DRAFT - Sample Lesson 1: "I like / I can see" - Animals

STATUS: DRAFT for adult review only. Not published. Original material. Terms (Tutor, human tutor, safeguarding lead) are defined in parent-in-the-loop-design.md, section 1. In this file "T:" means Tutor (or the safeguarding lead using Tutor).


CEFR level	Pre-A1
Age band	6-7
Length	DEFAULT for ages 6-7: 25-30 minutes (27 minutes planned), live on the lesson platform, with the movement break kept. An extended 40 minute version is also given (Section 4B) for a group that is coping well.
Group size	1-to-1 or small group (up to 4). An adult is in the room as set in `parent-in-the-loop-design.md`, section 3 (Option A / Option B, to be chosen by the programme lead). This file does not restate the rule.
Topic	Animals: "I like ..." and "I can see a ..."

SAFEGUARDING AND PRIVACY BOX (read before every lesson) - Children use first name, nickname or an avatar only. Never ask for or write down full names, addresses, school names, phone numbers, emails, social media names or photos. - No photos or screenshots of children. Recording follows parent-in-the-loop-design.md, section 7 (Option A / Option B, to be chosen by the programme lead), and always needs the parent's separate recording consent. - Never arrange contact outside the lesson channel (no private messages, no gifts, no "send me a picture"). - Safeguarding: follow child-session-rules-and-escalation.md (the master file). Check the preconditions there before any session (named channel to the safeguarding lead, "without delay" defined, named deputy safeguarding lead). Path A (distress, "Pause please", unwell): tell the adult in the room. Path B (harm, fear, unsafe, or an adult or older person asking for secrets, pictures or off-platform contact): end neutrally, do not repeat the child's words to the adult in the room, write the incident note, tell the safeguarding lead at once. Do not ask leading questions. Do not promise secrecy. - Tutor may miss distress. The adult in the room is the first line (see the master file, "What Tutor can and cannot perceive"). - Do not give medical, legal or counselling advice.

1. Objective

By the end of the lesson, each child can: 1. Say six animal words (cat, dog, duck, fish, frog, bird) with a picture. 2. Say "I like (a) ..." and "I can see a ..." with a picture to help. 3. Hear and say the start sounds /d/ (dog, duck) and /f/ (fish, frog).

2. Target language

Words (say it): cat, dog, duck, fish, frog, bird.
Chunks (say it): "I like ___." / "I can see a ___." / "Yes." / "No."
Words to understand (do not need to say): look, listen, point, stand up, sit down, clap, jump, colour, circle, trace, "What can you see?"
Phonics link: /d/ in dog, duck. /f/ in fish, frog. (Sounds, not letter names, for non-readers. Show the letter d and f only as a picture clue.)

3. Materials

6 animal picture cards. Tutor draws them, or uses images the programme owns or is licensed to use. Do not copy pictures from published courseware.
A "peek" slide on the lesson-platform whiteboard: a picture hidden behind a coloured box that Tutor can slide away slowly.
A puppet or on-screen picture called Pondo the Penguin (an invented character). Pondo is a small, friendly, sleepy penguin who likes animals.
Two sound cards: "d" and "f" (large letters, with a picture of a dog and a fish).
The printable worksheet (Section 8). Coloured pencils, a pencil, paper.
Optional: a timer on screen.

4. Lesson timings

4A. DEFAULT for ages 6-7: 25-30 minute version (27 minutes)

Shorter attention span at 6-7, so this is the default. The movement break is kept ("Move" in Stage 1 and "Animal Freeze" in Stage 4). Do the stages in Section 5 with the shorter parts below.

Stage	Time	What happens
1. Warm-up	4 min	Hello (1), Move (2), sounds (1)
2. Presentation	8 min	Cards (3), "I can see" (3), "I like" (2)
3. Practice	6 min	Chain drill (2), sound link (2), chant (2). No worksheet on screen.
4. Game	5 min	"Pondo's Peek" (3), "Animal Freeze" (2, movement break)
5. Review	4 min	Worksheet item 4, colour (2), recap (1), goodbye (1)
Total	27 min	(inside the 25-30 minute range)

Worksheet in the short version: item 4 (colour) in the lesson. Items 1 and 5 can be done by choice or at home. Items 2 and 3 are readers only (see Section 8).

4B. Extended option: 40 minutes (total 40 minutes)

Stage	Time	What happens
1. Warm-up	5 min	Hello, Pondo, move your body, animal sounds
2. Presentation	10 min	Six animals, "I like", "I can see"
3. Practice	10 min	Drills, sound link, chant, worksheet 1 and 2
4. Game	8 min	"Pondo's Peek" and "Animal Freeze"
5. Review	7 min	Worksheet 3 and 4, goodbye
Total	40 min

5. Stage-by-stage plan with Tutor script

(Times shown are for the 40 minute version. For the 25-30 minute default use the times in Section 4A.)

