes or no.
• Sing the Unit 3 Song: The Rice Pudding Song
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TR: 3.4 / SC: 3.4 with children. Encourage them to • Gesture to a child who answered yes. Ask the child
do the song actions with you as they sing. hi [Ella], do you like yoghurt? After the child says yes,
point to the green, happy face above the photo of the
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2 Review yoghurt. Say Yes, [Ella] likes yoghurt. [She] circles the
green face. Model if necessary.
• Put black, brown and white squares, circles and • Gesture to a child who answered no. Ask the child
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triangles cut out of coloured paper in a bag. Choose a [Gabriel], do you like yoghurt? After the child says
child to pick one of the shapes out of the bag. no, point to the blue, frowning face above the yoghurt.
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• Ask the child to hold up the piece of paper, so the Say No, [Gabriel] doesn’t like yoghurt. [He] circles the
class can see it. Ask What colour is it? Tell the child blue face.
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to answer with the colour. Then ask What shape is it? • One at a time, point to the photos of the rice, the
Tell the child to answer with the shape. If the child has chocolate and the milk. For each one, ask What’s
difficulty with either answer, tell the class to answer this? Then ask Do you like [rice]? Tell children to call
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instead.
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out yes or no and then circle the correct face above

• Ask children to say the colour and the shape; for the rice. Help as needed.
example, a brown triangle. Model if necessary. • Say Listen if you play the audio of the language
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• Give each child a chance to take a piece of paper model or Watch if you play the video. Play TR: 3.6 /
out of the bag and say the colour and the shape. If SC: 3.6 twice.
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children have difficulty saying both the colour and the Elephant: Do you like yoghurt?
shape, they can say only the colour.
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Monkey: Yes, I do!

Frog: No, I don’t.
School Readiness: Social-Emotional • Gesture to a child who circled the green face and ask
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Learning Do you like yoghurt? Tell the child to answer Yes, I do!
Young children sometimes have difficulty Then give other children who circled the green face a
understanding that other people may have opinions chance to answer the question.
that are different from their own. Encourage children
to be respectful of others, even when they don’t • Gesture to a child who circled the blue face and ask
share the same opinions. Remind them that even Do you like yoghurt? Tell the child to answer No, I
strong feelings can be expressed in a respectful way. don’t. Then give other children who circled the blue
face a chance to answer the question.
• If you use the video option, draw children’s attention to
the cheese that the monkey takes off the table at the
end. Say Do you like cheese? Give children a chance
to answer Yes, I do! or No, I don’t.
76 Unit 3
LANGUAGE IN USE Listen, circle and say. TR: 3.6
Do you like
yoghurt?
Yes, I do! ■ Tell children to use the language
No, I don’t. model to answer questions about
other things. For example, ask:
– Do you like the colour brown?
Do you like white? Do you like
black?
– Do you like seesaws? Do you
like swings? Do you like slides?
– Do you like computers? Do
you like crayons? Do you like
pencils?
Bring healthy snacks into the
ng
■
classroom that children may not

have tried before. Encourage
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children to try each snack and
then ask Do you like it? Prompt
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children to answer Yes, I do! or
No, I don’t.
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30 Unit 3
School Readiness:
WOW_BrE_L2_SB_2682_U03_ptg01_024_031.indd 30 18/05/21 4:26 PM Social-Emotional
• Repeat this activity with the other foods. Learning
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• Modify for Success If children aren’t ready to apply the language model, Many food guides from
hi
tell them to gesture to show yes and no. Say Yes, I do! for a yes gesture or
No, I don’t for a no gesture. Repeat this routine until children are ready to
around the world agree that
children (as well as adults)
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say the phrase themselves. need to eat a variety of
• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of foods in order to stay healthy.
Children may be hesitant
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Worksheet 3.7 and a few crayons to each child.

to try new foods. Remind
• Worksheet Hold up the worksheet. Point Activity Worksheet 3.7 them that it’s OK if they don’t
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to the yoghurt and ask What’s this? Then like something, but they will
ask Do you like yoghurt? Tell children never know unless they try
who like yoghurt to answer Yes, I do! it. Explain that trying new
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Gesture to those children and say You things is part of learning and
like yoghurt. Colour the yoghurt. Hold a growing, and encourage them
crayon to the worksheet and pretend to to try new things whenever
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they can.
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be colouring the yoghurt.

• Gesture to children who don’t like yoghurt
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and ask again Do you like yoghurt?

Tell children to answer No, I don’t. Say
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You don’t like yoghurt. Don’t colour

the yoghurt. Emphasise don’t. Hold up
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the worksheet and a crayon, and show Welcome to Our World 2 © 2022 Cengage®.
children that you’re putting the crayon

down and not colouring the yoghurt.
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• Say Now you do it. Walk round the classroom checking children’s work
and helping as needed. Ask each child if he or she likes each of the
foods on the worksheet. Encourage children to answer with the language
model each time while pointing to each picture to show whether or not it is
coloured.
4 End the Lesson

• Sing the Tidy Up Song TR: R.3 / R.3 while children help you to tidy up
the materials used in the lesson.
• Sing the Goodbye Song TR: R.4 / R.4. Tell children to wave goodbye to pages 80–81.
each other as they sing.
Language in Use 77
Resources
Unit Review and Project • SC: R.1–R.4, 3.4
• TR: R.1–R.4, 3.4
Student’s Book page 31 • Mini Flashcards 24–33 (one set per child)
concepts and language independently
Project Objective Materials

Make a bean shaker • brown, black and white crayons
• a piece of paper or a plastic plate per child, scissors
Language and glue
Review: beans, chocolate, cheese, eggs, milk, rice, Project: a completed bean shaker, a small water
yoghurt; black, brown, white; Yes, I do!, No, I don’t.
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bottle (empty) and a paintbrush per child, paint, about
Recycle: 1 (one) to 5 (five), I like [cheese]! thirty uncooked beans per child
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• Put a container of uncooked beans on each table. Tell
Warm Up
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1 children to remove the tops from their bottles and put
• Say Hello! or Hi! to each child. Tell children to greet them aside. Model how to put beans into a bottle until
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you and each other. about half the bottle is filled.
• Tell children to sing the Hello Song TR: R.1 / SC: R.1. NOTE: You may want to give children uncooked
• Tell children to sing the Unit 3 Song: The Rice rice instead. Rice will create a different sound when
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Pudding Song TR: 3.4 / SC: 3.4. NOTE: At this shaken in a bottle. You will need a funnel to get rice
point, children will know the song and actions well hi into the bottle. You can use a piece of paper rolled
enough to perform it. Encourage children to perform up in the shape of a funnel.
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the song for another class, or invite families to stay to • Tell children to put the tops back on their bottles.
listen to the song at drop-off time. Check each top to make sure it is tight.
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2 Vocabulary and Concepts 4 Apply

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• Put a few sets of Mini Flashcards 24–30 on the floor in • Tell children to line up and march round the classroom
a big circle shape. There should be one mini flashcard shaking their bean shakers to the rhythm of the Unit 3
for every child.
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Song: The Rice Pudding Song TR: 3.4 / SC: 3.4.

• Play the Unit 3 Song: The Rice Pudding Song • Tell children to sit in a circle. Display Flashcards
TR: 3.4 / SC: 3.4. Tell children to walk round the 24–30 face up in the middle of the circle. Give each
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circle while the music plays. Every 20 seconds or so, child a set of Mini Flashcards 24–30.
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stop the music. Ask children to name the mini flashcard

• Hold up the milk flashcard and ask each child, one
they are standing on. Then start the music again and
by one, Do you like milk? If the child answers Yes, I
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tell children to continue moving round the circle.

do!, collect the milk mini flashcard from him or her.
• Put a brown, a white or a black crayon on each of the Continue round the circle. Then put the collected
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mini flashcards. flashcards in a row in the middle of the circle.

• Tell children to walk round the circle again while the
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music plays. This time, when the music stops, ask

children to name the colour of the crayon as well as
the name of the object; for example, a brown egg.
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3 Project
Unit 3 Project. Hold up the page. Point to the photo
of the completed project. Then hold up and shake a
completed bean shaker. Pass it round and let children
shake it. Then say Let’s make a bean shaker.
• Put children at tables in small groups. Put paint on
each table. Give each child a small water bottle
(empty) and a paintbrush. Then ask children to paint
their water bottles. Give the bottles time to dry.
78 Unit 3
PROJECT Make a bean shaker.
TR: R.2 / SC: R.2 as you
give a copy of Assessment
Worksheet 3.8, a sheet of paper
or a plastic plate and scissors
to each child. Put glue on each
table.
3 I Like Rice
3 4
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ni
ar
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31
■ Hold up the worksheet. Point to
WOW_BrE_L2_SB_2682_U03_ptg01_024_031.indd 31 18/05/21 4:27 PM the dotted lines and say Cut out
• Count up to five with children as they shake their bean shakers for each the foods along the dotted lines.
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number. After five, continue counting on your own, but ask children to Tell children to cut out all of the
accompany you by shaking their bean shakers for each number.
hi pictures. Model if necessary and
• Repeat this activity with a few more food items on the flashcards. Invite help as needed.
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children to choose the food items. ■ Say the names of the foods, one
• Display Flashcards 31–33 face down in the middle of the circle. by one, and tell children to find
and hold up the picture of that
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• Give each child a set of Mini Flashcards 31–33. Tell children to put their mini food. For example, say Show me
flashcards face down in front of them. Tell everyone to shuffle their own mini the milk. Children hold up the
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flashcards so that they don’t know which mini flashcard is which colour. picture of the milk.
• Turn over one of the flashcards. Say [Brown]. Gesture for children to turn ■ Ask Do you like milk? Tell children
over one of their mini flashcards. If the colour they get is the same as to answer using Yes, I do! or No, I
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yours, they shake their bean shakers and say [brown]. don’t. If children like the food, tell
them to put the picture face up on
• Repeat a few times. Ask children to shuffle the mini flashcards every time.
the plate or piece of paper. If they
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don’t like the food, tell them to

5 End the Lesson put the picture face down on the
table. Model if necessary.
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up the materials used in the lesson. ■ Repeat this activity for all the food
items on the worksheet.
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• Show children the ‘WOW! I Can’ stickers at the back of their books. Tell
children to put one of the stickers in the ‘I can talk about food.’ box on
■ Tell children to glue the pictures of
the food they like onto their plates
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or pieces of paper. Walk round
• Sing the Goodbye Song TR: R.4 / SC: R.4. Tell children to wave the classroom helping as needed.
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■ Challenge Give each child a

chance to hold up his or her plate
and talk about the foods he or she
likes. For example, a child might
say I like rice! I like cheese! I like
chocolate!

pages 80–81.

Activity Book
3 I Like Rice SONG Listen and draw a line. TR: AB.3.2
1 2 3 4 5
VOCABULARY Listen and circle. Say. TR: AB.3.1
Resources Resources
page 26 page 27
•• TR: AB.3.1 •• TR: AB 3.2–3.3
13 14 Unit 3
ng
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• Help children to open their Activity Books to page 13. • Help children open their Activity Books to page 14.
• Hold up your book and say Look. Mmm! Point to each • Hold up your book. Point to the row of numbers and
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of the food items on the table and ask What’s this? Ask say Let’s count.
children to name each of the foods that you point to. • Point to the picture of the child eating rice pudding.
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• Say Listen. Play TR: AB.3.1 once and tell children to Say Rice pudding. I like it! Tell children to repeat.
just listen. • Say Listen. Play the Unit 3 Song TR: AB.3.2. Tell
ADULT: What do you like? children to do the song actions with you.
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CHILD: Mmm … I like beans, milk, rice, eggs and • Say Listen and draw a line. Play TR: AB.3.2 again,
yoghurt. hi pausing after the first verse. Model drawing a line from
• Say Listen and point. Play TR: AB.3.1 again, and tell the 1 to the picture of the child pouring the milk. Tell
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children to point to each food they hear. children to do the same.
• Say Listen and circle. Play TR: AB.3.1 again, pausing • Say Now you do it. Continue playing the song, telling
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after each food is named. Tell children to repeat the children to draw lines to match. (2: mix the sugar; 3: cook
word and circle the food in the picture. the rice; 4: beat the egg; 5: eat the pudding). NOTE: The
second-to-last verse of the song (Then you take it all /
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• Walk round the classroom checking children’s work.

Point to an item on a child’s book and ask [Yang], And you mix it, you mix it) hasn’t got a picture.
what’s this? When the child answers correctly, say
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As Homework
Very good!
• Children listen to TR: AB.3.2 and draw lines matching
As Homework the numbers to the correct pictures.
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• Children listen to TR: AB.3.1 and point to each of the

foods as it is named. Then they listen to TR: AB.3.1
again and circle the foods they hear. Finally, children • Say Listen. Play TR: AB.3.3 and tell children to just
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point to each picture they circled and say the word. listen. Play it again, and ask children to repeat the
sound and the words.
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/ tʃ/ cheese; /tʃ/ chocolate; /tʃ/ chair

• Point to the first photo in the bottom row and say
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Cheese. Can you hear /tʃ/? Gesture to show that

cheese has got the /tʃ/ sound. Tell children to circle it.
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• Point to the next photo and say Milk. Can you hear
/tʃ/? Gesture to show that this isn’t the same sound.
• Repeat for the other photos. (chocolate, egg, chair)
Tell children to circle the photos of the chocolate and
the chair.
As Homework
• Children listen to TR: AB.3.3 and say the /tʃ/ sound
items with the /tʃ/ sound. (cheese, chocolate, chair)
80 Unit 3
CONCEPTS Listen and colour. Say. TR: AB.3.4 LANGUAGE IN USE Listen. Trace and say. TR: AB.3.5
Resources Do you like

yoghurt?
Yes, I do! Resources
•• Student’s Book No, I don’t.
•• Student’s Book
page 29 page 30
•• TR: AB.3.4 •• TR: AB.3.5
Materials
•• black, brown,
white crayons
Unit 3 15 16 Unit 3
ng
In Class In Class
ni
• Point to something black and ask What colour is it? Do • Help children to open their Activity Books to page 16.
the same for brown and white. • Hold up your book and point to the mascots. Say
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• Help children to open their Activity Books to page 15. Listen. Play TR: AB.3.5. Elephant: Do you like
• Hold up your book and point to the pictures. For each yoghurt? Monkey: Yes, I do! Frog: No, I don’t.
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one, ask What’s this? (cat, dog, rabbit) Tell children to repeat.
• Say Listen. Play TR: AB.3.4 once and tell children to • Point to the first girl on the left. Model tracing along
just listen. Point to the dog after the first exchange, the the line from left to right first with your finger and
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cat next and the rabbit last. then with a pencil. When you get to the photo of the
What colour is the dog? It’s black. hi yoghurt, point to the girl and ask Do you like yoghurt?
What colour is the cat? It’s brown. Use a different voice to answer as the girl Yes, I do!
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What colour is the rabbit? It’s black, white and brown. Ask children to do the same.
• Say Listen and colour. Play TR: AB.3.4 again, pausing • Say Now you do it. Tell children to repeat the sequence
with the photos of the chocolate and the rice. (Do you
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after each exchange so that children have time to

colour. Walk round the classroom checking children’s like chocolate? No, I don’t. / Do you like rice? Yes, I do!)
work and helping as needed. Walk round the classroom helping as needed.
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• Tell children to hold up their books to show their • Review the activity. Then say Good work!
pictures when they finish. Say Well done!
As Homework
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As Homework • Children listen to TR: AB.3.5. Then they trace along

• Children listen to TR: AB.3.4 and colour each animal each line and use the language model for each
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photo. (Do you like yoghurt? Yes, I do! / Do you like

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the colours they hear. Then children point to their

pictures and say the colour words. chocolate? No, I don’t. / Do you like rice? Yes, I do!)
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Review Activity • Say Listen. Play TR: AB.3.6, pausing after the first
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Unit 3
REVIEW Listen and say. Colour. TR: AB.3.6 question.
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Do you like cheese? / Do you like milk? / Do you like

Resources rice? / Do you like eggs? / Do you like beans? / Do
•• TR: AB.3.6 you like yoghurt? / Do you like chocolate?
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• Tell children to answer using Yes, I do! or No, I don’t.

Then tell them to colour the happy face if they like
WOW2e_BrE_AB_2712_L2EM_ptg01.indd 43
43
22/05/21 6:58 PM
cheese or the sad face if they don’t.
• Continue playing TR: AB.3.6, pausing after each
In Class question. Give children time to answer the question and
• Help children to open their Activity Books to page 43. colour the appropriate face.
• Hold up your book and say Look. Point to the cheese
and ask What’s this? Then ask Do you like cheese? As Homework
Point to the happy face in the book and say Yes, I do! • Children listen to TR: AB.3.6 and answer each
Point to the sad face and say No, I don’t. Model with question. Then they colour the happy face if they like
two or three children. the food and the sad face if they don’t like it.
Activity Book 81
Objective Resources Resources
Identify and name a goat and • SC: R.1–R.4, 4.1–4.2a • Big Book Anthology 2: ‘Bye Bye,
a horse • TR: R.1–R.4, 4.1–4.2a Animals!’
Language • Worksheet 4.1 Materials
New: a goat, a horse • Home-School Connection Letter • photos of a bird, a cat, a dog,
Recycle: baby; a bird, a cat, a dog, • Mini Flashcards 36, 39 (one of a fish, a rabbit and a tortoise
a fish, a rabbit, a tortoise; each per child) • black and brown crayons
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big, small; black, brown • scissors
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• Point to the horse on page 32 and say A horse. Then
Warm Up
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1 point to the photo of the horse on page 33 and say
• Wave to children and say Hello! Tell them to wave and This is a horse, too.
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say Hello! back to you. • Make the sound of a horse and say I’m a horse. Point
• Tell children to sing the Hello Song TR: R.1 / to children and say Be a horse! Encourage children
SC: R.1 as they wave hello to each other. to make the sound of a horse and walk round the
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classroom like a horse.
2 Introduce the Theme hi ay Let’s say the words. Play TR: 4.1 /
• S SC: 4.1.
• S
how the bird, cat, dog, fish, rabbit and tortoise
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horse and goat flashcards when children hear the
photos, one at a time. Say These are animals. Then
words. Tell children to repeat each word twice.
hold up the dog photo and ask What’s this? If children
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need more support, ask Is this a dog? (yes) Then hold a horse a horse neigh
up the cat photo and ask What’s this? Continue until a goat a goat baa
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you have reviewed all of the animal names. • Say Be a horse! Tell children to walk round the
• Bookwork Help children to open their books to classroom like a horse as they say horse, horse, horse.
pages 32–33. Point to the photos of the animals and
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• Say Be a goat! Tell children to walk round the

say These are animals, too. classroom like a goat as they say goat, goat, goat.
• Say Let’s listen to a chant. Play the first version of
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About the Photo the Unit 4 Chant TR: 4.2a. The first time, tell children
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Baby goats are called kids and drink milk. Goats are to just listen. Hold up the horse flashcard for the part
not only great jumpers and climbers – they can climb about the horse. Then hold up the goat flashcard for
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trees – but they can swim really well. the part about the goat.
On the farm, farm, farm, farm,
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• Say Look at the farm animals. Slowly show Flashcards

there’s a horse, horse, horse, horse.
34–39. Don’t say the words for the animals.
Neigh, neigh, neigh, neigh, neigh, neigh,
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Video Option Use SC: 4.1 (without the audio) to neigh, neigh, neigh, neigh, neigh, neigh.
present the vocabulary. On the farm, farm, farm, farm,
there’s a goat, goat, goat, goat.
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3 Teach the Vocabulary Baa, baa, baa, baa, baa, baa,

• B
ookwork Show children the photo on page 32 again.
Point to a goat and say A goat. Then point to the photo
say it with you. Even if they can’t chant all the words,
of the goat on page 33 and say again This is a goat, too.
ask them to make each animal’s sounds and move like
• Make the sound of a goat and say I’m a goat. Point each animal as it is named.
to children and say Be a goat! Encourage children
lay the Transition Song TR: R.2 /
• P SC: R.2 as
to make the sound of a goat and walk round the
you give a copy of Worksheet 4.1, scissors, a black
classroom like a goat.
crayon and a brown crayon to each child.
• Modify for Success Children with limited mobility
can just make the sound.
82 Unit 4

TR: 4.3
Young goats on a
horse in Germany
a donkey a duck a goat
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32 33
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• Worksheet Hold up the worksheet,
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point to each picture and ask What’s
this? Then say Colour the horse ■ Play the first two lines of the
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and the goat. Unit 4 Chant TR: 4.2a. Pause the
chant before the animal’s sound,
• Tell children to use brown and black
and ask children to chant the
crayons to colour the pictures. Make missing sound.
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sure they use one colour for each
animal. hi ■ eview the colours black and
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brown using the animals children
• Point to the dotted line and say coloured on the worksheet. Say
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Cut along the dotted line. Model if Welcome to Our World 2 © 2022 Cengage®.
Show me the brown animal. Tell

necessary and help as needed. wow2e_BrE_l2_u04_ws4.1.indd 3 26/06/21 9:07 PM

children to hold up the animal
they coloured and say brown.
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• Play the first version of the Unit 4 Chant TR: 4.2a again. This time, tell
children to hold up the picture of each animal as it is named. Then say Show me a black
animal. Tell children to hold up
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the animal they coloured and say

4 End the Lesson black.
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• Play the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy ■ Challenge Tell children to say
up the materials used in the lesson. the colour and the animal using
[Black/Brown] [goat/horse].
• S
ay Now let’s watch and listen as children sing a song about farm
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animals. The children are in Turkey. Play SC: 4.2. Tell children to sit in a circle. Make
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a pattern on the floor with the

• S SC: R.4. tell children to wave horse and goat mini flashcards.
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Ask What’s next? Ask children to

call out the answer. Then invite
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a child to add the corresponding

Teaching Tip mini flashcard(s) to the pattern.
Many of your classroom activities may take place in play areas or circle
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time, but it is important to also make sure that children have their own seats make a pattern instead.
at tables. This will make the transition from circle or play time to seat work
more seamless since children will know exactly where to go. Make laminated
@
name tags and stick them to the backs of the chairs. This will not only help
children to recognise their name in writing, but it will also make it easier for
you to change the seating arrangements. Make sure you change children’s
seating arrangements every three to four weeks to give them a chance to
work with all of their classmates over the course of the school year.
Unit Opener 83
• TR: R1–R4, 4.2a–4.2b, 4.3
Identify and name a chicken, a cow, a donkey
and a duck • Worksheets 4.2a–4.2d
Language Materials
New: a chicken, a cow, a donkey, a duck • crayons, scissors and a craft stick per child
Review: a goat, a horse • sticky tape or glue
Recycle: a bird, a cat, a dog, a fish, a rabbit, a tortoise • photos or figurines of farm animals and pets
ng
(optional)
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a horse a horse neigh
Warm Up
ar
1 a goat a goat baa
• Put children into pairs and tell them to sing the Hello a donkey a donkey hee haw
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Song TR: R.1 / SC: R.1 to each other. a duck a duck quack
a chicken a chicken cluck
2 Review a cow a cow moo
c
• For each of the new farm animals, show children how
• Hold up the horse flashcard and say This is a farm
hi to move and make the sound of the animal. Say I’m
animal. What animal is it? Repeat this with the goat
a [duck]. Then point to children and say Be a [duck]!
flashcard.
Ask children to say the name of the animal, and then
ap
• Say Be a horse! Move round the classroom like a move like the animal as they make the sound.
horse, and tell children to neigh like a horse. Then say
• Say Let’s listen to a chant with the new words. Play
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Be a goat! and tell children to pretend to be a goat. Say

the second version of the Unit 4 Chant TR: 4.2b
A horse! Children act like a horse again. Swap between
twice. The first time, tell children to just listen and
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the two animals a few times, getting faster each time.

watch you do the actions.
ay Listen. Play the first version of the Unit 4 Chant
• S
TR: 4.2a twice. The first time, tell children to just
G
there’s a chicken, chicken, chicken, chicken.

listen. The second time, encourage them to join the
Cluck, cluck, cluck, cluck, cluck, cluck,
chant and make the animal sounds.
cluck, cluck, cluck, cluck, cluck, cluck.
l
na

Around the World
there’s a cow, cow, cow, cow.
This lesson teaches sounds made by different Moo, moo, moo, moo, moo, moo,
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animals.
moo, moo, moo, moo, moo, moo.
chicken = cluck cow = moo donkey = hee haw On the farm, farm, farm, farm,
at
duck = quack goat = baa horse = neigh there’s a donkey, donkey, donkey, donkey.
Different sounds may be used for these animals in Hee haw, hee haw, hee haw, hee haw, hee haw,
N
your culture. You can decide which animal sounds hee haw, hee haw, hee haw, hee haw, hee haw.
you want to teach children during this lesson. On the farm, farm, farm, farm,
@
there’s a duck, duck, duck, duck.

Quack, quack, quack, quack, quack, quack,
3 Teach the Vocabulary quack, quack, quack, quack, quack, quack.
• Bookwork Help children to open their books to page 33. • Play the chant again. This time, encourage children to
Point to the photos of the horse and the goat and say A say it and do the actions with you.
horse is a farm animal. A goat is a farm animal, too. Point
to the photos of the chicken, the cow, the donkey and the
you give a copy of Worksheets 4.2a–4.2d, scissors, a
duck on the page and say Let’s learn new words.
craft stick and crayons to each child.
• Play TR: 4.3 / SC 4.3. If you use the audio to
• Worksheet Hold up the worksheets and tell children
present the words, show the donkey, duck, chicken
to identify each animal. Ask What animal is it? or Is it
and cow flashcards when children hear the words. Ask
a [cow]? Then tell children to colour all the animals.
children to repeat each word twice.
84 Unit 4
■ Make a farm animal sound. Tell
children to guess which animal
makes the sound. Choose a child
to make a different farm animal
sound for the other children to
guess. Repeat until all children
have had a chance to make a
farm animal sound.
a chicken a cow a horse ■ Challenge Make the sound of
an animal from another unit, such
as a bird, a cat or a dog. Wait for
children’s reactions before asking
what animal the sound belongs to.
ng
■ Show children the photos or
figurines of farm animals (such
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as the ones in this unit) and pets
(such as a bird, a cat, a dog,
ar
a donkey a duck a goat a fish, a rabbit and a tortoise)
one by one. Ask them to sort the
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33 animals into two groups: farm
animals and pets. Ask children to
name all the animals they know.
Activity Worksheet 4.2a Activity Worksheet 4.2b
Say, for example, What animal
is this? Is this a farm animal or a
c
necessary and help as needed. hi pet? NOTE: If you’ve got a few
sets of the photos or figurines,
• C
all out one of the new animals, and tell put children into groups to do the
ap
children to hold up that animal. Repeat this sorting.
until each animal is practised three times.
gr
• Tell children to choose one of the animals Welcome to Our World 2
wow2e_BrE_l2_u04_ws4.2a.indd 2
© 2022 Cengage®.
26/06/21 9:07 PM
Welcome to Our World 2
wow2e_BrE_l2_u04_ws4.2b.indd 2
© 2022 Cengage®.
26/06/21 9:07 PM
Activity Worksheet 4.2c Activity Worksheet 4.2d
and stick or glue a craft stick onto the

back of the picture. Walk round the
eo

• Tell children with the same animal to get
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into a group. NOTE: If necessary, join the

group that has fewer children.
Welcome to Our World 2 Welcome to Our World 2
l
© 2022 Cengage®. © 2022 Cengage®.
lay the second version of the Unit 4

• P wow2e_BrE_l2_u04_ws4.2c.indd 2 26/06/21 9:07 PM wow2e_BrE_l2_u04_ws4.2d.indd 2 26/06/21 9:07 PM
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Chant TR: 4.2b. Tell each group to move round the classroom like their
animal and make the animal’s sound when they hear their animal in the chant.
NOTE: If moving round the classroom isn’t possible, tell children to sit in
io
groups on the floor and then stand up and move on the spot on their turn.
at

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Children may want to pretend they are animals and practise the animal
sounds during free play. This is a good opportunity to teach the value of
looking after animals. Tell children to play the farmer or pet owner, and
@
they can pretend to look after their animals. Spend some time playing
with children so that you can model providing food, keeping animals clean
and warm and using calm body language round them. You can also get
children to practise petting gently, using soft toys. Remind children that it is
important to be kind and respectful to animals.
4 End the Lesson

• S SC: R.4. Tell children to wave
• SC: R1–R4
Student’s Book page 34 • TR: R1–R4, 4.2c
Demonstrate understanding of a chicken, a
• Mini Flashcards 31–39 (one set per child) (optional)
cow, a donkey, a duck, a goat and a horse
Materials
Language • photos of a bird, a cat, a dog, a fish, a rabbit and
Review: a chicken, a cow, a donkey, a duck, a goat, a tortoise
a horse • scissors and paper (one per child)
Recycle: a bird, a cat, a dog, a fish, a rabbit, • glue
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a tortoise; black, brown, white • brown, black and white crayons
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farm animal. It’s a pet. Put the photo face up, starting
Warm Up
ar
1 a different pile.
• Say Hello! or Hi! to each child. Tell children to greet • O
ne by one, repeat this activity with the rest of the
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you and each other using Hello! or Hi! photos and flashcards. Make sure you put all of the
• Tell children to sing the Hello Song TR: R.1 / farm animals (chicken, donkey, duck, goat, horse)
SC: R.1 while waving to each other. together in the cow pile and all of the pets (dog, cat,
c
• Encourage children to say the full Unit 4 Chant TR: 4.2c rabbit, fish, bird) in the tortoise pile.
with you. hi • Show children the black flashcard. Ask What colour
is this? Then ask children to find and point to things in
ap
there’s a horse, horse, horse, horse. the classroom that are black. Repeat with the colours
Neigh, neigh, neigh, neigh, neigh, neigh, brown and white.
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neigh, neigh, neigh, neigh, neigh, neigh.

Teaching Tip
eo
there’s a goat, goat, goat, goat. Whenever possible, use your voice and clear
Baa, baa, baa, baa, baa, baa, gestures to help children to understand your words.
For example, while saying It isn’t a farm animal,
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emphasise not as you gesture to show no. Facial

On the farm, farm, farm, farm, expressions and gestures are very important tools in
there’s a chicken, chicken, chicken, chicken. classroom management.
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Cluck, cluck, cluck, cluck, cluck, cluck,

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cluck, cluck, cluck, cluck, cluck, cluck.

On the farm, farm, farm, farm, 3 Practise the Vocabulary
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there’s a cow, cow, cow, cow. • B

ookwork Help children to open their books to
Moo, moo, moo, moo, moo, moo, page 34. Point to the first horse and ask What’s this?
at
moo, moo, moo, moo, moo, moo. Ask Is it white? (no) Then ask What colour is it?
On the farm, farm, farm, farm, (brown) Point to the next horse and ask What colour is
N
there’s a donkey, donkey, donkey, donkey. this horse? Point to each of the matching horses and
Hee haw, hee haw, hee haw, hee haw, hee haw, say Yes! This horse is brown. This horse is brown, too.
hee haw, hee haw, hee haw, hee haw, hee haw. Let’s circle it. Model circling the brown horse in the
@
On the farm, farm, farm, farm, middle column. Tell children to do the same.
there’s a duck, duck, duck, duck. • P
oint to the last horse and ask Is this horse brown?
Quack, quack, quack, quack, quack, quack, (no) Say That’s right! It isn’t brown. It’s black and
quack, quack, quack, quack, quack, quack. white. Don’t circle it. Gesture to show no if necessary.
• P
oint to the cow and the chicken and say Now you do
2 Review it. Encourage children to work independently to find and
• Show the cow flashcard and ask What’s this? Is the circle the matching black and white cow and the white
cow a farm animal? (yes) Put the flashcard face up chicken. Walk round the classroom helping as needed.
where children can see it. lay the Transition Song TR: R.2 /
• P SC: R.2 as
• S
how the tortoise photo and ask What’s this? Is the you give a copy of Worksheet 4.3, scissors and paper
tortoise a farm animal? (no) Good! The tortoise isn’t a to each child. Put glue and crayons on each table.
86 Unit 4
PRACTICE Look and circle. Say the words.
■ Tell children to sit in a circle. Put
Flashcards 34–39 face up in the
middle. Say Look. Give children
about 20 seconds to look at the
flashcards and then tell them to
turn round. Remove one of the
flashcards and tell children to
turn back. Ask Which animal is
missing? Gesture if necessary to
make sure children understand
missing. Ask children to say the
name of the missing animal.
■ Challenge Invite a child to ‘play
ng
teacher’ and remove a flashcard
instead.
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■ Give each child a set of Mini
Flashcards 34–39. Tell each child
ar
to choose three mini flashcards
from his or her set and put them
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34 Unit 4 face up in front of him or her.
• W
orksheet Hold up the worksheet.
c
Point to each of the mismatched
animals. Pretend you are confused, hi
and ask What’s this?
ap
• Point to the dotted lines around and
across the animals. Say Cut along
all of the dotted lines. Model cutting
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along all of the dotted lines around

one of the animals. Walk round the
eo

■ Call out the animals one by one.
When children hear you call out
• H
old up the top half of the horse. one of the animals on their mini
G
Put the bottom half of the cow under it and ask Is this right? (no) Put the flashcards, they turn that mini
bottom half of the chicken under it and ask Is this right? (no) Next, try the flashcard over. The first child
bottom half of the horse and ask Is this right? (yes) Say Good! Now it’s a who turns all of his or her mini
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horse. flashcards over calls out Bingo!

• S
ay Now you do it. Tell children to complete the puzzles on their own. Walk You can repeat with other words.
round the classroom helping as needed. ■ Challenge Invite a child to ‘play
io
teacher’ and call out the animals

• R
eview the finished puzzles together. Hold up each completed puzzle and
instead.
at
ask children to tell you the name of the animal. When all the puzzles are
completed correctly, tell children to glue them onto their pieces of paper.
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Then tell them to colour the animals with crayons.
School Readiness: Academic Skills

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Show children a simple life cycle of a chicken with an egg, chick and adult
chicken. This is a fun way to review simple vocabulary while connecting to
science. Children could also draw the life cycle on their own.
4 End the Lesson

pages 98–99.
Objectives
Resources
• Listen to and sing a song about farm animals
• SC: R.1–R.4, Getting Ready 4.7–4.9, 4.4
• Identify and make the /k / sound • R: R.1–R.4, 4.2c, 4.4, SE.4
T
Language • Worksheet 4.4
Review: a chicken, a cow, a donkey, a duck, a goat, • Activity Book page 18
a horse
Recycle: a door, a window; 1 (one) to 5 (five); shoes; Materials
ng
blue, black, brown, green, red, white, yellow • crayons
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Warm Up
ar
1 Around the World
• Tell children to sing the Hello Song TR: R.1 / The song is popular in Turkey. If you’ve got a map of
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SC: R.1. the world, show children where Turkey is located.
• Tell children to say the full Unit 4 Chant TR: 4.2c
with you.
c
Song: Ali Baba’s Got a Big Farm
2 Review hi Adapted from: Ali Babanin Ciftligi, Turkey
• Say Let’s play a game. Face the class. Hold a English adaptation by Joan Kang Shin
ap
Flashcard 34–39 above your head so that the children Ali Baba, he’s got a big farm.
can see it, but you can’t.
On his farm there are seven cows.
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• A
sk Is it a donkey? If your guess is right, children 1-2-3-4-5-6-7 cows. Moo!
should say yes. If it is wrong, they say no, and you
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guess another animal. Continue until you guess the

animal correctly. Ali Baba, he’s got a big farm.
G
• Repeat this game with the other flashcards. On his farm there are seven goats.
• Challenge Choose a child to hold up and guess the 1-2-3-4-5-6-7 goats. Baa!
animal on the flashcard. All on Ali Baba’s big farm.
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3 Teach the Song Ali Baba, he’s got a big farm.

