Group 1 (2-4 year olds)

Welcome to Pine Tree! 


Congratulations for the progress you are helping your students achieve. In the following cycle, students should become engaged with the class in an increasingly active and participative manner. This is why some of the proposed activities in Cycle 4 will require a more dearing involvement from the kids.



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  • Consolidate and make explicit their understanding of the class structure.

  • Interact with the concepts of past, present, and future.

  • Demonstrate awareness of the importance of spontaneous productions in the class environment. 

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!





  • Just like in previous cycles, the Starting Song is the moment for preparation of the Vivadí class. It is also necessary to carry out the playful tasks that the song proposes.


  • It is a transitional break to regain the student's attention, to keep them focused and to integrate their minds and bodies into one same action.


  • That children feel protagonists of their learning process by inviting them to engage as creators in a narration experience.

  • To challenge the students to find agreements as a group through the process of choice making.


  • To end the class in the same way it started. 

  • That children take responsibility for ordering their learning space and to make them feel owners of it.


  • The objective of Road Map is to enable the children’s ability to distinguish between past, present and the future by clarifying the structure of the activities that will be carried out during the class. 


  • To let the children begin to embrace the postures they have been learning and start to play with them. Fewer poses are guided step by step.


  • That students strengthen their sense of team-work and collaborate with their peers in an immersive activity through active participation.

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My class is 25 to 30 minutes long!

Remember that if your periods are shorter than 50 minutes, you can try out these shorter plans!



Starting Song - Vivadí

As always, the Vivadí Class will begin with the Starting Song. Considering one of the main objectives of this cycle, we propose a small activity to start the class and generate spontaneous group responses while the children get ready for Vivadí.

During this cycle, you will play the starting song without giving any indications to the children. In other words, you will stay still and wait to see their reaction to the introduction of the song without giving instructions. Wait for a few seconds and see if they begin to arrange the classroom, or if they take their shoes off, or somehow show that they are ready to start with the class.


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

If you notice that the kids haven’t reacted to the song, you should intervene by giving the usual instructions of the beginning of the class. Nevertheless, it is very important that you try this exercise every class.



This activity consists in establishing the sequence of moments that will take place during the class. By making a “road map” of images you will be able to go through the different activities with your students. This will make them aware of what has been done, what is being done and what will be done.

The objective of this activity is that children identify different temporal references to past, present and future. 

At the same time, they will also be internalizing the class structure.

Below you will also find some other fun activities to do with your students. 


Print the images for the road map. You will find them in the following link.


Later during the class, when you revisit the road map, the temporary reference should have obviously changed due to the fact that some activities will be already part of the past. 


Put up or hang the flashcards on the board and explain to the children that these are the activities that will be taking place during the class. 


Game: Who is it? 

How: One student has to leave the classroom. The rest of the  students must be in a straight line with their hands behind their backs. The teacher has to give an object (a random object from a class) to one student. Then the student has to come back in and guess which student has the object.

Game: Past, Present and Future 
How: Sit in a circle with your students and ask questions about things related to either past, present or future. For example, “Maria what is something you used to like?” “What is something you like now?” “What is something you will do after school? “What is something you want to do next month?” 

Online variation: Instead of sitting in a circle for this activity, the students will be on the screen. Other than that, it’s the same activity! 

Game: I Can...
How: Ask your students, one at a time, to name 3 things they see; 2 things they can touch and 1 thing they can hear in their environment at the moment. For example, in the classroom they can say: I see my classmate Maria, I see the chair and I see the tree outside the window. I can touch the carpet and my pen. I can hear myself speaking. This works for online also. For example, if they are in their house they could say: I see my computer, my desk and a water bottle. I can touch my pillow and my pen. I can hear my mom singing. 



This is a brain break moment for the kids to change energies and prepare with their minds and their bodies for what follows. This is an optional activity, you don't always have to do it. 


