TINY BUTTERFLY TEACHER S NOTES TOPICS 1. Our home 2. Our body 3. Our food LEVEL First two years of Primary Education, aimed at students aged 5-7 GOALS 1. Our home To identify the parts of the house, the rooms of a house, the furniture in those rooms, the members of the family. To be able to recognize where the rooms of a house are placed To understand basic sentences regarding the rooms of a house and to be able to associate those sentences with their illustrations. To be able to associate which pieces of furniture are typically found in certain rooms of a house. To be able to establish the difference between big and small To be able to understand basic questions about furniture and answer them. To be able to pronounce parts of a house and pieces of furniture following a sample. To be able to identify members of a family To be able to make family relationships To be able to place members of the family in the rooms of a house and to know what they are doing To be able to pronounce the nouns of the members of the family following a sample To listen to a story, understand it and be able to put it in the right order. To be able to spell parts of the house and furniture correctly 2. Our body To identify different parts of the body To listen to a part of the body and associate it with its illustration To be able to place parts of the body in the right position To know about the number of parts of the body, for instance, if we have one or two eyes. To understand basic descriptions of characters To understand and identify which objects are used with which parts of the body. 1
To identify pieces of clothing and to be able to make a link between them and the right parts of the body. To be able to establish the difference between big and small To identify basic adjectives that express feelings To understand and identify daily washing habits To be able to understand and repeat basic sentences to describe characters, following a sample To spell parts of the body correctly To listen to a story, understand it and be able to put it in the right order. 3. Our food To identify fruit, vegetables and other kind of food and drink To identify the pronunciation and the spelling of fruit, vegetables and other kind of food and drink To understand basic sentences about colours and food and/or drink To be able to complete basic sentences about fruit, vegetables and other kind of food and drink To be able to establish the difference between big and small To be able to distinguish clearly what kind of food is fruit and what kind is a vegetable To be able to pronounce fruits and vegetables following a sample. To be able to understand and answer basic questions regarding fruit, vegetables and other kind of food and drink To be able to understand basic likes and dislikes To be able to spell the vocabulary covered in the lesson correctly. To listen to a story, understand it and be able to put it in the right order. CONTENTS 1. Our home Grammar and Vocabulary Parts of the house: roof, chimney, bedroom, bathroom, living room, kitchen, garage Furniture in the rooms of a house: o bedroom: bed, bedside table, lamp, wardrobe, carpet, shelf, poster o bathroom: bath, shower, taps, mirror, washbasin, towel, toilet o kitchen: fridge, washing machine, dishwasher, cupboard, oven, cooker, fan, table, chair, sink, tap o living room: armchair, television, coffee table, telephone, picture Members of the family: father, mother, grandfather, grandmother, brother, sister, dog, cat To be: affirmative singular form: is, am Indefinite article: a, an Definite article: the 2
Basic affirmative sentences using demonstrative pronouns, e.g. This is the Basic interrogative sentences using demonstrative pronouns, e.g. Is this a? Adjectives that express size: big versus small Spelling of the parts of the house, rooms of the house, furniture, members of the family Prepositions of place: in Adjectives that express feelings: happy Cardinal numbers: one, two, three, four, five, six Phonetics Pronunciation of the words studied in the Vocabulary section 2. Our body Grammar and Vocabulary Parts of the body: head, hair, ear, face, eyes, nose, mouth, shoulders, arm, hand, fingers, leg, knee, feet, toes Parts of the body in singular and in plural: contrast between one and two, e.g. one nose, two eyes Colours: blue, green, red Basic statements to make descriptions: I ve got To be: affirmative singular form: am, is Parts of the body and objects: eyes-glasses, teeth-toothbrush, hand-gloves, hair-hairbrush, ear-headphones Parts of the body and clothes: jumper, shoes, gloves, hat, trousers Adjectives that express size: big versus small, long versus short Adjectives that express feelings: angry, scared, sad, happy, surprised Basic imperative sentences Washing habits and personal hygiene: have a bath, wash your hands, wash your face, clean your teeth Spelling of the parts of the body Cardinal numbers: one, two, three, four, five, six Phonetics Pronunciation of parts of the body in singular and plural: /s/, /z/ Pronunciation of I ve got Pronunciation of the words studied in the Vocabulary section 3. Our food Grammar and Vocabulary Food: banana, grapes, plum, pear, potato, apple, tomato, lemon, strawberry, orange, cherry, carrots, melon, cheese Drinks: milk, water Fruit versus other kind of food 3