Script lines are short on purpose. Smile, speak slowly, use big gestures. Wait 3-4 seconds for a child to answer.

Stage 1. Warm-up (5 min)

Hello (2 min). Wave. Pondo says hello to each child. - T: "Hello! I am Tutor. I am a computer helper, not a person." - T: "Hello, [first name]!" (Wait. Child waves or says hello.) - T (Pondo voice): "Hello, hello! I am Pondo."
Move (2 min). Simple TPR (Total Physical Response = children do actions). - T: "Stand up. Sit down. Clap. Jump. Stop." - Do the action with them for the first round. Then say only the words.
Sounds (1 min). - T: "Listen. Woof woof. What is it?" Children guess or copy. Say only "dog" if needed.

Stage 2. Presentation (10 min)

Show cards one by one (4 min). Show the picture. Say the word. Children copy. Add an action: cat (paws), dog (pant), duck (flap), fish (swim hands), frog (jump), bird (wings). - T: "Look. A cat. Cat." (Children: "Cat.") - T: "Say it. Cat." Quiet voice, loud voice, robot voice.
"I can see a ..." (3 min). Put a hand over your eyes, then open them wide. - T: "I can see a dog." (Point to your eyes, then the card.) - T: "Look. What can you see?" Show a card. Child: "Dog." Tutor adds: "Yes! I can see a dog." - Next, help the child say the full chunk: "I can see a dog."
"I like ..." (3 min). Hand on heart, thumbs up. - T: "I like cats." Heart gesture. - T: "Pondo likes frogs. Pondo: I like frogs!" - T: "Do you like dogs?" Child nods or says yes/no. T: "Yes! I like dogs too." or "No? OK. I like cats."

Stage 3. Practice (10 min)

Chain drill (3 min). Show a card quickly. Child says "I can see a ___." Then switch: show the card and say "I like ___."
Sound link (3 min). See Section 7.
Chant (2 min). Use the chant below. Clap the beat. Tutor says one line, child copies.
Worksheet 1 and 2 on screen (2 min). Hold the worksheet up to the camera or share the screen. Do items together. Child points or circles on the whiteboard.

Original chant ("Pondo's Animal Chant")

Cat, cat. I like cat.   (clap clap)
Dog, dog. I like dog.   (clap clap)
Duck, duck. I can see a duck.
Fish, fish. I can see a fish.
Frog, frog. Jump, jump, jump!
Bird, bird. Fly, fly, fly!

Stage 4. Game (8 min)

Game A: "Pondo's Peek" (5 min). Slowly slide the coloured box away to show part of a picture. Children guess. - T: "Look. What can you see?" - Child: "Frog!" or "I can see a frog." - If correct, the whole class says "Yes! A frog!" and does the action. Give a star on the whiteboard. - If not correct, give a hint: "It says ribbit." Never say "wrong".

Game B: "Animal Freeze" (3 min). Say an animal. Children do the action. Say "Freeze!" and they stop like a statue. Then say "I like ___." and the children point to the matching card. Finish with a big breath out: "Sit down."

Stage 5. Review (7 min)

Worksheet 3 (trace) and 4 (colour) (4 min). Children do these with pencil on paper. Tutor shows the first trace on camera. - T: "Trace. Slow. Good." - T: "Colour the frog green."
Recap (2 min). Hold up each card. Child says the word. Child picks one favourite animal. - T: "What do you like?" Child: "I like ___."
Goodbye (1 min). Pondo says goodbye. - T: "Well done! Clap for you!" "Goodbye, [first name]. See you soon."

6. Expected mistakes and gentle correction

Use a recast: say the correct sentence back with a smile, as if you are agreeing. Do not say "wrong" or "no". Let the child repeat if they want to.

What the child may say	Why	What Tutor does
"I see cat." (no "can", no "a")	Many first languages (for example [language]) have no "a/the"	T: "Yes! I can see a cat." Child repeats once. Point at the word "a" with a finger gesture (one finger up).
"I like dog." / "I like dogs."	Singular or plural. Both are fine at this level	Accept both. T: "I like dogs too!"
"Dok" or "duk" for dog/duck, or "fis" for fish	Sound differences; end sounds are hard	Model the sound slowly. Show the mouth. Do not push. T: "Dog. D-d-dog."
"Lik" for "like"	The long vowel in "like" is new	T: "Like. Laaaike." Stretch with a hand.
Mixes up duck and dog	Both start with /d/	Show both cards. Ask "Quack or woof?"
Silence or whispering, or waiting for Tutor to speak first	Tired, unsure, or waiting to see what to do	Give a choice: "Dog or cat?" Let the child point or nod. Praise any try.
Child speaks in the home language	Normal and helpful for understanding	For a word in the lesson, accept it. T: "In English? ... Yes! Dog." Do not scold. Tutor may not understand the home language ([language] or another). If the child says something that sounds worrying, or the adult in the room hears it, follow the master file: the adult in the room and the safeguarding lead must hear a disclosure, not Tutor alone.

