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Group 3 (7-8 year olds)

Hi teacher!

Welcome to Walnut Tree, our third cycle.

New cycle, new objectives!

Take a few minutes to read and internalize the objectives of this cycle as they are the fundamental guidelines that should structure your teaching practices.


Vamos juntos!



  • Understand and refer to words and concepts in English without the need for audiovisual nor material support.

  • Interact with peers as a group response to the teacher’s assignments.

  • Demonstrate trust in the relationship with the teacher and peers by experimenting with the language

When you see that there is progress in these areas, you can move on to the next cycle. Check the rubric that will help you know if the group is ready to move forward!





  • To generate autonomy for students to perform the slogans of the song with individual motivation.


  • For the students to connect to the narrative by doing activities inspired by the narratives, so make sure you check them in advance in order to better choose when each one of them.


  • To let the practice of harmony exercises grow in every student, stimulating self-confidence.


  • Always try to generate curiosity in your students by eliciting from them any kind of speculation; and when reading with them, make sure you use your body language so that meaning is clear.

  • The narrative will always be followed by a simple discussion, in which you will ask specific questions about what they’ve heard or seen.


  • To enhance physical comfort and appropriation of space


  • To consolidate class rituals and incorporate ludic variations.

My class is 25 to 30 minutes long!

We know that some schools work with more frequent and shorter English classes of 25 to 30 minutes. In those cases, we suggest you follow this shortened plan of activities. 



Starting Song - Vivadí

To start this new cycle we will turn to our starting song. Probably for this moment, the children will already know some parts of the lyrics. Encourage them to repeat the slogans that the song proposes!

Also, you should not forget that in this song the children must run the benches to the sides to free the centre of the classroom and take off their shoes.


If your friends are in the classroom, say hello.

If you see your teacher smiling, show your teeth

If you want to show your feelings, give a hug

If you feel like being silly, make some noise


If you want to get together, make some room

Let your heart feel so much better, make some room


Let’s get ready for Vivadi

Let’s have some fun and play with english in our world

Let’s get ready for Vivadi

We are all in this together

We’ll do it you and me

We’ll be a big great family



After the starting song, you will introduce the narrative moment. We will be constantly referring back to it in our activities. 


Choose one of these stories to start the cycle with. You will have several options of stories but it is up to you if you want to repeat the same story along all the cycle, or f you want to read different stories every class or every week.The narrative will always be followed by a simple discussion, in which you will ask specific questions about what they've heard or seen. 


For each story, you have a read version that goes in conjunction with the project version. And, in case you do not have a projector, you have the printable version.


Tip: we suggest that you repeat the story you choose for at least two classes, so that children can get deeper into the story and strengthen the sense of meaning of it.

You can choose some words that repeat throughout the story and tell some students that when they hear the word assigned to them, they have to change places in the round. For example: tell student A that his/her word is “luck”. Everytime she/he listens to that word, she/he’ll have to change places with another student.

Tip: try this strategy after the third class in the cycle!


Discussion for "The Black Cat"

  • Do you like cats?

  • Do you think black cats are bad luck?

  • How did Soot feel? 

  • Where is your favorite place to vacation? Do you like the beach like Soot? 

Discussion for "Good Luck or Bad Luck"

  • Do you believe in good luck or bad luck?

  • What did you think of the old farmer? 

  • Did you like the story? 

  • What was your favorite part of the story? 

Discussion for "The Unlucky Merchant"

  • What did you learn from the story? What is the moral of the story?

  • Did you like the story?

  • What happened at the end of the story? Did the beans work?

Discussion for "The Story of Aladdin"

  • Did you like the story? 

  • Did you watch the movie Aladdin? Do you think they are similar? 

  • What was your favorite part of the story?  

  • Do you have a favorite character? 

  • Do you like disney stories?



After the discussion, the students will do the following activities that are inspired by the narrative. 

Choose the activities that correspond to the narrative you just read.


Inspired by "The Black Cat"

Game: Bad Luck is silly
How: Ask the students to either share verbally or draw something that they have heard is bad luck. After they have done that, ask them to give a silly story of why it’s bad luck. 
For example, long ago there was a king and he lived in a castle with 13 floors. One day, he fell off the 13th floor and that’s why number 13 is bad luck. 

Online: The activity works the same way online!

Game: Good Luck Charm 
How: Ask the students to create their good luck charm. Explain to them what a good luck charm is: something physical that is meant to bring them good luck. You can show them these images to inspire them. 

Good luck charms around the world

Good luck charms

Online: The activity works the same way online!


Inspired by "Good Luck or Bad Luck"


Inspired by "The Unlucky Merchant"

Game: Good luck or bad luck, who knows? 
How: Ask the students to think for 10 minutes about something they experienced or heard that it looked like bad luck or good luck and something changed it. For example how it happened in the story: his son broke his leg, but he didn’t have to go to war. Then they will all sit in a circle and share their experiences. 

Online: The activity works the same way online except that instead of sitting in a circle, they will all be on their screens. 