Basic statements that describe food and colours, e.g. The cheese is yellow Colours: red, green, blue, purple, yellow, orange, blue Indefinite article: a, an Definite article: the Demonstrative pronoun: This Basic affirmative sentences using demonstrative pronouns, e.g. This is a/an Basic interrogative sentences using demonstrative pronouns, e.g. Is this a/an? Basic statements to express likes and dislikes: I like, I don t like Adjectives that express size: big versus small Adjectives that express feelings: hungry Adjectives for description: fat, sweet Contrast between Fruit and Vegetables Spelling of fruit, vegetables and other kind of food and drinks Cardinal numbers: one, two, three, four, five, six, seven, eight, nine Phonetics Pronunciation of the words studied in the Vocabulary section HOW TO USE IT Tiny Butterfly is divided into three chapters: 1. Our home, 2. Our body, 3. Our food. Each chapter can be visited both directly from the front page of the unit or from any screen all throughout the sections. The front page of Tiny Butterfly consists of the following buttons: Three big buttons, a house, a doll and a picnic basket, which open the three chapters of the unit: The house opens Our home, the doll opens Our body and the picnic basket opens Our food. These three buttons will also appear in every exercise so that the students can browse different sections when they feel like it and at the same time, they will be able to know exactly where they are in the unit. Links button: it is featured by a balloon and, when clicked, it opens a popup window with links to different sites on the net: the official MALTED website, CNICE website, Educastur website and CPR Nalón-Caudal website. Teacher button: it is featured by a pen; when clicked, it opens a popup window that offers a brief summary of the teacher s notes fully stated here. Authors button: it is featured by a water-colours box; when clicked, it opens a popup window that reveals the names of the authors of this project. Vocabulary button: it is featured by some playground cubes; when clicked, it opens a popup window that shows all the vocabulary in the unit. When an illustration is clicked, its English pronunciation can be heard. 4
Icons button: it is also featured by some playground cubes; when clicked, it opens a popup window that shows all the different icons appearing in the unit and explains about their use. If the students click on each icon, they will be able to listen to the explanation in Spanish, whereas in the screen, the same explanation appears both in Spanish and in English, so that teachers can also use it for their own purposes. Exit button: it is featured by a small door labelled exit that allows the users to finish using the unit. Besides, every popup window has a Close button, again featured by another small door labelled close that allows the user to close the popup and return to the main screen. Every chapter of the unit opens in the same way: an introductory screen featured by a big blackboard with the titles of all the different types of activities included. The type of activity offered is featured by the illustration of a boy or a girl that will later appear in the exercise and that indicates if the student has to listen, think, look or speak. If the title of the activity is clicked, the student can go straight into it and do it. On the top right hand side of the screen there can be seen the corresponding illustration featuring the chapter the student is in. At the bottom, these introductory screens have access to the other two chapters of the unit in case the student wants to have a freer navigation, although a linear navigation is recommended, for which purpose there are two red arrows that take students backwards and forwards in the exercises. Finally, at the bottom right hand side of the screen, you can find the Exit button. Every activity in every chapter is organized in the same way: on the left hand side of the screen, the student can see the type of activity he or she is going to do. When the illustration of the boy or of the girl is clicked, it opens a popup window that shows the task of the activity in English and the students can both read and listen to the task. The phrases or sentences that the students hear after clicking Task are a brief set of instructions that very often do not coincide with what they can read in the popup that appears on clicking Task, since it has been judged as more valuable that students are simply able to carry out what they hear, whereas their teachers will be able to help them with the wider information displayed on the screen if necessary. 1. Our home a. The house This is the first exercise of this chapter, it is a Listen exercise. The student finds the illustration of a house. On the left hand side of the screen, the student can see the type of activity he or she is going to do, it is a listening exercise. When the illustration of the boy is clicked, it opens a popupwindow that shows the task of the activity in English and the students can both read and listen to the task. 5