You can choose between these options:​

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Everyone imagines they’re a piece of corn in a frying pan. Squat on the floor as tight as you can get. As the pan starts heating up, children gradually begin to ‘pop’ into popcorn. Do this by jumping out of the squat position and clapping. An energetic warm-up that’s easy to play.

Online: The activity works the same way online!


A drama warm-up game in a similar vein to the Popcorn activity. Children mime chewing a ball of bubblegum. Imagine the gum is gradually getting bigger, expanding as you move it from side-to-side in your mouth. Encourage children to really exaggerate their actions to show how creative you can be with simple facial expressions. 

Online: The activity works the same way online!

Brain Tricks

Try some action-based brain tricks with your child. For example, have them try to pat their head while rubbing their stomach, blink one eye while snapping with the opposite hand, or anything else you can think of!

This brain break is a fun way to challenge your child and help them develop important coordination skills. 


Online: The activity works the same way online!

Detective Memory

Here’s one of those fun games for kids. Ring out a tray full of items or put these items on a table. Cover them with a small blanket (an option is to use items that a spy might use: camera, watch, passport, headphones, tape recorder, etc.). Lift the blanket for 30 seconds allowing the kids to view it. When the time is up, cover it and give each kid a paper and pencil. Give the kids a few minutes to draw everything that they remember from the tray.

Online: Share your screen for 30 seconds showing random objects together (you can use these as examples); When the time is up, ask the students to name all the objects they saw. 

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As you already know, Harmony Time is composed by four moments: Asana, Swara, Savana and Anjali.


We recommend you approach these instances in a gamely fashion. This means that students should feel enabled to “copycat” each other during the execution of the postures and movements.


While they play they will be connecting with their present and linking their body movements with the English content they were working on in the previous activities.

So go ahead and start off by setting the mood with our usual relaxing playlist:

Remember to begin this space by playing relaxing music.

Probably by now, the children will already associate this music with Harmony Time, so go ahead and set the mood with our relaxing playlist:

While the music plays in the background


  2. SWARA






1. Sun

Raise your arms up high as if you were reaching for the Sun.

Place your hands together in Anjali mudra.


2. Caterpillar

Lay on the floor with your belly facing down. Place your hands near your shoulders and your toes as if you were to tip-toe.

Now lift your butt up high like you are a caterpillar moving through the grass.

Once you are in a comfortable position, try to move your bottom from side to side, like a caterpillar would!


3. Butterfly

Sitting on the floor, place your feet together with the soles touching each other. Grab your feet with your hands and let your knees fall towards the floor. Let your hips open up like the wings of a bee.


This time, the children won't have images to copy the face postures. You will guide them through this part of the activity by asking them questions and making them imagine a specific situation

Hungry face

“Try to picture yourself being hungry. Now what would that face be like?”

Happy face

“You now see your favourite meal and you know you will eat soon. What would your new face be like?”




“Let’s close our eyes. Imagine a tube shape in front of you. It is a very beautiful blue tube.

Pay attention to the base of this beautiful rounded tube.

Now listen to your breath. Start at the bottom of this tube.

When you breathe in, a ray of light grows inside the tube and rises up to the upper part.

When you breathe out, this light drops down and rests in the bottom of the tube.

Breathe in slowly, and the light rises. Breathe out calmly, and the light falls.”


Guide this breathing exercise 4 or 5 timers and then ask them to gently open their eyes.

4. SAVASANA (guided relaxation)

The following song should be played every class which will guide and help the students identify the moment of final relaxation. Eventually, as they hear the beginning of the song, the students will feel confident enough to close their eyes and begin with the activity straight away. 

The idea in SAVASANA is that the children stay still and enjoy a relaxing moment while they listen to the song and you guide them through it.

To carry out the savasana moment: 

Speak in a calm, soft voice and slow down the pace. 

If they haven't done so yet, suggest them to close their eyes, although it is OK if they prefer not to. 

