KID’S BOX 1 – UNIT 4 – MY FAMILY 2.

ACTIVITIES- Printed activity

Pg 20. Ex. 2 - “The brother’s car is green.”
Vocabulary: Family – Mother; father; grandmother; grandfather; brother; sister; “The father’s car is yellow.”
Adjectives – beautiful; ugly; happy; sad; old; young; “The sister’ car is pink.”
Grammar: Who’s that?; “ The grandfather’s car is blue.”
We’re. “ The grandmother’s car is red.”
“ The mother’s car is purple.”
1. PRESENTATION

Pg 24. Focus students’ attention on Suzy

- Who’s that, guys? 3. ADJECTIVES AND GRAMMAR
- Is Suzy a boy or a girl? Pg. 25. 1. The teacher tells the student a number (from 1 to 6) and the student has to say what member of the
- Is she a big girl or a little girl? family that is. E.g.:
Focus students’ attention on Monty 2. With the help of the students, teacher writes the members of the family on the board;
- This is Suzy’s toy. What’s its name? 3. Students write the family members below, or above each character’s picture frame on their books.
- And is Monty a dog or a hamster? young/ old
- Do you like hamsters? (Encourage student to say “yes, I do” or “no, I don’t) Using the pictures of the grandparents and the kids, demonstrate to the students the difference between old
- S1, ask S2 if she likes hamsters. and young. Point to the characters and say:
Focus students’ attention on the family album - The grandmother is old (act out), but Suzy is 3. Suzy is young.
- Look! This is Suzy’s family! - Is the grandfather young or old?
grandfather - And Scott? Is he old or young?
- Now, is this the grandfather? Who is this? Show a picture of a very old person and a child:
- My father is… Who is your father? - Is he/she young or old? And him/her?
- S1, ask S2 “who is your father”? - Are you young or old?
mother - Is your father young or old?
- And this? Is she a sister or is she the mother? - Is your grandmother old?
- What’s her name?
- And what is your mother’s name? - Is this Suzy’s dad or Suzy’s grandfather? Pg. 26. Explore the picture by asking questions about who the characters are, their names, what they look like and
- My grandfather is… Who is your grandfather? how they’re feeling:
grandmother - Who’s that? (Scott)
- And who is your grandmother? - Yeah, but he has a monster face! Is it beautiful or ugly?
- S1, ask S2 “who is your grandmother?” - Is this the big sister? (mother)
father - Who is she?
- And is she beautiful or ugly?
ugly/beautiful - Is this the mother or the grandmother? (grandmother)
- Is your mother ugly or beautiful? (act out) happy/sad
- And Mrs. Star, is she ugly or beautiful? - Yeah, and look: She is happy! (act out) But the father is not happy, he is sad. (act out)
- Is Suzy ugly or beautiful? - Are you happy or sad?
brother - Is the grandmother happy or sad?
- Is this Suzy’s father or her brother? - Is the father happy? Yes, he is or no, he isn’t?
- What’s his name? - Is the father happy or sad?
- What’s your brother’s name? - Is the grandmother sad?
- Is your brother your little brother or your big brother? - Is the grandmother young or old?
- Is he a good brother? (Encourage the student to answer “yes, he is” or “no, he is not”) - Is the grandfather old?
sister - Is Suzy young or old?
- Is this Suzy’s sister? (Encourage the student to answer “yes, she is”). - And you? Are you young or old?
- Is she beautiful? Yes, she is or no, she isn’t? we’re
- And Suzy, is she ugly? Point to the students and say:
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 - You are young, you are young, you are young, and I am young: So, we’re young! - Red and yellow make what color?
- You are a girl, you are a girl, you are a girl, and I am a girl. We’re boys, or we’re girls? - Blue and yellow make what color?
- You are happy, you are happy, you are happy, and I am happy. We’re sad or we’re happy? - Black and white make what color?