The students must click in every part of the house and they will hear how those parts are pronounced: roof, chimney, bedroom, bathroom, living room, kitchen, garage. This is only a listening exercise, it is the first approach to the lesson and its aim is that students get familiarized with the vocabulary they are going to deal with. b. The bedroom It works exactly in the same way as the previous one, but now the student sees the illustration of a bedroom and listens to words regarding the furniture in a bedroom: bed, bedside table, lamp, wardrobe, carpet, shelf, poster. c. The bathroom It works exactly in the same way as the previous ones, but now the student sees the illustration of a bathroom and listens to words regarding the furniture in a bathroom: mirror, washbasin, toilet, towel, bath, taps, shower. d. The kitchen It works exactly in the same way as the previous ones, but now the student sees the illustration of a kitchen and listens to words regarding the furniture in a kitchen: fan, dishwasher, cooker, oven, cupboard, sink, tap, fridge, washing machine, table, chair e. The living room It works exactly in the same way as the previous ones, but now the student sees the illustration of a living room and listens to words regarding the furniture in a living room: television, coffee table, telephone, armchair, picture f. Puzzle This is a Think exercise. The student sees the illustration of the house, but this time it is empty and the parts of the house appear below, as parts of a puzzle. The student clicks on each room of the house and listens to its pronunciation; then, they must drag them to the right place within the house. As in all the exercises in every chapter, the boy on the left hand side of the screen tells the student what to do in the activity. g. Match This is a Look exercise and it has got four parts; there are blue arrows for the students to move back and forward among the four parts. The student can see the illustration of a bedroom, a bathroom, a kitchen and a living room and click on each illustration to listen to a true sentence about it, e.g. This is the bedroom. At the same time, the student sees four sentences below each illustration and must choose the right one according to what he or she has heard. 6
Only by completing the four parts of the exercise will they be able to see their score. h. Which is which? This is a Think exercise. The students see some pieces of furniture and they can hear to their English pronunciation if they click on them. They also see several rooms of the house and they must join each piece of furniture with the right room. If they click on a piece of furniture, apart from hearing its correct pronunciation, a white arrow will appear; they must drag it to the right room and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. i. How big? This is a Look exercise. The students see the pictures of two chairs and two tables, together with their corresponding labels according to their size, big and small. They must click on each illustration and join the right picture with the corresponding label. They can hear a phrase exactly the same as the label when they click on each picture. If they click on a picture, apart from hearing its correct pronunciation, a white arrow will appear; they must drag it to the right box and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. j. Where? This is a Think exercise and it has got four parts. There are blue arrows for the students to move back and forward among the four parts. The students see the labels of some pieces of furniture. They can click on them and listen to their English names. Below they also see the illustrations of those pieces of furniture and the room they belong to. They must drag each label below the right room of the house and use the boxes provided. Only by completing the four parts of the exercise will they be able to see their score. k. Answer This is a Listen exercise and it has got two parts. There are blue arrows for the students to move back and forward among the two parts. The students see some basic questions about the pictures on the screen and they can listen to them by clicking on the boxes. They must then answer those questions by clicking Yes or No. 7
Only by completing the two parts of the exercise will they be able to see their score. l. Repeat This is a Speak exercise and it has got twelve parts. There are blue arrows for the students to move back and forward among the twelve parts. Students see twelve illustrations of parts of the house and furniture and they can listen to their pronunciation in English by clicking on them. The audio file they hear will be the sample they will have to repeat. Below each illustration there is a micro. If you click on it, the recording process starts and the students can record their voice and repeat what they have heard. By clicking on the microphone a second time the recording will stop. Next, they can click on the illustration of the loudspeaker and listen to their recording. They can repeat their recordings as much as they like or need. ll. Memory Game This is a Think Exercise and it has got two parts. There are blue arrows for the students to move back and forward among the two parts. It can be used as consolidation of the contents presented in the chapter. It is the typical activity to match pairs. The students click on each card and the card opens, so that the students will have to find its matching pair. Every time the students click on a card they will hear its corresponding sound and when they complete the activity successfully they will see the picture of a house at the back that has been being built while they were doing the exercise. m. The family This is a Listen exercise. It is the introductory exercise to the second part of contents in this lesson, members of the family. Students click on each member of the family and hear to the way they are pronounced in English. It can be used as a warm-up activity that gives way to the future exercises the unit has about the family. n. Who is who? This is a Think exercise. Now the students see a family tree with all the members of the family introduced in the previous activity. They also see their corresponding spelling. If they click on the spelling boxes, they can also hear their pronunciation again. They must drag each spelling box to the right box next to the illustration of the members of the family. o. Speak This is a Speak exercise and it has got eight parts. There are blue arrows for the students to move back and forward among the eight parts. Students see eight illustrations of the members of the family and they can listen to the pronunciation in English by clicking on them. The audio file they hear will be the sample they will have to follow. Below each 8