It would be nice to tell the kids that you will keep your eyes open so that they feel safe closing their eyes. 


Once everyone is settled, invite the children to recognize this exercise as a moment of being kind to themselves. You can suggest them to imagine this moment as a gift of relaxation so that they can associate it to this resting position. 

This will help the children take ownership of their relaxation.


You will guide the first part of relaxation, and then keep quiet for a few more minutes.


“Concentrate on your breathing. Feel the cool air on the tip of your nose as you breathe in and follow that cool sensation behind your eyes, down your throat, and all the way into your belly. Now feel the warmth on your upper lip as you breathe out. Each inhale makes your belly round, your tummy moving up. Each exhale makes your tummy move down. Just feel your breath. In and out. Tummy up and down.

Now imagine that the floor you are resting on has become a perfectly fluffy white cloud. It cushions your body. It is so soft. It is a cloud made just for you. Can you feel how soft it is underneath you? Let you whole body sink into the white fluffy cloud.

Your legs let go of any wiggles as they relax and rest in the cloud. Your cloud just drifts across the calm sky. Let you neck and head relax and sink into your soft cloud pillow. Can you feel the warm breeze in your hair or on your face? Just rest on your cloud, drifting lazily in the sky. Softly breathing. There is nowhere else to be. You have nothing to do except feel your whole body sink into the soft, white cloud. Perfectly still. Perfectly safe. Peacefully resting.”


As usual, the practice is closed by taking both palms together to the centre of the chest while sitting down.


Remember to look at the children and encourage them to say "Thank you".




Approximately halfway through the class, get the children’s attention back to the road map stuck on the board. At this point you should go through the activities that have already been done and those that haven't been done yet.


TIP: Emphasize the difference between what they ARE DOING in that exact moment (review the class structure) and what they WILL DO AFTER that.


Storytelling will be different this time! The children will be part of the events that take part in the story. 



You will use our interactive projectable version to tell the story and there will be some parts in which the kids will have to decide what will happen next by choosing between two options.

The choosing slides will show the children two options and you will have to click on the option they decide on. 

You will probably have to vote when you can't reach an agreement between the kids


To follow the reading of the story print or open the readable version of the story on your phone. Each slide has a number and the readable document has the corresponding text to each number. To follow the reading check the number on the screen and read the text that is linked to the number.

After, you will have a discussion with the students about the story they read. Below you will find some examples of the discussion questions.

Discussion "Tilly The Robot" 

  • Did you enjoy choosing your own path in the story?

  • What is something you are scared of? 

  • When you sleep at people’s houses do you get scared? 

  • What do you do when you’re scared? 

  • Has anyone ever helped you overcome a fear by giving you or telling you something?

Discussion "A Good Meal" 

  • Did you enjoy choosing your own path in the story

  • What is your favorite food?

  • What is your least favorite food?  

  • Who would you invite for supper? And what would you eat?  



You will use flashcards to tell the story and there will be some parts in which the kids have to choose what will happen next by choosing between two options.

You will show the children two images and ask them which option they prefer. Depending on the group’s response you will continue with the flashcard that corresponds to their choice. 

You will probably have to vote when you can't reach an agreement between the kids


Then, the flashcard of the option that wasn’t picked out should be put aside and you will continue telling the story with the winning option.


In the end, you will tell the story one more time without pauses using the chosen options only. 


Each story has a code that will guide through the activity!







Tell the kids that they are about to meet a very special friend that will be taking part in today's lesson. His name is Tilly and he is a robot! 

If the children aren't sat down in a circle yet, it is very important that they do so.

Remember that they should always sit on the floor around you during story time, and you should always be on a chair in a higher position from where you can observe the kids and see their expressions.


Tip: print these images to make Tilly the Robot part of the circle.

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Page number

The sheets that have a green border and a number are those that do not include a choice to make. Therefore, you must read all of them.