4. ACTIVITES – Printed Activity 8. BE KIND - TREVOR’S VALUES

Page 23. The teacher tells the numbers (eg.: “ 4 and 7”) so the student tells how people are feeling: Page 31. Call the students’ attention to the pictures and ask the following questions:
- Number 6 and number 3. Is he happy or sad?
- Number 7 and 5. Is he happy or sad? 1. (boy) – Is this a girl or a boy?
- Number 4 and 8. Is she beautiful? Is she beautiful or ugly? - Is he a teacher or a student?
- Number 5 and 9. “How is she, today? - And the girl. Is she a teacher?
- Number 5 and 10. How is she today? - Is the girl happy or sad?
(backpack) – Is this a book or a backpack?
Afterwards, students can color the faces of the characters that have been chosen. - Is it a blue backpack or a green backpack?
- Is it the girl’s backpack or the boy’s backpack?
- In your opinion, is the boy saying “Hello!” or “I’m sorry”?
Page 27. Play the song. Ask a student to point at the objects and characters and name them. (Create situations in the classroom to make the students say “I’m sorry”)
- Look at her pencil! What color is it?
5. PHONICS
- Is the pencil okay or is it broken (act out)?
Pg. 28 – ex. 9: The teacher points at the objects and student says their names. Call students attention for the fact
that all the words are pronounced with the same sound for the letter A. 2. (boy’s pencil) – What is this?
- What color is this pencil?
Ex.9: Following the example given in the book, affirm the following sentences, that must be corrected by the - Is it the girl’s or the boy’s pencil?
student: - Now, the boy is giving (act out) the pencil to the girl. He is saying “Here you are.”
“Look at my brother. He is happy”. – No, he is not. He is sad. (give some pencils to the students and ask them to give you some of the objects in the classroom, stimulating them
“Look at my father. He is sad.” – No, he is not. He is happy. to say “here you are”.)
“Look at my sister. She is old.” – No, she is not. She is young. - And what is the girl saying? (Thank you)
“Look at my grandmother. She is beautiful.” – No, she is not. She is ugly.
“Look at my grandfather. He is young.” – No, he is not. He is old. 3. - And now, is the girl happy?
- And the boy, is he happy or sad?
6. STORYTELLING - Is he a bad boy or a good boy?
Pg. 29. Arousing Interest: - And you, are you a good boy/girl/student?
picture 1 - Who are these?
picture 2 - Is this Marie’s family or Maskman’s family?
picture 3 – Is this Monty’s family or Marie’s family? KIDS BOX 1 REVIEW – UNITS 1 TO 4
picture 6 – Whose family is this? Do the book activities as suggested in the book, or the way it best suits your class.

Play the audio. (as the audio’s being played, the teacher must help the student follow the story, by pointing at
the picture corresponding to what’s being told in the audio.

Follow – up questions: Ask the students to point at the characters in the family’s photo album and introduce
the family members. (Eg. He is Maskman’s father; She is Marie’s sister; etc.)

7. MIXING COLORS
Pg. 30. Ex. 1: Ask the students to name the colors presented.
Get the gouache pots and separate them by color: red and yellow; blue and yellow; black and white.
Next, ask the student:

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 KID’S BOX 1 – UNIT 5 – OUR PETS - What color is it?
(Ask these questions to all the students in class)
Vocabulary: Animals – horse; dog; fish; mouse (mice); cat; bird; dirty; clean; long; short; big; small; pets; pet show
Grammar: Are (affirmative; negative; interrogative) Pg 34. Focus students’ attention on Suzy:
- Who’s this?
1. PRESENTATION
- What animal is her pet?
Play the YouTube video Pets | Show and Tell | HiHo Kids. As you play it, make pauses at the specified
- Is it a small dog or a big dog?
times in order to ask questions.
Focus students’ attention on Eva:
- Is this Suzy or Eva?
1’17’’ - dog; big
- What’s her name?
- What animal is this?
- Is her pet a dog or a fish?
- Is it a small dog or a big dog?
- Is it a blue fish or an orange fish?
- What color is the dog?
- Do you like fish?
- In your opinion, is it a beautiful dog?
- Do you prefer fish or snakes?
- Do you like dogs? (Yes, I do/No, I don’t)
Focus students’ attention on Scott:
1’47’’ – guinea pig; small
- What’s the boy’s name?
- Is this a dog or a guinea pig?
- Is he Eva’s brother or Suzy’s brother?
- Is it a cat or a guinea pig?
- Is his pet a fish or a mouse?
- Do you like guinea pigs?
- Is it a big mouse or a small mouse?
- S1, ask S2 “do you like guinea pigs?”
Focus students’ attention on Sally:
- Is the guinea pig big or small?
- Who’s this?
- What color is it?
- Is Sally Eva’s sister or Scott’s sister?
3’18’’
- Is her pet a mouse or a cat?
- What animal is this?
- Is it a black cat or a white cat?
- Is it big or small?
- Is it big or small?
- What color is it?
- Do you like cats?
- Do you prefer a guinea pig or a dog?
- Do you prefer dogs or cats?
3’40’’
Focus students’ attention on Robert:
- Is this a guinea pig or a snake?
- Is this Scott or Robert?
- Is it a dog or a snake?
- What’s his name?
- Do you like snakes?
- What’s his pet?
- S1, ask S2 “Do you like snakes?”
- Do you like birds?
- Is this snake short or long (act out)?
- Do you prefer birds or fish?
5’08’’ – small
Focus students’ attention on the horse:
- What animal is it?
- Is this a bird or a horse?
- Is it a big dog or a small dog?
- Is it a brown horse or a black horse?
- Do you prefer big dogs or small dogs?
- S1, ask S2 “Do you like horses?”
- What color is this dog?
Finish the video. Ask the following questions:
2. ANIMAL SOUNDS (on Spotify):
- Do you like the video?
The teacher plays the animal sound and the student who knows what animal it is, raises the hand in order to say
- What pets are in the video?
it.
- Which of these pets is your favorite?
The sound of other animals that haven’t been presented in the unit can be played too, in order to assess students’
- Do you have a pet in your house (act out)?*
previous knowledge and to informally teach some more vocabulary.
(if so) – What animal is it?
- What’s it’s name?
3. ACTIVITIES - Printed Activity
- Is it big or small?
Page 28 – Ex. 1: Students check which animals they like and which ones they don’t. Afterwards, they must present
what they answered.

