Fundación sanders
STEM in ENGLISH
for beginners
start
unit
the dance freeze song
game development
Next
introduction
Welcome to Unit 1! This unit is all about "The Dance Freeze Song" You'll learn English action verbs and start your Scratch programming journey. In English, you'll practice verbs like hop, freeze, and slide. In Scratch, you'll watch an advanced animation and create your first project. Learn to choose sprites, backgrounds, and use basic coding blocks to make characters move and interact. Get ready for a fun mix of learning and creativity!
start
GOALS
Vocabulary
Set up the project
Make the Sprite move
Grammar
Communication
Don´t lose your project
VOcabulary
the dance freeze song
Dance; Slow-motion dance
Hop
Slide
Freeze; Frozen
Spin
Twirl
Swim
BACK
Learning situation
keep dancing!
Keep + Verb –ING
- Keep hopping
- Keep swimming
Learning situation
Keep hopping on one foot!
Plural nouns
- One tooth, two teeth
- One child, two children
- One leaf, two leaves
Learning situation
Stay frozen!
Use “ stay ...” to indicate maintaining a certain position or situation.
- The book stayed open on the table.
- The baby stayed asleep.
- The door stayed closed.
BACK
LEARNING Programming
make a sprite hop
Help this sprite hop and avoid being hit by the baseball. Press the space key to make the sprite hop.
Use change y by () to make the sprite move up and down.
Use movement blocks (blue) within a forever loop, set x:() y:() and glide () secs to x: () y :().
Use sensor block touching (Sprite) within a wait until and stop all control structure to detect collisions and stop the game.
BACK
intro
Question 2/6
Pick the right verb !
Quiz
go!
Match the movements
dance
hop
freeze
spin
slide
twirl
Next
intro
Pick the right verb !
Question 1/6
00:30
intro
Question 3/6
Pick the right verb !
00:30
intro
Question 4/6
Pick the right verb !
00:30
intro
Question 5/6
Pick the right verb !
00:30
intro
Question 6/6
Pick the right verb !
intro
Question 1/3
Pick the right noun !
children
childs
childrens
intro
Question 2/3
Pick the right noun !
teeth
toothes
teeths
intro
Question 3/3
Pick the right noun !
leaves
leavs
leafs
good job!!!
back
RETRY
unit
The Magical Adventure of Lily and Leo
storytelling
Next
introduction
In Unit 2, we will continue to dive deeper into learning verbs and action programming through The Magical Adventure of Lily and Leo. In English, you'll learn to use verbs such as type, cry, and sleep, along with how to use the past simple tense. In programming, you’ll explore how to make characters say or think something, change costumes, and switch backdrops. By the end of this unit, you'll create your own interactive stories and bring them to life!
start
GOALS
Vocabulary
Set up the project
Make the Sprite move II
Grammar
Communication
Don´t lose your project
INTRO
Prior knowledge
Chipm0nk's scratch journey
- Who is Chipm0nk and what is he trying to tell us?
- What challenges did he face while learning Scratch and how did he overcome them ?
- What kinds of projects did he create and which one impressed you the most?
Reflect
Story MAP
IMPORTANT DETAILS OF A STORY
Problem
Solution
Setting
Characters
how the problem is fixed
the challenge or conflict the main character faces
the people or animals who act out the story
the time and place
VOcabulary
the dance freeze song
type touch speak cry look smile read write draw eat listen sleep
BACK
LEARNING SESSION 1
What is the Past Simple Tense?
2024
2019
2024
yesterday
3 years ago
2024
2024
last night
last week
The past simple tense tells us about something that happened before, like yesterday, last week, or a long time ago.
Next
LEARNING SESSION 1
how to use the past simple tense?
Subject + Past Simple Verb + Object
- Regular Verbs: For most verbs, just add -ed.
- Irregular Verbs: These verbs do not follow the regular rule of adding -ed. They change in different ways, often changing the vowel, the entire word, or staying the same.