7. Simple phonics link

Aim: hear and say the first sound of the word. (No letter names needed.) 1. Show the "d" sound card with a picture of a dog. - T: "Listen. D, d, dog. D, d, duck." 2. Children say the sound /d/ (short, quiet, not "duh") while doing a drum action. 3. Show the "f" sound card with a picture of a fish. - T: "F, f, fish. F, f, frog." Hand up to the mouth to feel the air. 4. Quick sort: hold up a card. T: "d or f?" Child points to the correct sound card. - dog = d, duck = d, fish = f, frog = f. Cat and bird are not used here.

8. PRINTABLE WORKSHEET (child-facing)

Print or show on screen. Use BIG text (at least 18 pt). Draw simple pictures by hand or use images we own. The "[ PICTURE ]" boxes show where a picture goes.

==========================================
   MY ANIMAL PAGE
   My name: ______________   (first name only)
==========================================


1.  MATCH.  Draw a line.
    (Non-readers: Tutor says each word aloud and the child points.)

    [ PICTURE: cat ]            frog

    [ PICTURE: dog ]            bird

    [ PICTURE: fish ]           dog

    [ PICTURE: duck ]           cat

    [ PICTURE: frog ]           duck

    [ PICTURE: bird ]           fish


2.  CIRCLE.  Look. Circle the word.      *** READERS ONLY ***

    [ PICTURE: frog ]        frog     fish

    [ PICTURE: dog ]         duck     dog

    [ PICTURE: cat ]         cat      bird

    PICTURE-ONLY VERSION (for non-readers): Tutor says a word.
    Circle the right picture.
    "Dog."   [ PICTURE: dog ]   [ PICTURE: duck ]
    "Frog."  [ PICTURE: fish ]  [ PICTURE: frog ]
    "Cat."   [ PICTURE: cat ]   [ PICTURE: bird ]


3.  TRACE.  Trace the dotted words.      *** READERS ONLY ***

         d . o . g          (dog)
         f . i . s . h      (fish)
         c . a . t          (cat)

    I   l i k e   .  .  .  .  .  .  .  .

    PICTURE-ONLY VERSION (for non-readers): trace the dotted
    shapes. A wavy line for the cat's tail. A round line around
    the duck. A zig-zag line under the frog. (No letters.)


4.  COLOUR.  Listen to Tutor.

    Colour the frog GREEN.
    Colour the fish ORANGE.
    Colour the duck YELLOW.
    Colour the bird BLUE.

    [ PICTURE: a big frog, a fish, a duck and a bird to colour ]


5.  I CAN SEE ...   (Choose one. Draw it.)

    I can see a ______________.

    [ empty box to draw in ]

==========================================
    WELL DONE!   (draw a star here)
==========================================

Notes for Tutor: Items 2 and 3 are for readers only; use the picture-only versions for children who do not read yet (usual at 6-7). In item 3, the dotted letters should be printed as a big dotted font so children trace each letter. Keep item 5 optional for children who finish early.

9. ANSWER KEY (ADULTS ONLY - do not show children)

1. Match (picture to word, using the mixed word column on the page: row 1 frog, row 2 bird, row 3 dog, row 4 cat, row 5 duck, row 6 fish): - cat picture (row 1 picture) goes to cat (row 4) - dog picture (row 2) goes to dog (row 3) - fish picture (row 3) goes to fish (row 6) - duck picture (row 4) goes to duck (row 5) - frog picture (row 5) goes to frog (row 1) - bird picture (row 6) goes to bird (row 2) (The whole word column is mixed, so no picture sits next to its own word and the lines cross.)

2. Circle (readers only): frog (first), dog (second), cat (third). Picture-only version: dog (first picture), frog (second picture), cat (first picture).

3. Trace (readers only; picture-only version also has no wrong answers): No wrong answers. Praise neat tries. Watch pencil grip and letter direction (left to right, top to bottom). Do not correct letter shapes harshly for ages 6-7.

4. Colour: frog = green, fish = orange, duck = yellow, bird = blue. (If a child uses another colour, ask: "What colour is it?" and accept it. The aim is understanding the colour words, and fun.)

5. I can see a ___: Any one of the six animals. Accept "I can see a cat", "cat", or a drawing only.

Success check (quick tick list): - [ ] Says at least 4 of the 6 animal words - [ ] Says "I like ___" with a picture - [ ] Says "I can see a ___" with help - [ ] Hears the difference between /d/ and /f/ start sounds - [ ] Joined in with the chant or actions

Next lesson idea: add colours to animals ("I can see a green frog").

Draft teaching and safeguarding resources. Not legal advice. Check local law before use.