On his farm there are seven ducks.
io
• B ookwork Help children to open their books to

1-2-3-4-5-6-7 ducks. Quack!
page 35. Hold up the page and say Look at the farm.
at
Give children a few minutes to look at the picture.

• A
sk questions about the picture. For example, point
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to a duck and ask What’s this? or What colour are • P

lay the song twice more. Each time, encourage children
the goats? (brown) Or point to the boy’s shoes and to sing the song and follow along with the actions.
ask What colour are his shoes? (red) You can also
@
review numbers 1–5 by saying, for example, Count

five ducks.
4 Teach the Sound
• Challenge Give a longer instruction, such as Count • Say Let’s listen to a sound. Play the /k/ sound TR: SE.4.
the ducks with green heads. • M
ake the /k/ sound yourself four or five times. Point
• S
ay Let’s listen to a song about Ali Baba, the boy in to your mouth so that children can see the position of
the picture. Play the Unit 4 Song: Ali Baba’s Got your mouth as you make the sound.
a Big Farm TR: 4.4 / SC: 4.4. The first time, Tell • Gesture to children and say Now you make the sound.
children to just listen and watch while you do the • Say /k/ Cow a few times. Tell children to repeat.
actions.
• Say /k/ Cat a few times. Tell children to repeat.
NOTE: For help teaching Ali Baba’s Got a Big
Farm, see Getting Ready SC: 4.7–4.9.
88 Unit 4
■ Play the Unit 4 Song: Ali Baba’s
Got a Big Farm TR: 4.4 /
SC: 4.4. Sing the song using
new animals and sounds (horses –
neigh; donkeys – hee haw;
chickens – cluck). You could also
replace the name ‘Ali Baba’ with a
child’s name and tell the class to
sing the song to him or her.
■ Put the class into three groups,
one for each verse. Play the Unit
4 Song: Ali Baba’s Got a Big
Farm TR: 4.4 / SC: 4.4. Tell
ng
each group to move round the
classroom making sounds like the
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animal in their verse as the class
sings along. If moving round the
ar
classroom isn’t possible, each
group can stand up and move on
the spot.
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35
them to just make the sound.
c
The /k/ sound is the first sound in cow and cat. It is also the middle sound
hi
in chicken. It is also the final sound in duck.
ap
R.2 as you give a copy of

gr
Worksheet 4.4 and a few crayons to

each child.
eo

Point to the cow and ask What’s this?
G
Say That’s right! It’s a cow. Then say

/k/ Cow. Can you hear /k/? (yes)
• P
oint to the door and ask What’s this?
l
Say That’s right! It’s a door. Then say

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/d/ Door. Can you hear /k/? (no)

• Repeat this sequence with the pictures
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of the window and the duck.

• S
ay Colour the pictures with /k/. Walk
at

sure children are colouring only the cow and the duck. Help children who
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are having trouble hearing the target sound.
5 End the Lesson

@

• S SC: R.3 while children help you to tidy

pages 98–99.

• SC: R.1–R.4, 4.4–4.5
• TR: R.1–R.4, 4.2c, 4.4–4.5
• Worksheet 4.5
Recognise 6 and 7, and use words for those
quantities Materials
• s even of the same toy, such as dolls, balls or blocks
Language • crayons
New: 6 (six), 7 (seven) • 1–7 written on separate pieces of paper (optional)
Review: a chicken, a cow, a donkey, a duck, a goat, • sticky tape (optional)
a horse • seven beads and a piece of beading string per child
ng
Recycle: 1 (one) to 5 (five); a ball, a block, a doll (optional)
ni
Warm Up
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1 About the Photo
• Sing the Hello Song TR: R.1 / SC: R.1 with The ducklings in the top photo are mallards. They all
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children. look the same now, but during their second year of
life, males and females become very different. Adult
• S
ay Let’s say the chant. Tell children to say the full male mallards have a bright yellow beak and a bright
version of the Unit 4 Chant TR: 4.2c with you. green head. Adult female mallards have an orange-
c
brown beak instead. Males also have brighter
2 Review hi feathers than females. Mallards live in lakes, ponds,
rivers, city parks and even in people’s back gardens.
• Say Listen. Play the Unit 4 Song: Ali Baba’s Got a
ap
Big Farm TR: 4.4 / SC: 4.4 and tell children to just
• R
epeat with the photo of the seven white ducklings at
listen as you sing and do the actions as a review.
the bottom of page 36.
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• S
ay Now let’s all sing the song. Play the song twice
ay Let’s say the words. Play TR: 4.5 /
• S SC: 4.5. If
more. Ask children to sing and do the actions with you.
you use the audio to present the words, hold up the
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six and seven flashcards as children hear the words.

3 Make Connections Ask children to repeat each word twice.
G
• R
eview 1–5 with children. Show them a single toy, one, two, three, four, five, six, six
such as a doll, a ball or a block. Ask How many? (one) one, two, three, four, five, six, seven, seven
• Show children the five toys they counted earlier. Count
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• Add another toy and ask How many are there now?
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(two) Point to each toy and tell children to count them them with children again. Then add another toy and
with you One, two. Continue doing this until children ask How many are there now? (six) Add another and
count five toys. Leave the toys out for the next part of ask How many are there now? (seven)
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the lesson. • Modify for Success If children are having difficulty,

at
ask Six or seven? or Is it six?

4 Teach the Concepts • Challenge If children are willing, ask them to count
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• Bookwork Help children to open their books to the toys from 1–7 by themselves.
page 36. Point to one of the ducks in the photo at the • Put five crayons where all children can see them. Ask
top of the page and ask What’s this? What colour is children to count the crayons one by one. Add one
@
it? Then point to the row of ducks and ask How many more crayon and ask Six or seven? (six) Then add one
ducks are there? Let’s count. Point to the ducks, one more and ask Six or seven? (seven)
at a time, as you and the children count to five. Then • Play the Transition Song TR: R.2 / SC: R.2 as
pause, point to the last duck and say Six. Then point you give a copy of Worksheet 4.5 and crayons to
to the 6 on the page and say Six. There are six ducks. each child.
90 Unit 4
6
■ Stick pieces of paper with 1–7 on
the floor making a path like this.
Six ducklings
■ Tell children to take turns jumping

on the numbers in numerical
ng
order. Ask them to say the
number they land on each time.
■ Modify for Succces For
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Seven ducklings them to clap and say the number
ar
as a classmate jumps on each
number.
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36 Unit 4
■ Challenge Call out the numbers
in random order and tell children
to walk or jump towards the
• W
orksheet Hold up the worksheet. Activity Worksheet 4.5
numbers as they hear them.
c
Point to one of the donkeys and ask
What’s this? Then say Let’s count. Model hi ■ Give children beads and beading
string. Tell them to count out
pointing to and counting each of the
seven beads and make a
ap
donkeys. Say One, two. Two donkeys. necklace with them.
Then point to the numbers on the right.
Say Show me two. Then say Circle
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the two. Children circle the 2. Model if

necessary.
eo
• Point to the goats, the ducks and the

numbers. Say Now you do it. Tell
G
children to count the goats and circle the

6, and then count the ducks and circle
the 7. Walk round the classroom while
l
children are working, helping as needed.

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• W
hen children finish, review as a class. Ask How many [ducks] are there?
When children answer correctly, say That’s right! There are seven ducks.
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Ask children to repeat the complete sentence. Then tell them to colour the
pictures.
at

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You may want to model some simple addition as you work with counting
activities. Count a group of two. Then count a group of three. Finally, count
the entire group.
@
5 End the Lesson

Concepts Practice
• TR: R.1–R.4, 4.4
Demonstrate understanding of 6 (six) and • Worksheet 4.6
7 (seven) • Activity Book page 19
Language Materials
Review: 6 (six), 7 (seven) • crayons or felt tips
Recycle: 1 (one) to 5 (five); a ball, blocks; circle; the • blocks (optional)
sun; a box; a chicken, a donkey, a goat, a horse • paper (optional)
ng
• a box, seven small balls (optional)
ni
ar
1 3
• Tell children to sing the Hello Song TR: R.1 / • Bookwork Help children to open their books to
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SC: R.1 to each other. page 37. Point to the 6. Ask What number is this?
ing the Unit 4 Song: Ali Baba’s Got a Big Farm
• S Good! Let’s trace the six.
TR: 4.4 / SC: 4.4 with children. Do the song • T
race your finger along the dotted line for the 6. Tell
c
actions while you sing, and ask children to do them children to do the same.
as well. hi • T
race the 6 with a pencil. Say Now you do it. Walk
round the classroom checking that children are
Review
ap
2 holding their pencils correctly. Help as needed.
• Bookwork Help children to open their books to • Repeat this activity for the 7.
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page 36. Hold up the page. Point to the ducklings in • S

ay Let’s do a sticker activity. Help children find the
the top photo and ask Six or seven? Children count to Unit 4 stickers in the back of their books.
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six. Then point to the ducklings in the bottom photo • S

how children the donkeys sticker. Point to a donkey
and ask Six or seven? Children count to seven. and ask What animal is this? Then count the number
• S
ay Let’s play a game. Point to your ear and say
G
of donkeys on the sticker with children. Ask How many

Listen. Clap your hands once. Say One. Clap your donkeys are there? (six)
hands twice. Say Two. Then clap three times and ask • Model peeling off the donkeys sticker and putting it
l
How many? Continue to clap and ask children to say next to the 6 on page 37.
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the number until you reach seven.

• S
ay Now you do it. Ask children to count the number
• Challenge Clap in random order or from seven to of goats. Then tell them to put the goats sticker next to
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one. the 7 on page 37. Walk round the classroom helping

• P
oint to your eyes and say Look. Jump twice. As you as needed. When children finish, review their work as
at
jump, count One, two. Gesture to children and say a class.

Now you do it. Say Four. Children jump and count lay the Transition Song TR: R.2 /
• P SC: R.2 as
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to four. Next, tell children to jump six times and then you give a copy of Worksheet 4.6 and crayons or felt
seven times. tips to each child.
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mobility, tell them to open or close their eyes, move

their heads from side to side or count along with their
fingers.
• Challenge Invite a child to ‘play teacher’ and say the
instruction instead.
92 Unit 4
PRACTICE Trace, stick and say.
6
■ Tell children to build block towers
with seven blocks. Children point
to and count each block in their
towers.
■ Give each child a piece of paper
and crayons or felt tips. Tell
children to draw six things, such
as six circles or six suns.
■ Tell children to sit in a circle. Put
a box turned on its side on the
floor and seven small balls a
7
short distance from the box. Tell
ng
children to take turns trying to roll
the balls into the box. After each
child has had a turn, hold up the
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balls the child got into the box one
by one. Children count aloud the
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number of balls each child got in
the box.
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37 ■ Modify for Success For
children with limited mobility,
tell them to clap or close their

• W
orksheet Hold up the worksheet, Activity Worksheet 4.6 eyes when a classmate’s ball
c
point to the 6 and ask What number goes into the box and count at the
is this? Point to one of the horses hi same time.
and ask What animal is this?
ap
• S
ay Let’s colour six horses. Model
counting to six and colouring six of
the horses.
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• P
oint to the 7 and ask What number
is this? Point to one of the chickens
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and ask What animal is this? Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
• Say Now you do it. Colour seven

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chickens. Walk round the classroom checking children’s work and helping
as needed.
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• Modify for Success If children have difficulty counting the correct number
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of animals to colour, count with them as you point to each animal.

• When children finish, choose a child to show his or her worksheet. For
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each item, ask the child to point to and say the number and then count the
number of animals he or she coloured.
at
• Choose a few children to show and talk about their worksheets.

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4 End the Lesson

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pages 98–99.
Language
Language in Use Recycle: a banana; 1 (one) to 5 (five); shoes; a ball,
a doll; a cat, a dog; a box, a chair, a pencil; in
Objective • SC: R.1–R4, 4.4, 4.6
• TR: R.1–R.4, 4.4, 4.6
Talk about the number of things you can see,
• Flashcards 34–36, 38
using There are [three horses].
• Mini Flashcards 34–39 (up to seven of each) (optional)
Language
New: There are [three horses]. Materials
Review: a chicken, a cow, a donkey, a duck, a goat, • b
etween two and seven familiar items, such as balls,
a horse; 6 (six), 7 (seven) pencils, dolls, shoes or bananas; newspaper (for
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paper balls), a box; crayons
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• R
epeat this activity with the chicken, cow and horse
Warm Up
ar
1 flashcards and the pictures on page 38. Every time
• Tell children to sing the Hello Song TR: R.1 / children say the word in the plural, make sure they are
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SC: R.1. pronouncing the final –s.
• Sing the Unit 4 Song: Ali Baba’s Got a Big Farm • P
oint to the horses again and ask How many horses
TR: 4.4 / SC: 4.4 with children. Do the song actions are there? (3) Say That’s right! There are three horses.
c
while you sing. Encourage children to do them as well. • S
ay Listen if you play the audio of the language
2 Review
hi model or Watch if you play the video. Play TR: 4.6 /
SC: 4.6 twice.
ap
• Make seven paper balls out of newspaper. Count Frog: How many horses are there?
the balls with children, holding up each one as you do. Monkey: There are three horses.
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• P
ut a box about one metre away from yourself. Throw • Point to children and say Now you say it. Give each
the paper balls into the box one at a time. After each child a chance to hold up his or her book, point to the
eo
throw, ask Is it in the box? Make sure a few of the horses and say There are three horses.
balls miss the box. Then ask children to help you to • Repeat this activity with the cows and the chickens.
count the balls in the box.
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• If you use the video option, draw children’s attention

• G
ive each child a chance to throw the balls into the to the ducks that appear at the end of the video. If you
box. Then, ask the child to count the balls in the box. use the audio, point to the ducks on the page. Ask
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• Modify for Success This activity can be made How many ducks are there? Give children a chance to
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easier by bringing the box closer to the child or more count and then answer using There are seven ducks.
difficult by putting it further away. • Put groups of objects on a table and ask How many
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[balls] are there? Do this with items children are

3 Use the Language familiar with, such as balls, pencils, dolls, shoes and
at
bananas. Make sure children hear the –s at the end of

• Hold up the duck flashcard. Ask What’s this? Say the word in the question. Tell children to answer with
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Good! It’s a duck. There are [three] [balls].

• Bookwork Help children to open their books to NOTE: Make sure that each group of items is made
page 38. Hold up the page. Point to the group of up of between two and seven of the item.
@
ducks and say These are ducks. Make sure children

can hear the –s at the end of the word. Ask children to • Play the Transition Song TR: R.2 / SC: R.2 as you
repeat ducks several times. give a copy of Worksheet 4.7 and crayons to each child.
94 Unit 4
LANGUAGE IN USE Count, listen and say. TR: 4.6
■ Put children in a line. Whisper
a sentence with the language
model to the first child. Say, for
There are example, There are six chickens.
How many 3 horses. Tell that child to whisper the
horses are there?
sentence to the next child.
Continue until the last child in line
hears the sentence. That child
says the sentence out loud. Is it
the same sentence you whispered
to the first child?
■ Put up to seven items, such as
small balls or pencils, in a box
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without children seeing. Show
children the closed box and ask
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How many [balls] are there in the
box? Choose a child to shake the
box softly and try to guess how
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many items there are. Then tell
the child to confirm the number by
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38 Unit 4
opening the box, taking the items
one at a time and counting them
aloud. Tell the child to respond
• W
orksheet Hold up the worksheet. Activity Worksheet 4.7 using There are [seven][balls].
c
Point to one of the dogs and ask Give each child a turn, changing
What’s this? hi the number of items in the box
• Challenge Point to two dogs and each time.
ap
ask What are these? See if children
remember to add the –s to the end
of dog. If they don’t, model saying
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Dogs, emphasising the –s at the

end of the word.
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• P
oint to one of the cats and ask Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
What’s this? Point to two cats and

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ask What are these? Model saying Cats if children don’t add the –s .
• A
sk How many dogs are there? Children count the dogs. If children say
seven, ask the question again and tell them to answer using There are
l
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seven dogs.
• Repeat this sequence with the cats. (six cats)
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• Tell children to colour the cats and dogs.

• Modify for Success If children need extra support with plurals, use
at
mini flashcards to practise. (One cow, two cows; one horse, two horses;
and so on) NOTE: Make sure you show no more than seven of each item.
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4 End the Lesson

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pages 98–99.
Language in Use 95
Language
Unit Review and Project Recycle: 1 (one) to 5 (five)

• SC: R.1–R.4, 4.4
Demonstrate ability to use Unit 4 vocabulary, • Flashcards 34–39 • Assessment Worksheet 4.8
Make a duck mask
• a piece of paper
Language • scissors and glue
Review: a chicken, a cow, a donkey, a duck, a goat, Project: white paper plates, circles cut out of yellow
ng
a horse; 6 (six), 7 (seven) paper, glue, felt tips, short pieces of yellow wool,
sticky tape, craft sticks
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Warm Up Project
ar
1 3
• Say Hello! or Hi! to each child. Tell children to greet • B ookwork Help children to open their books to the
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you and each other. Unit 4 Project. Hold up the page. Point to the photo
• Tell children to sing the Hello Song TR: R.1 / of the completed project and say Let’s make a duck
SC: R.1. mask.
c
• Tell children to sing the Unit 4 Song: Ali Baba’s Got • Put children at tables. Give each child a white paper
a Big Farm TR: 4.4 / hi
SC: 4.4. NOTE: At this point, plate and a yellow circle of paper for the beak. Put felt
tips and glue on each table.
children will know the song and actions well enough
ap
to perform it. Ask children to perform the song for • M
odel folding the yellow circle in half. Tell children to
another class, or invite families to stay and listen to do the same.
the song at drop-off time.
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• Model gluing the folded yellow circle onto the plate.

Make sure the opening is facing down. Tell children to
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do the same.
• C
over most of the goat flashcard with a piece of paper • Give each child a few pieces of yellow wool. Model
so that only the feet of the goat show. Hold up the gluing the wool onto the top of the plate to look like
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flashcard. Ask What’s this? Slowly move the piece of duck feathers. Tell children to do the same.
paper up, showing more and more of the flashcard • Tell children to draw eyes on the plate. Tell them
l
until children guess the animal correctly. When they to look at the eyes in the example on page 39 as a
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do, say Well done! or That’s right! guide.

• Repeat this game with the chicken, cow, donkey, • Give each child a craft stick and some sticky tape.
io
duck and horse flashcards. Children stick their craft sticks onto the back of their
• Walk like a duck making duck sounds. Ask What am I? plates. Model if necessary and help as needed.
at
• Tell children to take turns choosing an animal and • Ask children to hold up their masks and make duck
then pretending to be that animal. The other children sounds.
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try to guess the animal.

• Tell children to line up on one side of the classroom.
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Tell them to take seven steps as they call out 1 to

7. Tell them to make their steps as big as they can.
Model doing this. See who gets the furthest.
• M
odify for Success If children have difficulty
counting to seven, count for them and tell them
to repeat. Continue the routine until children feel
comfortable counting on their own.
96 Unit 4
PROJECT Make a duck mask.
■ Play the Transition Song
1 2 TR: R.2 / SC: R.2 as you
Worksheet 4.8 and scissors to
each child. Put glue on each table.

3 4
ng
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ar
© 2022 Cengage®.
wow2e_BrE_l2_u04_aw4.8.indd 2 26/05/21 12:02 PM
■ old up the worksheet. Point

H
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39
to the dotted lines around the
different groups of animals and
say Cut along the dotted lines.
4 Apply Tell children to cut out the groups
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of animals. Model if necessary
hi
• Invite a group of six children to come to the front with their masks. Tell the
group to face the class and pretend to be ducks, quacking and walking like
and help as needed.
■ oint to each number on the
P
ap
ducks. worksheet and ask What number
• Ask the rest of the class What are they? (ducks) Make sure children are is this?
saying the final -s in ducks. Then ask How many ducks are there? Tell
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■ Hold up the six cows and ask

children to answer using There are six ducks. How many cows are there?
Tell children to answer with a
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• Repeat this activity with different groups of 2 to 7 children.

complete sentence. Say That’s
right! There are six cows. Point to
5 End the Lesson
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the 6 and ask Is this number six?

• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy Good! Show children how to glue
up the materials used in the lesson. the picture under the 6.
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Say Now you do it. Children finish

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how children the ‘WOW! I Can’ stickers at the back of their books. Tell
■
• S
children to put one of the stickers in the ‘I can talk about farm animals.’ the rest of the activity on their
own. Walk round the classroom
box on page 78 of their books.
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checking children’s work and

• S SC: R.4. Tell children to wave helping as needed.
at
■ Choose individual children to tell

you how many of each animal
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there are on the worksheet using

There are [six] [cows].
@

pages 98–99.

Activity Book
4 Animals on the Farm SONG Listen. Circle the animals. TR: AB.4.2
VOCABULARY Listen. Trace and say. TR: AB.4.1 Resources Resources

page 34 page 35
•• Flashcards •• TR: AB.4.2–4.3
34–39
•• TR: AB.4.1
17 18 Unit 4
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• Hold up Flashcards 34–39 one at a time. For each • Help children to open their Activity Books to page 18.
animal, ask What’s this? Hold up the page. Point to each of the animals and
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• Help children to open their Activity Books to page 17. ask What’s this?
• Hold up your book and say Let’s trace. Point to the • Say Listen. Put up your hand when you hear the name
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picture of the horse. Model tracing over the dotted line of an animal in the song. Model putting up your hand.
and tell children to do the same. Ask What’s this? Then play the Unit 4 Song TR: AB.4.2. Tell children
• Say Now you do it. Children trace over the dotted to listen to the song and put up their hands for each
animal name they hear.
c
lines to complete the other pictures. Walk round the
classroom, helping as needed. Point to each animal hi • Say Let’s listen and circle. Play the song again,
and ask What’s this? pausing at the end of the first verse. Ask Which
ap
• When children finish, say Listen. Play TR: AB.4.1 animal? Tell children to circle the cow in the picture.
once and tell children to just listen. • Do the same for the other animals. (goat, duck)
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a horse a horse neigh

As Homework
a goat a goat baa
a donkey a donkey hee haw • Children listen to the Unit 4 Song TR: AB.4.2,
eo
a duck a duck quack pausing after each verse. Then they circle, say the
a chicken a chicken cluck word and make the sound for each animal they hear in
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a cow a cow moo the song.

• Play TR: AB.4.1 again, pausing after each animal’s In Class – The Sounds of English
sound. Tell children to point to the correct picture and
l

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say the name of the animal.

listen. Play it again and tell children to repeat the
• Challenge Choose individual children to make an sound and the words.
animal sound and ask the rest of the class to guess
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/k/ cat; /k/ cow; /k/ duck

the animal.
• Point to the first photo in the bottom row and say Cat.
at
As Homework Can you hear /k/? Gesture to show that cat has got
the /k/ sound. Tell children to circle it.
• Children trace over the dotted lines to complete each
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picture and say the name of each animal. Then they • Point to the next photo and say Dog. Can you hear
listen to TR: AB.4.1 and point to each animal they /k/? Gesture to show that this isn’t the same sound.
@
hear. • Repeat for the other photos. (cow, goat, duck)

Children circle the cow and the duck.
As Homework
• Children listen to TR: AB.4.3 and say the /k/ sound
items with the /k/ sound. (cat, cow, duck)
98 Unit 4
CONCEPTS Count and circle. LANGUAGE IN USE Listen. Trace and say. TR: AB.4.4
1 2 3 4 5 6 7 Resources How many horses

Resources
There are 3 horses.
•• Student’s Book are there?

page 37
3 page 38
1 2 3 4 5 6 7
1 2 3 4 5 6 7 •• TR: AB.4.4
1 2 3 4 5 6 7 7
1 2 3 4 5 6 7
Unit 4 19
20 Unit 4
6
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In Class In Class
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• Invite six children to come to the front of the • Help children to open their Activity Books to page 20.
classroom, holding their books. Tell them to hold up • Hold up your book to review the names of the animals.
ar
their books. Ask the class How many books are there? (horse, cow, chicken).
Let’s count. Write 6 on the board. • Point to the mascots and say Listen. Play TR: AB.4.4.
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• Call on one more child to come to the front and hold Frog: How many horses are there? Monkey: There
up his or her book. Ask How many books are there? are three horses. Tell children to repeat.
Let’s count. Write 7 on the board. • Point to the horses one at a time as you count One,
c
• Help children to open their Activity Books to page 19. two, three. Then model tracing along the line from left
• Hold up your book and point to the top row of pictures
and numbers. Say How many ducks are there? Let’s
hi to right first with your finger and then with a pencil.
When you get to the 3, say Three. There are three
ap
count. Then say Let’s circle. Model circling the 6 in horses. Tell children to do the same.
your book. Tell children to do the same. • Say Now you do it. Tell children to repeat the
• Do the same for the next two rows, counting with sequence with the photos of the cows and the
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children. Model circling the correct numbers. (7, 4) chickens. Tell them to use the language model for
• Say Now you do it. Tell children to count the last two each photo. (There are seven cows. There are six
eo
rows by themselves and circle the correct numbers. chickens.) Walk round the classroom checking
(6, 3) Walk round the classroom checking children’s children’s progress and helping as needed.
G
work and helping as needed. Say Well done! • Review the activity. Point to one of the photos and ask
children to say There are [three] [horses]. Say Very good!
As Homework
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• Children count the number of animals in each row and As Homework

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circle the correct numbers. (6, 7, 4, 6, 3) Then they say • Children listen to TR: AB.4.4. Then they count each
the number of animals in each row. group of animals, trace the lines and use the language
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model for each photo. (There are three horses. There

are seven cows. There are six chickens.)
at
Review Activity How many goats are there? Find the goats.
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Unit 4
REVIEW Listen and find. Count and circle. TR: AB.4.5 How many chickens are there? Find the chickens.
Resources How many ducks are there? Find the ducks.
@
•• TR: AB.4.5 • Say Listen and circle. Play TR: AB.4.5 again, pausing
after each question-and-answer set. Tell children to
count and circle the animals in the picture.
• When children finish, ask How many [goats] are
44

there? Repeat this for the other animals. (four goats,
six chickens, seven ducks)
In Class
• Help children to open their Activity Books to As Homework
page 44. Say Listen and point. Play TR: AB.4.5, • Children listen to TR: AB.4.5. They find the animals,
pausing slightly after each question-and-answer set to count them and circle them.
give children time to point to the animals in the picture.
Activity Book 99
Units 1–4 Review
Language
duck, a goat, a horse; 6 (six), 7 (seven); It’s
a
Objective [on] [the table]; I can [jump]!; Yes, I do!, No I
don’t.; There are [three] [horses].
Review Units 1–4 Vocabulary, Concepts and
Language in Use language model Resources
• TR: 4.7
Language • Flashcards 1–41
Review a chair, a computer, a crayon, a box, scissors, a • Activity Book pages 21–22
table; in, on, under; a seesaw, a slide, a swing; climb, jump,
play, run; down, up; beans, cheese, chocolate, eggs, milk, rice, Materials
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yoghurt; black, brown, white; a chicken, a cow, a donkey, • a paperclip and a pencil per pair
ni
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REVIEW Listen and draw lines. TR: 4.7 GAME Play and say.
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c
hi
ap
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40 Units 1-4 41
How many goats are there? Tell children to answer

l
1 Review
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using There are three goats.

• Display the Unit 1–4 Openers. • Make a pile with Flashcards 1–41, mixing them up in
io
• Show the Unit 1 Opener and say A red pencil. random order. Hold the flashcards up, one at a time,
Choose a child to point to the red pencil. Repeat for and ask What’s this? When appropriate, ask follow-
at
the black pencil. Then ask How many pencils is the up questions, such as What colour is it? and Do you
girl holding? (two) like [seesaws]? Ask a different child each time and
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• Show the Unit 2 Opener, point to the tyre and ask continue until all children have had a turn. If time
What’s this? (a swing) Point to the boy and ask Climb, allows, review the entire pile of flashcards.
jump, play or run? (play) Call out the other three
Activity
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actions, one at a time, and ask children to pretend to 2

do each. • Bookwork Help children to open their books to
• Show the Unit 3 Opener. Point to the bears’ heads page 40. Hold up the page and say Look. Then point to
and ask What food is this? (rice) Then point to the each individual item in the box and ask What’s this?
bears’ blanket and ask again. (eggs) If children have (a duck, yoghurt, a chicken, a crayon, a pencil, cheese)
trouble identifying the food, give them two choices, for • Point to the individual items in the main picture and,
example, Yoghurt or eggs? Point to the rice and the egg for each one, ask What’s this? or What are these?
in the photo and ask Do you like [rice/eggs]? Choose (chairs, table, computer, box)
individual children to answer Yes, I do! or No, I don’t.
• Point to the white circles in the main picture and ask
• Show the Unit 4 Opener. Point to the horse and ask How many circles are there? Tell children to count the
What’s this? Do the same for the goats. Then ask circles aloud. (six)
100 Units 1–4

• Point to the first white circle on the left and ask Where Activity Book
is the circle? (It’s under the chair.) If children hesitate,
ask Is the circle on the chair or under the chair? Review
Repeat this, asking about the other circles to review
Draw a line and say.
the prepositions in, on and under.

• Point to your ear and say Listen. Play TR 4.7, pausing
after the first item.
The duck is on the table. The duck is on the table.
The yoghurt is under the white chair. The yoghurt is
under the white chair.
Units 1–4 21
The chicken is under the table. The chicken is under In Class

the table. • Help children to open their Activity Books to page 21.
The crayon is on the computer. The crayon is on the • Hold up your book. Point to each of the photos at the
ng
computer. top of the page and ask What’s this?
The cheese is on the brown chair. The cheese is on • Point to the scissors. Ask In the box or on the table?
the brown chair.
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(in the box) Then say Let’s draw a line. Tell children
The pencil is in the box. The pencil is in the box. to draw a line from the scissors to the box.
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• Say Find the duck. Tell children to point to the duck. • Say Now you do it. Tell children to draw a line from
Then say Find the white circle on the table. Tell each small photo to either the box (scissors, crayon,
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children to point to the circle. Then say The duck is on pencil) or the table (cheese, milk, rice, yoghurt).
the table. Let’s match. Model drawing a line to connect
the circle under the duck to the circle on the table. Tell As Homework
children to do the same. • Children draw a line from each of the small pictures
c
• Say Now you do it. Point to your ear and say Listen. to either the box (classroom items) or the table (food
hi
Play TR: 4.7 all the way through. Make sure you give and drink). Then they say the name of each item and
children time to draw a line connecting the circle from where they are putting it.
ap
the item to its place in the picture, pausing if necessary
Resources
Listen and say. Draw a line. TR: AB.4.6
before moving on to the next item. 1 2 3 4 5 6 7

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• Walk round the classroom as children work, checking •• TR: AB. 4.6
progress and helping as needed. When children finish,
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ask questions such as Where is the [yoghurt]? or Is the

[yoghurt] [under the table]?
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3 Play the Game 22 Units 1–4
• Put children into pairs and give each pair a paperclip

In Class
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and a pencil.
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• Help children to open their Activity Books to page 22.