Completely Change Form: go → went Change the Vowel: sing → sang No Change: put → put Add -t or Other Changes: keep → kept
Subject: Who is doing the action? (e.g., I, You, He, She, We, They)
Verb: What is the action? (e.g., walk, jump, play)
Object: What or who is involved in the action? (e.g., to the park, a game)
Tips
Learning session 2
past simple
Change vowel
Add -ed
No spelling change
Change -y to -ied
Change vowel and add -t
typed
spoke
speak
type
touched
touch
wrote
write
smiled
smile
ate
eat
looked
look
cried
cry
slept
read
sleep
read
listened
listen
draw
drew
Learning situation
Affirmative sentences
Subject + Past Simple Verb + Object
- Lily and Leo opened the game box.
- Leo typed in their usernames to start the game.
- They had a magical adventure.
Add Your Own Sentence
Learning situation
NEGATIVE sentences
Subject + Did Not (Didn’t) + Base Form of the Verb + Object
- They didn't have anything to eat.
- Leo did not cry.
- Lily and Leo did not lose their orientation because they had a map.
Add Your Own Sentence
Learning situation
Yes/No Questions
Did + Subject + Base Form of the Verb + Else
- Did Lily touch any of the dangerous plants in the forest?
- Yes, she did.
- No she didn't.
Add Your Own Sentence
LEARNING Programming
animate a story
Use looks block (purple) say ( ) or think ( ) for ( ) seconds to make the characters speak or think something for a specified number of seconds.
Show and hide blocks make a character to appear in a specified scene and hide during other scenes.
Use next costume or switch costume to ( ) so that a character can change its appearance and actions.
Use switch backdrop to ( ) and event block ( yellow) when backdrop switches to ( ) to change the scenes.
BACK
LEARNING SESSION 2
fill in the blank
wrote
listened
smiled
Leo __________ their names in the sand near the river.
They __________ to the birds singing in the trees.
Lily __________when she found a beautiful flower in the forest.
cried
typed
slept
Lily __________ because she missed her home.
After a long walk, they both __________ soundly that night.
Leo __________ their usernames into the game console.
learning session 2
write your story
arrange the elements in their corresponding order
A. type
B. touch
C. cry
D. sleep
E. speak
F. smile
G. write
H. eat
I. read
J. draw
K. look
check
L. listen
COmMUNICATION
Hope you had fun creating your story! Now, let's take some time to discuss our projects. In case you don't know where to start, here are some suggestions:
- “What do you like about the story?”
- “How well did the animation show the verbs?”
- “Can you think of another way to better animate the scene …?”
Let’s share our thoughts and ideas, and learn from each other!
Back
unit
Intro
the great room escape
game development
Start
introduction
In Unit 3, get ready to step into an exciting challenge with The Big Room Escape! In this unit, you’ll learn to use 'there is,' 'there are,' 'is there,' and 'are there' in English to describe rooms, objects, and their locations. In programming, you'll explore how to use Scratch to design an interactive escape room experience. You'll learn to program objects to appear or disappear, respond to player actions, and guide players through clues and puzzles. By the end of this unit, you’ll create your very own escape room adventure and challenge your friends to escape!
Start
Learning objectives
Vocabulary
Set up the project
Make the Sprite move
Grammar
Communication
Don´t lose your project
VOcabulary
THE BIG ROOM ESCAPE
Double/Single bed Chest of drawers Bedside table Blanket Duvet Sheet Pillow Alarm clock Lamp Wardrobe Door Wall Bedroom
BACK
VOcabulary
THE BIG ROOM ESCAPE
Washbasin Shampoo Toilet Bath Toothpaste Toothbrush Tap Mirror Shower Towel Soap Toilet paper Bathroom
BACK
VOcabulary
THE BIG ROOM ESCAPE
Cup Cupboard Plate Knife Cooker Glass Fork Table Spoon Chair
BACK
VOcabulary
THE BIG ROOM ESCAPE
Ceiling Floor Heating Carpet Lift Switch Light Air conditioning Window Socket Book or dictionary Board Shelf Desk
BACK
VOcabulary
THE BIG ROOM ESCAPE
Remote control Picture Sofa Cushion Bookcase Vase Light Plant Radio Armchair Video player TV
BACK
Learning Session 3
Contents
Interrogative sentences
NEGATIVE SENTENCES
Affirmative SENTENCES
Are there any students? No, there aren't.