illustration there is a micro. If you click on it, the recording process starts and the students can record their voice and repeat what they have heard. By clicking on the microphone a second time the recording will stop. Next, they can click on the illustration of the loudspeaker and listen to their recording. They can repeat their recordings as much as they like or need. p. Where are they? This is a Listen exercise. Students see the illustration of the house again, and outside it, there are the members of the family they already know. If they click on each member of the family they will hear a sentence telling them where inside the house each member is. They must drag each member of the family to the right place inside the house. q. The Story This is a Listen exercise and it has been divided into two different screens. It is based on the traditional story of Snowhite. The students see illustrations of the story, they must click on them and listen to the sentences about them; then, they must put the story in the right order, they must decide which picture and sentence go first, which second and so on. They have numbered boxes at the bottom of the two screens of which the activity consists, and must drag them to the right empty boxes below each picture. r. Hangman This is a Think exercise and it has got ten parts. There are blue arrows for the students to move back and forward among the ten parts. It is the typical game to consolidate all the vocabulary learned in the chapter. Students see a square with all the letters of the alphabet next to the illustration of a fully furnitured house. Below the house, they can see a picture of the word they must guess together with a box with the number of letters the word has and which they must complete. If they click on each illustration, they can hear the English word, and if they click on each letter of the alphabet, the letter will automatically appear in the right position in the box provided. Every time they make a mistake, a room of the house disappears and a wrong audio feedback is played. They can try six times to complete the word successfully until the house is empty and the right word flashes in the screen. When they fill in a gap successfully, a correct audio feedback is heard. They can solve the missing gaps in the exercise if they click the Verify button and they can rub everything out and start again by clicking the Clear button. 2. Our body 9
a. Listen This is a Listen exercise. It is the introductory activity of this chapter and it works as a first approach to the vocabulary regarding the body by students. They see the picture of a boy and all the parts of the body that will be studied along the unit written around him. If they click on each part of the body they will hear its English pronunciation. b. Match This is a Think exercise and it has got three parts. There are blue arrows for the students to move back and forward among the three parts. The students see the spelling of a part of the body; when clicking on it, they can also listen to the way it is pronounced in English. Below, they see three different illustrations of three different parts of the body. They must choose the right one. They can see their score in the exercise immediately after clicking on an illustration; they will hear a correct or a wrong audio feedback. They can rub everything out and start again by clicking the Clear button. c. The puppet This is a Look exercise. The students see the illustration of a puppet with some parts of the body missing; those parts of the body can be seen around the puppet. If clicked, the English word will be pronounced and the students can drag them and place them in the right position in the puppet s body. d. How many? This is a Look exercise. Students see, in the middle of the screen, two boxes labelled ONE and TWO. Around those boxes, there are the pictures of different parts of the body. They must decide if we have one or two pieces of that part, for example, if we have one or two ears, if we have one or two noses, and so on. If they click on a part of the body, apart from hearing its correct pronunciation, a white arrow will appear; they must drag it to the right box and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. e. Monsters This is a Listen exercise. Students see the illustrations of three different monsters and a basic question: Who am I? If they click on each monster, they will listen to a brief description of the monster, regarding how many parts of the body it has and their colour. They must decide which monster is being talked about each time and drag the right name of the monster below each illustration. 10