• Bookwork Help children to open their books to page
41. Say Look! What can you see? Point to the goat first • Hold up your book. Point to the numbers and the
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and then continue in a clockwise direction as children animals and ask What’s this?
name each of the items. (goat, slide, eggs, cow, pencil, • Say Listen. Play TR: AB.4.6, pausing after 1.
at
chocolate, seesaw, scissors) When appropriate, ask 1. It’s on the slide. / 2. It’s on the swing. /
follow-up questions for the items, such as Is [the cow] 3. It’s under the slide. / 4. It’s on the seesaw. It’s
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big or small? or Do you like [eggs]? down. / 5. It’s in the tree. / 6. It’s on the seesaw.
• Model putting a paperclip round the point of a pencil. It’s up. / 7. It’s under the swing.
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Then set the pencil point on the white dot in the middle • Say One. Point to the 1. Ask What’s on the slide?
of the spinner. Model spinning the paperclip using your Point to the top of the slide. Say It’s a duck. Let’s
thumb and pointer finger. When it lands, point to the draw a line. Children draw a line from the 1 to the
picture and ask What’s this? Children say, for example, duck at the top of the slide. Model as needed.
It’s a [goat]. • Say Now you do it. Continue playing TR: AB.4.6,
• Say Now you do it. Tell children to take turns spinning pausing after each number. Children draw lines
the paperclip and naming the item in the space it lands matching each number with the animal.
on. Walk round the classroom, helping as needed.
As Homework
• Children identify the numbers and animals. Then
they listen to TR: AB.4.6 and draw lines from the
numbers to the animals in the picture.
101
5 Shorts and Jumpers
Student’s Book page 42–43
Identify and name boots, a coat • SC: R.1–R.4, 5.1–5.2 • boots, a coat, a dress, a hat,
and a hat • TR: R.1–R.4, 5.1–5.2a a shirt, shoes, socks, trousers
• Flashcards 42–48 • scissors
• Worksheet 5.1 • glue and pieces of paper
Language
• Mini Flashcards 42–44 (optional) (optional)
New: boots, a coat, a hat
Recycle: a dress, a shirt, shoes,
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socks, trousers; black, brown, white
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1 4
• Wave to children and say Hello! Tell them to wave and • Bookwork Help children to open their books to
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say Hello! back to you. pages 42–43. Point to the photo on page 42 again. Point
• Tell children to sing the Hello Song TR: R.1 / to the girl’s coat and say A coat. Then point to the photo
SC: R.1 as they wave hello to each other. of the coat on page 43 and say This is a coat, too.
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• Ask Have you got a coat today? Stand near the area
2 Make Connections hi where children keep their coats. Choose one or two
• Put children in a circle. In the middle, put a dress, children to find and show their coats if they’ve got them.
ap
trousers, a shirt, socks and shoes. Point to the clothes NOTE: Make sure you’ve got at least a coat, a hat and
and say These are clothes. Then hold up each item boots to show.
individually and ask What’s this? • Point to a hat or hold up the hat flashcard and say A
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• Modify for Success For more support, hold each hat. Point to the hat on page 43 and repeat the word.
Ask Have you got a hat today? Choose one or two
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item up and name it first.

children to find and show their hats if they’ve got them.
• Ask Who’s got a dress today? Ask children wearing
Repeat this for boots.
a dress to stand up, say dress and sit back down.
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Repeat this for the other words. • Say I’ve got a coat. Pretend to put on a coat (or put
• Ask Who’s got a white shirt today? Emphasise white. on a real coat) and tell children to do the same. Then
repeat this for hat and boots.
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Ask children with a white shirt to stand, say white shirt

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and sit back down. Repeat this activity with the other • Say Let’s say the words. Play TR: 5.1 / SC: 5.1.
clothes items and black and brown. If you use the audio to present the words, show the
coat, hat and boots flashcards when students hear the
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3 Introduce the Theme words. Tell children to repeat each word twice.
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• Bookwork Help children to open their books to a coat a coat

pages 42–43. Hold up the photo on page 42. Say a hat a hat
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Look. Then point to the girl’s trousers in the photo and boots boots
ask What has she got? Gesture to show the clothes • Hold up or point to a real coat, hat and boots, one at a
you are wearing. Then say That’s right! She’s got time, and ask children to say the words. Repeat a few
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trousers. Trousers are clothes. times with different children. NOTE: Throughout the
unit, it will be suggested to use real clothing items. If
About the Photo these aren’t available, use the flashcards.
The girl in the photo is at Ice Kingdom, a 4100 m2 • Say Let’s listen to a chant. Play the first version of the
(about 44,130 sq. ft.) indoor park in Wuhan, China. Unit 5 Chant TR: 5.2a. The first time, tell children to
The park has an ice slide, an ice roller coaster and an just listen and watch you do the actions.
area for making snowmen and having snowball fights.
Hat, hat. Where is the hat?
[Gesture to show you don’t know.]
• Say Look at some clothes. Slowly show Flashcards
Hat, hat. It’s on my head!
42–48, without saying the words.
[Touch your head.]
Video Option Use SC: 5.1 (without the audio) to
present the vocabulary.
102 Unit 5

TR: 5.3

a hat
a coat boots a jumper
A girl on an ice
slide in China
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sandals a T-shirt shorts
43
42
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Coat, coat. Where is the coat?
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Coat, coat. It’s on my body! Additional Activity
[Gesture to show your body.] ■ Give each child the coat, hat
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Boots, boots. Where are the boots? and boots mini flashcards. Say
Boots, boots. They’re on my feet! the words one at a time, asking
[Point to your feet.] children to hold up the correct
mini flashcard for each item.
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• Play the chant again. This time, ask children to say it and do the actions
Continue to say the words faster
with you. hi and in a different order to see how
• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of quickly children can respond.
ap
Worksheet 5.1 and scissors to each child.
• Worksheet Hold up the worksheet. Ask Where is the hat? Choose a child
to come up and point to the hat. Repeat
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this for the coat and the boots. Activity Worksheet 5.1
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• Point to the dotted lines. Say Cut along

the dotted lines. Model if necessary and
help as needed.
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• Hold up two strips in the wrong order. For

example, hold the boots over the hat and
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ask Is this right? (no) Then hold the hat

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over the coat and ask Is this right? (yes)

• Say Now you do it. Tell children to
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complete the puzzle. Walk round the

classroom, helping as needed.
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• Review the finished puzzles together.

Point to each piece of the puzzle from the
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top to the bottom of the picture. As you

point, ask children to tell you the name
of each item of clothing. NOTE: If there’s time, tell children to glue their
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puzzles onto a piece of paper.
5 End the Lesson

• Say Now let’s watch and listen as children sing a song about clothes. The
children are in Mexico. Play SC: 5.2.
• Play the Goodbye Song TR: R.4 / SC: R.4. Tell children to wave
Unit Opener 103

• TR: R.1–R.4, 5.2a–5.2b, 5.3
Identify and name a jumper, sandals, shorts • Flashcards 42–48
and a T-shirt • Worksheet 5.2
• Mini Flashcards 45–48
Language
New: a jumper, sandals, shorts, a T-shirt Materials
Review: boots, a coat, a hat • a hat and a box
Recycle: a ball; brown, green, yellow • brown, green and yellow crayons
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• a pair of sandals, a pair of shorts, a T-shirt (optional)
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Warm Up
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1
present the words, show the jumper, sandals, T-shirt
• Put children into pairs and tell them to sing the Hello and shorts flashcards when students hear the words.
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Song TR: R.1 / SC: R.1 to each other. Tell children to repeat each word twice.
a coat a coat
2 Review a hat a hat
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• Hold up a hat and ask What’s this? When children boots boots
hi
answer, put the hat under a table and ask Where is the a jumper
sandals
a jumper
sandals
hat? (It’s under the table.) Now put the hat into a box
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and ask Where is the hat? (It’s in the box.) Finally, take a T-shirt a T-shirt
the hat out and put it on. Ask Where is the hat? (It’s on shorts shorts
• Say Listen and touch. Ask Where do you put a hat?
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you/your head.) Say That’s right! It’s on my head!

Model touching your head and tell children to touch
• Hold up the boots, coat and hat flashcards, one at
their heads. Ask Where do you put a coat? Tell
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a time. Each time ask What’s this? and choose a

children to touch their chest. Ask Where do you put
different child to answer.
boots? Tell children to point to their feet.
• Modify for Success If children have difficulty
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• Hold up the jumper flashcard and ask Where do you

naming the items, you may want to name the items
put a jumper? Tell children to touch their chests.
instead. Hold up the hat and say Hat. Tell children to
Model if necessary.
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repeat. Put the hat under the table and say Where is
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the hat? It’s under the table. Give the hat to a child • Repeat this activity for the sandals, shorts and T-shirt
and point under the table. Say Put the hat under the flashcards.
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table. Continue the sequence this way, asking children • Say Let’s listen to a chant with the new words. Play
to demonstrate understanding through actions until the second version of the Unit 5 Chant TR: 5.2b.
at
they are able to identify and name objects and Play the chant twice. The first time, tell children to just
locations themselves. listen and watch you do the actions.
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• Play the first version of the Unit 5 Chant TR: 5.2a T-shirt, T-shirt. Where is the T-shirt?
twice. The first time, tell children to just listen to the [Gesture to show you don’t know.]
chant and watch you do the actions. The second time, T-shirt, T-shirt. It’s on my body!
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encourage them to say the chant and do the actions [Touch your chest.]
with you. Jumper, jumper. Where is the jumper?
Jumper, jumper. It’s on my body!
3 Teach the Vocabulary [Touch your chest.]
• Bookwork Help children to open their books to Shorts, shorts. Where are the shorts?
page 43. Point to the photos of the coat, the hat and Shorts, shorts. They’re on my legs!
the boots and say These are clothes. Then point to the [Touch your legs.]
jumper, the sandals, the T-shirt and the shorts on the Sandals, sandals. Where are the sandals?
page and say These are clothes, too. Let’s learn new Sandals, sandals. They’re on my feet!
words. [Point to your feet.]
104 Unit 5
■ Put the sandals, shorts, jumper
a hat
and T-shirt flashcards round the
classroom walls. Give each child
a mini flashcard of one of the
items. One at a time, tell children
to find and touch the matching
flashcard on the wall as they say
the word. Tell children to swap
their mini flashcards and do the
a coat boots a jumper
activity again.
■ Put children in a circle. Hold up
a pair of sandals, a pair of shorts
and a T-shirt. Spread out the
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T-shirt on the floor. Put the shorts
above the T-shirt and ask Is this
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right? (no) Then put the shorts on
the bottom and ask Is this right?
(yes) Put the sandals above the
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sandals a T-shirt shorts
shirt, then under the shorts, each
time asking Is this right?
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43
• Play the chant again. This time, encourage children to say it and do the
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actions with you.
Worksheet 5.2 and a brown, a green and a yellow crayon to each child.
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• Worksheet Tell children to hold up their Activity Worksheet 5.2
worksheets. Ask Where is the T-shirt?

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Children point to the T-shirt. Repeat for

the sandals and the shorts.
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• Point to your ear and say Listen. Say

Colour the sandals brown. Tell children
to colour. Walk round to check children’s
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work. If necessary, hold up the brown

crayon and model colouring the sandals
on your worksheet.
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• Give the following instructions one at a

time, without modelling:
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– Colour the T-shirt yellow.

– Colour the shorts green.

© 2022 Cengage®.
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• Walk round the classroom monitoring

children’s progress. Help as needed.

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• Review the activity together, asking about each item What colour is the
[T-shirt]?
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• Challenge Ask What’s yellow? What’s brown? What’s green?
4 End the Lesson


• SC: R.1–R.4
Student’s Book page 44 • TR: R.1–R.4, 5.2c
Demonstrate understanding of boots, a coat, a
hat, a jumper, sandals, shorts and a T-shirt Materials
• sandals, shorts, a jumper, a T-shirt and a bag
Language • blue, green, orange and purple crayons
Review: boots, a coat, a hat, a jumper, sandals, • scissors and glue
shorts, a T-shirt • up to seven adult- and child-sized coats, hats,
Recycle: 1 (one) to 7 (seven); big, small; blue, green, shorts, jumpers and T-shirts (optional)
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orange, purple; There are [four] [sandals]. • catalogues or magazines (optional)
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Warm Up
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1 School Readiness: Self-Care
• Say Hello! or Hi! to each child. Tell children to greet When children get ready to go outside, ask them
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you and each other by saying Hello! or Hi! to try putting on their coats, hats and boots by
themselves. Be patient and allow extra time for
• Tell children to sing the Hello Song TR: R.1 / children to dress themselves. Help only when
SC: R.1 while waving to each other. necessary. Doing things by themselves gives
c
• Say the full version of the Unit 5 Chant TR: 5.2c with children a sense of confidence and independence.
children. hi
Hat, hat. Where is the hat? 3 Practise the Vocabulary
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Hat, hat. It’s on my head!
Coat, coat. Where is the coat? • Bookwork Help children to open their books to
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Coat, coat. It’s on my body! page 44. Point to the T-shirt and ask What’s this?
Gesture to show you’re thinking. When children
Boots, boots. Where are the boots?
answer, say Very good! It’s a T-shirt. Then point to the
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Boots, boots. They’re on my feet!

right-hand side of the T-shirt and say Let’s complete
T-shirt, T-shirt. Where is the T-shirt? the T-shirt.
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T-shirt, T-shirt. It’s on my body!

• Say Let’s trace. Model tracing the dotted lines of the
Jumper, jumper. Where is the jumper?
T-shirt with your finger first and then with a pencil. Tell
Jumper, jumper. It’s on my body!
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Shorts, shorts. Where are the shorts?

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• When children finish, point to the T-shirt and ask What

Shorts, shorts. They’re on my legs!
colour is the T-shirt? Say That’s right! It’s blue. Colour
Sandals, sandals. Where are the sandals? this part blue. NOTE: Make sure children have got
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Sandals, sandals. They’re on my feet! blue, green, orange and purple crayons on their tables.
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• Point to the other items and say Now you do it. Tell
2 Review children to repeat the tracing and colouring sequence
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• Put a pair of sandals, shorts, a jumper and a T-shirt in with the hat, the shorts and the jumper. Walk round
a bag. Invite a child to pull out one of the items, hold it the classroom checking children’s progress. Make
up for the class to see and name it. Repeat with other sure they are holding their pencils correctly and
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children and the rest of the items. tracing over the dotted lines. Also check they are
• Modify for Success If children have difficulty using the correct colour crayon. Help as needed.
naming the items, ask Yes/No questions instead. For • Challenge Show children the right-hand side of each
example, if a child pulls out a T-shirt, ask Is it a hat? picture only (cover the left-hand side with your hand)
(no) Is it a T-shirt? (yes) Yes, it’s a T-shirt. Tell children and ask them to guess what it is.
to repeat the word. • Play the Transition Song TR: R.2 / SC: R.2 as
• When each item has been taken out and named, put you give a copy of Worksheet 5.3 and scissors to each
the items back in the bag and play again. Give each child. Put glue on each table.
child a chance to pull out and name an item.
106 Unit 5
PRACTICE Trace and say the words.
■ Put one (or up to seven) adult-
sized coat, hat, shorts, jumper
and T-shirt in a pile with one (or
up to seven) child-sized coat, hat,
shorts, jumper and T-shirt. Hold
up each item. Ask children to
name it and say whether it is big
or small. Put the items into big
and small piles. Then return them
to one pile and tell children to take
turns sorting the items by size.
You can also ask children to count
the items up to seven.
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■ Show children a clothing
catalogue or magazine. Point to
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and ask children to name some
of the clothes they’ve been
learning about in this unit or learnt
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in Level 1. If you’ve got enough
copies, ask children to find and
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44 Unit 5 name clothing items themselves.
Choose a single clothing item,
such as a hat, and ask children
• Worksheet Hold up the worksheet. Activity Worksheet 5.3 to see how many hats they can
c
Point to the picture before each row find in the catalogue or magazine.
of boxes and ask What’s this? (a hi If you’ve got time, you can ask
hat, a jumper, a T-shirt) children to cut out examples of
ap
• Point to the pictures at the bottom the clothes they’ve learnt and
of the worksheet, one at a time, and play a memory game or make a
ask children to name each item as poster.
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you point to it.

Teaching Tip
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items. Say Cut along the dotted Welcome to Our World 2 © 2022 Cengage®.
Every time you bring
lines. Model if necessary and help magazines or catalogues

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into the classroom, make

as needed.
sure you scan through each
• Hold up a picture of a hat and ask What’s this? Then point to the worksheet one to check the content is
and ask Where is the hat? Model gluing the hat in the first box of the top
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appropriate. If necessary,
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row, next to the hat. Repeat the sequence with a picture of a jumper. pull out the pages that are
• Say Now you do it. Tell children to sort the pictures and glue them in the relevant to the topic you’re
teaching and bring those
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correct rows. Walk round the classroom as children work, checking their
loose pages instead.
progress and helping as needed.
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• When children finish, ask How many hats are there? Emphasise the –s at
the end of hats. Model counting the hats and tell children to answer using
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There are three hats. Repeat for the two jumpers and the five T-shirts.
• Modify for Success If children have difficulty counting the items on their
own, count aloud together.
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4 End the Lesson


pages 118–119.

• TR: R.1–R.4, 5.2c, 5.4
• Listen to and sing a song about clothes
• Identify and make the /h/ sound • Worksheet 5.4
Language
Review: boots, a coat, a hat, a jumper, sandals, Materials
shorts, a T-shirt • boots, a coat, a hat, sandals, shorts, a jumper,
Recycle: a window; trousers; blue; blocks, a doll; a T-shirt and a bag
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a horse, a rabbit; the sun; a table; on, under • crayons • a doll and doll clothes (optional)
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Warm Up
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1 Around the World
• Tell children to sing the Hello Song TR: R.1 / This song is popular in Spain. If you’ve got a map of
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SC: R.1 with you. the world, show children where Spain is located.
• Tell children to say the full version of the Unit 5 Chant
TR: 5.2c with you.
Song: I’ve Got a Little Doll
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2 Review hi Adapted from: Tengo una muñeca vestida de
• Tell children to sit in a circle. Put boots, a coat, a hat, azul, Spain
ap
English adaptation by Joan Kang Shin
sandals, shorts, a jumper and a T-shirt in the middle
of the circle. Ask What can you see? Ask children to I’ve got a little doll.
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name the clothes they can see. She is wearing blue,

• Tell children to turn round as you take one clothes Little blue trousers and a T-shirt, too.
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item and put it in a bag. Then ask children to turn back Little doll, it is very cold for you.
round and ask What’s missing? Wear your blue boots and your jumper, too.
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• After children name the missing item, tell them to turn

round again as you take a different item. Continue I’ve got a little doll.
until there is only one item left. She is wearing blue,
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Little blue boots and a jumper, too.

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3 Teach the Song Little doll, it is very cold for you.

• Bookwork Help children to open their books to Wear your blue coat and your blue hat, too.
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page 45. Point to the picture and say Look. Ask

I’ve got a little doll.
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questions about the picture to review vocabulary. For

example, ask What clothes has the girl got? (a jumper,
She is wearing blue.
trousers) What can you see in the room? (a rabbit, Little blue coat and a blue hat, too.
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blocks, a window, a table, a doll) Where is the rabbit? Little doll, it is not cold for you.
(on the table) Where are the blocks? (under the table) With blue boots, jumper, coat and a blue
@
• Point to the doll and say Look at the doll. Then ask hat, too!
Has the doll got sandals? (no) What clothes has the
doll got? (a hat, a jumper, trousers, boots) What colour
• Play the song twice more. Each time, encourage
are the clothes? (blue)
children to sing the song and do the actions.
• Say Let’s listen to a song. Play the Unit 5 Song:
I’ve Got a Little Doll TR: 5.4 / SC: 5.4. The first
time, tell children to just listen and watch as you do the
4 Teach the Sound
actions. • Say Let’s listen to a sound. Play the /h/ sound
NOTE: For help teaching I’ve Got a Little Doll, view TR: SE.5.
Getting Ready SC: 5.7–5.9. • Make the /h/ sound a few times yourself. Point to your
mouth so that children can see that your mouth is
slightly open as you make the sound.
108 Unit 5
Additional Activity
■ Show children a doll wearing at
least one of the target clothing
items. Tell children to say what
the doll is wearing and the colour
of the clothes. Then try singing
the Unit 5 Song: I’ve Got a Little
Doll TR: 5.4 / SC: 5.4 with
these clothing words and colours.
For example:
I’ve got a little doll.
She is wearing [red].
Little [red] [dress] and a [red]
[hat], too.
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Little doll, it is very cold for you.
Wear your [red] [boots] and your
[jumper], too.
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45
c
• Say /h/ Hat a few times. Tell children to repeat.
• Say /h/ Horse a few times. Tell children to repeat.
hi
ap
The /h/ sound is the first sound in hat, hand, horse and hair.
gr
• Play the Transition Song TR: R.2 / SC: R.2 as you give each child a
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copy of Worksheet 5.4 and a few crayons.

• Worksheet Hold up the worksheet,
point to the hat and ask What’s
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this? Say That’s right! It’s a hat.

Then say /h/ Hat. Can you hear
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/h/? (yes)
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• Point to the sun and ask What’s

this? Say That’s right! It’s the sun.
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Then say /s/ Sun. Can you hear

/h/? (no)
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• Repeat this sequence with the

pictures of the horse and the Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
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T-shirt. wow2e_BrE_l2_u05_ws5.4.indd 4 26/06/21 9:08 PM
• Say Colour the pictures with /h/. Walk round the classroom, checking to
make sure that children are colouring the hat and the horse. While they are
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working, give extra help to children who have trouble hearing the target
sound.
5 End the Lesson

goodbye to each other as they sing. Activity Book page 24.
pages 118–119.

• SC: R.1–R.4, 5.4–5.5
Student’s Book page 46 • TR: R.1–R.4, 5.2c, 5.4–5.5
• Worksheet 5.5
Identify things that are cold or hot
Materials
Language • a coat and a hat
New: cold, hot • a glass with water and ice, a mug with hot water
Recycle: 1 (one), 2 (two); water • photos showing cold and hot
• pencils
• scissors (optional)
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• a hot or a cold snack (optional)
ni
• Pretend you are shivering again. Put on a coat and a
Warm Up
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1 hat, saying Brrr! It’s cold.
• Put children into pairs. Tell them to sing the Hello • Pretend you’re getting warm now. Begin to fan your
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Song TR: R.1 / SC: R.1 to each other. face. Take off the coat and the hat, saying Phew!
• Say Let’s say the chant. Tell children to say the full It’s hot.
version of the Unit 5 Chant TR: 5.2c and do the • Say Let’s say the words. Play TR: 5.5 / SC: 5.5. If
c
actions. you use the audio to present the words, show the hot
2 Review
hi and cold flashcards when students hear the words.
Tell children to repeat each word twice.
ap
• Point to your ear and say Let’s listen to a song. Play hot hot
the Unit 5 Song: I’ve Got a Little Doll TR: 5.4 / cold cold
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SC: 5.4. Tell children to just listen and watch as • Point to the volcano and say Show me hot. Tell
you sing the song and do the actions. children to fan themselves to show hot, saying the
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• Say Now let’s all sing the song. Play the song twice word as they do so.
more. Encourage children to sing the song and do the • Point to the snowy mountain and say Show me cold.
actions with you. Tell children to shiver or do another action to show
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cold, saying the word as they do so.

3 Teach the Concepts • Put a glass with water and ice and a mug with hot
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water on your desk. NOTE: Make sure that the water

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is warm enough to feel hot, but isn’t so hot that it could
page 46. Hold up the book and point to the volcano
hurt children.
as you say Look. This is a volcano. It’s hot. Say Hot
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again, as you fan yourself to show hot. • Touch the glass of cold water and say It’s cold. Then
touch the mug of hot water and say It’s hot.
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• Point to the snow-covered mountain and say Look.

This is a mountain. It’s cold. Say Cold again, as you • Say Now you do it. Invite children to come up, one by
pretend to shiver to show cold. one, and feel the glass and the mug. Each time, ask Is
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it hot or cold? Children answer It’s [cold].

About the Photos • Challenge Show children photos of things that imply
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The photo on the left shows the Fuego volcano, these are cold or hot, such as an iceberg or snowy
near Antigua, Guatemala. It is one of the most weather for cold, and a beach or a steaming pan
active volcanoes in Central America. It has erupted for hot. Each time, ask Is this hot or cold? Children
more than 60 times since 1524 – the first recorded answer It’s [hot].
eruption. The photo on the right shows K2 (or • Play the Transition Song TR: R.2 / SC: R.2 as
Chogori), which is the second highest mountain in you give a copy of Worksheet 5.5 and a pencil to
the world. K2 has an elevation of 8,611 m (28,215 ft.).
each child.
It is located along the border of China and Pakistan.
110 Unit 5
■ Prepare a hot or a cold snack.
hot Some hot snacks include hot
chocolate or small pieces of
pizza. Some cold snacks include
cold frozen fruit, ice cream or a cold
drink. Ask children whether the
snack is hot or cold while they
are eating.
Teaching Tip
Always check for allergies
or other dietary restrictions
ng
before bringing food into the
classroom.
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■ Show children the photo on
K2 (Chogori), page 42 and ask Is it hot or cold?
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Karakoram mountain range
Fuego volcano in Guatemala
(cold) Show children the picture
on page 45. Point outside the
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window and ask Is it hot or cold?
46 Unit 5
(cold) Point out of your classroom
window and ask Is it hot or cold?
• Worksheet Hold up the worksheet. Ask children to respond based on

the day’s weather.
c
Point to the picture of iced water
and ask Is this hot or cold? (cold) hi
Repeat this for the ice cream and
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the hot drink.
• Point to the first two pictures again
and say This is cold. This is cold.
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Then point to the last picture and

ask Is this cold? When children
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answer no, say That’s right! This is Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
not cold. Emphasise not. Then say wow2e_BrE_l2_u05_ws5.5.indd 5 26/06/21 9:08 PM

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It is hot.
• Ask How many cold things are there? (two) How many hot things are
there? (one) Which one does not belong? Gesture if necessary. Ask
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children to point to the hot drink on their worksheets.

• Say Let’s cross it out. Model crossing out the hot drink and tell children to
cross it out, too.
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• Say Now you do it. Tell children to do the second row on their own. Walk
at
round the classroom, checking children’s progress and helping as

needed.
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• When children finish, check their work. Point to each item and ask Is this
hot or cold? Then ask Which one does not belong? Choose a child to point
to the snowman.
@
• Challenge Tell children to cut out the four pictures that were not crossed
out. Tell them to mix up the cutouts and then hold each one up as they say
It’s [hot].
4 End the Lesson


Concepts Practice
Resources
• Worksheet 5.6
Demonstrate understanding of cold and hot
Language Materials
Review: boots, a coat, a hat, sandals, shorts, a • scissors and glue
T-shirt; cold, hot • paper (optional)
• catalogues or magazines (optional)
• a cup of hot water, a cup of cold water and two ice
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cubes (optional)
ni
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1 3
• Put children into small groups. Tell children to sing the • Bookwork Help children to open their books to
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Hello Song TR: R.1 / SC: R.1 to the children in page 47. Point to the large photo of the fire again and
their group. ask Is this hot or cold? (hot) Repeat with the photo of
• Sing the Unit 5 Song: I’ve Got a Little Doll TR: 5.4 / the iceberg.
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SC: 5.4 with children. Do the song actions while • Say Let’s do a sticker activity. Help children to find
you sing. Encourage children to do them as well. hi the Unit 5 stickers at the back of their books. Point to
the sticker of the ice cubes and ask Are these hot or
Review
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2 cold? (cold)
• Model peeling off the sticker. Hold it and say These
are cold. Then point to the photo of the iceberg and
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pages 46–47. Point to the volcano and ask Is this

say This is cold, too. Model putting the sticker of the
hot? (yes) Point to the snowy mountain and ask Is this
ice cubes on the cold background.
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cold? (yes)
• Point to the sticker of the hot chocolate and ask Is this
• Point to the fire on page 47 and say This is fire.
hot or cold? (hot) Then point to the photo of the fire
Gesture or draw a fire on the board. Then ask Is this
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and say This is hot, too. Model peeling off and putting
hot or cold? (hot)
the sticker of the hot chocolate on the hot background.
• Point to the iceberg on page 47 and say This is ice.
• Point to the rest of the stickers and say Now you do it.
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Gesture or draw an ice cube on the board. Then ask

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Tell children to complete the rest of the activity on their

Is this hot or cold? (cold)
own or in pairs. Walk round the classroom, helping as
• Say Show me cold. Children pretend to be cold. needed.
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Say Show me hot. Children pretend to be hot. Invite

• When children finish, review the remaining items as a
children, one at a time, to come to the front and
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class. Ask children to hold up their books as they point

pretend to be either cold or hot. Ask the class to call
to and say the words on each background. (hot: mug,
out the correct word.
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sun, fire, pan; cold: ice cubes, ice lolly, snowman,

ice cream)
Teaching Tip
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Make sure each child has got clothes at school for

hot and cold weather, especially if you take your you give each child a copy of Worksheet 5.6 and a
class outside often. It is also a good idea for you to pair of scissors. Put glue on each table.
keep extra child-size hats, gloves and boots in the • Worksheet Hold up your worksheet, point to the sun
classroom. This way, even if a child hasn’t got his or and ask Hot or cold? (hot) Repeat for the snowman.
her own extra clothes, he or she will still be able to
• Point to the dotted lines round the clothes items. Say
play comfortably outside with the rest of the class.
Cut along the dotted lines. Model if necessary and
help as needed.
112 Unit 5
PRACTICE Stick and say.
Additional Activity
■ Give children paper, scissors,
glue and a clothes catalogue
or magazine. Assign each child
either hot or cold weather. Tell
children to find clothes for their
assigned weather type, cut out
photos of these clothes and glue
them onto a piece of paper to
make a collage. Tell children
to hold up their collages, one
at a time, and say Clothes for
[hot] weather. Help with this as
needed. Then ask children to
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point to and name the clothes
items they know.
Challenge Tell children to draw
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■
two or three clothes items for their

assigned weather type to add to
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the collage.
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47
• Hold up each of the clothes items, one at Activity Worksheet 5.6
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a time, and ask What’s this?
• Hold up the picture of the sandals.
Pretend to be cold and say It’s cold. Do
hi
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you wear sandals? (no) Then pretend
to be hot and say It’s hot. Do you wear
sandals? Wait for children to say yes.
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Say Good! Point to the box with the sun

and say Put the sandals in this box.
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Model gluing the sandals in the box with

the sun. Tell children to do the same.
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• Repeat this sequence with the coat.

Model gluing the coat in the box with the
snowman. Tell children to do the same.
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• Hold up the rest of the pictures and say wow2e_BrE_l2_u05_ws5.6.indd 2 26/06/21 9:08 PM
Now you do it. Tell children to complete the activity on their own or in pairs.
Walk round the classroom while children work, checking their progress and
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helping as needed.
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• When children finish, review the answers together. (sun: sandals, shorts,
T-shirt; snowman: boots, coat, hat)
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4 End the Lesson

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Integrate science skills into your lesson. Put a cup of hot water and a cup
of cold water on the table. Point to each one Hot or cold? Hold an ice cube
above each cup. Ask children to predict which one will melt faster. Use
gestures, pictures or children’s own language to help them to understand
the experiment. Then drop an ice cube into each cup at the same time. Let
children observe how the ice melts in each cup to confirm their predictions. pages 118–119.

Language in Use
Language
a dress, a shirt, shoes, socks, trousers; short, tall
Objective Resources
• SC: R.1–R.4, 5.4, 5.6
Answer questions about what you are wearing
• TR: R.1–R.4, 5.4, 5.6
using Yes, I am and No, I’m not. • Flashcards 42–50
Language
New: Yes, I am.; No, I’m not. Materials
Review: boots, a coat, a hat, a jumper, sandals, • boots, a coat, a dress, a hat, a jumper, sandals, a
shorts, a T-shirt; cold, hot shirt, shoes, shorts, socks, trousers, a T-shirt
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Recycle: eyes, hair, mouth, nose; 4 (four), 5 (five); • crayons
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• Modify for Success If children need more support,
Warm Up
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1
model by picking up an item and saying I’ve got a
• Say Hello! or Hi! to each child. Tell children to greet [shirt]. Then give the item to a child and tell the child
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you and each other. to say I’ve got [a shirt].
SC: R.1. page 48 again. Point to the picture of the boots and
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• Sing the Unit 5 Song: I’ve Got a Little Doll TR: 5.4 / say These are boots. Then ask Who’s wearing boots
SC: 5.4 with children. Do the song actions while hi today? Ask children with boots to put up their hands.
Then say That’s right! You’re wearing boots. Point to
you sing. Encourage children to do them as well.
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the picture of the boots and say You colour the boots.
2 Review Tell children wearing boots to colour the boots. Repeat
this sequence for the sandals and the shoes.
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• Hold up the hot flashcard and ask Hot or cold? • Point to the picture of the T-shirt and say This is
Repeat with the cold flashcard. Then put the a T-shirt. Then ask Who’s wearing a T-shirt? Tell
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flashcards on opposite sides of the classroom where children wearing T-shirts to colour the T-shirt on the
children can see them. page. Repeat this sequence for the trousers, the
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• Display boots, a coat, a hat, sandals, shorts, a jumper shorts and the jumper.
and a T-shirt at the front of the classroom. For each • As children colour the pictures of the clothes they are
item, ask What’s this? wearing, walk round the classroom checking their
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• Point to the cold flashcard and say It’s cold. Pretend progress and helping as needed.
to be cold. Then gesture to the clothes and ask What • When children finish colouring, ask [Karim], are you
do you wear? Choose a child to name an item of wearing [a T-shirt?] Tell children to point to the item in
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clothing for cold weather, and then take that item and their books as they answer yes or no.
place it next to the cold flashcard.
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• Say Listen if you play the audio of the language model

• Repeat the sequence with the hot flashcard. or Watch if you play the video. Play TR: 5.6 / SC:
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• Continue in this way, calling on different children each 5.6 twice.

time, until the clothes are sorted. Parrot: Are you wearing boots?
• Bookwork Help children to open their books to Monkey: Yes, I am.
@
page 48. Hold up the page. Point to the boots and ask Elephant: No, I’m not.
What are these? Are these for hot or cold weather? • Gesture to children and say Now you say it. One
Repeat for other items on the page. NOTE: Ask by one, ask each child Are you wearing boots? Tell
What’s this? for the jumper and the T-shirt. the children to point to the boots on page 48 as they
answer using Yes, I am or No, I’m not.
3 Use the Language • If you use the video option to present the language
• Collect the clothes by the cold and hot flashcards and model, draw childrens’ attention to the monkey touching
put them in a pile with a dress, trousers, a shirt, shoes her hat at the end of the video. Using a mascot voice,
and socks. Invite children to come up to the front, one say Are you wearing a hat? Point to the monkey and
by one. Give each child an item and tell him or her to tell children to answer in a mascot voice Yes, I am.
say I’ve got [a shirt].
114 Unit 5
LANGUAGE IN USE Colour. Listen, point and say. TR: 5.6
Are you Additional Activities

wearing boots?
■ Put boots, a coat, a dress, a hat,
trousers, sandals, a shirt, shoes,
Yes, I am.
shorts, socks, a jumper and a
No, I’m not. T-shirt in a pile. Invite a child to
pick a few of the clothes and put
them on if possible. Then ask Are
you wearing [an item the child is
not wearing]? Prompt the child to
answer No, I’m not. Then ask Are
you wearing [an item the child
is wearing]? Prompt the child to
answer Yes, I am. Then tell the
child to say what he or she is
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wearing using I’m wearing [boots
and a jumper].
Challenge Ask children other
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■
questions they can answer with

Yes, I am and No, I’m not, such as:
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— Are you [wrong child’s
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name]?
48 Unit 5
— Are you five?
— Are you at school?
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Worksheet 5.7 and crayons to each child. — Are you tall?
• Worksheet Hold up the worksheet and hi Activity Worksheet 5.7
say Pretend this is you. Draw your eyes.

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Draw your nose. Draw your mouth. Point
to each part of the face as you say it.
Then say Now draw your hair.
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• Ask What are you wearing today? Are

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you wearing a T-shirt? Are you wearing a

jumper? Are you wearing trousers? Hold
up the worksheet and say Draw your
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clothes. Model if necessary.

• Walk round the classroom checking
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children’s work and helping as needed.

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• When children finish drawing, tell them to

take turns holding up their pictures and Welcome to Our World 2 © 2022 Cengage®.
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answering Are you wearing [a dress]? wow2e_BrE_l2_u05_ws5.7.indd 2 26/06/21 9:09 PM
using Yes, I am or No, I’m not.