The sheets that do not have a border, and have a number and a letter, are the ones in which you should present options for the children to make a choice as a group.


Therefore you must show only two options of each number and let the students choose one of them.


Moment 2 has many alternatives. In that case, you should randomly grab two options and the kids should choose one of them. Maybe in the next class you will grab two different alternatives!

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The number represents the moment and the letters represent the alternatives to choose from. 


To start, the story has a beginning marked with a green continuous line. Whenever you tell this story you will begin with the same starting pages.

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On pages 6 and 8 you should ask students if they want the protagonist of the story to eat “Feijoada” or “Cocada” The answer to this question will determine the course of the rest of the story. 


That's why when children make this choice you can discard half of the papers of the story.

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If children choose “Feijoada”, you should remove all the sheets that have a red border with a dashed and dotted line that includes all the content that refers to “Cocada” (from page 67 to 122). 

If the children chose “Cocada” you should put aside all the flashcards with a blue border and dashed line of “Cocada” (from page 11 to 66).

All the sheets that correspond to “Feijoada” have a blue dashed line border. They also say “Feijoada” in the lower left corner of the card in a light gray font.

All the sheets that correspond to “Cocada” have a red dashed line border. They also say “Cocada” in the lower left corner of the card in a light gray font.

The number corresponds to the moment of the story and the letter to the options from which they have to choose.  


For example: In choosing moment 3 you should ask the students to choose between option 3A and option 3B to continue with the development of the story.

After the students chose between “Feijoada” and “Cocada” there will be more instances in which they have to make choices. 


In these cases you will find a number and a letter in the upper right corner of the sheet.

When you finish reading the story you must reorder the sheets so that you can do the activity again in the next class. 


Every card has a number in the bottom right corner to help you reorder them.

Having trouble with the new kind of storytelling? 

Press here to access the stories in their traditional format (children will not get the chance to choose how the story develops) 





This time in “Move your Hips” we invite you to dance like a robot. The following video will guide you through the choreography. 


You can suggest the children to imagine they are Tilly the robot!

I’ve Got the Power

Put the students in pairs and tell them that, during this activity, one of them will “have the power”.


If you can’t decide how to choose who will “have the power”, you can use criteria such as “the one with longer hair”, “the one who’s birthday is an even number”, “the taller one”, etc. 

The one who “has the power” can move freely to the rhythm of the songs. If the song is quiet, the dance movements should be calm, and if the song is more upbeat, the dance movements should be faster. 

The kid that hasn’t got “the power” has to point his/her index finger at a distance of about 5 cm from the nose of the partner who has “the power”. Pretending that both, finger and nose, are connected by a magnetic force, one has to follow the movements of the other without making any actual contact. No matter how fast or slow the movement are, the partner must always keep his/her finger at the same distance from the nose, following its every move. The one movement that the one with “the power” isn´t allowed to do is suddenly turn around because that would be impossible to follow.

Play different songs allowing the children to learn to follow the rhythm. Afterwards, repeat the game and switch roles so that everyone gets to “have the power” at least once.



Right before the end of the class, you will go back to the roadmap one last time.


For this activity, you should somehow make all the images fall down and pretend you don't remember the correct order of the activities you have already done. Once this happens, ask the kids if they would please help you to reconstruct the roadmap by putting the images back up according to the sequence of the events of the class you just experienced.



Ending Song - Vivadí

Finally, as always, you will sing our well-known Ending Song. 

Make sure everyone sings it out loud together. Encourage, especially those kids that don't participate much in class, to see if they can repeat the song phonetically. 


If you enjoyed our time together, sing along

If you can’t wait for next class, high five!

To get ready for what follows, tidy up

See you next time dear teacher, good bye!


It’s not goodbye with Vivadi

The things I learnt today will always stay in me

It’s not goodbye with Vivadi

We are all in this together

We’ll do it you and me

We’ll be a big great family

Do not forget to put the class back in order while you sing.