f. Use your body This is a Think exercise. Students see two lines of illustrations on the screen. The line on the top shows different parts of the body whereas the line at the bottom shows different objects linked to our body in some way, e.g. eyes-glasses. If they click on a part of the body, apart from hearing its correct pronunciation, a white arrow will appear; they must drag it to the right object and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. They can also click on the objects and will hear the English words. g. Clothes This is a Look exercise. Students see two lines of illustrations on the screen again. The top line shows parts of the body whereas the bottom line shows different clothes. If they click on the clothes, they will hear a short imperative sentence telling them where to put that piece of clothing. Then, a white arrow will appear; they must drag it to the right part of the body and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. h. Faces This is a Think exercise. The students see some pictures of several characters whose main features are the size of their nose and ears. They must be able to discriminate the difference between the adjectives big and small. With that aim, they must click on the labelled boxes and listen to the phrases; then, they must drag each box to the right picture, by means of the white arrow that appears. They will immediately hear an audio feedback that will let them know if they have made the right decision or not. i. Feelings This is a Listen exercise. Students are going to learn to identify adjectives that express feelings and the characters that have those feelings. They see a line of monsters whose faces express different feelings; below them, there are several empty boxes. At the bottom of the screen they will also find some boxes with the adjectives studied. If they click on them they will hear the corresponding English word. They must drag the right adjective into the right empty box. 11
j. Daily wash This is a Look exercise. The students are presented with a series of pictures where a character is performing some daily washing activities. They can click on each picture and hear the activity in English. The same activity is written in labelled boxes for the students to drag into the correct empty boxes provided. k. Roleplay This is a Speak exercise and has got three parts. There are blue arrows for the students to move back and forward among the three parts. Students see the three previous monsters, click on them and listen to a basic sentence describing them that can also read on the screen. They must repeat that sentence. Below each illustration there is a micro. If you click on it, the recording process starts and the students can record their voice and repeat what they have heard. By clicking on the microphone a second time the recording will stop. Next, they can click on the illustration of the loudspeaker and listen to their recording. They can repeat their recordings as much as they like or need. l. Ordering words This is a Look exercise. Students are presented with two top lines of boxes that contained unordered words and two bottom lines of boxes that contain ordered words. If they click on the latter they can also hear the English word. They must associate the correctly spelled words with the ones spelled in the wrong order by dragging the former into the latter; in that way, at the end of the activity they will be able to see the right spelling of all the words regarding parts of the body. ll. Hangman This is a Think exercise and it has got ten parts. There are blue arrows for the students to move back and forward among the ten parts. It is the typical game to consolidate all the vocabulary learned in the chapter. Students see a square with all the letters of the alphabet next to the illustration of a monster. Below the monster, they can see a picture of the word they must guess together with a box with the number of letters the word has and which they must complete. If they click on each illustration, they can hear the English word, and if they click on each letter of the alphabet, the letter will automatically appear in the right position in the box provided. Every time they make a mistake, the monster s face changes and gets angrier and angrier while a wrong audio feedback is played. They can try six times to complete the word successfully until the monster goes furious and the right word flashes in the screen. When they fill in a gap successfully, a correct audio feedback is heard. 12
They can solve the missing gaps in the exercise if they click the Verify button and they can rub everything out and start again by clicking the Clear button. m. Memory game This is a Think Exercise and it has got two parts. There are blue arrows for the students to move back and forward among the two parts. It can be used as consolidation of the contents presented in the chapter. It is the typical activity to match pairs. The students click on each card and the card opens, so that the students will have to find its matching pair. Every time the students click on a card they will hear its corresponding sound and when they complete the activity successfully they will see the picture of a boy at the back that tells them they have finished the exercise. n. The story This is a Listen exercise and it has been divided into two different screens. It is based on the traditional story of Pinnochio. The students see illustrations of the story, they must click on them and listen to the sentences about them; then, they must put the story in the right order, they must decide which picture and sentence go first, which second and so on. They have numbered boxes at the bottom of the two screens of which the activity consists, and must drag them to the right empty boxes below each picture. 