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• Challenge Put children into pairs. Tell one child to ask Are you wearing
[boots]? and the other child to answer using Yes, I am or No, I’m not. Then
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tell children to swap roles.
4 End the Lesson

@

pages 118–119.
Language in Use 115

• SC: R.1–R.4, 5.4
• TR: R.1–R.4, 5.4
Objective • Assessment Worksheets 5.8a–5.8b
Demonstrate ability to use Unit 5 vocabulary, • Mini Flashcards 42–48 (optional)
concepts and language independently • Activity Book page 45
Make a winter hat
• up to seven of each of the following: boots, coats,
Language hats, sandals, shorts, jumpers, T-shirts
Review: boots, a coat, a hat, a jumper, sandals, • crayons, scissors and glue
shorts, a T-shirt; hot, cold Project: white paper plates cut in half, cotton wool
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Recycle: 1 (one) to 7 (seven); eyes, nose, mouth, hair; balls, a rectangle and a circle cut out of coloured
trousers; There are [six] [shorts]. paper, felt tips, glue
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• Repeat this for cold-weather clothes, calling on
1 Warm Up different children to find the correct items.
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• Say Hello! or Hi! to each child. Tell children to greet • Challenge Choose a child to pick a few of the
you and each other. clothes and put them on if possible. Then ask Are you
• Tell children to sing the Hello Song TR: R.1 / wearing [a shirt]? (Yes, I am./No, I’m not.) Is it hot
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SC: R.1. or cold? Then ask the child to say what he or she is
• Tell children to sing the Unit 5 Song: I’ve Got a hi wearing by saying, for example, I’m wearing [a shirt].
Little Doll TR: 5.4 / SC: 5.4. NOTE: At this point, It’s [hot].
ap
children will know the song and actions well enough
to perform it. Ask children to perform the song for 3 Project
another class, or invite families to stay and listen to
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the song at drop-off time. Unit 5 Project. Point to the photo of the completed
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project and say Let’s make a winter hat.

2 Vocabulary and Concepts • Give each child half a white paper plate, a couple
• Tell children to sit in a circle. Put up to seven of each of cotton wool balls, a rectangle cut out of coloured
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of the following: boots, coats, hats, sandals, shorts, paper to fit across the bottom of the plate and a small
jumpers and T-shirts in the middle of the circle. circle cut out of coloured paper (for the cotton wool
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Vary the number of items for each item of clothing. balls). Put felt tips and glue on each table. NOTE:
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NOTE: As an alternative to real clothes, you can If paper plates aren’t available, give each child a
use doll clothes, paper or magazine cutouts, or mini semicircle of white card.
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flashcards. • Tell children to put their paper plates with the curved
• Say Show me the hats. Choose a pair of children side facing up and the flat side closest to them.
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to find and bring the hats to you. Repeat this with • Tell children to use the felt tips to decorate their paper
different children and the other items. plates.
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• When children have sorted the items of clothing, ask • Tell children to glue the strip of coloured paper across
them to count the number of items in each group. the bottom of their paper plates. Model drawing
Each time they count the clothes in a group, ask How vertical lines on the strip. Help as needed.
@
many [hats] are there? Tell them to answer There are

• Tell children to glue one or two cotton wool balls onto
[five hats].
the small circle, and then glue the small circle onto the
• With these clothes items still displayed in their groups, top of their paper plates to make the hat’s pom-pom.
invite several children at a time to come to the front. Set the completed hats aside to dry.
Say It’s hot. What do you wear? Ask children to hold
up the clothes for hot weather and name them, one by
one.
116 Unit 5
PROJECT Make a winter hat.
1 2 TR: R.2 / SC: R.2 as you
Worksheets 5.8a and 5.8b
and scissors to each child. Put
crayons and glue on each table
■ Hold up Assessment Worksheet
5.8a. Say Pretend this is you.
Draw your eyes, nose, mouth and
hair. Model if necessary.
3 4 Assessment Worksheet 5.8a Name:
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49
wow2e_BrE_l2_u05_aw5.8a.indd 2 27/06/21 7:32 AM
Hold up Assessment Worksheet

4 Apply
■
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5.8b. Point to each picture and
hi
• Use the project to practise the language model. Put children into two ask What’s this?
groups. Gesture to one group and say Wear your hats. These children hold 5 Shorts and Jumpers
ap
their hats up to their heads, while the children in the other group leave their
Assessment Worksheet 5.8b Name:
hats on the table.

• Gesture to individual children and ask [Kai], are you wearing a hat? Tell the
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child to answer Yes, I am if he or she is holding up the hat and No, I’m not if
the hat is on the table.
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• Tell groups to swap roles and ask the question again.

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End the Lesson

© 2022 Cengage®.
5 wow2e_BrE_l2_u05_aw5.8b.indd 3 27/06/21 7:32 AM
■ Say I want a T-shirt, trousers and

• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy sandals. Point to the clothes as you
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up the materials used in the lesson. say them. Then model colouring the
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• Show children the ‘WOW! I Can’ stickers at the back of their books. Tell clothes you chose. Then say I cut the
children to put one of the stickers in the ‘I can talk about clothes.’ box on clothes along the dotted lines. Model
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cutting out the clothes you chose.

■ Say Now you do it. Tell children
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to choose, colour and cut out the

clothes they choose. Walk round
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the classroom, helping as needed.

■ Hold up Assessment Worksheet
5.8a again and say Glue the
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clothes on. Tell children to glue

the clothes onto the figure. Model
if necessary and help as needed.
■ Tell children to take turns coming
to the front and showing their
completed worksheet. Ask Are
you wearing [a jumper]? Children
answer Yes, I am or No I’m not.

pages 118–119.

Activity Book
5 Shorts and Jumpers SONG Listen and circle. Say and colour. TR: AB.5.1
VOCABULARY Say and draw a line.

Resources Resources
page 44 page 45
•• TR: AB.5.1–5.2

Materials
•• blue crayons
23 24 Unit 5
ng
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• Help children to open their Activity Books to page 23. • Play the Unit 5 Song TR: AB.5.1. Tell children to
• Hold up your book and say Look. Point to the photos listen and point to any clothes they hear that they’re
ar
in the top row. For each photo, ask What’s this? actually wearing.
(a T-shirt, a jumper, a coat, shorts, sandals, a hat) • Help children to open their Activity Books to page 24.
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• Say the words for each item in the photos, but in a Say Listen and circle.
different order. Ask children to point to the correct • Play the first two lines of the song again. Pause after
photo and repeat the word. Little blue trousers and a T-shirt, too. Say Trousers
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• Say Let’s match. Point to the T-shirt in the top row and a T-shirt. Let’s circle the trousers and the T-shirt.
again and ask children to say the word. Then point to hi Then pause after your blue boots and your jumper
the bottom row of photos. Say Where is the T-shirt? and after your blue coat and your blue hat. Tell
ap
Tell children to find and point to the fourth photo. Say children to find and circle these items.
That’s right! This is a T-shirt. • Ask What colour are the clothes? Play the last verse.
• Say Let’s draw a line. Model drawing a line between Tell children to colour the clothes they circled blue.
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the two photos that match. Tell children to draw the

line in their books.
As Homework
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• Say Now you do it. Tell children to match the two • Children listen to the Unit 5 Song TR: AB.5.1 and
sets of photos, drawing lines to join them. Walk round circle the clothes mentioned in the song. (trousers,
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the classroom checking that children are matching T-shirt, boots, jumper, coat, hat) Then children colour
correctly. Help as needed. the clothes they circled blue.
• Tell children to hold up their books to show how In Class – The Sounds of English
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they’ve matched the pictures. Tell them to say the

• Say Listen. Play TR: AB.5.2 while children listen. Play
vocabulary words. Say Well done!
it again and ask children to repeat the sound and each
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As Homework word.
• Children draw lines matching the complete photos in /h/ hat; /h/ hair; /h/ hand; /h/ horse
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the top row with the incomplete photos in the bottom • Point to the first photo and say Hat. Can you hear /h/?
row. Then they say the vocabulary words. Gesture to show that hat has got the /h/ sound. Tell
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children to circle it.

• Repeat for the other photos. (hair, boots, hand, horse)
Tell children to circle the photos of the hair, the hand
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and the horse.
As Homework
• Children listen to TR: AB.5.2 and say the /h/ sound
and the words. Then they circle the photos with the
/h/ sound. (hat, hair, hand, horse)
118 Unit 5
CONCEPTS Draw a line and say. LANGUAGE IN USE Listen. Trace and draw. Colour and say. TR: AB.5.3
Resources Are you wearing

boots? No, I’m not.
Resources
Yes, I am.
page 47 page 48
•• TR: AB.5.3
Materials
•• crayons
Unit 5 25 26 Unit 5
ng
In Class
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• Help children to open their Activity Books to page 25. In Class
Point to the sun and say Hot. Tell children to do the • Help children to open their Activity Books to page 26.
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same. Then point to the snowman and say Cold. Tell Point to the dress and ask What’s this? Tell children to
children to do the same. name the item. Repeat with the T-shirt.
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• Point to the pictures at the bottom of the page. Ask • Say Listen. Play TR: AB.5.3. Parrot: Are you wearing
children to say whether the things in the pictures are boots? Monkey: Yes, I am. Elephant: No, I’m not.
hot or cold. • Point to the boy in the book. Choose a child and say
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• Say Let’s match. Model drawing a line from the ice You are this boy. Ask Are you wearing boots? Tell
cream to the snowman. Say Cold. Tell children to do hi the child to answer No, I’m not. Repeat with different
the same. clothes and different children pretending to be the boy
or the girl in the picture.
ap
• Model drawing a line from the fire to the sun. Say Hot.
Tell children to do the same. • Model tracing along the dotted line round the dress,
• Say Now you do it. Tell children to draw lines from first with your finger and then with a pencil. Tell
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the cold things to the snowman (ice cream, ice water, children to do the same.
iceberg) and from the hot things to the sun (fried • Point to the T-shirt and say Now you do it. Walk
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egg, hot food, fire). Each time, they say hot or cold round the classroom helping as needed. As you do,
as appropriate. Walk round the classroom checking ask Are you wearing [boots]? Tell children to answer
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children’s progress and helping as needed. As you using Yes, I am or No, I’m not. Say Well done!
do, ask Cold or hot? • Tell children to colour the clothes.
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As Homework As Homework
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• Children draw lines matching the hot things with the • Children listen to TR: AB.5.3. Then they trace the
sun and the cold things with the snowman. Then they dotted lines to complete the items of clothing. When
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say hot or cold as appropriate. they finish tracing, children colour the clothes.
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Review Activity • Say Listen. Play TR: AB.5.4 and tell children to just
Unit 5
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REVIEW Listen and find. Colour. TR: AB.5.4

Colours will vary. listen. Are you wearing trousers? No, I’m not. / Are
Resources you wearing shorts? Yes, I am. / Are you wearing a
•• TR: AB.5.4 hat? No, I’m not. / Are you wearing sandals? Yes, I
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am.
Materials
• Play TR: AB.5.4 again, pausing after each exchange.
•• crayons
Tell children to point to the picture or pictures that are
45 true for each answer.
• Ask Which boy is it? (middle) Say Let’s colour.

In Class
Children colour the boy in the middle.
Point to the T-shirt the first child is wearing. Ask What’s As Homework
this? • Children listen to TR: AB.5.4 and decide which child
• Ask a child Are you wearing a T-shirt? Prompt the is answering the questions. (the boy in the middle)
child to answer Yes, I am or No, I’m not. Repeat for Children colour this boy.
the other items.
Activity Book 119

6 I Can See a Bee
Objective Language Resources
Identify and name a bee, a leaf rass, the sun, a tree; big, small;
g • Home-School Connection Letter
and a rock a box; on, in, under; It’s [in] the [box]. • Big Book Anthology 2: ‘Ming and
the Caterpillar’
Resources
Language Materials
• SC: R.1–R.4, 6.1–6.2
New: a bee, a leaf, a rock
• TR: R.1–R.4, 6.1–6.2 • a rock, a leaf, a box and scissors
Recycle: black, brown, green,
• Flashcards 51–57 • black, brown, green and yellow
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purple, yellow; a flower, an insect
• Worksheet 6.1 crayons
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1 4
• W
ave to children and say Hello! Tell them to wave and • B
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say Hello! back to you. pages 50–51. Point to the rock on page 51 and say
• Tell children to sing the Hello Song TR: R.1 / This is a rock. Then hold up a real rock and say This
SC: R.1 as they wave hello to each other. is a rock, too. Pass the rock round the class for each
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child to look at. Point out of the window and ask Is a
2 Make Connections hi rock outside? (yes)
• P
oint to the leaf on page 51. Say This is a leaf. Then
• Draw an outdoor scene on the board that includes
ap
hold up a real leaf and say This is a leaf, too. Pass the
the sun, grass, a tree and a flower. Say Look. It’s leaf round the class for each child to look at. Point out
outside. Ask children to name any items they can in of the window and ask Is a leaf outside? (yes)
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the picture.
• S SC: 6.1.
• Modify for Success If children are unable to name If you use the audio to present the words, show the
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any items, review the words by pointing to each item bee, rock and leaf flashcards when children hear the
and naming it. Then point to the items again, this time words. Tell children to repeat each word twice.
asking individual children Is it [a tree] or [the sun]?
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a bee a bee
a rock a rock
3 Introduce the Theme a leaf a leaf
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• Bookwork Help children to open their books to pages • Take out a box. Hold it up and ask What’s this? Then
50–51. Say Look at the insect as you point to the bee show children the rock and the leaf. Put the rock in the
on page 50. Say It’s a bee. Make a buzzing sound like box and ask What’s in the box? A leaf or a rock? Tell
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a bee and tell children to make the sound. Then ask children to say A rock. Repeat for the leaf.
questions about the photo such as What colour is the
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• T
urn away from the children and put the rock in the
bee? (It’s black and yellow.) Is the bee big or small? box again. Shake the box lightly and ask What’s in the
(It’s small.) What colour are the flowers? (purple)
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box? A leaf or a rock? Children guess by saying A rock.

Repeat a few times, alternating the leaf and the rock.
About the Photo
ay Let’s listen to a chant. Play the Unit 6 Chant
• S
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This photo shows a worker bee pollinating a flower. TR: 6.2. The first time, tell children to just listen. Hold
Worker bees also build and maintain the hive. The
up the bee, rock and leaf flashcards when children
queen is in charge of the hive. She lays the eggs – as
hear the words. Gesture to show you are looking for
many as 2,500 in a single day – and guides the other
bees’ behaviour. the bee.
ee, bee, bee
B
• Say Bees and flowers are outside. Point out of the Where’s the bee?
window as you say outside. Say Look at more things Bee, bee, bee
that are outside. Slowly show Flashcards 51–57, Where’s the bee?
without saying the words. Look on the rock.
It isn’t there.
120 Unit 6
6 I Can See a Bee

TR: 6.3
a butterfly
a leaf
a ladybird
a bee
a caterpillar
A bee near purple flowers in the USA
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a rock an ant
50 51
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Look on the leaf.
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It isn’t there. Additional Activities
Look on the flower. ■ Tell children to sit in a circle. Pass
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There’s the bee! a rock round the circle. As the
• Play the chant again. This time, ask children to say the chant and do the rock is passed to a child, ask that
child to say rock. When children
actions with you.
are comfortable doing this, add a
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• P SC: R.2 as you give a copy of leaf to the circle so that children
to each child.
hi
Worksheet 6.1, scissors and a black, a brown, a green and a yellow crayon are passing the leaf and the rock
round the circle at the same time,
ap
• W
orksheet Hold up the worksheet. Activity Worksheet 6.1
saying rock or leaf respectively as
they pass them round.
Point to the bee and ask What’s
this? Then say Let’s colour the bee. Invite a child to come to the front
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Hold up the crayons and ask What of the class. Say Close your
colours? (black and yellow) Repeat eyes. Let the other children see
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as you hide a rock or leaf in the

this for the leaf (green) and the
classroom. Go back to the child
rock (brown).
and say Open your eyes. Where’s
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• Point to the dotted lines. Say Cut the [leaf]? Tell the rest of the
along the dotted lines. Model if Welcome to Our World 2
class to say yes when the child
moves towards the item and no
© 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning

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when the child moves away from

• P
ut the leaf and rock pictures on the table. Model putting the bee under the
the item. Continue until the child
rock and ask Is the bee under the rock? Or is the bee under the leaf? (It’s
finds the item. Repeat with other
under the rock.)
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children. NOTE: Limit a search

• Tell children to turn round so that they can’t see as you put the bee under area within the classroom so
at
the leaf. Tell children to turn back round. Ask Is the bee under the rock? Or that children find the item pretty
is the bee under the leaf? Tell children to guess. quickly.
N
• Challenge Put children into pairs. Tell one child to hide the bee and tell ■ If possible, take children outside
the other child to guess where it is by saying It’s under [the leaf]. to collect rocks or fallen leaves.
Tell children to show their rocks or
@
leaves to one another. Then ask

5 End the Lesson children to describe the size and
• Play the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy colour of their rocks or leaves to a
up the materials used in the lesson. partner.
• S
ay Now let’s watch and listen as children sing a song about insects. The
children are in China. Play SC: 6.2.
lay the Goodbye Song TR: R.4 /
• P SC: R.4. Tell children to wave
Unit Opener 121

Resources
• SC: R.1–R.4, 6.2 • TR: R.1–R.4, 6.2–6.3
Objective • Flashcards 51–57 • Worksheet 6.2
Identify and name an ant, a butterfly, a Materials
caterpillar and a ladybird
• a large piece of cardboard, a large piece of green
paper
Language • a circle cut out of red paper with a black line drawn
New: an ant, a butterfly, a caterpillar, a ladybird down the middle and six small circles cut out of
Review: a bee, a leaf, a rock black paper (one set per child), glue
Recycle: 1 (one) to 6 (six); under • paint and paintbrushes
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• pieces of white paper and a black felt tip (optional)
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caterpillar and ant flashcards when students hear the
Warm Up
ar
1 words. Tell children to repeat each word twice.
• Put children into pairs and tell them to sing the Hello a bee a bee
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Song TR: R.1 / SC: R.1 to each other. a rock a rock
a leaf a leaf
2 Review a caterpillar a caterpillar
c
• Hold up the bee flashcard and ask What’s this? a ladybird a ladybird
Repeat with the leaf and rock flashcards.
hi a butterfly a butterfly
• S
ay Be a bee! Model making a buzzing sound and
ap
an ant an ant
pretend to fly around like a bee. Then ask children to
• Say Be a butterfly! Model joining your hands together
pretend to be bees.
and moving them like a butterfly’s wings. Tell children
gr
• B
efore the lesson, cut a large piece of cardboard into to do it, too. Then say I’m a butterfly as you do the
a flat rock and a piece of green paper into a large leaf. hand movement. Tell children to say and do the same.
eo
Hold up the ‘rock’ and say This is a rock. Repeat for

the ‘leaf’.
G
• H
elp children to get into a line. Say You are bees.
Listen. Put the rock on the floor and say to the first
child Fly over the rock. Gesture to show over. Tell the
l
child to ‘fly’ over the rock. Model if necessary.

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• Hold the leaf out at arm’s length. Say to the next child
• S
ay Be an ant! Model walking your pointer and middle
in the line Fly under the leaf. Tell the child to ‘fly’ under
finger up your opposite arm, like an ant crawling. Tell
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the leaf. Model if necessary.

children to do it, too. Then say I’m an ant as you do the
• R
epeat this with the rest of the class, alternating
at
hand movement. Tell children to say and do the same.

between asking children to ‘fly’ under or over each item.
• S
ay Be a caterpillar! Model moving your arm in front
N
lay the Unit 6 Chant TR: 6.2 twice. The first time, tell
• P of you using a wavy motion, like a caterpillar moving
children to just listen to the chant and watch you do along. Tell children to do it, too. Then say I’m a
the actions. The second time, encourage them to say caterpillar as you do the arm movement. Tell children
@
the chant and do the actions with you. to say and do the same.
• Before the lesson, prepare the following for each child:
3 Teach the Vocabulary a circle cut out of red paper with a black line drawn
• Bookwork Help children to open their books to down the middle and six small circles cut out of black
page 51. Point to the items in the photo as you say paper. Give each child a set.
Bees are outside. Rocks and leaves are outside. • Say Let’s make a ladybird. Model putting six small
Then point to the ladybird, the butterfly, the caterpillar black circles on the red circle to look like a ladybird’s
and the ant, and say These insects are outside, too. spots. Then ask How many spots has the ladybird
Let’s learn new words. got? (six) Point to the spots as you say spots and
• Play TR: 6.3 / SC: 6.3. If you use the audio to count them together as a class. Repeat a couple of
present the words, show the ladybird, butterfly, times with different numbers of spots.
122 Unit 6
Additional Activity
a butterfly
■ Tell children to make fingerprint
caterpillars. Give each child a
piece of white paper. Put a small
amount of paint on each child’s
fingertips. Tell children to press
a leaf
their fingertips in a line, one next to
the other, onto the piece of paper.
Then use a black pen or felt tip
a ladybird
to add a pair of legs below each
a bee fingerprint and antennae in the
front. Tell children to share their
work as they say It’s a caterpillar.
ng
School Readiness:
a caterpillar Academic Skills
ni
If possible, get a butterfly
garden to keep in your
ar
a rock an ant
classroom. These are
available online or in
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some toy or hobby shops.
51
Children can observe the
chrysalis each day, and
• S
ay Now you do it. Point to your ear and say Listen. Then say Two. Put two you can explain to them
c
spots on your ladybird. Walk round the classroom making sure children are what is happening. When
putting the correct number of spots on their ladybirds.
hi the butterfly emerges from
its chrysalis (usually after
• R
epeat this activity, calling out different numbers of spots each time. several weeks), give the
ap
Finally, tell children to glue all six spots on their ladybirds. butterfly a special send-off.
• C
hallenge Put students into pairs. Tell them to take turns saying a number Take children outside and
release the butterfly, telling
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as their partner puts that number of spots on the ladybird.

children to say Goodbye,
• P SC: R.2 as you give a copy of
butterfly! as it flies off.
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Worksheet 6.2 and scissors to each child. Put paints and paintbrushes on
each table.
• W
G
Ask What’s this? Say Yes! Let’s Teaching Tip

make a butterfly. Tell children to bring in an old
l
• M
odel folding the worksheet along T-shirt that can be used as a
na
craft apron. Write children’s

the dotted line. Walk round the
names on the T-shirt tags and
class, helping as needed.
keep them in the classroom.
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• Hold up the open butterfly. Say When you do an activity using

Colour the butterfly. Model putting paint or glue, tell children
at
paint only on the left-hand side of to put these T-shirts on

over their clothes. This way,
the butterfly. Tell children to do the

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same. Walk round the classroom making sure children are putting paint
children can have fun without

only within the outline on the left. worrying about their clothes.
• When children finish putting the paint on, say Fold again. Model folding the
@
butterfly again and pushing the two sides of the butterfly together so that
the paint spreads. Tell children to do the same. Make sure the paint is still
wet when children fold the worksheet.
• Tell children to open their butterflies, which have now got paint on both
sides. Tell them to hold up their butterflies and say It’s a butterfly.
4 End the Lesson

• SC: R.1–R.4
Student’s Book page 52 • TR: R.1–R.4, 6.2
Objective • Worksheets 6.3a–6.3c
Demonstrate understanding of an ant, a bee,
a butterfly, a caterpillar, a ladybird, a leaf and a rock
Materials
Language • sticky tape • white paper • pencils
Review: an ant, a bee, a butterfly, a caterpillar, • black, green, pink and yellow crayons
a ladybird, a leaf, a rock • smooth, round rocks or black paper, red and black
Recycle: 1 (one) to 5 (five); black, blue, brown, green, paint, paintbrushes (optional)
ng
pink, red, yellow; It’s [black].; flower • leaves (optional)
ni
• P
oint to the bee and say Look at the bee. Then point
Warm Up
ar
1 to the beginning of the bee’s line and say Let’s trace
• Say Hello! or Hi! to each child. Tell children to greet the bee’s line. Hold up a pencil. Model putting the
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you and each other by saying Hello! or Hi! pencil at the start of the tracing line and moving it
• Tell children to sing the Hello Song TR: R.1 / slowly along the line, from left to right.
SC: R.1 while waving to each other. • Say Now you do it. Tell children to trace over the line
c
• Say the Unit 6 Chant TR: 6.2 with children. from left to right. Walk round as they work making sure
hi each child is holding the pencil correctly and tracing
from left to right. Help as needed.
2 Review
ap
• R
epeat this sequence with the lines to the ladybird
• Stick Mini Flashcards 51–57 onto the floor in a large and the ant.
circle. There should be one mini flashcard per child,
• Challenge Tell children to draw the lines from the
gr
but include more of the bee mini flashcards, although

activity on plain white paper, without the tracing lines.
not more than seven.
eo

• P SC: R.2 as
lay the Unit 6 Chant TR: 6.2. Tell children to walk
• P
you give out copies of Worksheets 6.3a–6.3c. Give
round the circle, stepping on the mini flashcards while
only one worksheet to each child. Put black, green,
G
the chant plays. Every 10 seconds or so, stop the

pink and yellow crayons on each table.
chant. Tell each child to name the mini flashcard he
or she is standing on. Then ask How many children
l
are on a [bee]? Tell these children to put up their Activity Worksheet 6.3a
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hands and count them together. Repeat with other

vocabulary words.
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• Challenge After counting hands, tell children to

answer the question using There are [two] children on
at
[a bee].
N
3 Practise the Vocabulary

Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengag
@
page 52. Point to the bee and ask What’s this? Then
wow2e_BrE_l2_u06_ws6.3a.indd 5 26/06/21 9:09 PM
ask What colour is it? Tell children to answer using Activity Worksheet 6.3b
It’s black and yellow. Repeat for the ladybird (red and
black) and the ant (brown).
• Tell children to name other items in the picture and
each item’s colour, such as a red flower, a green leaf,
a black rock or green grass.
wow2e_BrE_l2_u06_ws6.3b.indd 6 26/06/21 9:09 PM
124 Unit 6
PRACTICE Trace. Say the words.
■ Give each child a smooth, round
rock, red paint and paintbrushes.
Tell them to paint the rock red.
When the red paint dries, tell
children to paint a black line
down the middle and a few
spots of black paint either side
of the line so that the rocks
look like ladybirds. Walk round
the classroom asking children
questions about their creations,
such as What’s this? What colour
is it? NOTE: If rocks aren’t
ng
available, use ovals cut out of
black paper.
ni
■ Give each child a piece of white
paper, a crayon and a leaf. Stick
each child’s leaf onto the desk
ar
with the veins facing up. Put
the paper on top of the leaf. Tell
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52 Unit 6 children to remove the paper
wrapping round the crayon and
WOW_BrE_L2_SB_2682_U06_ptg01_050_057.indd 52 18/05/21 4:43 PM gently rub the side of the crayon
• Worksheet Hold up the worksheets on the paper over the leaf.
c
one at a time. For each one, ask Activity Worksheet 6.3c
Display children’s leaf rubbings
What’s this? (a bee, a caterpillar, a hi in the classroom. Walk round
butterfly) the classroom commenting on
ap
• Ask Who has got a bee? Tell children’s work, saying Well done!
children with a bee to put up their A green leaf! Nice work! A red
hands. To those children say Colour leaf!
gr
the bee yellow and black.

• R
epeat for the other worksheets,
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telling children to colour the caterpillar Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
green and the butterfly pink.

G
wow2e_BrE_l2_u06_ws6.3c.indd 7 27/06/21 12:25 PM
• W
hen children finish colouring, stick each child’s worksheet onto his or
her chest.
l
• H
elp children to get into a single line. Tell the child at the front to move
na
like his or her insect across a cleared path in the classroom. Tell the other
children to follow the leader, doing the same movements. After about 10
io
seconds, tell the leader to go to the back of the line and let the next child
lead the line. Continue until each child has had a chance to lead the line.
at
• Modify for Success Model alternative movements for children with limited
mobility.
N
• Challenge Tell the leader to say I’m a [bee]. I’m [yellow and black], as he
or she starts to move like the insect. Model the language first if necessary.
@
4 End the Lesson


pages 136–137.

Objectives Resources
• SC: R.1–R.4, Getting Ready SC: 6.7–6.9, 6.4
• Listen to and sing a song about insects
• R: R.1–R.4, 6.2, 6.4, SE.6
T
• Identify and make the /ɒ/ sound • Worksheet 6.4
• Mini Flashcards 51–57 (one of each per child)
Review: a bee, a butterfly, a ladybird, a leaf
Materials
Recycle: black, blue, orange, purple, red, yellow;
• crayons, including black, red, orange and yellow
ng
flower; on, under
crayons (one of each per child)
ni
Warm Up
ar
1 Around the World
• Tell children to sing the Hello Song TR: R.1 / This song is popular in China. If you’ve got a map of
Le
SC: R.1. the world, show children where China is located.
c
2 Review Song: Oh, Butterfly!
hi
• Give a set of Mini Flashcards 51–57 to each child. Tell Adapted from: Húdié, China
each child to choose three of the mini flashcards and English adaptation by Joan Kang Shin
ap
put them face up on the table. Oh, butterfly, you are so beautiful.
• S
ay the vocabulary words in any order. Repeat each Orange and black, you are so beautiful.
gr
word two or three times before you move on to the You love the flower.
next. When children hear a word they chose, they turn
The flower loves you.
eo
the corresponding mini flashcard over. When a child

turns over all three mini flashcards, he or she calls out Flying around.
Done! Repeat a few times. We all love you, too.
G
• Modify for Success If children have difficulty Oh, ladybird, you are so beautiful.
recognising the words, show the corresponding mini
Red and black, you are so beautiful.
l
flashcard as you say the word.

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You love the flower.

3 Teach the Song The flower loves you.
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Flying around.
We all love you, too.
at
page 53. Point to the butterfly and ask What’s this?

Then ask What colour is it? (orange and black) Then Oh, little bee, you are so beautiful.
ask What insect is under the butterfly? (a ladybird)
N
Yellow and black, you are so beautiful.

What colour is the ladybird? (red and black) What
You love the flower.
is under the bee? (flowers) What colours are the
The flower loves you.
@
flowers? (blue, orange, purple, red, white, yellow)

What colour is the bee? (yellow and black) Flying around.
• Modify for Success For more support, ask Yes/No We all love you, too.
questions, such as Is the ladybird red and black?
(yes) Is the ladybird under the bee? (no)
• Play the song twice more. Each time, encourage
• S
ay Let’s listen to a song about insects. Play the children to sing the song and do the actions.
Unit 6 Song: Oh, Butterfly! TR: 6.4 / SC: 6.4. The
first time, tell children to just listen and watch as you 4 Teach the Sound
do the actions.
• Say Let’s listen to a sound. Play the /ɒ/ sound
NOTE: For help teaching Oh, Butterfly!, view
TR: SE.6.
Getting Ready SC 6.7–6.9.
126 Unit 6
■ Give each child a black, an
orange, a red and a yellow
crayon. Play the Unit 6 Song: Oh,
Butterfly! TR: 6.4 / SC: 6.4.
Tell children to hold up the correct
crayon when they hear each
colour in the song.
■ Say Let’s be flowers! Show
children how to hold their hands
outward by each side of their
faces so that their hands look like
petals on a flower. Tell them to
stand still in this position. Then
ng
choose three children to be the
insects. Say to one of the children
ni
You be the butterfly and tell that
child to move round the flowers
ar
like a butterfly. Say to another
child You be the bee and tell that
child to buzz round the flowers
Le
53 like a bee. Say to the other You
be the ladybird and tell that child
WOW_BrE_L2_SB_2682_U06_ptg01_050_057.indd 53 18/05/21 4:43 PM to crawl round the flowers like a
• Make the /ɒ/ sound a few times yourself. Draw the sound out for a few
ladybird. You can play the Unit 6
c
seconds. Point to your mouth so that children can see the rounded, open
Song: Oh, Butterfly! TR: 6.4 /
position. hi SC: 6.4 as the three children
• Gesture to children and say Now you make the sound. move round the flowers.
ap
• Say /ɒ/ Rock a few times. Tell children to repeat.
• Say /ɒ/ Doll a few times. Tell children to repeat.
gr

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The /ɒ/ sound is the vowel sound in rock, box, doll and socks.
G
Worksheet 6.4 and crayons to each child.

• W
orksheet Hold up the worksheet, point
l

to the sun, and ask What’s this? Say
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That’s right! It’s the sun. Then say /ʌ/

Sun. Can you hear /ɒ/? (no)
io
• Point to the rock and ask What’s this?

Say That’s right! It’s a rock. Then say /ɒ/
at
Rock. Can you hear /ɒ/? (yes)

N
the doll and the duck.

• S
ay Colour the pictures with /ɒ/. Walk
@

sure children are colouring the rock and
the doll. Help children who are having Welcome to Our World 2 © 2022 Cengage®.
trouble hearing the target sound. wow2e_BrE_l2_u06_ws6.4.indd 2 26/06/21 9:09 PM
5 End the Lesson

pages 136–137.