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 - Ex. 2: Students might need some help in order to write the names of the animals. At this moment, the - What is in the box? Books or games?
teacher can aid the kids, by writing the names of the animals on the board, while the students try to spell it. - Is there a ball in the box? What color is it? – Is it a big ball?
- What is under the table?
4. STUDENT’S BOOK
Page 35. Ex 3. (Show the trophies) – Is this a music show or a pet show? Page 37. Sing the song
- Which of these pets are big?
- Which of these pets are small? 5. ACTIVITIES - Printed Activity
Ex 4. Ask the questions – “What are these?” for all the animals, instructing the students to answer using Page 29. Do the exercises as instructed on the page.
“They are…”
6. PHONICS
Page 36. Explore the picture, by asking the following questions: Page 38. Ex 9. The teacher points at the pictures and student says their names. Call students attention for the fact
chairs that all the words are pronounced with the same sound for the letter E.
– What are these?
yellow chair
Ex 10. The teacher says the characteristics of the animals and the students have to guess what animals
– What color is this chair?
she is talking about:
red chair
- They are orange and small. (cats)
– Is this a yellow chair or a red chair?
- They are happy and blue. (birds)
dog drawing
- They are beautiful and small. (fish)
– What animal is this?
- They are big and sad. (dogs)
- Is it big or small?
- They are gray and clean. (mice)
- What color is it?
- They are long and ugly. (fish)
brown pencil
- They are white and dirty. (dogs)
– What is this?
- They are brown and beautiful. (horses)
- Is this pencil long or short?
- Is it a short pencil or a long pencil?
mouse drawing 7. STORYTELLING
– What animal is this? Pg. 39. Arousing Interest:
- Is it big or small? picture 1 - Who are these? (Maskman and Marie)
- Is it brown or gray? - Is this a talent show or a pet show?
gray pencil
- Is this a gray book or a gray pencil? Play the audio. (as the audio’s being played, the teacher must help the student follow the story, by pointing at
- What color is the pencil? the picture corresponding to what’s being told in the audio.
- Is it short or long?
- Is it a long pen or a long pencil? Script:
snake “Toys in the toy box, come alive! Walk and talk on the count of Five! One, two, three, four, five!”
- What is this?
Maskman: Look, Marie! The pet show!
- Is it a yellow snake or a green snake?
Marie: Oh, yes!
- Do you like snakes?
Maskman: what’s your favorite pet, Marie?
- Is this snake short or long?
Marie: Cats are my favorite pets. They’re beautiful and clean.
dirty
Maskman: Yes, but they aren’t big. Big dogs are my favorite pets.
- Look at the table! There is gouache, pens, brushes paper…
Marie: Hm, but big dogs are ugly. Mice are good pets.
- Is it clean or is it dirty (act out)?
Maskman: Yes, but they’re small and dirty.
- And the chairs, are they clean or dirty?
Monty: Excuse me! Mice are small, but we aren’t dirty and we are happy.
clean
Maskman: Oops…sorry, Monty! Mice aren’t dirty and they’re good pets. But my favorite pets are big dogs
- What about the box? Is it dirty or clean?
Monty: But they’re ugly and…
- And our table. Is it dirty or clean?
Everybody: Ohhhhhh!!!
(open the cabinet) – Is the cabinet dirty or clean?
Marie: Look at the puppet!
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Maskman: No, dogs aren’t my favorite pets. My favorite pets are fish. KID’S BOX 1 – UNIT 6 – MY FACE*

Vocabulary: Body parts – ear; hair; eye; face; teeth; nose; mouth; head; shoulders; knees; toes
Follow – up questions: 5 senses – hear; see; smell; taste ; touch
1.- What show is this? Actions – brush; feed; walk; wash
2.- What’s Marie’s favorite pet? Grammar: Do you have – yes, I do/ No, I don’t; he/she has
- Are cats ugly or beautiful?
- Are cats big or they aren’t big? 1. PRESENTATION (open books)
- Does Maskman like big dogs or small dogs? Page 40. Point and ask:
3.- What animal is this? Kids
- One dog, two dogs! One mouse, two mice! -Who are these? (Sally, Scott and Suzy)
- In this picture, are there three cats or three mice? - Are they friends or brother and sisters?
- For Marie, are mice clean or dirty? - Is Suzy okay? Why not? (in case students answer this question in Portuguese, simply translate their words to
- And for Maskman? English)
- Is Monty happy? Monster
4. - What’s Maskman’s favorite pet? - In your opinion, is this a girl monster or a boy monster?
5. – Look at this dog! Is it big or small? - What color is this monster?
- Is this a ball or a puppet? - Is the monster ugly or beautiful?
(Show the students a puppet and ask: Is this a doll or a puppet? Is it a big puppet or a small puppet? Do you like - Is it a big monster or a small monster?
puppets?) hair
- What’s in the dog’s mouth? - Does the monster have a blue hair or a purple hair?
6.- And now, what’s in the dog’s mouth? - Does it have a short or a long (act out) hair?
- So now, does Maskman prefer big dogs or fish? - S1, what color is your hair? (make student answer “my hair is…”)
- Is this a blue fish? - S2, do you have long hair or short hair?
- One dog, two…? One mouse, two…? One fish, two fish! - What color is the monster’s hair?
eyes; yes, I do/no, I don’t
- Are the monster’s eyes purple or orange?
- Does it have yellow eyes or orange eyes?
- Do you have blue, brown or green eyes?
- Do you have green eyes? (Yes, I do/ No, I don’t)
nose
- Is this the monster’s eye or the monster’s nose?
- Is it a blue nose or a green nose?
- Is it a big nose or a small nose?
- Do you have a big nose or a small nose?
mouth
- Is this a nose or a mouth?
- Is it a big mouth or a small mouth?
- Do you have a small mouth? (Yes, I do/ No, I don’t)
teeth
- Are these eyes or teeth?
- Are the teeth blue or yellow?
- How many (act out) teeth does the monster have?
- Do you have six teeth? (Yes, I do/No, I don’t)
ears; I have…
- Are these teeth or ears?
- Are these yellow ears or green ears?