3. Our food a. Food This is a Listen exercise. It is the introductory activity of this chapter and it works as a first approach to the vocabulary regarding food by students. They see the picture of a shop which sells all the food that will be studied along the unit. If they click on each illustration they will hear its English pronunciation. b. Fruit This is a Listen exercise. Students see the illustrations of some of the fruits they have already seen and heard in the previous exercise. This time, they can also read their corresponding spelling. They must click on each illustration, listen to its English pronunciation and join each picture with the right spelling. When they click, a white arrow appears; they must drag it to the right box and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. c. What is this? This is a Listen exercise and it works exactly in the same way as the previous one, but now students are not working with fruit any more, but 13
with the other kind of fruit and drink they have seen in the shop from the first exercise of this chapter. Students see the illustrations of some of the food and drink they have already seen and heard. This time, they can also read their corresponding spelling. They must click on each illustration, listen to its English pronunciation and join each picture with the right spelling. When they click, a white arrow appears; they must drag it to the right box and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. d. Colours This is a Think exercise. The students see some pictograms on the screen that feature basic sentences combining food and colours such as The cheese is yellow. They can click on them and listen to the English sentences. Then, they must decide if the sentence is True or False by clicking on the boxes entitled Yes or No. e. More Colours This is a Think exercise and works exactly in the same way as the previous one, but this time it only regards fruit. The students see some pictograms on the screen that feature basic sentences combining food and colours such as The plum is purple. They can click on them and listen to the English sentences. Then, they must decide if the sentence is True or False by clicking on the boxes entitled Yes or No. f. What colour is it? This is a Think exercise and also works food and colours, just as the two previous ones, but it contains a slight variation: now the pictograms are not complete and the students must complete them by dragging the right colour into the right box. They can click on the incomplete pictograms and listen to the full English sentences in order to do it successfully. The activity has got four parts. There are blue arrows for the students to move back and forward among the four parts. They can see their score in the exercise if they click the Verify button and they can rub everything out and start again by clicking the Clear button. Only by completing the four parts of the exercise will they be able to see their score. g. Match This is a Look exercise and has got four parts. There are blue arrows for the students to move back and forward among the four parts. 14
The students see several pictures beside which they can read a basic sentence telling them what the picture is, e.g. This is a potato; they can click on the pictures and listen to the sentences too, but those sentences have a gap, the ending is missing. At the bottom of the screen, the students have boxes with the right options to fill in those gaps. They must choose the right ending to fill in each sentence. Only by completing the four parts of the exercise will they be able to see their score. h. Big or small? This is a Look exercise. Students are presented with some of the illustrations regarding food they have seen before and must decide if they are big or small. They can click on each illustration, listen to the English word and then drag it to the right labelled box. When they click, a white arrow appears; they must drag it to the right box and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. i. Small or big? This is a Look exercise and works exactly in the same way as the previous one, but this time it only deals with fruit. Students are presented with some of the illustrations regarding fruit they have seen before and must decide if they are big or small. They can click on each illustration, listen to the English word and then drag it to the right labelled box. When they click, a white arrow appears; they must drag it to the right box and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. j. Is it fruit? This is a Think exercise and it consolidates the difference between fruit and vegetable that has been presented previously in the chapter. Students see a line of pictures, which they can click in order to listen to their pronunciation, and the bottom of the screen they can see two labelled boxes, one called Fruit and the other one called Vegetable. They must decide which illustration belong to which box. When they click on each picture, a white arrow appears; they must drag it to the right box and they will immediately hear an audio feedback that will let them know if they have made the right decision or not. 15