Objective • SC: R.1–R.4, 6.4–6.5
• T R: R.1–R.4, 6.2, 6.4–6.5
Recognise 8, 9 and 10 and use words for those • Flashcards 58–60
quantities • Worksheet 6.5
Language Materials
New: 8 (eight), 9 (nine), 10 (ten) • crayons
Review: an ant, a caterpillar, a ladybird, a leaf, a rock • 8–10 rocks (optional)
Recycle: 1 (one) to 7 (seven); an apple; a flower; on; • 10 leaves, a piece of paper, sticky tape (optional)
ng
up; blue, yellow, white • containers of beads, wool or string (optional)
ni
• Point to the caterpillars again. Say Let’s count the
Warm Up
ar
1 caterpillars. Slowly point as you count up to seven
• Put children into pairs. Tell them to sing the Hello caterpillars. Pause after saying Seven, put your finger
Le
Song TR: R.1 / SC: R.1 to each other. on the last caterpillar and say Eight. Point to the 8
ay Let’s say the chant. Tell children to say the Unit 6
• S and say the number again. Then say There are eight
Chant TR: 6.2 as they pretend to be each of the caterpillars on the leaf.
c
insects they chant about. • Point to the two ladybirds going up the mushroom and
hi count them, saying One, two. There are two ladybirds
2 Review going up. Then point to the others going across the
ap
stem and say Look. More insects. Continue counting
• Point to your ear and say Let’s listen to a song. Play as you point to each ladybird. Say Nine ladybirds.
the Unit 6 Song: Oh, Butterfly! TR: 6.4 / SC: 6.4. Point to the 9 and say the number again.
gr
Tell children to just listen and watch as you sing the

• Repeat the sequence for the ants.
song and do the actions.
• S SC: 6.5. If
eo
• S
you use the audio to present the words, hold up the
more. Tell children to sing the song and do the actions
flashcard for each number when students hear the
with you.
G
word. Tell children to repeat each word twice.
3 Teach the Concepts one, two, three, four, five, six, seven, eight, eight
one, two, three, four, five, six, seven, eight, nine, nine
l
na
• B
ookwork Help children to open their books to one, two, three, four, five, six, seven, eight, nine,
page 54. Hold up the page and say Look at the ten, ten
insects. Point to the caterpillars and ask What are • Model counting on your fingers, starting with closed
io
these? (caterpillars) Where are the caterpillars? (on a fists and slowly putting each finger up as you say the
leaf) Repeat for the ants. (on a leaf) Then point to the
at
number. Pause after saying Seven and add emphasis

line of ladybirds and ask What are these? (ladybirds) as you say Eight, nine, ten.
Then point to the ladybirds on the apple and ask
N
• Invite a child to come to the front and hold his or her

Where are the ladybirds?
hands up with closed fists. Tell the child to slowly
put up one finger at a time as children count aloud.
About the Photo
@
Continue until children count to ten and the child is

This photo shows ladybirds crawling from a holding both hands open, revealing all ten fingers.
mushroom to an apple. There are about 5,000 Repeat this several times with different children.
different species of ladybirds in the world. They
come in many different colours and patterns. Some • Challenge Hold up eight, nine and ten fingers in
have spots, some have stripes and some have no random order. Each time, ask children to tell you the
markings at all. number of fingers they can see.
• P SC: R.2. Give
a copy of Worksheet 6.5 and crayons to each child.
128 Unit 6
8 ■ Hide 8–10 rocks round the

classroom. Choose two or three
children to find the rocks and
bring them to you. Count them
as a class. Then hide them again
and give other children a turn to
find them.
■ Stick a piece of paper onto the
floor. Give one child 10 leaves.
9
Tell the child to hold the leaves
waist-high and drop them, one at
a time, over the piece of paper.
Together with the class, count the
ng
number of leaves that land on the
10
paper. Repeat with other children.
ni
■ Give each child a piece of wool or
string. Put children into groups.
ar
Give each group a container of
beads. Tell children to count 8–10
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beads and string them onto the
54 Unit 6
wool or string to make a necklace.
When they finish, help them to tie

• W
18/05/21 4:43 PM
the string to close their necklaces.
c
Point to the dot by the 1. Say One. Activity Worksheet 6.5
8
■ Invite a child to come to the front
7
Then ask Where is the 2? Say Draw of the class. Gesture to this child
10
a line between the dots. Point to

hi 6
9
and ask the other children How
many children are there? (one)
ap
the dots as you say the word. Then
model drawing a line between the
5
Invite another child to join the
two dots. Tell children to do it. 4
child at the front of the class.
gr
Gesture to both children and ask

• P
oint to the dot by the 3 and model How many children are there
drawing a line from the 2 to the 3. now? (two) Continue doing this
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3
1
2
• Say Now you do it. Tell children to Welcome to Our World 2

until there are up to ten children
at the front of the classroom and
finish their dot-to-dot picture. Walk

G
children count up to ten. If there

round the classroom as children work, checking their progress and helping
are more than ten children in
as needed.
your class, start again with other
• Tell children to hold up their finished pictures. Ask What is it? (It’s a bee.)
l
children.
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• If time allows, tell children to colour their pictures.

io

Practise counting to ten, even when numbers are not the focus of the
at
lesson. For example, tell children to count the number of objects needed
for an activity. If you’re using materials that have got numbers printed on
N
them, ask children to name each number. Read books and sing songs that
include numbers, or play simple board games in which children need to
count spaces on the board.
@
4 End the Lesson


Concepts Practice
Resources
Demonstrate understanding of 8 (eight),
• Worksheet 6.6a–6.6b
9 (nine) and 10 (ten) • Activity Book page 29
Language Materials
Review: an ant, a bee, a butterfly, a caterpillar, • 1–10 written on separate pieces of paper
a ladybird; 8 (eight) to 10 (ten) • scissors, glue
Recycle: 1 (one) to 7 (seven); There are [eight] • a tray; a snack made up of small pieces of crackers,
ng
[caterpillars]. fruit, cereal or raisins
ni
• Modify for Success For more support, ask a Yes/No
Warm Up
ar
1
question. For example, point to the caterpillar and ask
• If there are enough children in your class, put them Is this a bee? (no) Is this a caterpillar? (yes)
Le
into groups of eight to ten, counting the children as • Say Let’s do a sticker activity. Help children to find
you put them into their groups. If there aren’t enough, the Unit 6 stickers at the back of their books. Say Find
put children into smaller groups. Tell children to sing the caterpillars. When children point to the caterpillar
the Hello Song TR: R.1 / SC: R.1 to their groups.
c
sticker, say Good! Repeat for the ladybird and the ant
• Sing the Unit 6 Song: Oh, Butterfly! TR: 6.4 / hi stickers.
SC: 6.4 with children. Do the song actions while • Say Find the 8. When children point to the 8 sticker,
ap
you sing. Encourage children to do them as well. say That’s right! Repeat for the 9 and the 10 stickers.
• Say Let’s start with the caterpillars. Model peeling off
2 Review
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the sticker and putting it over the caterpillar on page 55.

• Bookwork Help children to open their books to Tell children to do the same.
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page 54. Point to the caterpillars and say Let’s • A

sk How many caterpillars are there? Tell children to
count the caterpillars together. Point to and count count them aloud with you and say There are eight
the caterpillars with the class, one by one. Ask How caterpillars. Say Very good!
G
many caterpillars are there? Encourage children to • Tell children to go back to the stickers and say Let’s
answer using There are eight caterpillars. Repeat this peel off the 8. Model peeling off the sticker and
sequence with the ladybirds and the ants.
l
putting it in the square below the caterpillars on

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• Display Flashcards 58–60 on the board in random page 55. Tell children to do the same.
order. Point to the 8 flashcard and ask Is this 8? • Point to the rest of the stickers and say Now you do it.
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Repeat with the 9 and 10 flashcards. Tell children to complete the rest of the activity on their
• W
rite 1–10 on separate pieces of paper (one number own or in pairs. Walk round the classroom, helping as
at
per sheet). Make sure the numbers are large and dark needed. When children finish the activity, review the
enough for children to see. Display the numbers round answers together. (9 ladybirds, 10 ants)
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the classroom. lay the Transition Song TR: R.2 /

• P SC: R.2 as
• C
all out the numbers one at a time, in random order, you give each child a copy of Worksheets 6.6a and
and choose a child to touch the number you say. Do 6.6b, a pair of scissors and glue.
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this with different children each time until each child • W

orksheet Hold up Worksheet 6.6a. One at a time,
has had a chance to touch a number card. point to each insect and ask What’s this? (an ant, a
• Modify for Success For more support, walk to the ladybird, a butterfly, a bee)
numbers with children. Repeat until children are able • Point to the dotted lines and say Cut along the dotted
to identify the numbers on their own. lines. Model if necessary, helping as needed.
• H
old up Worksheet 6.6b. Point to the 8 and ask What
3 Practise the Concepts number is this?
• Bookwork Help children to open their books to page 55.
Point to the caterpillar in the first box and ask What’s
this? Do the same with the ant and the ladybird.
130 Unit 6
■ Put a snack made up of small
items – such as cereal, small
pieces of crackers or fruit, or
raisins – on a tray. Bring the tray
to each child and tell him or her to
count out and take eight pieces.
After each child has counted the
snack items, let the children eat
10
their snacks if they wish to do so.
■ o an action, such as clapping,
D
clicking your fingers or jumping,
eight, nine or ten times. Ask
8
children to count and tell you how
ng
many times you did the action.
Vary the actions you do and the
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number of times you do them.
Then tell children, one at a time,
to do an action of their choice for
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others to count.
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55
• H
old up the cutout with the ants and Activity Worksheet 6.6a
c
ask How many ants are there? Children
count and say There are ten ants. hi
• P
oint to the 8 on Worksheet 6.6b and ask
ap
What number is this? (8) Then ask Are
there eight ants? (no)
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• H
old up the cutout with the ladybirds
and ask How many ladybirds are there?
Children count the ladybirds and answer
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There are eight ladybirds.

• P
oint to the 8 on Worksheet 6.6b and
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ask Are there eight ladybirds? (yes) Say

Good! Glue the ladybirds in a box. Model
gluing the ladybirds in one of the boxes.

© 2022 Cengage®.
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wow2e_BrE_l2_u06_ws6.6a.indd 2 26/06/21 9:09 PM
• H
old up the cutouts of the butterflies
and the bees and say Now you
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do it. Tell children to count the Activity Worksheet 6.6b
butterflies and the bees on their

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own and glue the cutout of the

butterflies in the other box on
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Worksheet 6.6b.
• W
alk round the classroom while
children work, checking their
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progress and helping as needed.

When children finish, review the Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
activity together. wow2e_BrE_l2_u06_ws6.6b.indd 3 26/06/21 9:09 PM
4 End the Lesson

• S SC: R.4. Tell children to wave Activity Book page 29.
goodbye to each other as they sing. Teacher’s notes available on
pages 136–137.

Language in Use
Resources
Objective
• SC: R.1–R.4, 6.4, 6.6
Talk about what you can see using I can see • TR: R.1–R.4, 6.4, 6.6
[a butterfly]. • Flashcards 51–60
Language • Worksheet 6.7
New: I can see [a butterfly]. • Activity Book page 30
Review: an ant, a bee, a butterfly, a caterpillar,
a ladybird, a leaf, a rock; 8 (eight) to 10 (ten) Materials
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Recycle: 1 (one) to 7 (seven); a flower, I’ve got [a rock]. • pieces of paper, crayons
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ar
1 3
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you and each other. page 56. Hold up the page. Point to the small picture
• Tell children to sing the Hello Song TR: R.1 / of the butterfly at the top of the page. Ask What’s this?
SC: R.1. • Point to the big picture and ask Where’s the butterfly?
c
• Sing the Unit 6 Song: Oh, Butterfly! TR: 6.4 / Pretend to be looking all round the picture for the
SC: 6.4 with children. Do the song actions while hi butterfly. Ask Can you help me? Gesture to show you
need help and invite a child to come to the front and
you sing. Tell children to do them as well.
ap
point to the butterfly.
2 Review • Say Thank you! I can see a butterfly. I circle the
butterfly. Model circling the small picture of the butterfly
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• Give each child a piece of paper, crayons and a Mini at the top of the page. Tell children to find and circle the
Flashcard 51–57. Ask What have you got? Choose butterfly. Repeat this sequence for the ladybird.
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children to name the insect on their mini flashcards.

• Say Now you do it. Tell children to work on their own
Tell children to put the mini flashcards aside.
or in pairs to find and circle the remaining items. Walk
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• Give each child a Mini Flashcard 58–60. Ask What round the classroom, checking children’s progress
number have you got? Choose children to say the and helping as needed. When children finish, review
number on their mini flashcards. the activity as a class.
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• H
old up the 9 and the butterfly mini flashcards, for • Say Listen if you play the audio of the language
example, and say I’ve got nine butterflies. I draw nine model or Watch if you play the video. Play TR: 6.6 /
butterflies. Model drawing nine butterflies on the piece SC: 6.6 twice.
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of paper. Hold up your drawing and again say I’ve got

Elephant: I can see a butterfly. I can see a butterfly.
nine butterflies.
at
• If you use the video to present the language model,

• S
ay Now you do it. Tell children to draw the number of
draw children’s attention to the ant on the screen. Say
insects according to the mini flashcards they’ve each
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I can see an ant. Then point to the flower and say

got. When children finish, ask them to hold up their
Now you say it. Tell children to say I can see a flower.
drawings and say I’ve got [eight] [ants].
• One by one, point to each of the small pictures at the
@

top of the page and ask different children Where’s the
page 55. Hold up the page. Point to the caterpillars
[ladybird]? Tell each child to come to the front, point to
and ask What are these? How many? Repeat with the
the insect and answer using I can see [a ladybird].
ants and the ladybirds.
• Challenge Tell children to also say the colour(s) of the
item. For example, I can see a black and yellow bee.
NOTE: Before the next activity, tell children to close
their eyes. Then display the ant, bee, caterpillar,
ladybird, leaf and rock flashcards where children can
find them without too much difficulty.
132 Unit 6
LANGUAGE IN USE Listen, point and say TR: 6.6
I can see a
butterfly.
■ Give each child a new copy of
Worksheet 6.7 and a crayon.
Take children for a walk outside.
Tell them to see how many of
the items on the worksheet they
can find. When they see one, tell
them to point and say I can see [a
rock]. Then tell them to circle the
item on their worksheet.
■ Hide a few sets of Mini Flashcards
51–57 (at least one mini flashcard
per child) round the classroom.
Tell children to take turns looking
ng
for the mini flashcards. When a
child finds a mini flashcard, tell
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the child to say I can see a [bee]
and keep the mini flashcard.
When all the mini flashcards have
ar
been found, tell children to sort
them into groups by insects. Ask
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56 Unit 6 them to count the number of each
type of insect.

18/05/21 4:43 PM
■ Challenge Tell children to use
the language model to say how
c
Worksheet 6.7 and a crayon to each child.
hi many insects they can see, for
• W
orksheet Hold up the worksheet. example, I can see [three] [bees].
Point to each item and ask What’s Activity Worksheet 6.7
ap
this?
• S
till holding the worksheet, say
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Look round the classroom for

these things. As you say this,
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model looking round the classroom

for something. Point to the bee
flashcard and say Look! I can see a
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bee. Model circling the bee on your Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
worksheet. Tell children to circle the wow2e_BrE_l2_u06_ws6.7.indd 4 26/06/21 9:10 PM
bee on their worksheets and say I can see a bee.

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• Point to the other pictures on the worksheet and say Now you do it. Tell
children to look round the classroom for the other flashcards and circle
each item on their worksheets.
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• Walk round the classroom as children work, checking their progress and
at
helping as needed. Ask individual children Where’s the [rock]? Tell them to
to point to the appropriate flashcard and answer the question using I can
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see [a rock].
4 End the Lesson

@

pages 136–137.
Language in Use 133

• SC: R.1–R.4, 6.4
• TR: R.1–R.4, 6.4
Materials
Project Objective
• three paper or plastic cups and 27 beans per pair
Make a butterfly
of children
Language • felt tip
Review: an ant, a bee, a butterfly, a caterpillar, • crayons and scissors
a ladybird, a leaf, a rock; 8 (eight) to 10 (ten); I can see Project: sealable plastic bags; colourful tissue paper,
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[a butterfly]. coloured paper, fabric or ribbons; felt tips;
Recycle: a flower, grass wooden clothes pegs
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• Put children into pairs. Give each pair 27 beans and
1 Warm Up three paper or plastic cups. Use a felt tip to write 8 on
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• S
ay Hello! or Hi! to each child. Tell children to greet one cup, 9 on another and 10 on another.
you and each other. • H
old up a cup with an 8 on it and ask What number
• Tell children to sing the Hello Song TR: R.1 / is this? (8) Then say Let’s put eight beans in the cup.
c
SC: R.1. Model counting aloud eight beans and putting them
• Tell children to sing the Unit 6 Song: Oh, Butterfly! hi into the cup. Tell pairs to do the same.
TR: 6.4 / SC: 6.4. NOTE: At this point, children will • Point to the cups with 9 and 10 and say Now you do it.
ap
know the song and actions well enough to perform Tell pairs to count aloud as they fill the cups with the
it. Ask children to perform the song for another class, correct number of beans. Walk round the classroom
or invite families to stay to listen to the song at while children work. Listen to them counting and help
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drop-off time. as needed.

• Challenge Give each pair 30 beans instead, so there
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2 Vocabulary and Concepts are leftover beans. This will force children to count the
beans for the last cup.
• Display Flashcards 51–57 where children can see
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them.
• P
oint to your ear and say Listen. Give one of the
3 Project
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following clues and invite a child to come up and • Bookwork Help children to open their books to the
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take the flashcard for the word your clue describes. Unit 6 Project. Point to the photo of the completed
Continue until all of the flashcards have been taken. project and say Let’s make a butterfly.
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–– It’s small. It’s got a circle shape. It’s red and • Give each child a sealable plastic bag. Put colourful
black. (a ladybird) scraps of tissue paper, coloured paper, fabric or
at
–– It’s small. It’s an insect. It’s black. It’s got ribbons and felt tips on each table.
six legs. Point to your legs to help children • Tell children to choose coloured paper, fabric or
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understand legs. (an ant) ribbons to put inside their bags.

–– It isn’t an insect. It’s on a tree. It’s green. (a leaf) • Help children to seal their bags. NOTE: You may want
@
–– It’s small. It’s an insect. It’s green. (a caterpillar) to tell children to blow a bit of air into their bag before
sealing it to help spread the wings of the butterfly.
–– It’s got many colours. It can fly. (Pretend to fly
with your arms.) It likes flowers. (a butterfly) • Give each child a wooden clothes peg and felt tips.
Tell children to draw the butterfly’s face and colour
–– It’s small. It’s yellow and black. It can fly. It likes
its body.
flowers, too. (a bee)
–– It’s small or big. It’s black, brown or white. (a rock)
134 Unit 6
PROJECT Make a butterfly.
1 2
Worksheet 6.8, scissors and
crayons to each child.
6 I Can See a Bee

3 4
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ar
■ Tell children to use a green
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57
crayon to colour the part of the
worksheet with the dotted lines
(both the front and the back).
• Help children to press their bags in the middle and fasten the clothes peg Then tell children to colour the
c
over the middle of the bag. garden scene on the worksheet.
with their butterflies.

hi
• Tell children to show each other their butterflies. Give children time to play ■ Point to the bottom part of the
worksheet and ask What’s this?
ap
(grass) Say That’s right! Cut the
4 Apply grass along the dotted lines.
Model cutting along the dotted
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• Put children into groups of three or four with their butterfly projects. lines to make strips of grass. Tell
Tell them to sit in a circle and put the butterflies down in front of them. children to do the same. Help as
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Then choose a child to describe one of the butterflies, saying I can see needed.
a butterfly. It’s [green and red]. Tell the others to guess which butterfly ■ Say Let’s hide the insects. Model
he or she is describing. Tell the other children in the group to take turns folding the grass strips up so that
G
describing one of the other butterflies. the strips cover the garden scene.
• F
or extra practice, tell children to carefully remove the clothes pegs from Help as needed.
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the butterflies to use as ‘caterpillars’. They do the activity again, this time ■ Hold up your worksheet. Fold
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saying I can see a caterpillar. down one blade of grass and ask
What can you see? Tell children
to answer using I can see
End the Lesson
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5 [a ladybird].
at
■ Tell children to work in pairs. Tell

up the materials used in the lesson. one child to fold down a blade
of grass on the worksheet to
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how children the ‘WOW! I can!’ stickers at the back of their books. Tell
• S
children to put one of the stickers in the ‘I can talk about nature.’ box on uncover a picture. Tell the other
child to say what he or she can
see using I can see [a flower].
@

• S SC: R.4. Tell children to wave Then ask children to swap roles.

pages 136–137.

Activity Book
6 I Can See a Bee SONG Listen and circle. TR: AB.6.2
VOCABULARY Look and say.

Listen and circle. TR: AB.6.1
Resources
1 Resources
page 52
•• TR: AB.6.1
2 page 53
•• TR: AB.6.2–6.3
Materials
3
Materials
•• crayons •• crayons
(optional)
27 28 Unit 6
ng
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• Help children to open their Activity Books to page 27. • Help children to open their Activity Books to page 28.
• Hold up your book and point to the picture of a Hold up your book, point to the ant and ask What’s
ar
garden. Say Buzz, buzz … a bee. Where’s the bee? this? Use actions to pretend to be each of the insects.
Tell children to repeat bee after you and point to the Encourage children to repeat the actions.
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bee in the picture. Repeat this sequence for the other • Say Listen. Be the insect you hear. Play the Unit 6
insects. Song TR: AB.6.2. tell children to do the action when
• Say Listen and point. Play TR: AB.6.1. Tell children to they hear the word for an insect.
c
listen and point to each insect in the picture when they • Point to the numbers and ask One, two or three? Say
hear the word for the insect. hi Listen and find the insects in the song. Play the song
Look! It’s on the flower. It’s a bee. again and tell children to circle the 2.
ap
It’s in the grass. It’s an ant.
It’s a rock. On the rock is a caterpillar.
As Homework
Look! A ladybird on a leaf. • Students listen to the Unit 6 Song TR: AB.6.2 and find
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Oh! A butterfly! the row of insects in the song. Children circle the 2.
• Play TR: AB.6.1 again, pausing after the word for
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each insect. (a bee, an ant, a caterpillar, a ladybird, a
butterfly) Tell children to find the insect in the picture • Say Listen. Play TR: AB.6.3 while children listen.
Play it again and tell children to repeat the sound and
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and circle it.

each word.
• If there’s time, tell children to colour the insects they
circled. /ɒ/ rock; /ɒ/ socks; /ɒ/ doll; /ɒ/ box
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• Point to the first photo and say Rock. Can you hear
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• Go round the classroom checking children’s work. Say

Well done! /ɒ/? Gesture to show that rock has got the /ɒ/ sound.
Tell children to circle it.
io
As Homework • Repeat for the other photos. (socks, doll, leaf, box) Tell
• Children listen to TR: AB.6.1 and circle the pictures of children to circle the photos of the socks, the doll and
at
the insects they hear. They can also colour the insects the box.
they circled.
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As Homework
• Students listen to TR: AB.6.3 and say the /ɒ/ sound
and the words. Then they circle the photos with the
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/ɒ/ sound. (rock, socks, doll, box)
136 Unit 6
CONCEPTS Listen and colour. Count. TR: AB.6.4 LANGUAGE IN USE Listen. Count and draw. Say and colour. TR: AB.6.5
Resources I can see a butterfly!
2 Resources
page 55 1 page 56
•• TR: AB.6.4 •• TR: AB.6.5
3
Materials 10
4
Materials
•• crayons 7 •• crayons
5
9
8 6
Unit 6 29 30 Unit 6
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In Class In Class
ni
Hold up your book and say Look at the insects. • Hold up your book and point to the picture. Look
ar
• Say Listen and point. Play TR: AB.6.4 all the way puzzled and ask What can you see?
through, while children listen and point to the insects • Say Listen. Play TR: AB.6.5. Elephant: I can see a
Le
they hear. butterfly. I can see a butterfly. Tell children to repeat.
Look at the bees. Colour the bees yellow and black. • Point to the 1 in the picture and say One. Where’s
How many bees are there? two? Tell children to find the 2 in the picture and
c
Look at the butterflies. Colour the butterflies brown point to it.
and purple. How many butterflies are there? hi • Say One, two. Let’s draw a line. Model drawing a
line from 1 to 2, first with your finger and then with a
Look at the ladybirds. Colour the ladybirds red and
ap
black. How many ladybirds are there? pencil. Tell children to do it.
• Play TR: AB.6.4 again, pausing after each line for • Point to the 2, 3, 4 and so on. Say Now you do it.
Children draw lines from one number to the next, in
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children to colour the insects and then count them.

Walk round the classroom checking children’s order. Walk round the classroom checking children’s
progress and helping as needed. work and helping as needed.
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• Modify for Success For more support, hold up the • When children finish drawing the lines, say Wow!
correct colour crayons and/or count with children. What can you see? Tell children to respond using
G
I can see a butterfly.

As Homework • Tell children to colour their pictures.
• Children listen to TR: AB.6.4, pausing after each line
l
As Homework
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to colour the insects and then count them.

• Children listen to TR: AB.6.5 and draw lines to join
the numbers in the correct order. They say what they
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can see in the picture using I can see a butterfly. Then

they colour their pictures.
at
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Review Activity items and numbers using I can see [a leaf].

Unit 6
REVIEW Say.
• Say Let’s play! Tell children to put a small toy or other
Materials object at the beginning of the game.
@
•• a small toy to use as • Say any number from 1 to 4. Tell children to move
a game piece
the toy the number of spaces you say. Ask children
to name the number or picture on the space that they
land on using I can see [a bee] or I can see [eight].
46
As Homework
In Class • Parents or carers say a number from 1 to 4 and
• Help children to open their Activity Books to page 46. children move that number of spaces on their game
• Hold up your book and say Look. Point to each space boards. When children land on a space, they name it
and ask What can you see? Tell children to name the using I can see [a bee] or I can see [eight].
Activity Book 137

7 I’m Happy
Identify and name happy and sad • SC: R.1–R.4, 7.1–7.2 • mirror(s)
• TR: R.1–R.4, 7.1–7.2a • magazine cutouts of happy and
Language • Flashcards 61–67 sad faces
• Worksheet 7.1 • pencils, scissors
New: happy, sad
• Home-School Connection Letter • energetic, happy-sounding music
Recycle: mouth; 1 (one) to 7
(optional)
(seven)
• shaving cream and a wide, flat
ng
bin lid (optional)
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• Point to the children and say Be happy! Tell children to
Warm Up
ar
1 make happy faces. NOTE: If possible, pass a few small
• Wave to children and say Hello! Tell them to wave and mirrors round for children to see the faces they make.
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say Hello! back to you. • N
ow point to the sad child on page 59 and say She’s
• Tell children to sing the Hello Song TR: R.1 / sad. Make a sad face and say Look. I’m sad, too.
SC: R.1 as they wave hello to each other. Point to the children and say Show me sad. Tell
c
children to make sad faces.
2 Introduce the Theme hi ay Let’s say the words. Play TR: 7.1 /
• S SC: 7.1.
• Bookwork Help children to open their books to If you use the audio to present the words, show the
ap
pages 58–59. Point to the four children on page 58 happy and sad flashcards when children hear the
and say Look at the children. Let’s count. Count with words. Tell children to repeat each word twice.
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children aloud. Then point to the seven children on happy happy

page 59 and start counting again. sad sad
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• Say Look. They are outside. They are happy. Smile • Show magazine cutouts of a variety of happy and sad
as you say happy. Then point to the happy child on faces. Each time, ask children to say happy or sad as
page 59 and say He’s happy, too. appropriate.
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• Point to the rest of the children on page 59 and ask • Say Let’s listen to a chant. Play the first version of the
Are they all happy? (no) Gesture or emphasise all to Unit 7 Chant TR: 7.2a. The first time, tell children to
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help children to understand. just listen and watch you. Make happy or sad faces
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when children hear the words.

About the Photo Happy, happy, happy.
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The children in the photo are on the Taz Peninsula I’m happy.
in the Yamalo-Nenets (or Nenetskiy) Autonomous Happy, happy, happy.
at
Okrug of Russia. This district is in the northernmost I’m happy.

part of the country, in the Siberian Arctic. Several Sad, sad, sad.
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small-numbered indigenous groups live here, I’m sad.

including the Nenets, the Selkups and the Khanty.
Sad, sad, sad.
The name Yamalo comes from the Nenets word
yamal, which means ‘edge of the earth’.
I’m sad.
@
Happy, happy, happy.

• Say There are many different feelings. Look. Slowly Sad, sad, sad.
show Flashcards 61–67, without saying the words. Happy, happy, happy.
Sad, sad, sad.
say it and do the actions with you.
3 Teach the Vocabulary • Play the Transition Song TR: R.2 / SC: R.2
as you give a copy of Worksheet 7.1, a pencil and
pages 58–59. Point to a happy child on page 58 again
and say He’s happy. Smile broadly and say Look. I’m
happy, too.
138 Unit 7
7 I’m Happy
TR: 7.3

laughing
smiling
happy tired
Happy children, Taz Peninsula in Russia
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sad crying angry
58 59
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Point to the picture of the happy face
and ask Is the child happy or sad? ■ lay energetic, happy-sounding
P
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• S
mile and say Look at my mouth. music and ask children to dance
around to the music. As they
Point to your mouth and say I’m
dance, ask Is the music happy
happy. or sad?
c
• P
oint to the mouth in the picture ■ pray shaving cream onto a table
S
of the happy face and say Make a hi or into a wide, flat bin lid. Tell
happy face. Trace the mouth. Model children to take turns using their
ap
tracing the mouth. Tell children to Welcome to Our World 2 © 2022 Cengage®.
fingers to draw happy and sad

trace, too. wow2e_BrE_l2_u07_ws7.1.indd 5 26/06/21 9:10 PM
faces in the shaving cream.

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• Repeat this sequence for the sad face.

• W
hen children finish tracing, point to the dotted line and say Cut along the
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dotted line. Model if necessary and help as needed.

lay the first version of the Unit 7 Chant TR: 7.2a again. Tell children
• P
to chant along, holding up the happy or sad pictures when they hear
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each word.
• C
hallenge Tell children to say the chant and hold up the correct pictures
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without the audio.

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4 End the Lesson

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at

• S
ay Now let’s watch and listen as children sing a song about feelings. The
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children are in the United States. Play SC: 7.2.

lay the Goodbye Song TR: R.4 /
• P SC: R.4. Tell children to wave
@

Help young children to learn to be sensitive to the feelings of other
children. Teaching children to recognise and name their own feelings is an
important first step in understanding the feelings of others. If a child seems
particularly happy or sad, encourage him or her to use a feeling word to
describe this feeling.
Unit Opener 139

Resources
Objective
• SC: R.1–R.4, 7.3
Identify and name angry, crying, laughing, • R: R.1–R.4, 7.2a–7.2b, 7.3
T
smiling and tired • Flashcards 61–67
• Worksheet 7.2
Language • Mini Flashcards 61–62 (one of each per child)
New: angry, crying, laughing, smiling, tired
Review: happy, sad Materials
• scissors
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• a toy such as a doll or a ball (optional)
ni
• Display Flashcards 61–67 round the classroom.
Warm Up
ar
1 Pretend to be happy. Say I’m happy. Then point to
ut children into pairs and tell them to sing the Hello
• P your smile and say I’m smiling. Smiling. Point to the
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Song TR: R.1 / SC: R.1 to each other. flashcards and say Who’s smiling? Find it. Choose a
child to go to the smiling flashcard and say smiling.
2 Review • Smile again and say I’m happy. Then laugh and say,
c
while you continue to laugh, I’m laughing. Laughing.
• Play the first version of the Unit 7 Chant TR: 7.2a
hi Point to the flashcards and say Who’s laughing?
twice. The first time you play it, tell children to just
Find it. Choose a different child to go to the laughing
listen to the chant. The second time, tell them to say
ap
flashcard and say laughing.
it. Both times, hold up the happy and sad flashcards
when children hear the words. • Repeat this sequence for the rest of the feelings. You
can rub your eyes to show you’re crying, yawn to show
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• Give half the children in the class a happy mini

you’re tired and stamp your feet to show you’re angry.
flashcard. Give the other half a sad mini flashcard.
• Challenge Invite a child to choose a flashcard and
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• O
ne at a time, invite each child to come to the front
point to or walk towards it. Tell the rest of the class to
and act out the feeling on his or her mini flashcard.
say the word aloud.
Ask the class to guess if each child is happy or sad.
G
Then tell the child at the front to show the class his or • Say Let’s listen to a chant with the new words. Play
her mini flashcard to confirm the feeling. the second version of the Unit 7 Chant TR: 7.2b.
Play the chant once and tell children to just listen and
l
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3 Teach the Vocabulary watch as you say the chant.

Tired, tired, tired.
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I’m tired.
59. Point to the photo of the happy child and say He’s Tired, tired, tired
happy. Point to the photo of the sad child and say
at
I’m tired.
She’s sad. These are feelings. Then point to the rest
Angry, angry, angry.
of the photos on the page and say These are feelings,
N
I’m angry.
too. Let’s learn new words.
• Say Let’s say the words. Play TR: 7.3 / SC: 7.3. I’m angry.
@

flashcards when students hear the words. Tell children
to repeat each word twice.
happy happy Angry, angry, angry.
sad sad • Play the chant again. This time, encourage children to
smiling smiling say the chant and do the actions with you.
laughing laughing
crying crying
tired tired
angry angry
140 Unit 7
■ Have a feelings parade. Tell
children to stand in a line behind
laughing you. Call out a feeling and
tell children to walk round the
classroom pretending to feel that
way. For example, say Angry
smiling and model stamping round the
classroom angrily. Then say
happy tired Happy and model skipping round
the classroom as you smile and
laugh. Once children understand
the game, leave the front of the
line and just call out the words,
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giving different children a chance
to lead the line for each word.
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■ Hold a toy such as a ball or a doll
and use it to practise feelings. For
example, invite a child to come
ar
sad crying angry to the front and take the toy from
you. Pretend to be angry. Making
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59 an angry face, stamping your
foot and using a loud voice, say
WOW_BrE_L2_SB_2682_U07_ptg01_058_065.indd 59 18/05/21 5:31 PM I’m angry. Angry. Tell children to
• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of pretend to be angry, too. You can
c
Worksheet 7.2 and scissors to each child. extend to sad and crying. You can
• Worksheet Hold up the worksheet, point hi Activity Worksheet 7.2
also invite a child to come to the
front and give you the toy instead.
to each face and choose children to say
ap
the feeling. (happy, tired, sad, angry) Pretend to be happy, smile
and say I’m happy. Happy. Tell
• Point to the dotted lines. Say Cut along children to pretend to be happy,
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the dotted lines. Model if necessary and too. You can extend to smiling.
help as needed.
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• P
oint to your ear and say Listen. I say
a feeling. You hold up the correct face.
Say Tired. Model finding and holding up
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the picture of the tired face. Tell children

to do the same. Check to make sure
l
all children are holding up the correct

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picture. Repeat with each of the other

feelings. (happy, sad, angry)
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• Modify for Success lf children have

difficulty choosing the correct face for each word, hold up the correct face
at
picture by your face and model the feeling. This will help children to make
the connection between the image and the real facial expression. Then say
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the word and tell children to repeat. Repeat until children are comfortable
connecting each face with the correct word.
• S
ay the chant again as a class. This time, tell children to hold up the tired
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and angry faces when they hear these words in the chant.
4 End the Lesson


• SC: R.1–R.4
Student’s Book page 60 • TR: R.1–R.4, 7.2c
Objective • Flashcards 61–62, 65, 67
• Worksheet 7.3
Demonstrate understanding of crying, happy,
• Mini Flashcards 61–62, 65, 67 (three of each)
laughing, sad, smiling, angry and tired (optional)
Language
Review: angry, crying, happy, laughing, sad, smiling, Materials
tired • scissors, glue
Recycle: ears, eyes, hair, mouth, nose; a shirt • sticky tape
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• magazines, pieces of paper
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Warm Up Review
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1 2
• Say Hello! or Hi! to each child. Tell children to greet • Invite a child to come to the front. Hold the happy,
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you and each other by saying Hello! or Hi! sad, tired and angry flashcards towards you so that
• Tell children to sing the Hello Song TR: R.1 / the child can’t see them. Tell the child to choose one
SC: R.1 while waving to each other. of the flashcards and look at it without showing it to the
c
class.
ay the full version of the Unit 7 Chant TR: 7.2c with
• S
children. hi • Say Show us this feeling. Encourage the child to act
out the feeling for the others to guess. Then show the
Happy, happy, happy.
ap
I’m happy. flashcard to confirm their answer.
Happy, happy, happy. • R
epeat this with other children. Continue until each
I’m happy. child who wants a turn has had one.
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Sad, sad, sad. • P

oint to your face and say Watch. Then start laughing
I’m sad.
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and say I’m laughing. After a few moments, stop and

Sad, sad, sad. say I’m not laughing. Then smile and say I’m smiling.
I’m sad. Then stop smiling and say I’m not smiling.
G
Happy, happy, happy. • Say Now you do it. Gesture to children and say Show
Sad, sad, sad. me laughing. If necessary, model laughing. Make sure
Happy, happy, happy. that all children are laughing. Then say Stop laughing.
l
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Sad, sad, sad. Hold your hand up to gesture for children to stop.
Tired, tired, tired. • Repeat this for smiling and crying.
I’m tired.
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Tired, tired, tired. 3 Practise the Vocabulary

I’m tired.
at
Angry, angry, angry. • Bookwork Help children to open their books to page
60. Point to the picture on the left and ask What feeling
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I’m angry.
Angry, angry, angry. is this? (happy) Say That’s right! It’s happy. Then look
I’m angry. confused and say Hmm. There is only one eye. Ask
What does it need? Point to the area where the eye is
@

missing and say It needs an eye here. Let’s draw an
eye. Model drawing an eye that matches the eye that is
already on the face. Tell children to do the same.
• Point to the rest of the face and ask What else does
Teaching Tip the face need? (a nose, hair, an ear, a mouth)
Create a ‘calm corner’ in your classroom. Put • Slowly draw each of the missing parts of the face. Tell
comforting objects in this space, such as blankets, children to do the same.
soft toys and books. If a child feels tired or upset, let • Point to the picture on the right and ask What feeling
him or her go there to calm down. is this? (sad) Say That’s right! It’s sad. Then ask What
does this face need? (an eye, a nose, hair, an ear, a
mouth)
142 Unit 7
PRACTICE Draw and say the words.
■ Stick three sets of the happy, sad,
angry and tired mini flashcards
onto the floor in a circle shape.
Choose three children to come to
the front and stand in the middle
of the circle. Call out one word at
a time and tell each child to jump
onto a mini flashcard for each
word as you say it. Repeat for all
the words. Then choose another
group of three children to do the
activity.
■ ive children paper, scissors,
G
ng
glue and magazines. Tell children
to find pictures of people who
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look happy, sad, tired or angry.
Tell them to glue the pictures onto
their pieces of paper to create
ar
a feelings collage. Give each
child a chance to show his or her
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60 Unit 7 collage, pointing to and naming
the feeling of each person in the
WOW_BrE_L2_SB_2682_U07_ptg01_058_065.indd 60 18/05/21 5:31 PM collage. NOTE: Always scan the
• S
ay Now you do it. Walk round the classroom while children work, helping
magazines to check the content is
c
as needed. appropriate. You can also tear out
hi
• Tell children to show their completed faces to a partner and say the feeling. the pages that match the unit and
give those to children instead.
ap
Worksheet 7.3, glue and scissors to each child.
• W
orksheet Hold up the worksheet and Activity Worksheet 7.3
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point to the face in the first column. Ask

What feeling is this? (happy) Repeat for
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the sad face.