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 - Are the ears big or small? STORYTELLING (Animated Stories – Online)
- How many ears do you have? Arousing interest
face - (point to the toys) Who are these?
- Is this the monster’s hair or the monster’s face? - (point to the monster) Who is this?
- Is it a blue face or a green face? - In your opinion, do they like(act out) the monster?
- What color is this face? - Let’s see!
- Is it a beautiful or an ugly face?
Play the video
FURTHER PRACTICE
Page 41. Exercise 3
1. Call students’ attention to the exercise number 3. Encourage them to guess what song the pictures refer to: Script:
- Guys, look at the monster in the pictures…What song is this? (Head, shoulders, knees and toes) “Toys in the toy box, come alive! Walk and talk on the count of Five! One, two, three, four, five!”

2. Play the song “head, shoulders, knees and toes” on Spotify. Students and teacher should sing and dance; Maskman: Look, Marie. There he is. He is a monster.
Marie: No, he isn't, Maskman. He's a troll.
3. Say the numbers from 1 to 8 and students must say what part of the body is presented in the picture Maskman: A troll? What's a troll? Look at his hair! It's long and ... purple! And his head ... It's big and green!
corresponding to the number mentioned (example: 3 = knees). Students can help each other remember the body Marie: Yes, Maskman. Trolls are green.
parts vocabulary Maskman: Look at his eyes, Marie ... They're orange. He's a monster!
Troll: I'm green, I've got purple hair and orange eyes, but I'm not a monster.
Monty: Hello, Trevor! How are you?
Exercise 4
Troll: Hello, Monty. I'm fine, thank you.
1. The teacher must say wrong statements related to the picture in the exercise 4, four what the students must
Monty: Trevor, this is Marie and this is Maskman. They’re my friends.
correct, giving a complete answer. (example: teacher: I’m a boy monster/ student: No, she’s a girl monster)
Troll: Hello. I'm Trevor.
- My hair is blue;
Marie: Hello, Trevor. How are you? Are you happy?
- My ears are big;
Troll: Yes, I am. Now I've got three friends.
- My eyes are green;
Maskman: Yes, we’re your friends.
- My face is beautiful;
- My mouth is small;
Page 45. Follow-up questions:
- My nose is small;
1. – Is Maskman okay?
- My teeth are big.
- Who is the problem? Marie or the monster?
2. – This is a different monster. It is a troll! A troll is a very big and very ugly monster.
GRAMMAR (VERB TO HAVE/ YES, I DO/ NO, I DON’T)
- Do you like trolls, S1?
1. Teacher’s questions:
- S1, ask S2 if he/she likes monsters.
- Do you have blue eyes?
- Is this a blue troll or a green troll?
- Do you have yellow hair?
- Is it a girl troll or a boy troll?
- Do you have a small nose?
3. – Does Maskman like the troll?
- Do you have a big mouth?
- Maskman is talking about the troll’s hair. What color is his hair?
- Do you have two shoulders?
- Is his head big or small?
- Do you have one knee?
- What color are his eyes?
4. – Do you remember his (the troll’s) name? (if not) It’s Trevor!
2. Students ask each other 3 questions related to body parts, using “Do you have”
- In your opinion, is Trevor a beautiful name or an ugly name?
- Look at Monty! He is shaking hands (act out) with Trevor. What’s his question? (how are you?)
3. Start by describing your own face to the students (Example: “I have black hair, blue eyes…etc”). Afterwards,
- How are you, S1?
students must do the same, by describing their own characteristics
-S1, ask S2 “how are you?”
- Is Trevor feeling bad or is he fine?
4. Grab a few objects you possess and show them to the students, by saying “I have…”. Ask students to get 4
5. - Is Trevor Monty’s brother or his friend?
objects they have, and show them to the class by saying “I have…”
- In your opinion, what are they saying (act out) here?