There isn't any writing on the book. There aren't any pictures on the book.
There is a school.There are many classrooms in this school.
Is there a desk? Yes, there is.
LEARNING Programming
CREATE the escaperoom
Use sensor block (plight bule) touching [mouse-pointer] and motion block point in ( ) direction and set y to ( ) to make a start button
Show and hide blocks make a character to appear in a specified scene and hide during other scenes.
Use next costume or switch costume to ( ) so that a character can change its appearance and actions.
Use switch backdrop to ( ) and event block ( yellow) when backdrop switches to ( ) to change the scenes.
BACK
unit
Intro
Holiday memories
Create your interactive holiday album
Start
Introduction
Now that we're back from holidays, let's take some time to share our experiences! You are encouraged to use "there be" structure to describe pictures related to holiday activities, food and items. We'll practice using the past simple tense to talke about our past experiences. In programming, you'll explore how to use Scratch to design an interactive album. You'll add background music and create a "next page" button using variables. By the end of this unit, you'll create your own holiday experience album in English!
Start
Learning objectives
Vocabulary
Set up the project
Make the Sprite move
Grammar
Communication
Don´t lose your project
VOcabulary
holiday memories
Double/Single bed Chest of drawers Bedside table Blanket Duvet Sheet Pillow Alarm clock Lamp Wardrobe Door Wall Bedroom
BACK
Learning session 1
past simple 2
irregular
regular
decorated/ decorated
had/ had
have
decorate
was ; were/ been
be
wait
waited/ waited
hung/ hung
hang
stay
stayed/ stayed
got/ got
get
INTRO
Irrgular verb
Reflect
INTRO
Irrgular verb
Reflect
INTRO
Irrgular verb
Reflect
Learning situation
creating variables
a variable:
- A variable is a storage container that holds a value that can be modified or retrieved by your program.
- In Scratch, variables can be used to store data such as numbers, strings, or Boolean values
- Variables can be applies for any sprites in your project
Tips
Learning Situation
example
Deepen
unit
Food & drinks
game development
Next
Intro
Welcome to unit 5! In this unit, you will learn how to express different types of food in English, including meats, vegetables and drinks. You'll also learn how to describe how you make your favorite food. Through out this unit, you'll practice using nouns like fizzy drinks, Cauliflower, Ham, Strawberry, coffe and more. Additionally, you'll explore various game mechanisms related to restaurant management, maze games and more. Enjoy your journey!
Start
Learning Session 1
drinks
Ice cubes
Wine
Juice
Milkshake
Tea
Coffee
Learning Session 1
drinks
Water
Hot chocolate
Milk
Beer
Lemon
Fizzy drinks
INTRO
order a drink
Reflect
Closure/Summary
2/3
REVIEW CARD 1
is a hot drink and can keep you awake at night.
Flip card
Closure/Summary
2/3
REVIEW SHEET 1
Coffee is a hot drink and can keep you awake at night.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 2
You put in your drink to make it cold.
Flip card
Closure/Summary
2/3
REVIEW SHEET 2
You put ice cubes in your drink to make it cold.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 3
You can put a slice into your drink.
Flip card
Closure/Summary
2/3
REVIEW SHEET 3
You can put a lemon slice into your drink.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 4
is made from fruit such as oranges.
Flip card
Closure/Summary
2/3
REVIEW SHEET 4
Juice is made from fruit such as oranges.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 5
is cold and white.
Flip card
Closure/Summary
2/3
REVIEW SHEET 5
Milk is cold and white.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 6
is made from milk. There are different flavours such as strawberry and vanilla.
Flip card
Closure/Summary
2/3
REVIEW SHEET 6
Milkshake is made from milk. There are different flavours such as strawberry and vanilla.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 7
is made from grapes and adults drink it.
Flip card
Closure/Summary
2/3
REVIEW SHEET 7
Wine is made from grapes and adults drink it.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 8
is a clear drink. It can be found in rivers and seas.
Flip card
Closure/Summary
2/3
REVIEW SHEET 8
Water is a clear drink. It can be found in rivers and seas.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 9
is a hot drink which is made from leaves from a plant.