• Point to the dotted lines round the faces.
Say Cut along the dotted lines. Model if
G
necessary, helping as needed.

• H
old up the crying face and ask What’s
l
he doing? If necessary, point to your eye

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and gesture to show a tear falling. Then

ask Is he feeling happy or sad? (sad)
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Say Very good!

• Hold up the worksheet and hold the
at
crying face over the sad column. Say

Glue the crying face under the sad face. wow2e_BrE_l2_u07_ws7.3.indd 2 27/06/21 12:29 PM
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Model if necessary. Tell children to do the same.

• Point to the smiling, sad and laughing faces. Say Now you do it. Tell
children to glue the rest of the faces under the correct faces. (smiling and
@
laughing faces under the happy face, and sad face under the sad face)
Walk round the classroom as children work, helping as needed.
• When children finish, review the worksheet as a class.
4 End the Lesson

pages 154–155.

• TR: R.1–R.4, 7.2c, 7.4, SE.7
• Listen to and sing a song about feelings
• Identify and make the /l/ sound • Worksheet 7.4
• Mini Flashcards 61–62, 65, 67 (one of each per
Language child) (optional)
Review: angry, happy, laughing, sad, tired • Activity Book page 32
Recycle: a pencil; a donkey; a ladybird
Materials
ng
• crayons
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Warm Up
ar
1
Song: If You’re Happy and You
• Tell children to sing the Hello Song TR: R.1 /
Know It
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SC: R.1.
From: United States
ell children to say the full version of the Unit 7 Chant
• T
Additional lyrics by Joan Kang Shin
TR: 7.2c with you.
c
If you’re happy and you know it,
2 Review hi clap your hands. [Repeat]
If you’re happy
• D
isplay Flashcards 61–67 where children can see
ap
and you know it, [Repeat x3]
them. Point to your mouth and say Look. Mouth happy
twice, exaggerating a bit. Gesture to the flashcards clap your hands.
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and ask What’s the word? Mouth the word as many

If you’re angry and you know it,
times as needed until children call it out. When they
stamp your feet. [Repeat]
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do, say That’s right! The word is happy. Take down the
happy flashcard. If you’re angry
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• C
ontinue in this way until all of the words have been
guessed correctly and no flashcards are left. stamp your feet.
If you’re sad and you know it,

l
3 Teach the Song

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cry out loud. Boo hoo! [Repeat]

• B
ookwork Help children to open their books to If you’re sad
page 61. Point to the girl and ask How does she feel?
io

(angry) Say Show me what she’s doing. Tell children
cry out loud. Boo hoo!
to stand up and stamp angrily on the ground like the
at
girl in the picture. Model if necessary first. If you’re tired and you know it,
N
• Repeat this sequence for the boy in the middle yawn out loud. Yaaaawn! [Repeat]
(happy; smiling and clapping) and the boy on the right If you’re tired
(tired; yawning and stretching).
@
ay Let’s listen to a song. Play the Unit 7 Song: If

• S yawn out loud. Yaaaawn!
You’re Happy and You Know It TR: 7.4 / SC: 7.4.
The first time, tell children to just listen and watch as
you do the actions. • Play the song twice more. Each time, encourage
NOTE: For help teaching If You’re Happy and You children to sing the song and do the actions.
Know It, view Getting Ready SC: 7.7–7.9.
4 Teach the Sound
Around the World • Say Let’s listen to a sound. Play the /l/ sound TR: SE.7.
This song is popular in the United States. If you’ve • Make the /l/ sound a few times yourself. Point to your
got a map of the world, show children where the mouth so that children can see its position as you
United States is located.
make the sound.
144 Unit 7
■ ay the following /l/ tongue
S
twister a few times: The ladybird
likes the leaf. Then give each
child a chance to try saying it.
■ ive each child a set of mini
G
flashcards 61–62, 65 and 67. Tell
children to sing the Unit 7 Song:
If You’re Happy and You Know
It TR: 7.4 / SC: 7.4, holding up
the correct mini flashcard each time
they hear a feeling in the song.
ng
ni
ar
Le
61
c
• Say /l/ Laughing a few times. Tell children to repeat.
hi
• Say /l/ Ladybird a few times. Tell children to repeat.
ap
The /l/ sound is the first sound in the words laughing, ladybird and leaf.
gr
• Play the Transition Song TR: R.2 /

eo

SC: R.2 as you give each child a copy
of Worksheet 7.4 and a few crayons.
G
to the donkey and ask What’s this? Say

That’s right! It’s a donkey. Then say /d/
l
Donkey. Can you hear /l/? (no)

na
• Point to the laughing face and ask What’s

this? Say That’s right! Laughing. Then
io
say /l/ Laughing. Can you hear /l/? (yes)

at
the ladybird and the crayon.

• S
ay Colour the pictures with /l/. Walk
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round the classroom, checking to make wow2e_BrE_l2_u07_ws7.4.indd 2 26/06/21 9:10 PM
sure children are colouring the laughing

face and the ladybird. Help children who have trouble hearing the target
@
sound.
5 End the Lesson

pages 154–155.

goat, a horse
Resources
Student’s Book page 62 • SC: R.1–R.4, 7.4–7.5
• TR: R.1–R.4, 7.2c, 7.4–7.5
Identify things that are different and things that • Worksheet 7.5
are the same Materials
• two identical crayons, two identical pencils, a pair of
Language scissors, a box
New: different, same • crayons
Recycle: shoes; blue, brown, green, red, yellow; circle, • three blue squares, three red squares and three
square, triangle; a crayon, a pencil, a pencil box, yellow squares cut out of coloured paper (one set
ng
scissors; a seesaw, a slide, a swing; an ant, a cow, a per pair) (optional)
ni
frog and ask What colour is the frog? (green) Then
Warm Up
ar
1 point to the snail and ask What colour is the snail?
• Put children into pairs. Tell them to sing the Hello (brown) Point to the frog and the snail again and
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Song TR: R.1 / SC: R.1 to each other. ask Are they the same? (no) Say They’re different.
• S
ay Let’s say the chant. Tell children to say the full Emphasise different. NOTE: When teaching same,
version of the Unit 7 Chant TR: 7.2c and do the make sure you use the article: the same.
c
actions. • Say Let’s say the words. Play TR: 7.5 / SC: 7.5.
hi If you use the audio to present the words, show the
2 Review same and different flashcards when students hear the
ap
• Point to your ear and say Let’s listen to the song. Play
same same
the Unit 7 Song: If You’re Happy and You Know
different different
gr
It TR: 7.4 / SC: 7.4. Tell children to just listen and

watch as you sing and do the actions. • Hold up two identical crayons. Ask children to say the
eo
number, the colour, and the object. Model by saying

• S
[Two] [yellow] crayons. Then ask Are these crayons
more, telling children to sing the song and do the
the same? (yes) That’s right! These are the same.
actions with you.
G
• Hold up a pair of scissors and a crayon. Tell children

3 Teach the Concepts to name each object. Then ask Are these the same?
(no) That’s right! These are not the same. Emphasise
l
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• Bookwork Help children to open their books to not, gesturing if necessary. Then ask Are these
page 62. Hold up your book, point to one of the frogs different? (yes) That’s right! These are different.
in the top photo and say This is a frog. Then point
io
• Hold up two identical pencils and ask Are these

to the other and say This is a frog, too. Point to the
pencils the same or different? (the same) Then
first frog again and say This frog is small and green.
at
hold up a pencil box and a pencil and ask Are these

Then point to the other and say This frog is small and
the same or different? (different) Repeat with other
green, too. Point to both frogs and say They are the
N
objects you’ve readily got available in the classroom.

same. Emphasise the same.
Each time children say the correct answer, say Well
done! or That’s right! Repeat with all children who
About the Photo
@
want a turn. Change the items every time.

The frogs in the photo are from Indonesia. This • Challenge Put four of the already-used items on a
country is home to a wide variety of plant and animal
table, two of which have to be identical. Invite a child
species. There are more than 25,000 different types
of plants in Indonesia’s rain forests. There are also
to come to the table. Say Pick two items that are
1,500 different bird species, 500 different mammal [the same]. Repeat with all children who want a turn.
species and over 1,100 different amphibian and Change the items every time.
reptile species. • Play the Transition Song TR: R.2 / SC: R.2 as
you give a copy of Worksheet 7.5 and a crayon to
• P
oint to the frog in the bottom photo and say This is each child.
a frog. Then point to the snail and ask Is this a frog?
(no) That’s right! It isn’t a frog. It’s a snail. Point to the
146 Unit 7
■ ell children to take off their
T
shoes. Put all the shoes in a pile.
same Hold up two shoes that don’t
Two frogs match, and ask Are these the
same or different? Then hold up
two shoes that do match and ask
the question again. Tell children
to work together to find the shoes
that are the same, and to put
these shoes in pairs. Each time
children find a match, prompt
them to say the same. NOTE:
Make sure the shoes are easily
ng
A frog and a snail identifiable and that children will
be able to find their own pairs at
the end of the activity.
ni
■ ut children into pairs. Give
P
each pair nine squares cut out of
ar
different coloured paper – three blue, three
red and three yellow. Say Show
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62 Unit 7 me the same colour. Ask children
to show you two or more squares
WOW_BrE_L2_SB_2682_U07_ptg01_058_065.indd 62 18/05/21 5:31 PM that are the same colour. You
• W
orksheet Hold up the worksheet. may want to point out that all the
c
One at a time, point to the shapes Activity Worksheet 7.5
squares are the same shape, but
and ask What’s this? hi different colours. Then say Show
• Point to the square and the circle, me different colours. Children
ap
and ask Are these the same? (no) show you two or more squares
Then point to the square and a that are different colours. NOTE:
triangle, and ask again. Point to the You may also want to cut out two
gr
or more triangles, circles and

two triangles and ask Are these
squares in two or more colours.
the same? (yes) Say That’s right!
eo
Ask children to choose their own

These are the same. Circle them. combinations for the same and
Model circling the two triangles. Tell

different.
G

• O
ne at a time, point to each of the objects in the second row and ask
What’s this? Then ask Which two are the same? (the slides) Choose a child
l
na
to come to the front and point to the two slides. Tell children to circle the
two slides. Model if necessary.
• Point to the next two rows and say Now you do it. Tell children to work on
io
their own or in pairs to complete the worksheet. Walk round the classroom
checking children’s progress and helping as needed.
at
• Modify for Success For the last row, ask How many insects? to help
N
children understand that they are looking for the different amount.
• W
hen children finish, review the last two items together. For each, first ask
children to name the items in each row. Then ask children to tell you which
@
items are the same. (the cows, two ants)

• Challenge Tell children to point to two objects on the worksheet at a time
and say the same or different. You may want to provide the sentence frame
These are [the same].
4 End the Lesson


Concepts Practice Resources
• SC: R.1–R.4, 7.4
• TR: R.1–R.4, 7.4
Demonstrate understanding of the concepts of
different and the same Materials
• two identical crayons, pencils, socks (or other
Language familiar objects)
Review: angry, crying, happy, laughing, sad, smiling, • various pairs of objects that don’t match
tired; different, same • scissors
Recycle: an apple, cheese; socks; a ball, blocks; blue, • two trays and two different kinds of snacks, such as
ng
brown, green, red, yellow; a book, a crayon, a pencil apple and cheese slices (optional)
ni
• Say Let’s do a sticker activity. Help students to find
Warm Up
ar
1 the Unit 7 stickers at the back of their books. Point
• Tell children to sing the Hello Song TR: R.1 / to the two stickers of the boy in blue. Point to the
Le
SC: R.1 to each other. sticker on the right and ask How does he feel here?
ing the Unit 7 Song: If You’re Happy and You Know
• S (tired) Point to that sticker and to the photo of the boy
It TR: 7.4 / SC: 7.4 with children. Tell children to do laughing on page 63, and ask Are they the same?
(no) Ask Are they different? (yes) Then point to the
c
the actions with you while you sing.
hi sticker on the left and ask What’s he doing? (laughing)
Then point to that sticker and to the photo of the boy
2 Review laughing on page 63, and ask Are they the same?
ap
• Bookwork Help children to open their books to page (yes) Say Good!
62. Point to each animal in the top photo. Tell children • Modify for Success If children are having difficulty
gr
to name them and then ask Are they the same or identifying feelings or determining whether the images
different? (the same) Then point to each animal in the are the same or different, you may want to play
eo
bottom photo. Ask children to name them and then SC: 7.3 and/or SC: 7.5 to review the Concepts and
ask Are they the same or different? (different) Vocabulary before continuing with the activity.
• Invite a child to come to the front and say Close your
G
• M
odel peeling off the matching sticker and putting it
eyes. Show the other children as you put two identical next to the boy laughing on page 63. Tell children to
crayons in front of the child. do the same.
l
• T
ell the child, still with eyes closed, to feel the crayons.
na
• R
epeat this sequence for the sad girl in green (bottom
Ask Are they the same or different? (the same) left photo). Ask How does she feel? (sad) Model
• T
ake both crayons away. Put one back and replace finding, peeling off and putting the matching sticker on
io
the other with a book. Tell the child to feel the items page 63.
with eyes closed. Again ask Are they the same or • Point to the remaining two photos in the book and
at
different? (different) say Now you do it. Tell children to work on their own
• Challenge Ask the child to name the objects by or in pairs. Walk round the classroom, making sure
N
saying This is a [crayon]. that children are matching the stickers for the tired girl
• R
epeat the activity with different children and other at the top and the angry boy at the bottom. Help as
needed.
@
familiar objects, such as apples, balls, blocks,

pencils and socks. NOTE: Make sure that objects • W
hen children finish, review the last two items as a
representing the same are identical. class. Ask How does [she] feel? Then ask children to
use the same and different to compare the photos and
3 Practise the Concepts stickers.
ut children into pairs. Play the Transition Song
• P
TR: R.2 / SC: R.2 as you give a copy of
page 63. Point to the photo of the happy boy in
Worksheet 7.6 to each pair of children and scissors
blue (top left). Ask How does he feel? (happy) Then
to each child.
ask What is he doing? For extra support, ask Is he
laughing or crying? (laughing)
148 Unit 7
■ Model the game with a child.
Sit on a chair and ask a child to
come to the front. Tell the child to
sit on a chair facing you. Ask the
child to move one of his or her
hands up and down very slowly.
Then begin to mirror the child’s
movements with your own hand.
Say I am doing the same thing.
Put children into pairs. Tell them
to sit facing each other. Choose
a child to lead the movements
in each pair. Say to the other
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child Do the same as [Eva]. After
a few minutes, tell partners to
swap roles.
ni
■ ut two different snacks on trays,
P
with only one kind of snack on
ar
each tray. For example, put
cheese slices on one tray and
Le
63 apple slices on another. Point to
two cheese slices and ask Are
WOW_BrE_L2_SB_2682_U07_ptg01_058_065.indd 63 18/05/21 5:23 PM these the same or different? Then
• W
orksheet Hold up the worksheet. Point point to a cheese slice and an
c
to the first picture of the happy girl and
apple slice and ask the question

ask How does she feel? (happy) Point to hi again. Walk round the classroom
the second picture of the happy girl and giving snacks to children who
ap
ask again. Then point to the two pictures want them. First give them two
and ask Are they the same or different? of the same snacks and prompt
(the same) them to say the same. Then give
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them two different snacks and

• R
epeat these questions for the pictures
prompt them to say different.
of the angry girl and the tired girl.
eo
• Point to the dotted lines round each

picture and say Cut along the dotted
G
lines. Model if necessary and help as

needed. Tell children to cut out three
pictures each. When they finish, each
l
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pair will have six cards.

• Model with a child. Mix up and put the six cards face down on a table. Model
turning over two cards. If they match, say [Happy, happy]. The same. Take
io
the matching cards. If they don’t match say [Happy, tired]. Different. Put
these cards back and tell the child to take a turn.
at
• S
ay Now you do it. Tell pairs to play the game. Walk round as they work,
N
asking them The same or different? Tell children to say the feelings that
guide their answers using [Happy, angry]. Different. or [Angry, angry]. The
same.
@
4 End the Lesson


pages 154–155.

There are [six].; 1 (one) to 10 (ten)
Objective • SC: R.1–R.4, 7.4, 7.6
• TR: R.1–R.4, 7.4, 7.6
Answer questions about how you feel using
I’m [angry]!
Materials
Language • triangles, squares and circles cut out of the same
New: I’m [angry]! colour paper
Review: angry, happy, sad, tired; different, same • a few familiar classroom items, such as blocks,
Recycle: an apple, a banana, a biscuit, bread, crayons, rubbers, books, toy cars and dolls
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chocolate, juice, milk, water; circle, square, triangle; • scissors and crayons • sticky tape
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1 3
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you and each other. page 64. Point to each of the faces on the left-hand
• Tell children to sing the Hello Song TR: R.1 / side of the page, one at a time, and ask What feeling
SC: R.1. is this? (happy, tired, sad, angry)
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ing the Unit 7 Song: If You’re Happy and You Know
• S • Ask How do you feel today? Happy? Tired? Sad?
It TR: 7.4 / hi
SC: 7.4 with children. Do the actions Angry? Point to each of the faces as you say each of
the feelings.
while you sing. Ask children to do them as well.
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• Pretend to yawn and say I’m tired! Point to the picture
2 Review of the tired face and say I’m tired! So I draw the tired
face here. Point to the empty circle as you say this.
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• One at a time, hold up a triangle, a circle and a square Model drawing the tired face in the empty circle.
cut out of coloured paper, and ask What’s this? Hold
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• Say Now you do it. How do you feel today? Children

up two triangles and say The same. Then hold up a
decide how they feel and then draw the feeling in the
triangle and a square, and say Different.
empty circle. Walk round the classroom as children
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• Hold up two of the shapes at a time, such as two circles, draw. Help as needed.
then a circle and a square, then two squares. Ask
• Say Listen if you play the audio of the language
children to call out the same or different for each pair.
model or Watch if you play the video. Play TR: 7.6 /
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• Show children a few familiar classroom items, such as SC: 7.6 twice.
blocks, crayons, rubbers, books, toy cars and dolls.
Frog: How do you feel?
Ask children to name each of the items.
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Monkey: I’m angry!
• Invite a child to come to the front. Say Close your
• If you use the video option to present the language
eyes. Give the child one of the items, such as a
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model, draw children’s attention to the frog yawning

crayon. Tell the child to name the item. Then give the
at the end of the video. Point to him and say Freddy,
child a different item, such as a rubber. Ask Is it the
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how do you feel? Tell children to answer I’m tired!

same or different? (different) Tell the child to open
his or her eyes to confirm. Model the activity first if • P
oint to one child at a time and ask How do you feel?
necessary. Tell each child to hold up his or her picture and answer
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using I’m [happy].

• Give other children a chance to do the activity. Give
some children the same two items to guess, and give lay the Transition Song TR: R.2 /
• P SC: R.2
others two different items. as you give a copy of Worksheet 7.7, crayons and
• Challenge Put children into pairs and tell them to
play the game.
page 63. Hold up the page. Point to each of the
photos and ask How does [he] feel? If relevant, ask a
follow‑up question such as What is [he] doing? (happy,
laughing; tired, yawning; sad; angry)
150 Unit 7
LANGUAGE IN USE Listen. Draw, point and say. TR: 7.6
I’m angry!
■ Play the Unit 7 Song: If You’re
How do Happy and You Know It TR: 7.4 /
you feel? SC: 7.4. Tell children to sing and
do the actions only for the part of
the song that is about how they are
feeling today.
■ Put children into pairs. Tell each
child to share the pictures on
Worksheet 7.7 that he or she didn’t
use for the colouring activity. Tell
children to use those pictures to
play a memory or matching game,
or to practise grouping feelings that
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are the same or different.
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64 Unit 7
• W
orksheet Hold up the worksheet. Point Activity Worksheet 7.7
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to each picture, one at a time, and ask
What feeling is this? (sad, tired, happy, hi
angry)
ap
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• A
sk How do you feel today? Hold up the
picture of the tired person and say I’m
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tired. I colour tired.

• T
ell children to decide how they feel and
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colour the picture that shows that feeling.

Walk round the classroom while children
are colouring, helping as needed.

© 2022 Cengage®.
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• W
hile children are working, stick each of
the worksheet pictures on a different wall or area of the classroom.
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• One by one, ask each child How do you feel today? Tell the child to answer
using I’m [happy]. Then ask the child to give you his or her picture. Stick
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the picture together with the matching picture.

• M
odify for Success If children aren’t ready to use the language model,
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tell them to show the feeling through facial expressions. Say I’m [tired].
Then ask children to repeat.
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• Continue until every child’s picture is added to the matching picture.

• Challenge If there are ten or fewer pictures for each feeling, ask How
many [happy] children are there? Children count the pictures and answer
using There are [six].
4 End the Lesson

pages 154–155.
Language in Use 151

Demonstrate ability to use Unit 7 vocabulary, • TR: R.1–R.4, 7.4
concepts and language independently • Flashcards 61–62, 65, 67
• Assessment Worksheet 7.8
Project Objective • Activity Book page 47
Make a happy and sad face puppet
Materials
Language • scissors and sticky tape
Review: angry, crying, happy, laughing, sad, smiling,
Project: two paper plates or two circles cut out of
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tired; different, same; I’m [tired].
poster paper and a craft stick per child, crayons or felt
Recycle: eyes, mouth, nose tips, glue, wool
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1 Warm Up 3 Project
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• S
ay Hello! or Hi! to each child. Tell children to greet • Bookwork Help children to open their books to the
you and each other. Unit 7 Project. Point to the photo of the completed
• Tell children to sing the Hello Song TR: R.1 / project and say Let’s make a happy and sad face
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SC: R.1. puppet.
hi
ell children to sing the Unit 7 Song: If You’re Happy
• T • Put children at tables in small groups. Put crayons or
felt tips and glue on each table. Give each child two
and You Know It TR: 7.4 / SC: 7.4. NOTE: At this
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point, children will know the song and actions well paper plates or two circles cut out of poster paper.
enough to perform it. Ask children to perform the song • Tell children to draw a happy face on one of the circles
for another class, or invite families to stay to listen to (or paper plates) and a sad face on the other.
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the song at drop-off time. • Tell children to turn one of the faces round so that
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the back is showing. Model putting glue all round the

2 Vocabulary and Concepts edge of the circle or paper plate. Help children to put
a craft stick at the bottom, where the mouth of the
• Pretend to cry and ask What am I doing? After
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face is on the other side. Then tell children to match

children say crying, start laughing and ask What am I
the back of the second circle or paper plate and glue
doing? Smile broadly and ask What am I doing?
these together. NOTE: Make sure that both faces
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• Say Now you do it. Call out crying, smiling and

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are matched up correctly – both have got the mouths

laughing, one at a time, and ask children to do each aligned with the craft stick – before they are glued.
action.
• Give each child a few pieces of wool. Tell children
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• Put the happy, sad, tired and angry flashcards face to glue the wool onto the top of each side of their
down on your desk. Invite a child to come to the puppets to look like hair.
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front and pick a flashcard, making sure that no one

• When children finish their puppets, put their names on
else can see it. Tell the child to act out the feeling for
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the craft sticks and leave them to dry.

the others to guess. Repeat this with several other
children.
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152 Unit 7
PROJECT Make a happy / sad puppet.
1 2
Worksheet 7.8 and scissors to
each child. Put sticky tape on
each table.
7 I’m Happy
3 4
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65
■ Point to the dotted lines round
and through the faces and say
WOW_BrE_L2_SB_2682_U07_ptg01_058_065.indd 65 18/05/21 5:32 PM Cut along the dotted lines. Model
4 Apply if necessary and help as needed.
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■ Hold half of the happy face
hi
• Give children time to play with their puppets. Put them into pairs and tell
each child to ask their partner’s puppet How do you feel? Tell the other
together with half of the sad
face and ask Is this right? (no)
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child to hold his or her puppet up with the face that shows his or her feeling Then hold the two halves of the
and say I’m [happy]. happy face together and ask Is
• Play the Unit 7 Song: If You’re Happy and You Know It TR: 7.4 / this right? (yes) Then ask What
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SC: 7.4. Tell children to dance around with the happy side of their feeling is this? (happy)
puppet facing out during the part about being happy, and the sad side of Model sticking both parts of the
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their puppet facing out during the part about feeling sad. happy face together with sticky
tape to form a complete face. Tell
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5 End the Lesson children to do the same. Help as

needed.
• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy ■ Say Now you do it. Tell children
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up the materials used in the lesson. to find and stick together the
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how children the ‘WOW! I can’ stickers at the back of their books. Tell
• S other three faces. (sad, tired,
children to put one of the stickers in the ‘I can talk about my feelings.’ angry) Walk round the classroom,
checking children’s progress and
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box on page 78 of their books.

helping as needed.
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■ Call out happy, sad, tired and angry

one at a time. Tell children to hold
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up the correct face for each word.

■ Put children into pairs. Tell children
to put their faces face down on the
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table. Tell both children in the pair

to turn over one of their own cut
out faces, and say the same if the
faces are the same, or different if
the faces are different. Children
can turn the cut out faces back
over and play again.

pages 154–155.

Activity Book
7 I’m Happy SONG Listen and circle. TR: AB.7.1
Resources Resources
1
VOCABULARY Say and draw a line.

page 60 page 61
2 •• TR: AB.7.1–7.2
31 32 Unit 7
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• Ask the class How do you feel today? Make a happy • Play the Unit 7 Song TR: AB.7.1. Tell children to listen
face and say Happy! Make a sad face and say Sad. to the song and do the actions for each verse.
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Then gesture for each child to say how he or she • Help children to open their Activity Books to page
feels. 32. Hold up your book and point to the first picture in
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• Help children to open their Activity Books to page 31. row 1. Say I’m … Children say happy to complete the
• Hold up your book. Point to the first photo in the top sentence. Repeat for tired, sad and angry. Repeat for
row and say Laughing. Tell children to repeat the word row 2. (happy, angry, sad, tired)
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after you. Repeat this for all of the photos in the first • Point to both rows and ask Which one is in the
row, going from left to right. (happy/laughing, tired, hi same order as the song? Gesture to help children to
happy/smiling, sad/crying, angry) understand order. Then say Let’s listen and circle.
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• Point to the photos in a different order and prompt Play the audio again, pausing as needed for children
children to say the words. to recognise the feeling in each verse. Tell children to
• Point to the first photo again. Say Laughing. Point to circle row 2.
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the photo of the boy laughing in the bottom row. Tell

As Homework
children to do the same. Walk round the classroom
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making sure that children are pointing to the correct • Children listen to the Unit 7 Song TR: AB.7.1 and
photo. circle the row of pictures that is in the same order as
the song. (row 2) Then they point to each picture in the
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• Say Let’s draw a line. Model drawing a line from

row and say I’m [happy].
the photo of the boy laughing in the top row to the
matching photo in the second row. In Class – The Sounds of English
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• Say Now you do it. Tell children to draw lines • Say Listen. Play TR: AB.7.2 and tell children to just
matching each of the other photos. Then they say listen. Play it again and ask children to repeat the
the word for each feeling. Walk round the classroom, sound and each word.
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checking children’s work and helping as needed. Say

/l/ leaf; /l/ ladybird; /l/ laughing
Well done!
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• Point to the first photo and say Leaf. Can you hear /l/?
As Homework Gesture to show that leaf has got the /l/ sound. Tell
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• Children match each photo in the top row with the children to circle it.
correct photo in the bottom row. Then they say the • Point to the photo of the book and say Book. Can
word for each feeling. you hear /l/? Gesture to show that this isn’t the same
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sound.
• Repeat for the other photos. (ladybird, sun, laughing)
Tell children to circle the photos of the ladybird and
the child laughing.
As Homework
• Children listen to TR: AB.7.1 and say the /l/ sound
and the words. Then they circle the photos with the /l/
sound. (leaf, ladybird, laughing)
154 Unit 7
CONCEPTS Which picture is different? Circle. LANGUAGE IN USE Listen. Trace and say. TR: AB.7.3 I’m angry!
Resources How do you feel?

Resources
page 63 page 64
•• TR: AB.7.3
Unit 7 33 34 Unit 7
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In Class In Class
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• Hold up your book. Point to each of the pictures in the • Hold up your book and point to the monkey. Ask How
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first column, from top to bottom, one at a time. Ask does he feel? Listen. Play TR: AB.7.3. Frog: How do
children to say the word for the feeling or action shown you feel? Monkey: I’m angry!
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in each picture. (laughing, crying, angry, tired) • Ask Which face is angry? Tell children to point to the
• Point to the first row of pictures. Point to the first face in the top left.
picture and say Laughing. Then point to each of the • Model tracing along the dotted line for the mouth,
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other pictures in the row and ask, every time, The first with your finger and then with a pencil. When you
same or different? (the same, the same, the same, hi finish, say I’m angry! Tell children to do the same.
different, the same) • Point to the other faces and say Now you do it. Walk
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• Say Circle the picture that is different. Model circling round the classroom checking children’s progress and
the fourth picture. Tell children to do the same. helping as needed. As you do so, point to a face in a
• Point to each of the rows, one at a time. Say Now you child’s book and ask How do you feel? Tell the child to
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do it. Which picture is different? Tell children to circle answer using I’m [happy]! Say Good work!
the picture that is different in each row. Walk round the
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classroom checking that children are circling the third As Homework

picture in the second row, the second picture in the • Children listen to TR: AB.7.3. Then they trace the
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third row and the last picture in the fourth row. Help as lines to complete the faces. When children finish,
needed. they point to each face and use the language model
to express the feeling. (I’m angry. I’m happy. I’m sad.
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As Homework I’m tired.)