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6. - Is Trevor happy? Page 42. GRAMMAR (HE HAS/ SHE HAS)
- Now, does Trevor have one friend or three friends? (help students give you a complete answer: “He has three Point at the subjects and ask the following questions, helping the students to give a complete answer:
friends).
- How many (act out) friends do you have? Maskman, Marie and Monty
- And Trevor? - Who are these?
- But look at Maskman. Does he like Trevor? Is he Trevor’s friend? - What animal is Monty?
- What is the plural of mouse?
SINGING - Is Marie a girl or a doll?
Page 43. - Are they at school or at home (act out)?
1. Show the picture of the monster to the students and ask the following questions: TV
- Is this a boy or a monster? - Is this a computer or a TV?
- Is it a beautiful monster or an ugly monster? - Do you like to watch (act out) the TV?
- Is it a little ugly or very ugly? - Do you prefer the TV or the computer?
- Does he have purple hair or pink hair? (teach students how to use “he has/she has”) - S1, ask S2 “do you prefer the TV or the computer”?
- Does he have a very small head or a very big head? Trolls
- Does he have a small yellow nose or a big blue nose? - Are these mice or trolls?
- Does he have green eyes or red eyes? - Are they beautiful or ugly?
- How many ears does he have? - Look at the purple troll. How many (act out)) eyes does he have?
- Are his ears clean or dirty? - Does he have a big nose or a small nose?
- Does he have six dirty eyes or six dirty ears? - How many teeth does he have?
- What color is his mouth? - How many ears does he have?
- What color are his teeth? - Now, look at the yellow troll. Is it a boy or a girl?
- What color is his head? - Does she have blue or green hair?
- Does he have purple or blue toes? - Does she have small ears or big ears?
- How many eyes does she have?
2. Play the song and sing along with the students (2 times): - Does she have a small mouth or a big mouth?
Lyrics:
FURTHER PRACTICE (GRAMMAR: YES, HE/SHE DOES; NO, HE/SHE DOESN’T)
“I’m a very ugly monster!
I’m a very ugly monster! - Guys, I’m going to ask some question about the purple troll. You answer “yes, he does” or “no, he
I’m a very ugly monster! doesn’t”:
I have six dirty ears! Yes, I do! - Does he have a big nose?
I have pink hair and my eyes are red - Does he have orange hair?
I have a blue nose and a purple head - Does he have two eyes?
I have a green mouth and my teeth are blue - Does he have one ear?
Who are you? - Does he have six teeth?
“I’m a very ugly monster! - Does he have a big mouth?
I’m a very ugly monster! - Now, I’m going to ask questions about the yellow troll. Is it a boy or a girl? So, do you say “he” or
I’m a very ugly monster! “she”?
I have six dirty ears! - Does she have orange hair? Yes, she does or no, she doesn’t?
I have six dirty ears! Yes, I do!” - Does she have three eyes?
- Does she have four ears?
2. Ask the students to draw and color a picture of a very ugly monster and color the body parts different - Does she have a big nose?
colors. Afterwards, the students should present their drawing to the class, describing the characteristics - Does she have a big mouth?
of the monsters, using he has/she has. - Does she have small ears?

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Page 44. Exercise 9. PHONICS
The aim of this activity is to practice the sound of a consonant, followed by the letter R (Brown, Frog, Green). Ask - In your opinion, does fish taste good or taste bad?
the students to spell the words presented, and to try to read the sentence “A green and brown frog” by - And ice cream, does it taste good or bad?
themselves. No further explanation is necessary here, unless one of the students presents difficulty pronouncing - What part of the body do you use to taste things?
the words. - What can you touch, according to the book? (the cat and the pencil)
- Do you have a pencil to touch now?
Exercise 10. Ask the students to circle one object in the exercise number one, without showing it to the other - Do you have a cat/dog to touch now?
classmates. After circling it, they have to guess what object was circled by the other classmate, by asking the - What part of the body do you use to touch things?
question “Do you have…?”. The student being questioned needs to answer “yes, I do” or “no, I don’t. They can ask - What can you smell here? (onions and flowers)
two times, before guessing the object that was circled. Do the same with the numbers 2 to 4. - Do onions smell good or bad?
- Do flowers smell good or bad?
Example: - What smells good? Give me one example.
- What smells bad? Give me one example.
- What part of the body do you use to smell?
- What can you hear here? (the bird and the girl)
- Do you hear your mother now?
- Do you hear birds?
- What part of the body do you use to hear?
- What can you see here? (the color green and the rainbow)
S1: “Do you have a dog?
- Do you see something green now?
S2: “No, I don’t.”
- What color do you see on the table?
S1: “Do you have a car?
- What part of the body do you use to see?4
S2: “No, I don’t.”
S1: “You have a pencil!!”
DRAWING (THE FIVE SENSES)
S2: “Yes, I do!”
Ask the guys to draw on a paper to a table of senses, with two circles for each sense. In one circle
they must right something they like (to taste, touch, smell, hear and see), and in the other one,
something they don’t like. Show them this model:
VIDEO PRESENTATION (THE FIVE SENSES)
Play the video “Kids vocabulary - Five Senses - Learn English for kids - English educational video”. At 2’23’’, pause
the video and aske the guys to repeat what they hear.
(OBS: In this video, the sense of touch is presented as the sense of feel. However, when your further practice the
five senses with the students, reinforce the idea of “touch”, instead of “feel”.)