Flip card
Closure/Summary
2/3
REVIEW SHEET 9
Tea is a hot drink which is made from leaves from a plant.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 10
is a yellow-coloured drink and adults drink it.
Flip card
Closure/Summary
2/3
REVIEW SHEET 10
Beer is a yellow-coloured drink and adults drink it.
I didn't know well... Let's do it again
I knew it! Let's move forward
You have done a great job!
Before moving on to the next sequence, remember to send the solution to the challenge to your teacher
Start
Learning Session 2
VEGETABLES
IDENTIFY THE VEGETABLES
- How to read
- How to write
- What they mean
Tips
VOcabulary
Vegetable SONG
Cauliflower Tomato Onion Lettuce Carrot Cabbage Sweetcorn Aubergine Potato Cucumber Pepper peas
BACK
Closure/Summary
2/3
REVIEW CARD 1
are round and green. They grow in large numbers.
Flip card
Closure/Summary
2/3
REVIEW SHEET 1
Peas are round and green. They grow in large numbers.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 2
An is round and light brown. It can make you cry!
Flip card
Closure/Summary
2/3
REVIEW SHEET 2
An onion is round and light brown. It can make you cry!
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 3
A is a vegetable with thick green leaves.
Flip card
Closure/Summary
2/3
REVIEW SHEET 3
A cabbage is a vegetable with thick green leaves.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 4
A can be red, green or yellow. We eat them in salads.
Flip card
Closure/Summary
2/3
REVIEW SHEET 4
A pepper can be red, green or yellow. We eat them in salads.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 5
A has light green leaves that we eat in salads.
Flip card
Closure/Summary
2/3
REVIEW SHEET 5
A lettuce has light green leaves that we eat in salads.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 6
A grows in the ground and we must cook it before we eat it. It is used to make chips.
Flip card
Closure/Summary
2/3
REVIEW SHEET 6
A potato grows in the ground and we must cook it before we eat it. It is used to make chips.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 7
A is red and round. We can eat it in salads.
Flip card
Closure/Summary
2/3
REVIEW SHEET 7
A tomato is red and round. We can eat it in salads.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 8
A is long and green. We can eat it in salads or sandwiches.
Flip card
Closure/Summary
2/3
REVIEW SHEET 8
A cucumber is long and green. We can eat it in salads or sandwiches.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 9
is yellow. The small parts are the same size as peas.
Flip card
Closure/Summary
2/3
REVIEW SHEET 9
Sweetcorn is yellow. The small parts are the same size as peas.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 10
A is a long, thin and orange vegetable.
Flip card
Closure/Summary
2/3
REVIEW SHEET 10
A carrot is a long, thin and orange vegetable.
I didn't know well... Let's do it again
I knew it! Let's move forward
Learning Session 3
fruit
pear
grapes
mango
peach
coconut
apple
Learning Session 3
fruit
banana
lemon
orange
plum
strawberry
pineapple
INTRO
Buy some fruits
Reflect
Learning session 4
meat and fish
Drag the images and place them in their correct position
Meat that comes from a sheep
Large piece of meat that comes from a pig's leg
beef
lamb
bacon
that comes from a cow
Meat of a sea animal that has a hard shell and five pairs of legs
Long, round pieces of meat, usually made from pork
that come from a pig and are often served for breakfast
crab
sausages
ham
Check
ACTIVITY
WHO IS THE SPY
SPY
CIVILIANS
WORD PLAY GAME
The civilians try to eliminate the spy by talking and voting:
- Players take turns to give descriptions of their words.
- Make your description vague enough to avoid giving it away but clear enough for other civilians to recognize it.
- Do not reveal the word or try to spell it.
The spy gets a slightly diffferent word, the secret word (for example " rooster" ).
The civilians get the same word (for example " hen" )
Learning session 3 / timeline
Now it's your turn
An animal that lives in water and has fins and gills.
Drag the images and place them in their correct position
Meat that comes from a bird that lives in fresh water
The grilled or fried meat that comes from the back of a cow
Prawns
duck
steak
Small sea animals with a shell, often pink when cooked.
A light kind of meat that’s in nuggets, sandwiches, and soups.
A round, grilled piece often placed inside a bun.
Fish
Burger
Chicken
Check
Learning Session 3
Contents
download game matierial:
Tips
Pixel Art Adventure!