k. Repeat This is a Speak exercise and it has got twelve parts. There are blue arrows for the students to move back and forward among the twelve parts. Students see twelve illustrations of food and drink and they can listen to their pronunciation in English by clicking on them. The audio file they hear will be the sample they will have to repeat. Below each illustration there is a micro. If you click on it, the recording process starts and the students can record their voice and repeat what they have heard. By clicking on the microphone a second time the recording will stop. Next, they can click on the illustration of the loudspeaker and listen to their recording. They can repeat their recordings as much as they like or need. l. Answer This is a Think exercise and it has got two parts. There are blue arrows for the students to move back and forward among the two parts. Students read and listen to some questions regarding the pictures next to them, they can click on the questions to hear them in English. They must them click Yes or No to answer the questions correctly. Only by completing the two parts of the exercise will they be able to see their score. ll. Do you like it? This is a Think exercise. Students see a table with the illustrations of some food. They click on each picture and listen to a sentence expressing likes or dislikes. At the bottom of the screen, they can see two faces, a happy face and a sad face. According to what they hear, they must click on each face and drag it to the right empty box; if they hear likes, they will drag the happy face, whereas if they hear dislikes, they will drag the sad one. m. Memory Game This is a Think Exercise and it has got three parts. There are blue arrows for the students to move back and forward among the three parts. It can be used as consolidation of the contents presented in the chapter. It is the typical activity to match pairs. The students click on each card and the card opens, so that the students will have to find its matching pair. Every time the students click on a card they will hear its corresponding sound and when they complete the activity successfully they will see the picture of a shop at the back that has been being filled while they were doing the exercise. 16
n. Hangman This is a Think exercise and it has got fourteen parts. There are blue arrows for the students to move back and forward among the fourteen parts. It is the typical game to consolidate all the vocabulary learned in the chapter. Students see a square with all the letters of the alphabet next to the illustration of a shop. Below the shop, they can see a picture of the word they must guess together with a box with the number of letters the word has and which they must complete. If they click on each illustration, they can hear the English word, and if they click on each letter of the alphabet, the letter will automatically appear in the right position in the box provided. Every time they make a mistake, the shop gets emptier and emptier, while a wrong audio feedback is played. They can try six times to complete the word successfully until the shop is completely empty and the right word flashes in the screen. When they fill in a gap successfully, a correct audio feedback is heard. They can solve the missing gaps in the exercise if they click the Verify button and they can rub everything out and start again by clicking the Clear button. o. The story This is a Listen exercise and it has been divided into three different screens. It is based on the story of a monster that ate too much. The students see illustrations of the story, they must click on them and listen to the sentences about them; then, they must put the story in the right order, they must decide which picture and sentence go first, which second and so on. They have numbered boxes at the bottom of the three screens of which the activity consists, and must drag them to the right empty boxes below each picture. p. Remember This is a Think exercise and revises all the vocabulary studied along the whole unit. Students see a list of words, they can read them and listen to them if they click them and they must finally decide which category they belong to, if they belong to home, body or food. SCORE SYSTEM There are two different ways in which students can learn about their score, depending on the fact that the activity contains a Verify button or not. If the activity does not contain a Verify button, that means that the student will be able to know the score straight forwardly, by means of an audio feedback that will let them know if they are right or wrong. After completing the activity the student will be able to go to the next one by means of the corresponding red arrow. 17
If the activity contains a Verify button, the score system varies. Apart from the audio feedback, when clicking this button, a small score popup window will open and will tell the student how many right answers they have obtained out of the total questions presented, and that same window will also state the percentage those right answers represent. If the students have 100% right answers, once the popup window is closed by clicking the OK button, a prize winning screen appears providing successful students with an encouraging medal. That screen stays for a number of seconds and lets students go directly into the next activity without having to use any navigation arrows. There is only one exception as regards the way in which the Verify button works, and that regards the Hangman activities. In those activities the Verify button does not show the students score, it only solves the exercise and provides students with the right word. Those students who successfully manage to finish Tiny Butterfly will be able to see a Congratulations screen that ends the unit. 18