ORAL PRACTICE (THE FIVE SENSES)

Look around and tell the students what you see around you (for example: “ I see a door, the computer, a table and
a window). Then ask the students: “What do you see”?, for what they have to look around and describe the things
they see, by saying “I see…”

Do the same with the other senses: “I hear…/smell…/touch…”

Then finally ask the question: “What food do you like to taste? Cakes, chocolate…”

In case the students want to use some word they don’t know in English, encourage them to use it anyway, then
you translate it to English and make them repeat.

Page 46. Ask the following questions:

- What are the things on this page that you taste? (fish and ice cream)

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VERBS (BRUSHING; FEEDING; WALKING; WASHING) – POWERPOINT PRESENTATION - Is this a fish?
Ask the following questions, as you present the slides: - What animal is this?
- Is the woman feeding the dog or walking the dog?
1. washing - Is she brushing the dog or walking the dog?
- What animal is this? 12. – And this woman, is she walking the dog?
- Is it a big dog or a small dog? - What animal is she walking?
- Is the woman playing with the dog or washing (act out) the dog? - Do you walk your dog?
- Do you wash your dog? (Help the student answer “yes, I do” or “No, I don’t) S1, ask S2 “Do you walk your dog?”
2. – Is this a dog? REVIEW AND SPELLING
- What animal is this? 13. - What are the people doing here, brushing, walking or washing?
- Do you prefer dogs or horses? - What things are they washing?
- S1, ask S2 “do you prefer dogs or horses?” - How do you spell “washing”?
- Is the girl washing a dog or washing a horse? 14. And here, are they washing, feeding or brushing?
3. – Is This a bike or a car? - What are they brushing?
- What color is this car? - How do you spell “brushing”?
- What color is your mother’s car? 15. – Here, are they washing, brushing or feeding?
- S1, ask S2 “What color is your mother’s car?” - What animals are they feeding?
- Are the people in the family teacher and students or a family? - How do you spell “feeding”?
- What members of the family are here? 16. – Are they feeding, washing or walking?
- Are they washing a dog or washing the car? - What animals are they walking?
- Are they washing a blue car or a red car? - How do you spell “walking”?
4. – What’s this boy washing?
- Do you like to wash your hair? STUDENT’S BOOK
- S1, ask S2 “Do you like to wash your hair?” Page 47. Do the activities as instructed in the book.
- Is the boy washing a car or washing his hair?
5. Brushing GENERAL REVIEW – UNITS 1 TO 6
- Is this girl washing her hair or brushing (act out) her hair?
- Is she brushing her dog or brushing her hair? 1. SPELLING (WITH SLIDES) – First, present the picture and give the students some time to remember the
- Do you brush your hair? word that corresponds to it. Then, press next in order to show the spelling of the word and address one
- S1, ask S2 “Do you brush your hair?” of the students to spell it. If the student presents difficulty remembering the letters of the alphabet, you
6. – Is this boy brushing the hair or brushing the teeth? can ask another student to help, but the student firstly addressed to answer must finally spell the word
- What is he brushing? by him/herself before you move on to the next picture.
- Do you like to brush your teeth?
- S1, ask S2 “Do you like to brush your teeth?”
7. -What animal is the girl brushing?
- Is she brushing a horse or is she brushing a cat? 2. SINGING AND DANCING (HEAD, SHOULDERS, KNEES AND TOES)
8. Feeding
- Is this girl brushing cats or is she feeding cats? 3. GAME: HANGMAN – On the board, play hangman with the following words, giving the students some
- Do you feed your dog/cat, etc.? hint in order to help them:
- S1, ask S2 “Do you feed your dog?” 1. Five (hint: it’s a number)
- What animal is she feeding? 2. Book (hint: we use it to study)
9. – Is he feeding cats or monkeys? 3. Ball (hint: it’s a toy)
- Is he washing monkeys or feeding monkeys? 4. Sister (hint: it’s family)
10. – what animal is this? 5. Dog (hint: it’s an animal)
- is this fish big or small? 6. Nose (it’s a part of the face)
- Is the boy washing the fish or feeding the fish?
11. Walking