Inspired by "The Story of Aladdin"

Game: Aladdin the play 
How: You will  tell the students that they will act out the story (in maximum 10 minutes). Separate the students into groups of 5. Each student will choose a character from the story 

  • Aladdin 

  • Aladdin’s mom 

  • Magician/merchant

  • Genie 

  • Princess/Jasmine 

The students have 3 or more classes to organize, add more dialogue (in english) and practice. An example of a structure: 
In the first class, the students will re-read the story and assign the characters. They can brainstorm ideas on what to do and think of dialogue (all characters must speak at least two times). 
In the second class, they will write the dialogue and “stage” the play (how it will go). 
In the third class, they will practice. 
In the fourth class, they will present to the class. They are invited, if they have, to bring costumes, props or anything else they wish, music is also welcomed. 

Online variation: This activity still works online. You will have to make the groups of students and they will have to go into their own breakout rooms. After the fourth class they can present to the class virtually. 

Game: Gratitude practice 
How: Explain to the students that as they discussed, the moral of the story is that in order to have good luck, you must keep the bad for yourself and share the good with others. This means that they will make a “gratitude circle” where they will all sit together and say one positive thing they are grateful for. Each student has the opportunity to say 1 thing they are grateful for. The students must say either one of these 4 phrases: 

  • “I am truly blessed to have……” 

  • “I am so happy and grateful for….” 

  • “I am truly grateful for…” 

  • “with all my heart, thank you for….”  

After each student speaks, the whole circle must say together “thank you”. This activity is meant for the students to be grateful for what they have and to understand that when they spread happiness, they receive more happiness. 

Online: The activity works the same way online

Game: Spreading happiness 
How: put students into pairs and ask them to share with each other good deeds that they have done for others. This way they are reflecting about positive things they have done and at the same time, inspire them to do more good. 

Online: The activity works the same way online. You can either put the students into breakout rooms or they can share as a class



It's time to stop and focus on an action to be able to continue with the class.

These short breaks are essential to renew the kids' energy and be more prepared for what follows.

You can use this resource at any time during the class if you think it's necessary.

 10 Seconds Object

This activity gets students using their bodies to create freeze frames (like a real life frozen image) that depict an object or a situation. Use this activity to talk about how we can communicate meaning through movement. Break students into small groups and call out an object or scenario (such as the North Pole, peacock, at the beach, washing machine etc.). Count down from ten to zero. While you are counting down, students have to create the object, character or situation using their bodies. When you reach zero, shout “Freeze!”! Give each group a thumbs up or thumbs down depending on if they have represented the stimulus in a way that makes sense. Continue, keeping the pace up to ensure students are engaged and thinking on their feet! You can decide on a “scoring” method that feels right for you (such as giving scores out of ten or choosing one winner per round), or you may prefer not to “score” at all, and just use the activity as a confidence and group awareness building exercise.
As they understand the game, create a way that one team gives the theme to the other. They can write down themes and the teacher draws them, or just let one team choose the other’s theme. 

Ribbon of a Sound

Stand everyone spaced out in a circle and pick one child to make a sound. The next person will mimic this sound and it’ll travel around the circle, one child after the other. Once you’ve completed a full circuit, the next child will then make a different sound that’ll travel around the circle in the same way. You can repeat the exercise until everyone has started a circuit. It’s a great way to energise your class. When you feel they’re ready, you can change the sound for a word or a sentence.  


Organize the childrens in pairs. Pick a leader in the pair and face each other. Whatever the leader does, the other child has to replicate. It could be speaking, acting out a character or subtle body language. After a few minutes, swap over. This is an easy way to practise focus and observation. You can suggest a theme or a place to guide the brain break, such as: my body, my bedroom, things I like/dislike… After a while you can add sounds to the game: 

Lie about how you got here
The students sit in a circle, and one by one each student lies about how they got to class. This could be by flying car, unicorn, or time travel. Anything goes in this exercise. Encourage students to really tell a story and give detail. A good option is to set a time for each student to speak. After a while they can control each other's time.

Zip Zap Zoom
Students “pass the energy” around a circle, using an action and variety of vocal commands. In the traditional game, students stand in a circle and send the energy around the circle saying either Zip, Zap or Zoom.
“Zip”sends the energy in a clockwise direction
“Zap” sends the energy in an anti-clockwise direction
“Zoom” sends the energy to someone across the circle
Every command is done with an action – the easiest being to clap and point to the person the energy is being sent to.
The teacher can change the words “zip” “zap” and “zoom” for other words that are being worked in the classroom. 



Use this activity when you feel that the students are too distracted or have been seated for too long. The idea is to break the structure by having the students sing along or dance (whichever works best for your class). The children will probably need to loosen up a bit by now, as they have been sitting for quite a while. There's two playlists: one for choreography, where the students can follow along and another for free dance where they can sing along and move freely.  You can choose a song from the suggested playlists.


Print these flashcards of movements and put them in a bag. While the song is playing, the children can pass the bag, take out a card, show the choreographic step to the rest and let the others copy it.