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Group 1 (2-4 year olds)

Welcome teachers to Vivadí´s second Cycle!


The structure of this cycle may look familiar, as it is similar to the previous one. This will make it easier for you to get used to the planning and class dynamic!


The objectives of this cycle has are different from Cycle 1, but continue in the same line. Therefore, the rubric is also different as it is based on these new objectives.


Remember we are always available to solve any doubts you may have!



  • Consolidate bond with Vivadí’s class.

  • Recognize the value of the group as a vehicle for learning and experiencing.

  • Give meaning to the contents of the class with the help of audiovisual support.

  • Feel confident enough to respond to the slogans collectively.

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!



  • Emphasize that the English class is beginning with a rite that will be repeated in every class.

  • Mess up the class and make room in the centre of it

  • The children take off their shoes


  • This is the main activity that will follow the narrative in our classes. There are surveys, creative projects, and activities around the school (if that’s a possibility). 
    • The hands-on! activities are always inspired by the narratives, so make sure you check them in advance in order to better choose when each one of them.


  • 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.

  • At the end of the game, the students should be sitting in a circle in the middle of the room.


  • The idea is to end the English moment with a closing rite that the kids will memorize with the repetition of it.

  • Also, it's time to put the shoes back on and order the class.


  • Let the children listen to a story in English 

  • 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 let the children’s bodies move freely after staying seated.

  • Connect children's daily activities with school life.

  • Associate mind and body in the same action.


  • Strengthen the student’s familiarity to the practice of harmony so that they feel comfortable to really relax. In other words, we want the practice not to be something new for them.


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

It is important that the starting song is maintained throughout the cycles to emphasize the beginning of the Vivadí class. This way, we are letting students stay calm because they will know what is going to happen, even if the activities are different in this second cycle. The starting song and the ending song frame the English moment.

Once again, we need students to change the disposition of the class by moving the desks and chairs to the sides and making room in the center of the classroom.

This way, students are in charge of building their own learning space. This makes them protagonists of their process of language acquisition.


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



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The first activity is the reading of a story. After reading the story, you will have a discussion moment with your class where you discuss the story you read. Below you will find some discussion points you can use. 

Afterwards, you will find activities inspired by the story. Be sure to choose the activity that corresponds to the story you just read. this cycle, you have three options

Note that The Robot’s Bedtime involves the participation of the kids making robot noises, making robot movements and finally repeating “I am a sleepy robot powering down” while they close their eyes and relax.


We remind you that, even if you have audio-visual support, your body language is key to make children understand the meaning of the story and also make it significant to them.

*If you don't have a projector: it is convenient that you read with nuances, while another person acts what happens in the story.

You can choose between these options with no particular order, but, remember how important repetition is. So, if you choose to repeat one story more than once, don’t worry if another story is never told.

Discussion for "The Dream Pillow" 

  • Have you ever had a bad dream? What did you dream of?

  • What's the best dream you have ever had? 

Discussion for "The Robot's Bedtime"

  • Did you enjoy being a robot? 

  • If you were a robot, what color would you be?

  • What is your favorite thing about being a robot (speaking, moving or going to sleep?)

Discussion for "The Day the Vegetables Came to School"

  • What are your favorite vegetables?

  • Have you ever had a silly dream like Raju?

  •  Did you find the story funny?

Would you like to interact with the kids during the storytelling moment?

After you have read the story to the children once, you can do a second reading with the kids interaction.


Try stopping at specific moments of the story and ask the kids to copy the gestures of your face that indicate the feelings of the character in the story.


Example: if the character indicates that he is tired, you should make an expression that shows fatigue and the children should imitate it. 




Inspired by The Dream Pillow

Game: Make Your Own Dream Pillow 


How: Students will think of their best stories, draw a representation of them and fold up the paper. Make a mural of "Pillow" with all of the drawings. The students can open the paper and see the stories.

Online: Students will draw and they can share it with the class, instead of making a mural. You could take a picture of each student presenting and put into a Padlet and then show the students. 

Game: Make Your Own Dream Pillow 


Students will think of their best stories, draw a representation of them and fold up the paper. Make a mural of "Pillow" with all of the drawings. The students can open the paper and see the stories.


Inspired by The Day the Vegetables Came to School

Game: A market of vegetables!

Material: Root Vegetables  Fruits    Fruit Vegetables

How: Cut out all of the cards with the vegetables and the names of them. Put them all around the room. Tell the students when they go they have to ask for vegetables. Say phrases like "I would like..." "could I have?" 

Make groups of 4. One of the students from the group will be the seller of the vegetables (the students will rotate who is the seller in each station). The 3 other students will order the vegetables at the station. "I would like 3 sweet potatoes" "Could I have 5 yams?"

Online: Share your screen, showing one document at a time. Tell the students that they are in a virtual market of vegetables. Each document is a different stand. Then the students will take turns saying the phrases "I would like..." "Could I have..." 


Inspired by The Robot's Bedtime

Game: Be Like a Robot!

How: Choose one student to be the "head robot" (they can alternate) to go to the front of the classroom.  The head robot will say: "Can you ….. like a robot?" And the students will mimic. For example: can you jump like a robot?

Online Variation: Same thing as you would do in the classroom but this time the student will not go to the front of the classroom. If you are using zoom, you can pin the student's video. 


Game: How is (name of student)? 

Students can reply "Maria is happy" "Pedro is sad" (This game can apply to storytelling. For example, the teacher can ask "how is this character?" (and it can be the Dream Pillow story) and the students reply that the character is scared


Use Move your Hips! activities when you feel students are too distracted or have been seated for too long. The idea is to move and refresh the body, always through learning, and it can be used at any moment of the class. Below you will find some ideas for your age group.


If the kids are concentrated, we propose a few activities that will help you manage the energy of the group.


Let them dance one of the following songs on our Spotify list (or Youtube list) that is also aligned with what we have been experiencing in the class. Just select a song that they will enjoy and press play to let them move freely around the space.


If the kids are euphoric, we propose a few activities that will help you manage the energy of the group.


Play either one or both videos so that the students can mimic the motions. This way the students are listening to a song in English and matching the words with their actions.