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 KID’S BOX 1 – UNIT 7 – WILD ANIMALS - What color is this snake?
- S1, ask S2 “Do you like snakes?”
Vocabulary: Animals: Giraffe – elephant – hippo – crocodile – monkey – snake – tiger; - Do you prefer snakes or crocodiles?
Body parts: hand – arm – foot – feet – leg – tail – neck - trunk - How do you spell snake?
Grammar: They have/ They don’t have 4. Neck
- Look. This is the giraffe’s neck.
- Is it a shot neck or a long neck?
1. PRESENTATION (WITH SLIDES) - Is it a brown neck or a yellow neck?
- Do you have a short or a long neck?
1. giraffe tail
- Is this a dog or a giraffe? - And this? Is this the giraffe’s neck or the tail?
- Is this a horse or a giraffe? - Is it a long tail or a short tail?
- What color is the giraffe? - Does your dog have a long tail or a short tail?
- Does the giraffe have a long neck (act out)? 5. Ear
- S1, ask S2 “do you like giraffes?” - What part of the elephant’s body is it?
- How do you spell giraffe? - Does the elephant have big or small ears?
tiger - What color are the elephant’s ears?
- Is this a giraffe or a tiger? trunk
- What animal is this? - Is this the elephant’s tail or the elephant’s trunk?
- S1, ask S2 “What color is the tiger?” - Does the elephant have a long or a short trunk?
- Do you like tigers? - Is this a brown trunk or a grey trunk?
- How do you spell tiger? 6. tail
monkey - Is this the crocodile’s trunk or the crocodile’s tail?
- Is this a tiger or a monkey? - Does the crocodile have a long tail?
- Is it a black monkey or a brown monkey? mouth
- Do you prefer the giraffe, the tiger or the monkey? - And this? What part of the body is this?
- S1, ask S2 “Do you prefer the giraffe, the tiger or the monkey”? - Is it a small mouth or a big mouth?
- How do you spell monkey? 7. arm
2. Elephant - Is this the monkey’s leg or the monkey’s arm?
- What animal is this? - Does the monkey have long arms or short arms?
- Is the elephant big or small? - How many arms does the monkey have?
- Does it have small ears or big ears? - How many arms do you have?
- Do you like elephants? hand(s)
- How do you spell elephant? - Is this the monkey’s arm or the monkey’s hand?
hippo - How many hands does the monkey have?
- is this an elephant or is it a hippo? - Does it have big or small hands?
- What animal is this? - And you, do you have big or small hands?
- Is the hippo big? foot/feet
- Do you prefer the elephant or the hippo? - Is this the monkey’s hand or the monkey’s foot?
- S1, ask S2 “Do you prefer the elephant or the hippo?” - Is it a grey foot or a brown foot?
3. Crocodile - One foot, two feet!
- is this a hippo or a crocodile? - Do you have one foot, or two feet?
- What animal is this? - Do you have big or small feet?
- S1, ask S2 “What color is the crocodile?” - And the monkey? Does it have small feet or big feet?
- How do you spell crocodile?
snake
- What animal is this?

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GUESSING GAME (WITH YOUTUBE VIDEO) - (show a picture of a superhero) Is this a boy or a superhero?
Play the video “What’s that sound?” on YouTube, pausing before the answer, giving the students time to guess - Do you like this superhero? And you, S2?
what animal that sound corresponds to. There are sounds of animals they haven’t learned, so they can give you - Who is your favorite superhero/heroine?
the answer in Portuguese and you translate it to English, making them repeat. (Stop the video at 1’53’’) - S1, ask S2 “Who is your favorite superhero/heroine?’’
- And in the story, who is the superhero?
ANIMAL CRAFT 3. – Is this a hippo or a troll?
- What’s the troll’s name?
STORYTELLING (Animated Stories – Online)
- What animals are here?
Arousing interest
- Does Trevor like crocodiles?
- Who is this?
- Do the crocodiles have big mouths or small mouths?
- Is he playing or is he sleeping?
- Do they have one or two teeth or do they have a lot of (act out) teeth?
- Monty is dreaming (act out). In your opinion, is it a good dream or a bad dream?
4. - Who is here?
- Does he open or close the crocodile’s mouth?
Play the video
5. – What animal is here?
- Are they okay with this animal?
- What part of the elephant is this?
Script: - Does the elephant have small feet or big feet?
“Toys in the toy box, come alive! Walk and talk on the count of Five! One, two, three, four, five!” 6. – Who is here now? (Monty)
- Is Monty big or small?
Monty: Animals, animals, big and small. Animal, animals, short and tall.
- But now, who is the superhero? Maskman or Monty?
Marie: Aaagghhhh! Help! Help, Maskman! Oh, look at these snakes!
They're long and ugly and they have two long teeth.
DRAWING
Maskman: I'm here, Marie. I have the snakes. Snakes have two long teeth, but I have two big arms.
On a separate sheet of paper, ask students to draw and themselves as a superhero/heroine, saving
Marie: Ooohhh, Maskman, thank you. You’re a superhero!
someone from a wild animal of their choice.
Trevor: Help! Help! Help! Maskman! Look at these crocodiles. They have big mouths And they've got a lot of teeth.
Maskman: I'm here, Trevor. I have the crocodiles. Crocodiles have big mouths and a lot of teeth but I have long
SPEAKING AND WRITING
legs and big hands.
Before starting this activity, ask the students to get a sheet of paper and a pencil, as they will be writing
Trevor: Ooohhh, Maskman, thank you. You're a superhero!
down the names of the animals.
Maskman: Help! Help! Look at these elephants! They're very big ... and they have very big feet. Page 48. Point and ask the following questions:
Everybody: Aaaaagghhh! - Who is this boy?
Monty: I'm here, Maskman! Elephants are very big and they have very big feet but I'm a mouse ... and I'm very - And this girl?
small. - Are they friends or brother and sister?
Maskman, Marie and Trevor: Thank you, Monty. You're a small mouse, but you're a big hero. - What animal is on the TV?
- What color is the monkey?
PAGE 53. Follow – up questions:
- How do you spell “monkey”?
1. – Who is in Monty’s dream? (Marie) - Write down “monkey” on the paper
- Is Marie okay? - Does the monkey have a short tail or a long tail?
- What’s the problem? - What animals are in the book?
- How many snakes are here? - How many giraffes are there?
- Are they long or short? How do you spell “giraffe”?
- Do they have short teeth or long teeth? - Write down “giraffe” on the paper.
2. – Who is this? (Maskman) - Do the giraffes have short necks or long necks?
- Is Maskman strong (act out)? - What part of the elephant is this? (the trunk)
- (point to his arms) What part of the body is this? - And what are the elephants drinking?
- Does Maskman have one arm or two arms? - How do you spell elephant?
- Are they big or small? - Write down “elephant” on the paper.
- Wow! Maskman is very strong! He is a superhero! - What is your favorite animal from the book?