From Game Icons to NFT Secrets
What is Pixel Art?
- Digital art made of tiny colored squares, like LEGO for screens!
- Fun Fact: "The first video game characters were all pixel art!" (Pac-Man)
Tips
Why Pixel Art Rocks!
Pixel Hunt" - find pixel elements in the classroom
In Games: "Characters you love"
In Art: "Digital collectibles" Pixel Hunt" - find pixel elements in the classroom
Collaborate
Learning Situation
Cool Things You Can Do
Sell Creations: "Some pixel art sells for $1,000+ as NFTs!" NFT = Non-Fungible Token (but we'll call it a "Digital Ownership Certificate") It is a special digital sticker that proves you own unique pixel art – even if others can copy it! Merchandise: Pixel art on T-shirts/mugs ICON, characters or items for a video game
NFTs need grown-up's/ profesional help& real money – we’ll only practice making the art today!
🏆 Workshop Challenge!
Task: Create pixel food icon with: ✔️ Click interaction (says ingredients/recipe) ✔️ Fun animation/sound (optional) ✔️ Your unique style! Examples: 🍔 Hamburger | 🍣 Sushi | 🌮 Taco Time: 20 minutes → Then we’ll showcase!
Let's continue!
Create Pixel Art in Scratch – 3 Ways!
Shrink & Grow Trick
Precision Drawing
Code Magic
use the "set pixelate effect to "block
Draw in vector mode
Blank canvas → Zoom 800% Use brush size 1 pixel Set final size to 300%
Shrink sprite to 10%
Switch to bitmap → Zoom in
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
A great title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience in awe. You can also highlight a phrase or specific fact that sticks in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or fact that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
A great title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience in awe. You can also highlight a phrase or specific fact that sticks in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
duck
Meat that comes from a bird that lives in fresh water
prawns
Small sea animals with a shell, often pink when cooked.
steak
The grilled or fried meat that comes from the back of a cow
chicken
A light kind of meat that’s in nuggets, sandwiches, and soups.
burger
A round, grilled piece often placed inside a bun.
fish
An animal that lives in water and has fins and gills.
A brilliant title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight a phrase or specific fact that will be etched in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!
- Plan the structure of your communication.
- Prioritize it and give visual weight to the main points.
- Define secondary messages with interactivity.
A great title
Contextualize your topic
- It is clear and structured
- It tells stories hierarchically.
- It matches your audience.
- It adjusts the fonts and color to the theme.
- It includes images and entertains.
- It represents data with graphs.
- It uses timelines.
- It is animated and interactive.
- It excites the brain through multimedia elements.
- It does NOT overdo the bullet points 🙃.
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
A great title
Contextualize your topic
- It is clear and structured
- It tells stories hierarchically.
- It matches your audience.
- It adjusts the fonts and color to the theme.
- It includes images and entertains.
- It represents data with graphs.
- It uses timelines.
- It is animated and interactive.
- It excites the brain through multimedia elements.
- It does NOT overdo the bullet points 🙃.
lamb
Meat that comes from a sheep
beef
Meat that comes from a cow
bacon
Thin slices of meat that come from a pig and are often served for breakfast
ham
Large piece of meat that comes from a pig's leg
crab
Meat of a sea animal that has a hard shell and five pairs of legs
sausages
Long, round pieces of meat, usually made from pork
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
STEM in English
FUSA
Created on June 17, 2024
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Essential Learning Unit
View
Akihabara Learning Unit
View
Genial learning unit
View
History Learning Unit
View
Primary Unit Plan
View
Vibrant Learning Unit
View
Art learning unit
Explore all templates
Transcript
Fundación sanders
STEM in ENGLISH
for beginners
start
unit
the dance freeze song
game development
Next
introduction
Welcome to Unit 1! This unit is all about "The Dance Freeze Song" You'll learn English action verbs and start your Scratch programming journey. In English, you'll practice verbs like hop, freeze, and slide. In Scratch, you'll watch an advanced animation and create your first project. Learn to choose sprites, backgrounds, and use basic coding blocks to make characters move and interact. Get ready for a fun mix of learning and creativity!
start
GOALS
Vocabulary
Set up the project
Make the Sprite move
Grammar
Communication
Don´t lose your project
VOcabulary
the dance freeze song
Dance; Slow-motion dance Hop Slide Freeze; Frozen Spin Twirl Swim
BACK
Learning situation
keep dancing!