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• Children circle the picture in each row that is different

from the others.
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Unit 7
Review Activity • Say Let’s play! Say any number from 1 to 9 or pick a
number from a bag. Children find the card with that
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REVIEW Look and say.
1 2 3
Materials number. Ask Are the photos the same or different?
•• a bag, pieces of Children say the same if the two photos on the card
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4 6
5
paper with 1−9 are the same or different if they are different.
(optional) • Continue the game until all the numbers have been
7 8 9
called.
47
As Homework
In Class • A parent or carer says a number from 1 to 9. Children
• Help children to open their Activity Books to page 47. find the card with that number and say the same if
• Hold up your book and say Look. What’s this? as you the two photos on the card are the same or different
point to the different numbered cards on the page. if they are different. NOTE: Parents can write the
Ask children to say the number and the feeling and/or numbers on paper, put them in a bag and ask children
action shown on each side of the cards. to pull them out.
Activity Book 155

8 Boats, Cars, Bikes
Identify and name an aeroplane, • SC: R.1–R.4, 8.1–8.2 • r ound, flat objects to use as
a boat and a car • TR: R.1–R.4, 8.1–8.2 steering wheels
• Flashcards 70–76 • magazine cutouts of aeroplanes,
• Worksheet 8.1 boats and cars
Language
• Home-School Connection Letter • scissors, glue
New: an aeroplane, a boat, a car
• Big Book Anthology 2: • plastic containers and a water
Recyle: big, small; in, on; white table or bucket of water (optional)
‘The New Bike’
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• masking tape, toy cars (optional)
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• Say Let’s pretend to be in a car. Set up pairs of chairs
Warm Up
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1 side by side like the front seats of a car. Invite pairs
• Wave to children and say Hello! Tell them to wave and of children to sit in the ‘cars’. Give each child in the
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say Hello! back to you. ‘driver’s seat’ a flat, circular object, such as a plastic
• Tell children to sing the Hello Song TR: R.1 / disk or a paper plate, and encourage that child to act
SC: R.1 as they wave hello to each other. out using this as a steering wheel to drive the car.
Then tell children to swap seats. Tell both children to
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make the sound of a car horn beeping.
2 Introduce the Theme hi • P
oint to the boat on page 67 and say This is a boat.
• B
ap
It’s on the water. Then say Let’s pretend to be in a
pages 66–67. boat. Sit on a chair and model moving your arms as if
Say Look at the boy. He’s in a car. Then point to the you’re rowing a boat. Move the pairs of chairs so that
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boy’s car and ask Is it big or small? (It’s small.) What they are now one in front of the other. Then say Get in
colour is it? (It’s white.) Then point to the other cars the boat. Tell children to sit down and ‘row’ their boats.
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and say These are cars, too. They are big. How many
• Point to the aeroplane on page 67 and say This is an
big cars? (three)
aeroplane. Point out of a window at the sky, and say
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Aeroplanes fly in the sky. Then say Let’s pretend to

About the Photo be aeroplanes. Model extending your arms out and
The boy in this photo is riding a toy car past a row of pretending to fly about like an aeroplane. Encourage
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Zastava cars during a car festival in Pristina, Kosovo. children to move round the classroom, pretending to
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Zastava was a Serbian car company that was known be aeroplanes.

for building versions of certain Fiat models.
• Say Let’s say the words. Play TR: 8.1 / SC: 8.1. If
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• Point to all of the cars again, including the car on you use the audio to present the words, show the car,
page 67, and say These are cars. Cars can take boat and aeroplane flashcards when students hear
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you to different places. Gesture if necessary to help the words. Tell children to repeat each word twice.
children to understand. Then point to the other forms a car a car
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of transport on page 67 and say These things can a boat a boat

take you to different places, too. Look. Slowly show an aeroplane an aeroplane
Flashcards 70–76, without saying the words.
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• Show magazine cutouts of a variety of aeroplanes,

Video Option Use SC: 8.1 (without the audio) to boats and cars. Each time, ask children to say the
present the vocabulary. corresponding word.
3 Teach the Vocabulary TR: 8.2. The first time, tell children to just listen. The
second time, tell them to say the chant. Both times,
hold up the flashcard for each item as children hear
pages 66–67. Point to the car on page 66 again and
the words.
say A car. Then point to the photo of the car on page 67
and say again A car. If your classroom looks out onto a Car. Car. I’m in a car.
road or a car park, point to cars outside the window. Car. Car. Look at my car.
Beep beep beep beep.
156 Unit 8

TR: 8.3
an aeroplane a bike
a boat a bus
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a car a motorbike a fire engine
A boy riding in his toy car in Kosovo
66 67
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Boat. Boat. I’m in a boat.
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Boat. Boat. Look at my boat. Additional Activities
Splash splash splash splash. ■ Give children one or more small
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plastic containers that float on
Aeroplane. Aeroplane. I’m in an aeroplane. water. Let them take turns playing
Aeroplane. Aeroplane. Look at my aeroplane. with the container at a water table
Whooooshhhhhhh. or in a bucket of water, pretending
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• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of that the container is a boat.
Worksheet 8.1 and scissors to each child. Put glue on each table. hi ■ Put children into two groups. Stick
• Worksheet Hold up the worksheet. a long strip of masking tape on
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Point to the dotted lines round the Activity Worksheet 8.1
the floor in front of each group.
vehicles and say Cut along the Give a toy car to one child in
each group. Say Move the car
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dotted lines. Model if necessary

down the line and back. Go fast!
and help as needed.
Gesture to show fast. Tell the
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old up the aeroplane and ask child to push the car down the line
What’s this? When a child answers and back as fast as he or she can.
correctly, say That’s right! It’s an Tell another child in the group to
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aeroplane. Move the aeroplane do the same. Continue until all

along the road and ask Is this right? children in each group have had a
chance to push the car.
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(no) Then ask Where does the

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aeroplane go?
• Tell children to move their aeroplanes across the sky, making the aeroplane
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sound from the chant as they do so. Model gluing the aeroplane in the sky.
Tell children to do the same.
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• Point to the car and the boat and say Now you do it. Where do they
go? Tell children to complete the activity on their own. Walk round the
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classroom, helping as needed. Check that children have put the vehicles in
the correct places on the worksheet before they glue them.
lay the Unit 8 Chant TR: 8.2 again. This time, tell children to point to each
• P
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item on the worksheet as they chant about it.
4 End the Lesson

lay the Tidy Up Song TR: R.3 /
• P SC: R.3 while children help you to tidy
• S
ay Now let’s watch and listen as children sing a song about boats and
cars. The children are in Argentina. Play SC: 8.2.
Unit Opener 157

• TR: R.1–R.4, 8.2–8.3
Identify and name a bike, a bus, a fire engine
and a motorbike • Worksheet 8.2
Language (optional)
New: a bike, a bus, a fire engine, a motorbike
Review: an aeroplane, a boat, a car Materials
Recycle: in, on • pencils
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• chalk or masking tape (optional)
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Warm Up
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1
present the words, show the flashcards when students
ut children into pairs and tell them to sing the Hello
• P hear the words. Tell children to repeat each word
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Song TR: R.1 / SC: R.1 to each other. twice.
a car a car
2 Review a boat a boat
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• Play the Unit 8 Chant TR: 8.2 twice. The first time, tell an aeroplane an aeroplane
hi
children to just listen to the chant and watch you do a bike
a bus
a bike
a bus
the actions. The second time, encourage them to say
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the chant and do the actions with you. a motorbike a motorbike
a fire engine a fire engine
• Hold up the aeroplane, boat and car flashcards one at
• Sit on the edge of a chair, holding your arms out as if
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a time. As you show each flashcard, ask What’s this?

you are holding the handlebars of a bike. Move your
Then display these flashcards round the classroom.
legs around as if you are pedalling. Say I’m on a bike.
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• Modify for Success If children have difficulty Gesture to children and say Now you do it. Encourage
naming the items, say the words first. Hold up the boat children to pretend to pedal, saying bike as they do so.
flashcard and say Boat. Ask children to repeat. Then
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• S
till sit on the edge of the chair and pretend to be on
hold up the boat and car flashcards and say Where’s
a motorbike. Again, hold your arms out as if you were
the boat? Ask children to point to the boat flashcard
holding handlebars. Roll your hands toward you as
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and say boat. Repeat with the other flashcards until

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if revving the engine, lean forwards and say Vroom!

children are comfortable naming the items.
Vroom! I’m on a motorbike. Gesture to children and
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all out Aeroplane and choose a child to go to the say Now you do it. Tell children to pretend to ride a
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aeroplane flashcard. Repeat, calling out the words in motorbike, saying motorbike as they do so.
a random order, and choosing a different child to go to
• A
rrange chairs in rows of two, like the seats on a bus.
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the correct flashcard.

Sit on a chair in front of the rows like a bus driver and
• S
ay Be an aeroplane. Tell children to move around tell children to sit on the other chairs. Say We’re on a
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with their arms outstretched. Then say Be in a car. Tell bus. Tell children to make the Beep! Beep! sound of a
each child to pretend to move a steering wheel while bus horn with you and then say bus, bus.
saying Beep! Beep! Say Be in a boat. Tell children to
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• A
rrange two chairs side by side. Say Be in a fire
pretend to row a boat.
engine. Choose a child to sit in each chair. Tell all
children to make a siren noise and then say fire
3 Teach the Vocabulary engine, fire engine.
67. Point to the items on the page as you say Boats,
cars and aeroplanes can take you to different places.
Then point to the bike, the bus, the motorbike and the
fire engine and say These can take you to different
places, too. Let’s learn new words.
158 Unit 8
an aeroplane a bike
■ Tell pairs of children to lie on their
backs and pretend to pedal a bike
with their partner, like this:
a boat a bus Have each child say I’m on a bike.

■ Make a road on the floor with
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chalk or masking tape. Make
it wind round the classroom,
rather than being a straight line.
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Choose four children to play
first. Assign each child to be on
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a car a motorbike a fire engine a bike, in a car, on a bus or in a
fire engine while following the
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67
road. Tell them to make the sound
of their vehicle. Ask the rest of
the class to guess the vehicle of
• Play the Transition Song TR: R.2 / each child. Ask them to say the
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SC: R.2 as you give a copy of Activity Worksheet 8.2
name of the child and the vehicle.
Worksheet 8.2 and a pencil to each child. hi NOTE: If possible, play this game
• Worksheet Hold up the worksheet. Point in the playground.
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to the fire engine and say Look at the fire ■ ive each child a set of Mini
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engine. Then point to the fire and say Flashcards 70–76. One by one,
There’s a fire! Let’s get to the fire! call out each of the words and
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ask children to hold up that mini

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odel placing your finger at the start of flashcard. Ask children to identify
the maze by the fire engine and slowly
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all of the new words.

moving it through the maze. Take a ■ hallenge Choose individual
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wrong turn once or twice. When you hit a
children to come to the front.
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wall, say Oh, no! That isn’t right. Show each child the mini
• Say Now you do it. Tell children to find Welcome to Our World 2 © 2022 Cengage®.
flashcard of the word you want to
their way through the maze using their practise and ask him or her to say
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fingers. Walk round the classroom, the word for the class.
checking children are following the maze.

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• H
old up a pencil and say Now let’s do it with a pencil. Model completing
the maze with a pencil. Tell children to do the same. Again, walk round the
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classroom, helping as needed.
4 End the Lesson

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@


Language
Vocabulary Practice There are [two] [buses].
Resources
• SC: R.1–R.4
• Flashcards 10, 17, 34–36, 70–76
Demonstrate understanding of an aeroplane,
a bike, a boat, a bus, a car, a fire engine and
a motorbike (optional)
Language
Review: an aeroplane, a bike, a boat, a bus, a car, Materials
a fire engine, a motorbike • pencils
Recycle: 1 (one) to 7 (seven); blue, red, yellow; • paper; paint and trays for the paint; toy cars, fire
ng
a chair; a seesaw; a chicken, a cow, a horse; engines or buses (optional)
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happens, say Yes, they are the same colour. But are
Warm Up
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1 they the same thing? (no)
• S
ay Hello! or Hi! to each child. Tell children to greet • P
oint to each of the photos in the top row again and ask
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you and each other by saying Hello! or Hi! What’s this? (bus, bus, car) Then ask Which two are
• Tell children to sing the Hello Song TR: R.1 / the same? Invite a child to come to the front and point
SC: R.1 while waving to each other. to the two buses. Ask Are the buses the same? (yes)
c
• Say the Unit 8 Chant TR: 8.2 with children. • Say Which one is different? Invite another child to
hi come to the front and point to the car. Then say That’s
2 Review right! The car is different. Let’s circle the car. As you
ap
say this, model circling the car. Then say A car. Tell
• Display the boat, chicken, cow and horse flashcards children to do the same.
where children can see them.
gr
• P
oint to the other rows of photos and say Now you
• Point to each flashcard and ask What’s this? do it. Circle the different one. Give children time to
• Ask Which one doesn’t belong? Before children complete the activity on their own or in pairs. Walk
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can answer, point to the cow flashcard and say A round the classroom checking children’s progress and
cow is an animal. Repeat for the horse and chicken helping as needed.
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flashcards. Then pause, point to the boat flashcard • When children finish, review their answers as a class.
and ask Is a boat an animal? (no) Say That’s right! Point to each row and ask Which one is different?
A boat isn’t an animal. So, the boat doesn’t belong. (bike, boat)
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Take the boat flashcard away and leave only the

• P SC: R.2 as
flashcards showing animals.
you give a copy of Worksheet 8.3 and a pencil to
• Show children the bike, car, chair and motorbike
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each child.
flashcards. Ask children to name each item. Then ask
Which one doesn’t belong? Ask children to guess.
at
School Readiness: Social-Emotional

When a child says chair, say That’s right! The chair
Learning
doesn’t belong. A chair can’t take you to different
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Many children travel by bus to get to school every

places. Take the chair flashcard and gesture to the
day, which can be fun for some children but can
remaining flashcards as you say These can take you
make others feel anxious. To reduce anxiety,
to different places.
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encourage these children’s families to travel by

• R
epeat this with the aeroplane, bus, fire engine and public bus a few times if they don’t normally use
seesaw flashcards. them. You can also prepare a list of tips for these
families on how to teach their child about travelling
3 Practise the Vocabulary by bus. For example, ask family members to point
out the driver, how the door opens and closes and
• B
ookwork Help children to open their books to how to quickly find a seat and sit down. Ask them
page 68. Say All of these things can take you to to also explain how bus stops work. If possible,
different places. Point to the first row of photos. Ask role-play travelling by bus in class to help prepare
What colour are these? (yellow) Then ask Are they all children for this experience.
the same? (no) NOTE: Some children may say these
photos are the same because they are all yellow. If this
160 Unit 8
PRACTICE Circle. Say the words.
■ ive each child the car, fire
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engine and motorbike mini
flashcards. Put children into pairs.
Help each pair to combine their
mini flashcards and put them face
down on a table. Tell children
to take turns turning over two
mini flashcards and naming the
vehicle(s) they can see. Tell them
to say the same if the cards are
the same or different if they aren’t.
■ ive each child a piece of paper.
G
Put a tray with a little paint and
ng
one or more toy cars, fire engines
or buses on each table. Tell
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children to take turns dipping the
wheels of a vehicle in the paint
and rolling it across their piece of
ar
paper to make tyre tracks.
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■ ake children for a walk outside.
T
68 Unit 8
Tell them to look for the vehicles
from Unit 8. When they see any
• W
18/05/21 9:11 PM
of these vehicles, tell them to
point to it and say I can see [a
c
Say Look at the picture. Then point Activity Worksheet 8.3
to the small bike at the bottom hi bike]. If this isn’t possible, tell
children to look for examples of
of the worksheet and ask What’s
these vehicles in books in the
ap
this? Then ask How many bikes classroom or the school library.
are there? Point to each bike in the
picture and count them aloud with
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children. When you finish, say Five.

There are five bikes.
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• P
oint to the small bike at the bottom
of the worksheet again. Then point

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to the numbers, one at a time, until

you reach the 5. Say There are five bikes. Let’s circle 5. Circle the 5. Tell
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• Point to the small bus at the bottom of the worksheet and ask What’s this?
Then ask How many buses are there? Tell children to count the buses in
the picture and circle the correct number (2) on their own.
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• P
oint to the small car and the small aeroplane. Say Now you do it. Find
and circle. Tell children to complete the activity on their own. Walk round
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the classroom checking children’s progress and helping as needed.

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• W
hen children finish, tell them to check their answers with a partner. Then
review the activity as a class. (7 cars, 1 aeroplane)
• Challenge Tell children to use full sentences to say how many of each
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item they counted, for example, There are [two] [buses].
4 End the Lesson

pages 172–173.

Resources
Objectives
• SC: R.1–R.4, Getting Ready SC: 8.7–8.9, 8.4
• Listen to and sing a song about boats and cars • R: R.1–R.4, 8.2, 8.4, SE.8
T
• Identify and make the /aɪ/ sound • Flashcards 70–76
• Worksheet 8.4
Language • Mini Flashcards 70, 74 (one of each per child)
Review: an aeroplane, a bike, a boat, a bus, a car, a • Activity Book page 36
fire engine, a motorbike
Recycle: a coat; big, small; in; brown, orange, white, Materials
ng
yellow • crayons
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NOTE: After children have listened once, say The
Warm Up
ar
1 car and the boat in the song are little and tiny. Little,
• Tell children to sing the Hello Song TR: R.1 / tiny and small are the same.
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SC: R.1.
• Tell children to say the Unit 8 Chant TR: 8.2 with you. Around the World
This song is popular in Spain. If you’ve got a map of
c
2 Review the world, show children where Spain is located.
• D
isplay Flashcards 70–76 where children can see
hi
them.
ap
• P
oint to the flashcards and then say Look. Pretend to Song: Tiny Little Boat
be rowing a boat and ask What’s this? Choose a child Adapted from: Había una vez un barco
gr
to guess by touching the correct flashcard. When a chiquitito, Spain

child guesses correctly, say That’s right! It’s a boat. English adaptation by Joan Kang Shin
eo
• S
ay Now you do it. Choose a child to come to the Oh, once there was a tiny little boat.
front and pretend to be in or on one of the vehicles. Oh, once there was a tiny little boat.
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Choose another child to touch the matching flashcard

Oh, once there was a tiny little boat.
to guess the vehicle.
It was so slow. It was so slow. So slow.
• Continue this until each child has had a turn.
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3 Teach the Song Oh, once there was a tiny little boat.
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page 69. Say Look. Point to the mouse in the It was so fast. It was so fast. So fast.
at
speedboat and say This is a mouse. Then ask Is the [Repeat both verses but replacing ‘boat’
mouse big or small? (small) Where is the mouse? (in with ‘car’.]
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a boat) Is the boat big or small? (small) What colour is

the boat? (white and yellow) Repeat for the mouse in
the rowing boat. • P
lay the song twice more. Each time, encourage
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• Point to the speedboat again and say This boat is fast. children to sing the song and follow along with the
Walk quickly across the classroom as you say this. actions.
Then point to the rowing boat and say This boat is slow.
Walk very slowly across the classroom as you say this. 4 Teach the Sound
• Repeat the sequence for the mice in the cars. • Say Let’s listen to a sound. Play the /aɪ/ sound
• Say Let’s listen to a song. Play the Unit 8 Song: Tiny TR: SE.8.
Little Boat TR: 8.4 / SC: 8.4. The first time, tell • Make the /aɪ/ sound a few times yourself. Point to your
children to just listen and watch as you do the actions. mouth so that children can see the position of your
NOTE: For help teaching Tiny Little Boat, view mouth as you make the sound.
Getting Ready SC: 8.7–8.9. • Gesture to children and say Now you make the sound.
162 Unit 8
■ ive each child a boat and a
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car mini flashcard. Tell children
to sing the Unit 8 Song: Tiny
Little Boat TR: 8.4 / SC:
8.4, holding up the correct mini
flashcard for these vehicles each
time they hear the words in the
song.
■ ell children to sing the first two
T
verses of the Unit 8 Song: Tiny
Little Boat TR: 8.4 / SC: 8.4,
but replacing boat with bike.
ng
ni
ar
Le
69
• Say /aɪ/ Fire engine a few times, emphasising the /aɪ/ sound in fire. Tell
c
children to repeat.
• Say /aɪ/ Slide a few times. Tell children to repeat. hi
ap
The /aɪ/, sound is the first vowel sound in the words fire engine, smiling,
gr
slide and rice.
• Play the Transition Song TR: R.2 / SC: R.2 as you give each child a
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copy of Worksheet 8.4 and a few crayons.

• W
G
Point to the fire engine and ask

What’s this? Say That’s right! It’s a
fire engine. Say /aɪ/ Fire. Can you
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hear /aɪ/? (yes)

• Point to the coat and ask What’s
this? Say That’s right! It’s a coat.
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Then say Coat again, emphasising

the vowel sound. Ask Coat. Can you
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hear /aɪ/? (no) Welcome to Our World 2 © 2022 Cengage®. Copyright © National Geographic Learning, a part of Cengage Learning
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• R
epeat this sequence with the wow2e_BrE_l2_u08_ws8.4.indd 4 26/06/21 9:11 PM
pictures of the boat and the slide.

• S
ay Colour the pictures with /aɪ/. Walk round the classroom, checking to
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make sure that children are colouring the fire engine and the slide. Help
children who have trouble hearing the target sound.
5 End the Lesson

• S SC: R.3 while children help you to tidy
goodbye to each other as they sing. Activity Book page 36.
pages 172–173.

• SC: R.1–R.4, 8.4–8.5
• TR: R.1–R.4, 8.2, 8.4–8.5
• Worksheet 8.5
Identify things that are fast and slow
Materials
Language
• crayons and scissors
New: fast, slow • an empty water bottle or container with lid and about
Recycle: a caterpillar, a rabbit, a tortoise 20 beans per child (optional)
• two boards or pieces of cardboard; pairs of matching
objects to slide down a ramp, such as toy cars, balls
ng
or crayons (optional)
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fast fast
Warm Up
ar
1 slow slow
ut children into pairs. Tell them to sing the Hello
• P • Clear a path in the classroom. Say Fast, as you walk
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Song TR: R.1 / SC: R.1 to each other. across the path and back very quickly. Then say Slow,
ay Let’s say the chant. Tell children to say the Unit 8
• S as you walk across the path and back very slowly.
Chant TR: 8.2. • T
ell children to line up in a single line. Say Fast to the
c
child at the start of the line and ask that child to walk
2 Review hi across and back very quickly. Tell the child to chant
fast, fast, fast as he or she walks.
• Point to your ear and say Let’s listen to the song.
ap
Play the Unit 8 Song: Tiny Little Boat TR: 8.4 / • Turn to the next child in line and say Slow. Tell the
SC: 8.4 three times. The first time, sing the song and child to walk across the path and back very slowly.
If the child is walking too fast, say Slow, slow and
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do the actions. Then play the song twice more, asking

children to sing and do the actions with you. gesture for him or her to slow down. Tell the child to
chant slow, slow, slow as he or she walks.
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3 Teach the Concepts • C

ontinue, alternating fast and slow, until all children
have had a turn.
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• B
ookwork Help children to open their books to page 70.
• Practise fast and slow with other body movements,
Hold up the page, point to the cheetah and say Look.
such as running on the spot, crawling or dancing.
This is a cheetah. Say A cheetah is fast. Say fast several
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times while moving very quickly across the classroom. • Modify for Success Ask children with limited
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mobility to blink their eyes, open and shut their fists or

• P
oint to the tortoise and ask What’s this? Say That’s
tap a foot instead.
right! It’s a tortoise. Say A tortoise is slow. Say slow
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several times while moving slowly across the classroom. lay the Transition Song TR: R.2 /
• P SC: R.2 as
you give a copy of Worksheet 8.5, crayons and
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About the Photos scissors to each child.

The top photo shows a cheetah – the world’s fastest
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land animal. Cheetahs can run at speeds of more

than 100 km/h (60 mph) over short distances. Most
cheetahs are found in eastern and southwestern
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Africa.
The bottom photo shows a leopard tortoise – named
for the spots on its shell. Leopard tortoises lack a
protective neck covering that other tortoises have,
which allows them to move their head more easily.
As a result, they can do something other tortoises
can’t: swim.
• W
orksheet Point to the cheetah on the worksheet and
ay Let’s say the new words. Play TR: 8.5 /
• S SC: 8.5.
say This is a cheetah. Then point to the tortoise and
If you’re using the audio to present the words, show
ask What’s this? Repeat the question for the rabbit
the fast and slow flashcards when students hear the
and the caterpillar.
164 Unit 8
■ Give each child a small, empty
water bottle or other container
with a secure top or lid. Put about
20 beans per child in a container
at each table. Tell children to put
fast some beans in their container. Walk
round helping them to secure the
A cheetah in Kenya
lids. Say Fast and tell children to
shake their shakers quickly. Then
say Slow and tell children to shake
them slowly. Go backwards and
A leopard tortoise in South Africa forwards between the words a few
times. NOTE: If the shakers from
ng
the Unit 3 Project are available,
use these instead.
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■ Play the Unit 8 Song: Tiny Little
Boat TR: 8.4 / SC: 8.4. For
each part of the song with a slow
ar
slow tempo, say Slow and ask the
children to dance around slowly.
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70 Unit 8 For each part of the song with
a fast tempo, say Fast and ask
children to dance around quickly.
• T
ell children to colour each picture. Then point to the dotted lines round
Make a small ramp by putting a
c
■
each animal and say Cut along the dotted lines. Model if necessary and
help as needed. hi board or a piece of cardboard
at an angle, with one end on the
• H
old up the cheetah picture and say This is a cheetah. Is a cheetah fast table and another on a book.
ap
or slow? (fast) Say Good! Model putting the picture face up on your desk. Make another ramp at a steeper
Hold up the tortoise picture and ask What’s this? Then ask Is a tortoise fast angle, using more books. Put
or slow? (slow) Good! Model putting the tortoise picture face up on your an object such as a toy car at
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desk, but separate from the cheetah picture. the top of each ramp. Point to
each one and ask Fast or slow?
• H
old up the rabbit picture and ask What’s this? Then ask Is a rabbit fast or
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Then let the cars go down the

slow? (fast) Say Good! Then point to the cheetah and tortoise pictures and
ramps. Ask again and let children
say A rabbit is fast. Which one is fast, a cheetah or a tortoise? (a cheetah) confirm their answers. Then put
G
Model putting the rabbit picture with the cheetah picture. children into pairs and tell them
• Repeat for the caterpillar picture. (slow; with tortoise picture) to experiment with making their
own ramps at different angles and
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• Say Fast and ask children to hold up their cheetah and/or rabbit pictures.
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making objects roll down. Walk

Then say Slow and ask children to hold up their tortoise and/or caterpillar
round the classroom asking Fast
pictures. Alternatively, name or show the picture of an animal and ask or slow?
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children to say fast or slow.

• A
sk children to do a pretend race with two of the cut out pictures. Model by
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holding the pictures of the rabbit and the tortoise next to each other. Then
move the pictures from left to right, with the rabbit going much faster. Tell
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children to do this with different pairs of pictures.
4 End the Lesson

@

Concepts Practice
Resources
Objective
• SC: R.1–R.4, 8.4
Demonstrate understanding of fast and slow • TR: R.1–R.4, 8.4
• Worksheet 8.6
Review: an aeroplane, a bike, a boat, a bus, a car,
a fire engine, a motorbike; fast, slow Materials
Recycle: a ball; a leaf; an ant, a caterpillar, a horse, • a small ball
a rabbit, a tortoise • pencils
ng
• a blanket or large piece of fabric (optional)
ni
ar
1 3
Le
SC: R.1 to each other. page 71. Point to the bus on the left and ask What’s
• Sing the Unit 8 Song: Tiny Little Boat TR: 8.4 / this? Then point to the exhaust and the speed lines
SC: 8.4 with children. Do the song actions while behind the bus. Make a fast motion with your hand or
c
you sing. Tell children to do them as well. body to show high speed. Ask Is this bus fast or slow?
hi (fast) Then point to the bus on the right. Say This is a
2 Review bus, too. Then point to the children’s bored faces and
the cars around. Make a slow motion with your hand
ap
• Bookwork Help children to open their books to page or body to show low speed. Ask Is this bus fast or
70. Point to the cheetah and ask Fast or slow? (fast) slow? (slow)
gr
Then point to the tortoise and ask Fast or slow? (slow) • Say Let’s do a sticker activity. Help children to find the
• T
ell children to stand in a circle. Begin to stamp your Unit 8 stickers at the back of their books. Point to one
eo
feet at a pace that is neither very fast nor very slow. of the tortoise stickers and ask What’s this? Then ask
Then begin to stamp faster and ask Fast or slow? Are tortoises fast or slow? (slow) Then point to one of
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• Gesture to children and say Now you do it. Say Fast the cheetah stickers and say This is a cheetah. Then
and tell children to stamp fast. Then say Slow and tell ask Are cheetahs fast or slow? (fast)
them to stamp more slowly. • Model peeling off one of the tortoise stickers. Hold it
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up and say Tortoises are slow. Then point to the bus

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• R
epeat this activity, this time clapping hands instead
of stamping feet. on the left and ask Is this bus slow? (no) Then point
to the bus on the right and ask Is this bus slow? (yes)
• H
old up a ball and ask What’s this? Then start
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Model putting the tortoise sticker on the picture with

passing the ball to the child on your right and say
the slow bus. Then tell children to do it.
Slow. Gesture for the child to continue passing the
at
ball round. After the ball is passed slowly all round the • Model peeling off one of the cheetah stickers. Hold
circle, start passing it round again, but this time say it up and say Cheetahs are fast. Then point to the
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Fast. bus on the left and say Is this bus fast? (yes) Model
putting the cheetah sticker on the bus. Then tell
• Modify for Success If the ball is being passed too
children to do it.
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quickly or too slowly, say Slow (stretching the vowel

sound) or Fast, fast, fast, accordingly, adding gestures • P
oint to the remaining pictures of the two boats, the
as needed for children to understand. motorbike, and the bike, and say Now you do it. Ask
children to decide which picture goes with each of
the remaining stickers. Walk round the classroom as
children work checking their progress and helping as
needed.
• When children finish, review the activity together. Ask
children to identify the vehicle in each picture and say
if it is fast or slow.
166 Unit 8
PRACTICE Stick and say the word.
■ Play the Unit 8 Song: Tiny Little
Boat TR: 8.4 / SC: 8.4. Tell
children to listen for the vehicle
and the speed in each part of the
song. For the parts of the song
about a fast boat, tell children
to pretend to row a boat quickly.
For the parts about a slow boat,
tell them to pretend to row a boat
slowly. For the parts of the song
about a fast car, tell children to
pretend to be steering a car that’s
going fast. For the parts about a
ng
slow car, tell them to pretend to
be driving slowly.
ni
■ ell children to stand in a circle
T
and hold onto the edges of a
blanket or large piece of fabric.
ar
Tell children to move the blanket
up and down. Call out Fast
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71 and tell children to move the
blanket quickly. Call out Slow
WOW_BrE_L2_SB_2682_U08_ptg01_066_073.indd 71 18/05/21 9:13 PM and tell children to move the
• Play the Transition Song TR: R.2 / SC: R.2 as you give a copy of blanket slowly. Go back and forth
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Worksheet 8.6 and a pencil to each child. between fast and slow a few
• W
orksheet Hold up the worksheet. hi Activity Worksheet 8.6
times.
Point to the horse in the first row ■ Challenge Put a small ball in
ap
and ask What’s this? Then ask Is a the middle of the blanket. Tell
horse fast or slow? (fast) Then point children to try to keep the ball on
to the rabbit and ask Is a rabbit fast the blanket while bouncing the
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or slow? (fast) Then point to the blanket up and down. Call out
tortoise and ask Is a tortoise fast or Fast and tell children to bounce
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the ball quickly. Then call out

slow? (slow) Ask Which one doesn’t
Slow and tell them to bounce
belong? (tortoise) If necessary, help
it slowly.
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children understand doesn’t belong. Welcome to Our World 2
If possible, take children outside

■
Say That’s right! Let’s cross out the
to watch passing vehicles. Ask
tortoise. Model putting an X over the

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children to say if each is going

tortoise. Tell children to do the same.
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fast or slow. If going outside isn’t

• Point to the ant in the next row and ask What’s this? Then ask Is an ant fast possible but your classroom has
or slow? (slow) Repeat for the caterpillar and the rabbit. Then ask Which got a window facing the road, tell
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one doesn’t belong? Children identify the rabbit as the only fast item and children to gather at the window
cross it out. instead.
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• Point to the last row and say Now you do it. Walk round the classroom as
children work, checking their progress and helping as needed.
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• When children finish, review this last row together. Make sure that children
identify each item, say if it is fast or slow and then identify the one that
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doesn’t belong. (the bike)
4 End the Lesson

pages 172–173.

a pencil
Resources
Objective
• SC: R.1–R.4, 8.4, 8.6
Answer questions using Yes, they are and • TR: R.1–R.4, 8.4, 8.6
No, they aren’t. • Worksheet 8.7
Language
New: Yes, they are.; No, they aren’t. Materials
Review: an aeroplane, a bike, a boat, a bus, a car, a • toy vehicles
fire engine, a motorbike; fast, slow • blue and red crayons
ng
Recycle: a train; an insect, a rabbit, a tortoise; big, small; • pencils
ni
• Point to the bus again and ask Are buses slow? What
Warm Up
ar
1 do you think? Point to your head as you say think.
• Say Hello! or Hi! to each child. Tell children to greet Then say Are they slow? Put up your hand to show
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you and each other. children that they should put up their hand if they think
• Tell children to sing the Hello Song TR: R.1 / buses are slow. Hold up the blue crayon and say to
SC: R.1. those children You colour the bus blue. Give children
a few minutes to colour their buses. NOTE: Help
c
• Sing the Unit 8 Song: Tiny Little Boat TR: 8.4 /
hi children to understand that all answers are correct by
SC: 8.4 with children. Do the song actions while
saying [Aiko], show us your bus. Say [Aiko’s] bus is
you sing. Tell children to do them as well.
red. Then say [Nori], show us your bus. Say [Nori’s]
ap
bus is blue. They are different. That’s OK.
2 Review • Say Now you do it. Give children time to colour each
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• Point to your eye and say Watch. Then ask Fast or of the vehicles in the picture either blue or red. Walk
slow? Clap your hands very quickly, until children say round as they work, pointing to a vehicle in a child’s
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fast. Then clap your hands very slowly, until children book and asking What’s this? Fast or slow?
say slow. Repeat with other actions, such as walking • S
ay Listen if you play the audio of the language
round very slowly and very quickly, and drumming on
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model or Watch if you play the video. Play TR: 8.6 /

a desk with your hands very slowly and very quickly. SC: 8.6 twice.
• S
how children a toy car, bus, train or other vehicle. Parrot: Are bikes fast?
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Say Fast and model pushing it round quickly. Then Monkey: Yes, they are.
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say Slow and model pushing it round slowly. Elephant: No, they aren’t.
• Challenge Choose a child to give the instructions • Ask Are bikes fast? Gesture to a child who coloured
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fast or slow while another child moves the toy vehicle. his or her bike red. Prompt the child to answer Yes,
they are. Then ask a child who coloured his or her
at
3 Use the Language bike blue. Prompt the child to answer No, they aren’t.
• If you use the video option to present the language
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• Bookwork Give each child a blue and a red crayon.

Help children to open their books to page 72. Say model, draw children’s attention to the aeroplane that
Point to the bus. Children point to the bus. Then say flies by at the end of the scene. Ask Are planes fast?
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A bus. Tell children to repeat. Repeat the sequence Point to a child who coloured his or her plane red.
for the other vehicles. Walk round as you give the Prompt the child to answer Yes, they are.
instructions to check that children are pointing to the • Repeat this sequence with other vehicles and other
correct items. children.
• P
oint to the bus and ask Are buses fast? What do you • Modify for Success If children are having trouble
think? Point to your head as you say think. Then say remembering the long answer, tell them to say yes, as
Are they fast? Put up your hand to show children that you rephrase Yes, they are. (no; No, they aren’t.) Tell
they should put up their hand if they think buses are children to repeat the long answer.
fast. Hold up the red crayon and say to those children
You colour the bus red.
168 Unit 8
LANGUAGE IN USE Colour. Listen, point and say. TR: 8.6
Are bikes Yes, they No, they Additional Activity

fast? are. aren’t. ■ ell children to use Yes, they are
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and No, they aren’t to answer
other questions. For example,
ask:
–– Are rabbits fast?
–– Are trains slow?
–– Are aeroplanes big?
–– Are pencils big?
–– Are insects small?
■ ut children into pairs. Give one
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child a toy vehicle to move and tell
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the child to ask Are [cars] fast?
Tell the other child to answer Yes,
they are or No, they aren't. The
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child with the vehicle moves it
fast or slow, based on the answer.
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After a few turns, tell children
to swap roles. Walk round the
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72 Unit 8 classroom while children work,
helping as needed.

• P SC: R.2 as you give a copy
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of Worksheet 8.7 and a pencil to each child. Make two copies of the
worksheet for yourself. hi
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orksheet Hold up a worksheet.
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Point to the picture of the car and Activity Worksheet 8.7
ask What’s this? Then point to the

tortoise and ask Are tortoises fast
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or slow? (slow) Then, pointing to

both the tortoise and the car, ask
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Are cars slow? What do you think?

Point to your head as you say think.
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Children answer Yes, they are or

No, they aren’t.
• Point to a child who says No, they

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aren’t. Say [Manuel] says cars aren’t slow. Model putting an X over the
tortoise. Then point to the cheetah and ask Are cheetahs fast or slow?
(fast) Then ask [Manuel], are cars fast? Say [Manuel] says cars are fast.
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Model circling the cheetah.