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 - How do you spell it? PHONICS
- Write it on the paper Page 52. ex. 9: The teacher points at the objects and student says their names. Call students’ attention for
- Which of these animals you don’t like? the fact that all the words are pronounced with the same sound for the letter I.
- How do you spell it?
- Write it down.
Now, ask the students to show you what they wrote, so you can correct it.
KID’S BOX 1 – UNIT 8 – MY CLOTHES
SONG
Play the unit’s song on the website. If the students want, you can play it again. Vocabulary: Clothes: t-shirt; skirt; socks; shoes; jacket; pants
Grammar: He/she has; he/she doesn’t have
Page 49. Ex 3 – GUESSING GAME
Describe the animals, without naming them, so the students can guess what animal you’re talking 1. PRESENTATION (WITH SLIDES)
about:
1. jacket
- I am green and I have a lot of teeth. (crocodile)
- Is this a t – shirt or a jacket?
- I drink water with my trunk. (elephant)
- Is it a blue jacket or a red jacket?
- I don’t have arms and legs. I am very long. (snake)
- What is this?
- I have a big mouth and I am very big. (hippo)
- - How do you spell jacket?
- I have a very long neck. I’m yellow. (giraffe)
- I am orange and black. (tiger) 2. skirt
- Is this a jacket or a skirt?
Ex. 4 – GRAMMAR (YES,THEY DO/NO, THEY DON’T) - Is it a red skirt or a yellow skirt?
Ask questions about the animals on the book, for what the students have to answer “yes, they do” - What is this?
or “no, they don’t”. - How do you spell skirt?
- Do the giraffes have long necks?
- Do the giraffes have trunks? 3. t-shirt
- Do the elephants have small ears? - Is this a jacket or a t-shirt?
- Do the elephants have big feet? - What’s this?
- Do the crocodiles have a long tail? - Is it a yellow t-shirt or a green t-shirt?
- Do the crocodiles have small mouths? - How do you spell t-shirt?
- Do the hippos have big ears?
- Do the hippos have big mouths? 4. shoes
- Do the snakes have long tongues? - Are these jackets or shoes?
- Do the snakes have arms? - What are these? (they are…)
- Do the monkeys have a short tail? - Are they yellow shoes or black shoes?
- Do the monkeys have long legs? - How do you spell shoes?
- Do the tigers have a lot of teeth?
5.socks
- Do the tigers have a long neck?
- Are these shoes or socks?
- Are they black socks or blue socks?
BODY PARTS (Speaking, spelling and writing)
- What are these?
Page 50. Before asking the students to look at the picture on the book, show the students the picture of an
- How do you spell socks?
animal and, as you point to its body parts, they have to name them;
Next, ask the students to look at the picture on the book, and spell the body parts of the monkey; 6. pants
Finally, they can use the paper they had already listed the animals, to write down the body parts - Are these socks or pants?
presented in this exercise of the book. - What are these?
- Are they blue pants or gray pants?
- How do you spell pants?

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FURTHER ORAL PRACTICE ( I HAVE…)
Start by standing up and showing the clothes you are wearing, by saying: “I have….”
Then, ask the students to stand up and do the same.

HANGMAN GAME
Play the game on the board, with the following sentences:
“I HAVE A SKIRT”
“I HAVE SHOES”

Page 54. Ask the following questions about the picture:

- Who is the boy in this picture?
- And who is this girl?
- Is she his mother or his sister?
- Is she happy?
- What’s the problem? (Let the students use Portuguese to speak, and respond to them in English)
- (t-shirt) What is this?
- What color is this t-shirt?
- Is it under the table or on the table?
- What is under the chair? (the socks and the shoes)
- What color are the socks?
- Do you have blue socks, S1?
- And you, S2?
- What color is the jacket?
- S1, ask S2 “Do you have a red jacket?”
- What is under the toy box?
- Is this bedroom organized or is it a mess (act out)?
- And your bedroom, guys? Is it organized or is it a mess?

ACTIVITIES- Printed activity

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