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• F
ind a child who thinks cars are slow and repeat the sequence on another
copy of the worksheet. Circle the tortoise and put an X over the cheetah.
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• Point to the rest of the items and say Now you do it. Make sure children
understand it is OK to have different answers. Walk round the classroom,
helping as needed.
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• W
hen children finish, review each of the items together. For each item, ask
Are [buses] slow? Tell children who circled the tortoise to answer Yes, they
are. Tell children who crossed out the tortoise to say No, they aren’t.
4 End the Lesson

• S SC: R.4. Tell children to wave Activity Book page 38.
goodbye to each other as they sing. Teacher’s notes available on
pages 172–173.
Language in Use 169

Resources
Demonstrate ability to use Unit 8 vocabulary, • Flashcards 70–78
concepts and language independently • Mini Flashcards 70–78
• Assessment Worksheets 8.8a–8.8b
Project Objective • Activity Book page 48
Make an aeroplane
Language Materials
Review: an aeroplane, a bike, a boat, a bus, a car, • scissors and glue
a fire engine, a motorbike; fast, slow; Yes, they are., Project: two craft sticks per child, felt tips, blue paper,
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No, they aren’t. glue, cotton wool balls
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• Tell children to sit at tables. Put a set of Mini
Warm Up
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1 Flashcards 70–78 face down on each table in two
• Say Hello! or Hi! to each child. Tell children to greet piles: the vocabulary (Mini Flashcards 70–76) in one
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you and each other. pile and the concepts (Mini Flashcards 77–78) in the
• Tell children to sing the Hello Song TR: R.1 / other. Model the activity by sitting at one of the tables.
SC: R.1. Tell children to gather round. Turn over a vocabulary
mini flashcard, for example the bike mini flashcard,
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ell children to sing the Unit 8 Song: Tiny Little Boat
• T
hi and ask Are bikes slow? Then choose a child at the
TR: 8.4 / SC: 8.4. NOTE: At this point, children
table to turn over a concept mini flashcard. If the word
will know the song and actions well enough to perform
matches the question (slow in this case), the child
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it. Ask children to perform the song for another class,
answers Yes, they are. If the word doesn’t match
or invite families to stay to listen to the song at drop-
(fast in this case), the child answers No, they aren’t.
off time.
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Children take turns turning over the mini flashcards

and asking and answering the questions. Make sure
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that children shuffle the concepts mini flashcards after

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old up one of Flashcards 70–76, covering most each turn so that they can’t guess which one they will
of it with a piece of paper. Little by little, reveal the be picking next.
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picture until children guess the word correctly. When

they do, confirm by saying That’s right! It’s a [boat]. 3 Project
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Then display the flashcard where children can see it.

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Repeat for the rest of the flashcards.

Unit 8 Project. Point to the photo of the completed
• Pretend to be driving a car and ask What’s this? Ask project and say Let’s make an aeroplane.
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children to guess. Then pretend to drive the car more

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ive each child two craft sticks, a piece of blue paper
quickly. Ask Fast or slow? Children call out fast.
and a few cotton wool balls. Put felt tips and glue on
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oint to the flashcards and say Now you do it. Invite a each table.
child to come to the front and pretend to be in one of
• Tell children to colour both craft sticks the same
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the vehicles. Ask children to guess the vehicle. Then

colour. Then tell them to draw black markings on
tell the child to go fast or slow and ask children to call
one craft stick to look like the front window and
out fast or slow.
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the passenger windows on an aeroplane, and

• Continue this game until each child who wants a turn then markings on the other craft stick to look like
pretending to be in a vehicle has had one. the engines. Tell children to look at the completed
• Hold up either the fast or slow flashcard and say aeroplane as an example. Help as needed.
Start! Tell children to move their bodies in any way • Model gluing one craft stick on top of the other so that
they want, but following the speed on the flashcard. together they make an aeroplane.
Gesture or model as necessary. After a few seconds,
• Tell children to glue the craft stick aeroplane onto
say Stop! Repeat a few times with the same or a
the middle of the blue paper. Then tell them to glue a
different flashcard.
few cotton wool balls round the aeroplane to look like
clouds.
• Tell children to show each other their aeroplanes.
170 Unit 8
PROJECT Make an aeroplane.
1 2
Worksheets 8.8a and 8.8b,
scissors and glue to each child.
■ Hold up Worksheet 8.8a. Point to
each item and ask What’s this?
Then tell children to cut out the
pictures along the dotted lines.
3 4 Assessment Worksheet 8.8a Name:
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73
4 Apply
wow2e_BrE_l2_u08_aw8.8a.indd 2 27/06/21 7:32 AM
Hold up Worksheet 8.8b. Point to
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■
the tortoise and ask Fast or slow?

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• Choose a volunteer to move round the classroom with his or her aeroplane
to pretend it’s flying. Ask a child Are aeroplanes fast? If the child answers
Repeat for the cheetah.
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Yes, they are, tell the volunteer to move the aeroplane quickly. If the answer 8 Boats, Cars, Bikes
Assessment Worksheet 8.8b Name:
is No, they aren’t, tell the volunteer to move the aeroplane slowly. After a
few children answer, choose a new volunteer to fly his or her aeroplane as
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you ask children the question again.

• Use the project to practise vocabulary and concepts learnt throughout the
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level. Hold up one of the finished projects. Point to the clouds and ask Are
the clouds white? (Yes, they are.) Follow up with How many clouds are
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there? (There are [seven] clouds.) Point to the sky and ask What colour is
the sky? (It’s blue.) Point to the aeroplane and ask Are aeroplanes fast?
(Yes, they are.) Then point to one of the windows on the aeroplane and ask
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How many windows on the aeroplane? (There are [ten] windows.) NOTE:
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Make sure that there are no more than 10 windows when you ask this wow2e_BrE_l2_u08_aw8.8b.indd 2 27/06/21 7:32 AM
question. ■ Hold up the boat picture and ask

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Are boats fast or slow? Gesture

5 End the Lesson to a child who says that boats are
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slow. Say [Danica] thinks boats

• Sing the Tidy Up Song TR: R.3 / SC: R.3 while children help you to tidy are slow. [Danica] puts the boat
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up the materials used in the lesson. here. Point to the column with the
how children the ‘WOW! I can’ stickers at the back of their books. Tell
• S tortoise. Then gesture to a child
who says that boats are fast. Say
children to put one of the stickers in the ‘I can talk about transport.’ box
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[Raja] thinks boats are fast. [Raja]

on page 78 of their books.
puts the boat here. Point to the
• S SC: R.4. Tell children to wave column with the cheetah.
goodbye to each other as they sing. ■ Say Now you do it. Tell children
to decide if each vehicle is fast
or slow, and then glue it onto the
corresponding side of the chart.
■ Walk round the classroom asking
each child Are [cars] [fast]? Tell
Activity Book page 48. the child to point to the item on his
Teacher’s notes available on or her chart and answer Yes, they
pages 172–173. are or No, they aren’t.

Activity Book
8 Boats, Cars, Bikes SONG Listen and point. Colour. TR: AB.8.2
VOCABULARY Look and say. Listen and circle. TR: AB.8.1

Resources Resources
•• Student’s Book Colours will vary.
page 68 page 69
•• TR: AB.8.1 •• TR: AB.8.2–8.3
THE SOUNDS OF ENGLISH Listen and say. Circle. TR: AB.8.3 Materials
•• crayons
35 36 Unit 8
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• Help children to open their Activity Books to page 35. • Help children open their Activity Books to page 36.
• Hold up your book and point to the big picture. Ask Hold up your book and ask What can you see? (an
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What can you see? Ask children to point to the aeroplane, a boat, a bike, a bus, a car, a motorbike;
different vehicles they can see, saying I can see [a Children might also name the boy and the girl.)
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fire engine]. (aeroplane, bike, boat, car, fire engine, • Say Listen and point. Play the Unit 8 Song
motorbike) TR: AB.8.2. Tell children to listen for the names of
• Say Listen and point. Play TR: AB.8.1. Tell children the vehicles and point to them in the picture. (a boat,
a car)
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to listen to the sounds and point to the vehicles that
match the sounds. hi • Say Listen and colour. Play the song again. Children
Listen! What is it? [a fire engine’s siren] colour the boat and the car.
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Listen! What is it? [a car’s horn honking/beeping]
As Homework
Listen! What is it? [a bell ringing on a bike]
• Children listen to the Unit 8 Song TR: AB.8.2 and
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Listen! What is it? [an aeroplane taking off] point to and then colour the boat and the car. Then
• Say Let’s listen and circle. Play TR: AB.8.1 again. they point to and name all the other vehicles in the
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Pause after the first vehicle sound and ask What is picture.
it? Children say It’s a fire engine. Model finding and
circling the fire engine in the picture. Tell children to do In Class – The Sounds of English
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the same. • Say Listen. Play TR: AB.8.3 and tell children to just
• Say Now you do it. Continue playing TR: AB.8.1, listen. Play it again and tell children to repeat the
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pausing after each vehicle sound. (a car, a bike, an sound and the words.
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aeroplane) /aɪ/ bike; /aɪ/ eyes; /aɪ/ rice

• Walk round the classroom, checking children’s work. • Point to the first photo and say Bike. Can you hear
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Say Well done! /aɪ/? Gesture to show that bike has got the /aɪ/ sound.
Tell children to circle it.
As Homework
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• Point to the next photo and say Insect. Can you hear
• Children point to the different vehicles in the picture /aɪ/? Gesture to show that this hasn’t got the same
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and say their names. Then they listen to TR: AB.8.1 sound.
and circle the pictures of the vehicles that match the
• Repeat for the other photos. (eyes, bus, rice) Tell
sounds.
children to circle the eyes and the rice.
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As Homework
• Children listen to TR: AB.8.3 and repeat the /aɪ/
sound and the words. Then they circle the photos with
the /aɪ/ sound. (bike, eyes, rice)
172 Unit 8
CONCEPTS Colour red for fast. Colour blue for slow. LANGUAGE IN USE Listen. Trace and draw. Say. TR: AB.8.4
Resources Are bikes fast?

Yes, they are.
No, they aren’t.
Resources
page 71 page 72
•• TR: AB.8.4
Materials
•• crayons Materials
•• crayons
(optional)
Unit 8 37 38 Unit 8
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In Class In Class
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• Act out walking slowly on the spot. Ask Slow or fast? • Help children to open their Activity Books to page 38.
Tell children to say slow. Act out running fast on the • Hold up your book and point to the mascots. Say
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spot and tell children to say fast. Tell children to stand Listen. Play TR: AB.8.4. Parrot: Are bikes fast?
up. Say Slow and Fast several times at random and Monkey: Yes, they are. Elephant: No, they aren’t.
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tell children to run or walk slow or fast on the spot. • Point to the incomplete car and ask What’s this? What
• Tell children to sit down. Help them to open their do you think? Point to your head as you say think.
Activity Books to page 37. • Say Let’s trace. Model tracing along the dotted lines,
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• Hold up your book. Point to the picture of an first with your finger and then with a pencil. When you
aeroplane flying and ask Slow or fast? Children say hi finish, say That’s right! It’s a car. Are cars fast? Tell
fast. Hold up a red crayon and say Colour red for fast. children to answer Yes, they are or No, they aren’t.
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Model colouring the aeroplane red. Tell children to trace the lines to complete the car.
• Point to the picture of the caterpillar and ask Slow or • Point to the incomplete boat and say Now you do it.
fast? Children say slow. Hold up a blue crayon and say Tell children to trace the dotted lines to complete the
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Colour blue for slow. Model colouring the caterpillar blue. boat. When children finish, ask What’s this? (a boat)
• Say Now you do it. Tell children to decide if the That’s right! It’s a boat. Are boats fast? Tell children to
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things in the pictures are fast or slow, and to colour answer Yes, they are or No, they aren’t.
them red or blue accordingly. Make sure that children • If there’s time, tell children to colour the pictures.
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understand that they can choose, so not all answers

will be the same. Walk round the classroom, helping As Homework
as needed. • Children trace the dotted lines to complete the
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pictures of the car and the boat. Then they listen to

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As Homework TR: AB.8.4. They answer using Yes, they are or No,
• Children decide if the items in the picture are fast they aren’t. Children can also colour the pictures.
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or slow. They colour the fast items red and the slow
items blue.
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Review Activity • Say Let’s play! Tell children to put a small toy at the
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Unit 8
REVIEW Look and say.
beginning of the game.
Materials • Alternate saying One or Two. Tell children to move
•• a small toy to use as
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the game piece the correct number of spaces. Tell

a game piece children to name the vehicle that is shown in the
space they land on. Then ask them to say if the
vehicle is fast or slow.
48
As Homework
In Class • A parent or carer says one or two, alternating every
• Help children to open their Activity Books to page 48. time. Children move their game pieces that number
• Hold up your book and say Look. Point to the vehicles of spaces on their game boards. Children name the
and ask What can you see? For each vehicle, ask Fast vehicle for the space that they land on and say if it’s
or slow? fast or slow.
Activity Book 173

Units 5–8 Review Language
Student’s Book pages 74–75 (eight) to 10 (ten); different, same; fast, slow;
8
What can you [see]? I can see [a crayon].
Objective
Review Units 5–8 Vocabulary, concepts and Resources
language models • TR: 8.7 • Flashcards 42–78
• Activity Book pages 39–40
Language
Review: boots, a coat, a hat, a jumper, sandals, Materials
shorts, a T-shirt; an ant, a bee, a butterfly, a caterpillar, • crayons; small objects to use as game pieces
a ladybird, a leaf, a rock; angry, crying, happy, (one per child); 10–15 cards, each one with
laughing, sad, smiling, tired; an aeroplane, a bike, a either a blue, a red or a yellow flower marking
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boat, a bus, a car, a fire engine, a motorbike; cold, hot; on it (one set per pair)
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REVIEW Listen and colour. TR 8.7 GAME Play and say.
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74 Units 5–8 75
• Point to each item of the girl’s clothing and ask What’s

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1 Review
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this? Then point to the hat and the trousers and ask
• Display the Unit 5–8 openers and use them to review about each What colour is it? (pink, blue)
vocabulary and language models.
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• Point to some of the animals and ask What animals

• Make a pile with Flashcards 42–78, mixing them in can you see? (ants, bees, a butterfly, caterpillars,
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random order. Hold the flashcards up, one at a time, ducks, ladybirds) Point to two of the same insects, for
and ask What’s this? When appropriate, ask follow- example, two ladybirds, and ask Are they the same
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up questions such as Are you [wearing a coat?], Are or different? Then point to a ladybird and the butterfly
you [sad]?, Is [the boat] fast or slow? Ask a different and ask Are they the same or different? (different)
child each time and continue until all children have Repeat this with other pairs of items from the picture.
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had a turn. • Point again to the ladybirds and ask How many
ladybirds are there? Tell children to answer There
2 Activity are eight ladybirds. Repeat this for the other animals.
(10 ducks, 1 butterfly, 2 caterpillars, 9 ants, 8 bees)
page 74. Give each child a black, a brown, an orange, • Point to each vehicle and ask What’s this? (a bike, an
a red, a yellow and a white crayon. aeroplane, a boat) Then point again to each one and
ask Are [aeroplanes] fast or slow? Tell children to give
• Hold up the page and say Look at the girl. Is she sad?
their opinions, using Yes, they are or No, they aren’t.
(no) Is she tired? (no) Is she smiling? (yes) Then say
That’s right! How is she feeling? (happy)
174 Units 5–8

• Point to your ear and say Listen. Play TR: 8.7, pausing Activity Book
after the first item.
The ladybirds are red. The ladybirds are red. Review Materials
What is different? Colour and say. Colours will vary.
The rock is brown. The rock is brown. •• crayons

The jumper is white. The jumper is white.
The boots are yellow. The boots are yellow.
The boat is black. The boat is black.
The aeroplane is orange. The aeroplane is orange.
• Say Find the ladybirds. Tell children to point to the
ladybirds. Ask What colour? (red) Play the first item
Units 5–8 39
again if necessary. Then model colouring the ladybirds

In Class
red. Tell children to do the same.
• Say Now you do it. Point to your ear and say Listen
and colour. Play TR: 8.7 all the way through. Give • Point to something that is the same in the two
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children time to find and colour each item, pausing if pictures, such as the trees, and ask Are they the
necessary before moving on to the next item. same or different? Children say the same.
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NOTE: Children can choose to leave the jumper • Point to something that is different in the two pictures,
white or to colour it with the white crayon. such as the suns, and ask Are they the same or
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different? Children say different.
• Walk round the classroom as children work, helping as
needed. • Say Colour things that are different. Children colour
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all the things in the pictures that are different. Help
3 Play the Game as needed. Then review as a class.
• Before the lesson, prepare stacks of 10–15 cards, each As Homework
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with either a blue, a red or a yellow flower to match the • Children look at the pictures. Then they colour and
flowers on the game board. hi name all the things that are different.
• Put children into pairs and give each child a small
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Resources
Listen and say. Listen and circle. TR: AB.8.5, AB.8.6
object, such as a coin or a rubber, to use as a game 1

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2 3
10 4
8
5
piece. Give each pair a stack of cards. 0 9 9 •• TR: AB.8.5–8.6

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page 75. Point to the butterfly and ask What’s this?
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Repeat for each item. For the faces, ask, for example,
Happy or sad?
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• Point again to the butterfly in the top left corner and 40 Units 5–8
say We start at this butterfly. Point to the other butterfly

and say We end at this butterfly. Trace your finger In Class

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along the path to help children to understand how they • Help children to open their Activity Books to page 40.
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are supposed to move along the board. • Say Listen and say. Play TR: AB.8.5, pausing after
• Tell children to gather round you. Model playing the the first question. How many aeroplanes are there? /
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game with a child. Model putting a game piece on the Are aeroplanes fast? / How many cars are there? /
butterfly and tell your partner to do the same. Then How many bikes are there? / Are bikes fast?
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model taking a card from the stack. Hold it up and say • Tell children to count the aeroplanes with you and
the colour on the card, for example, It’s [red]. say There are eight aeroplanes. Continue with the
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• Model moving your game piece to the first [red] flower. rest of the questions.
Encourage your partner to ask you What’s this? and • Say Now listen and circle. Play TR: AB.8.6, pausing
respond It’s [a motorbike]. Now tell your partner to after each question to let children circle the answer.
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take a card, look at the colour and put his or her game Then play the answer for them to check.
piece on the matching space. Ask What’s this? for the How many aeroplanes are there? There are eight
item on the space and tell the child to respond It’s a aeroplanes. / Are aeroplanes fast? Yes, they are.
[caterpillar]. / How many cars are there? There are nine cars. /
• Say Now you do it. Tell children to play in pairs on How many bikes are there? There are eight bikes. /
a single board game. Walk round the classroom as Are bikes fast? No, they aren’t.
children work, helping as needed. NOTE: Children can
get to the last butterfly with any of the colours. To win, As Homework
the child must identify the insect as a butterfly. • Children listen to TR: AB.8.5 and pause after each
question to say the answer. Then they listen to
TR: AB.8.6 and circle the answers.
175
Thank you to the educators who provided invaluable feedback during the development
of Welcome to Our World Second Edition:
EXPERT PANEL
Rebecca Babel, American Language Center, Morocco

Laurie Campbell Miller, Apollo Education and Training Organisation, Ho Chi Minh City
Ryan Chu, Apollo Education and Training Organisation, Ho Chi Minh City
Agnieszka Groborz, eduSmart Szkoła Angielskiego, Poland
Alison K. Hasegawa, Miyagi University of Education, Sendai
Qiang Guan, Liaoning Bayuquan EM English, Dalian
Anna Karanikola, Karanikola Language School, Greece
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Gisela Murai, Gigi’s English Delivery, Kasugai
Chi Hieu Nguyen, Innovative Education Group, Hanoi
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REVIEWERS
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Elżbieta Borowiec, T.E. Sokrates, Poland
Marina Casellas, Thames British School, Spain
Daniel Cheung, Ellson English School, Shijiazhuang
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Tatiana Chiquito Gómez, Universidad Pontificia Bolivariana, Colombia
Ivana Chmelarova, freelance, Czech Republic hi
Micaela Dominguez, Britannia Institute, Argentina
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Jasmina Falge, Elementary School Dr. Edvarda Benese, Czech Republic
Mabel Esinam Fiagbe, Oxford Intercultural School, Mexico
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Alexa Franco, Nuevo Colegio del Prado, Colombia

Midiam Golino, Colégio Cristo Rei, Brazil
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Luz Mary Jaramillo Benjumea, Colegio Bethlemitas Bello, Colombia

Jana Jilkova, ICV & Pedagogical Faculty, Charles University, Czech Republic
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Su Jing, USKid, Beijing

Sarah Kim, GN Education, Seoul
Fiona Lamb, Thames British School, Spain
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Chingchuan Li, Fuhsing Private School

Irene Liu, Yilian, Guiyang
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Stella Liu, Best Elected, Beijing

Jaime Bonilla Salinas, Global Language Training UK, Colombia
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Mariana Seccato, Colégio Celtas, Brazil

Ianina Sivakova, Britannica School, Ukraine
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Augustine Triantafyllides, So Easy, Greece

Maria Tzouvaras, ELS, Greece
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Jiyun Xiong, Kidsinmind, Chengdu

Ping Yuan, Nanjing Shuangyuzuo, Nanjing
Monica Zambuto, Global Home, Spain
Yu Zhao, Zhengzhou Dashan Language Training School, Zhengzhou
176
LEARNING
SECOND EDITION
THREE-STEP VOCABULARY ROUTINE

Step 1: Warm Up
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• Help children open their Student’s Books to the Unit Opener and Vocabulary pages.
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• Connect to children’s background knowledge by looking at the Unit Opener photo. Encourage
children to describe what they can see on the page.
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• Say Look. Then point to the photo and ask simple, relevant Wh- questions:
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Who is this? What can you see? Where is this? What colour is it?
• Say Now let’s say the chant. Play the Unit Chant audio track.
• Have children say the Unit Chant together. Tell them to point to the photo when they say the word.
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Step 2: Present
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• Say each target word aloud while pointing to the photo on the Vocabulary page.
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• Have children repeat each target word twice.

• Play the Vocabulary audio track or video scene or say each target word yourself. Tell children
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to listen, point, and say.

• Play the Vocabulary audio track while showing flashcards or theme-related real objects or play
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the Vocabulary video scene.

• Check comprehension by asking children to:
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s name each word correctly with a flashcard.

act out target vocabulary words when possible.
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Step 3: Practise
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• Help children open their Student’s Books to the Vocabulary Practice page.
• Point to items on the page and ask What can you see? What’s this? Ask children to tell you the
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name of each item.

instructions and doing the action while children watch. Then help children complete the activity.
Have them say the vocabulary words as they do the activity.
s Personalise instructions by connecting the vocabulary to children’s own lives. For example, if the
vocabulary is about clothes, ask them to bring their favourite item of clothing in to Show and Tell.
s Play a vocabulary game such as ‘Simon Says’, charades, or flashcard games such as
‘What’s missing?’
© 2022 Cengage®. 177
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LEARNING
SECOND EDITION
THREE-STEP SONG ROUTINE

Step 1: Warm Up
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• Connect to children’s background knowledge by reviewing previously learnt vocabulary.
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• Use flashcards or theme-related real objects. Hold each one up and ask What’s this?
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• Reinforce target vocabulary by playing fun games, for example, ‘Simon Says’ or charades.
• Play the Unit Song audio track or video scene and have children respond as they listen with
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a focus. Tell them to stand, clap, or act out words when they hear target vocabulary or the
unit theme.
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Step 2: Present
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• Help children to open their Student’s Books to the Song page.
• Ask them to describe what they see on the page. Ask relevant questions while pointing to the
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page: Who is this? Where is this? What can you see? What colour is it? How many?
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• Say Let’s listen to a song. Play the Unit Song audio track or video scene. Point to the Song
page or the video when it shows something from the song lyrics.
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• Teach the Unit Song line by line. Then repeat, this time with the gestures.
• Tell children to listen and watch as you sing and do the gestures for each line of the song, and
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then repeat.
• Play the song two more times. Encourage children to sing and do the gestures as they listen.
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Step 3: Practise
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• Play the audio track for The Sounds of English for the target sound, or make the sound
yourself for children to repeat.
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• Play the Unit Song and encourage children to respond as they listen with a focus to
The Sounds of English, especially sounds that are hard to pronounce.
• Tell them to raise their hands, stand, or hold up cards when they hear the target sound.
• Repeat the song for additional practice, but make it fun by singing it faster or softer each time.
• Encourage children to personalise the song. For example, if the song is about animals, ask
children to sing about their favourite animals.
© 2022 Cengage®. 179

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LEARNING
SECOND EDITION
THREE-STEP CONCEPTS ROUTINE

Step 1: Warm Up
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• Connect to children’s background knowledge by reviewing language taught earlier in the unit.
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Use flashcards, other visuals, gestures, and/or real objects to review.
• Play the Unit Song audio track or video scene and tell children to listen.
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• Ask children to listen and watch as you sing the song and do the gestures.
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• Then say Now let’s all sing the song. Play the song two more times.
• Encourage children to sing along and do the gestures with you.
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Step 2: Present
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• Help children to open their Student’s Books to the Concepts page.
• Connect the concepts to children’s background knowledge. For example, if you are teaching
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the numbers 8–10, hold up relevant numbers of items and ask children to count them.
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(Student’s Book 2, Unit 6)

• Ask children to look at the photo(s) on the Concepts page as they listen, point, and say. Play
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the Concepts audio track or video scene or say each concept word yourself.
• Model applying the concepts to vocabulary taught earlier in the unit and in prior units. Use
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flashcards, other visuals, gestures and/or real objects to review.

• Help children to demonstrate and act out the concepts. Encourage children to participate by
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saying the words out loud or by acting them out.

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Step 3: Practise
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• Have students open their Student’s Books to the Concepts Practice page.
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• Have children do the Concepts Practice activity. Model it first by saying each word in the
instructions and doing the action while children watch.
• Help children to complete the activity. Encourage them to use the concepts and vocabulary words
as they talk about the stickers they have placed on the page, for example, Ten ants.
(Student’s Book 2, Unit 6).
© 2022 Cengage®. 181

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LEARNING
SECOND EDITION
THREE-STEP LANGUAGE IN USE ROUTINE

Step 1: Warm Up
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• Connect to children’s background knowledge by reviewing vocabulary and concepts taught
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earlier in the unit.
• Use flashcards, other visuals, gestures and/or real objects to review.
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• Help children open their Student’s Books to the Language in Use page.
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• Have children describe what they can see on the page.
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Step 2: Present
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• Use target vocabulary while pointing to the picture(s) on the Language in Use page.
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• Model the language. For example, say Where’s the book? It’s on the table. (Student’s Book 2,
Unit 1)
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• Say Now listen. Play the Language in Use audio track or the video scene of the language
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model two times to present the model.

• Say Now listen and say. Play the audio track or video scene of the language model again and
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ask children to repeat.

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Step 3: Practise
• Use target language to ask questions and say statements about the picture(s) on the Language in
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Use page. For example, How many horses are there? There are 3 horses. (Student’s Book 2, Unit 4)
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• Say Now you do it. Tell children to practise the language model.
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• Give instructions and ask children to do the Language in Use activity. Model it first by saying
each word in the instructions and doing the action while children watch. Then help children to
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do the activity.
• Ask children to share their completed activity in pairs or small groups. Encourage them to use
the target language.
• Apply language to new contexts.
s Use real objects, photos or flashcards that students are already familiar with to practise
target language.
s Try to connect the target language to students’ interests or their lives.
© 2022 Cengage®. 183

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LEARNING
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SECOND EDITION
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American English
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FOR STUDENTS LEVEL 1 LEVEL 2 LEVEL 3
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Student’s Book 978-0-357-50782-7 978-0-357-50734-6 978-0-357-50735-3
Student’s Book with Online Practice 978-0-357-63820-0 978-0-357-63821-7 978-0-357-63822-4
and Student’s eBook
Activity Book 978-0-357-50736-0 978-0-357-50737-7 978-0-357-50738-4
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Online Practice and Student’s eBook 978-0-357-63817-0 978-0-357-63818-7 978-0-357-63819-4
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FOR TEACHERS
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Lesson Planner 978-0-357-50739-1 978-0-357-50740-7 978-0-357-50741-4

Classroom Presentation Tool 978-0-357-63811-8 978-0-357-63812-5 978-0-357-63813-2
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Flashcards 978-0-357-50870-1 978-0-357-50871-8 978-0-357-50872-5

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Posters 978-0-357-50858-9 978-0-357-50859-6 978-0-357-50860-2

Big Book Anthology 978-0-357-50861-9 978-0-357-50862-6 978-0-357-50863-3
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British English
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FOR STUDENTS LEVEL 1 LEVEL 2 LEVEL 3

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Student’s Book 978-0-357-54267-5 978-0-357-54268-2 978-0-357-54269-9

Student’s Book with Online Practice 978-0-357-54307-8 978-0-357-54308-5 978-0-357-54309-2
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and Student’s eBook

Activity Book 978-0-357-54270-5 978-0-357-54271-2 978-0-357-54272-9
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Online Practice and Student’s eBook 978-0-357-54298-9 978-0-357-54299-6 978-0-357-54300-9
FOR TEACHERS
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Lesson Planner 978-0-357-54273-6 978-0-357-54274-3 978-0-357-54275-0

Classroom Presentation Tool 978-0-357-54292-7 978-0-357-54293-4 978-0-357-54294-1
Flashcards 978-0-357-54289-7 978-0-357-54290-3 978-0-357-54291-0
Posters 978-0-357-54282-8 978-0-357-54283-5 978-0-357-54284-2
Big Book Anthology 978-0-357-54285-9 978-0-357-54286-6 978-0-357-54287-3
SECOND EDITION
2 LESSON PLANNER
THE WORLD IS WAITING

Teach English through music, motion and culture with Inside Every Welcome to Our World Lesson Planner:
Welcome to Our World Second Edition, a 3-level series for very • Teaching notes for every Student’s Book lesson, including
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young learners of English. additional activities with illustrative support and suggestions
Shape young global citizens and celebrate diversity through for warming up and ending lessons
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traditional songs sung by children around the world and global • Clear lists of expected student objectives, language coverage
topics with real-world photos, content and video. and teaching resources for every unit and lesson
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Prepare learners for school with projects, games and activities Around
• the World and About the Photo boxes, with useful
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that practise academic, social-emotional, self-care and motor skills information about the unit songs and real-world photos
with integrated values instruction. School
• Readiness and Differentiated Instruction notes,
Teach confidently and engage parents with step-by-step lesson with suggestions for whole-child teaching
plans, classroom presentation support, professional development
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The
• Sounds of English sections, for developing phonemic
materials and home-school resources. hi awareness and a solid foundation for phonics and spelling
With preparation for literacy, numeracy and phonics, and a focus • End-of-unit Assessment Worksheet instructions for easy
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on real communication in English, Welcome to Our World prepares formative assessment opportunities
very young learners to use English and join a world that’s waiting • Student’s Book audio and video scripts
for them.
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• Activity Book teaching notes with answer keys

ELTNGL.com/welcometoourworld Companion
• Site access for teacher resources,
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including audio, video and assessment

CEFR correlation
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Pre-A1 A1
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BRITISH ENGLISH
LEARNING
Bringing the world to the classroom
and the classroom to life
ELTNGL.com
A PA RT O F C E N GAGE

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@

National Geographic Learning, © 2022 Cengage Learning, Inc.

Publisher: Rachael Gibbon ® Marcas Registradas

Charlotte Ellis (Europe, Middle East and Africa)

Composition: Lumina Datamatics Ltd. Visit our corporate website at www.cengage.com

All illustrations are owned by © Cengage.

Printed in the United Kingdom by Ashford Colour Press Ltd.

Teaching with Welcome to Our World . . . . 15

Can You Help Me? . . . . . . . . . . . . . . . . . . . . . 22

Unit 1 Table, Scissors, Crayons . . . . . . . . . . . . . . . . . 28

Unit 3 I Like Rice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Review / Game Units 1–4 . . . . . . . . . . . . . . . 100

Unit 5 Shorts and Jumpers . . . . . . . . . . . . . . . . . . . . . 102

Unit 6 I Can See a Bee . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Unit 8 Boats, Cars, Bikes . . . . . . . . . . . . . . . . . . . . . 156

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

Theme Classroom Objects Play Time Food / Snacks Farm Animals

a chair a box a seesaw climb beans milk a chicken a duck

a computer scissors a slide jump cheese rice a cow a goat

Ali Baba’s Got a

Concepts in, on, under up / down black, brown, white 6, 7

Units 1–4 Review / Game pp. 40–41

Clothes Nature Feelings Transport

boots sandals an ant a ladybird angry crying an aeroplane a car

a coat shorts a bee a leaf happy laughing a bike a fire engine

If You’re Happy and

hot / cold 8, 9, 10 same / different fast / slow

Make a happy / sad

Units 5–8 Review / Game pp. 74–75

The Unit Opener uses engaging high-interest photos

4 Animals on the Farm

a donkey a duck a goat

WOW_BrE_L2_SB_2682_U04_ptg01_032_039.indd 32 18/05/21 4:37 PM WOW_BrE_L2_SB_2682_U04_ptg01_032_039.indd 33 18/05/21 4:37 PM

theme and incorporates target vocabulary and sounds. The rhythm of

The Listen to the Song video segment shows

children in the song’s country of origin singing the

while providing an opportunity for cultural awareness.

Two New video segments with animation

Chant and Song Lyrics

CHANT TR: 4.2a p. 32 SONG TR: 4.4 p. 35

Ali Baba’s Got a Big Farm

Baa, baa, baa, baa, baa, baa.

A New video segment presents the

The New Chant and Song Lyrics pages at the

Concepts such as colours, numbers and shapes are presented

The Concepts Practice page often

involves a sticker activity, which

helps children to practise hand-eye

WOW_AmE_L2_SB_57346_Stickers_U1-4.indd 91 9/10/20 4:24 PM

A New video segment with animation reinforces

Language in Use models in a

vocabulary. they have learnt.

WOW_BrE_L2_SB_2682_Rev1_ptg01_040_041.indd 40 18/05/21 8:58 PM WOW_BrE_L2_SB_2682_Rev1_ptg01_040_041.indd 41 18/05/21 8:58 PM

4 Animals on the Farm

THE SOUNDS OF ENGLISH Listen and say. Circle. TR: AB.4.3

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The Sounds of English activities

through listening and speaking practice.

WOW2e_BrE_AB_2712_L2U4_PP3.indd 20 2/5/21 12:48 PM

The Student’s Book Video, available for both children

language can be used by the teacher in class to give

• Getting Ready: Learn the Gestures

Professional Development Videos, also available

online for teachers, feature Dr Joan Kang Shin presenting

a chair a box a seesaw climb beans milk a chicken a duck