Keep + Verb –ING
Learning situation
Keep hopping on one foot!
Plural nouns
Learning situation
Stay frozen!
Use “ stay ...” to indicate maintaining a certain position or situation.
BACK
LEARNING Programming
make a sprite hop
Help this sprite hop and avoid being hit by the baseball. Press the space key to make the sprite hop.
Use change y by () to make the sprite move up and down.
Use movement blocks (blue) within a forever loop, set x:() y:() and glide () secs to x: () y :().
Use sensor block touching (Sprite) within a wait until and stop all control structure to detect collisions and stop the game.
BACK
intro
Question 2/6
Pick the right verb !
Quiz
go!
Match the movements
dance
hop
freeze
spin
slide
twirl
Next
intro
Pick the right verb !
Question 1/6
00:30
intro
Question 3/6
Pick the right verb !
00:30
intro
Question 4/6
Pick the right verb !
00:30
intro
Question 5/6
Pick the right verb !
00:30
intro
Question 6/6
Pick the right verb !
intro
Question 1/3
Pick the right noun !
children
childs
childrens
intro
Question 2/3
Pick the right noun !
teeth
toothes
teeths
intro
Question 3/3
Pick the right noun !
leaves
leavs
leafs
good job!!!
back
RETRY
unit
The Magical Adventure of Lily and Leo
storytelling
Next
introduction
In Unit 2, we will continue to dive deeper into learning verbs and action programming through The Magical Adventure of Lily and Leo. In English, you'll learn to use verbs such as type, cry, and sleep, along with how to use the past simple tense. In programming, you’ll explore how to make characters say or think something, change costumes, and switch backdrops. By the end of this unit, you'll create your own interactive stories and bring them to life!
start
GOALS
Vocabulary
Set up the project
Make the Sprite move II
Grammar
Communication
Don´t lose your project
INTRO
Prior knowledge
Chipm0nk's scratch journey
Reflect
Story MAP
IMPORTANT DETAILS OF A STORY
Problem
Solution
Setting
Characters
how the problem is fixed
the challenge or conflict the main character faces
the people or animals who act out the story
the time and place
VOcabulary
the dance freeze song
type touch speak cry look smile read write draw eat listen sleep
BACK
LEARNING SESSION 1
What is the Past Simple Tense?
2024
2019
2024
yesterday
3 years ago
2024
2024
last night
last week
The past simple tense tells us about something that happened before, like yesterday, last week, or a long time ago.
Next
LEARNING SESSION 1
how to use the past simple tense?
Subject + Past Simple Verb + Object
- Regular Verbs: For most verbs, just add -ed.
- Irregular Verbs: These verbs do not follow the regular rule of adding -ed. They change in different ways, often changing the vowel, the entire word, or staying the same.
Completely Change Form: go → went Change the Vowel: sing → sang No Change: put → put Add -t or Other Changes: keep → keptSubject: Who is doing the action? (e.g., I, You, He, She, We, They)
Verb: What is the action? (e.g., walk, jump, play)
Object: What or who is involved in the action? (e.g., to the park, a game)
Tips
Learning session 2
past simple
Change vowel
Add -ed
No spelling change
Change -y to -ied
Change vowel and add -t
typed
spoke
speak
type
touched
touch
wrote
write
smiled
smile
ate
eat
looked
look
cried
cry
slept
read
sleep
read
listened
listen
draw
drew
Learning situation
Affirmative sentences
Subject + Past Simple Verb + Object
Add Your Own Sentence
Learning situation
NEGATIVE sentences
Subject + Did Not (Didn’t) + Base Form of the Verb + Object
Add Your Own Sentence
Learning situation
Yes/No Questions
Did + Subject + Base Form of the Verb + Else
Add Your Own Sentence
LEARNING Programming
animate a story
Use looks block (purple) say ( ) or think ( ) for ( ) seconds to make the characters speak or think something for a specified number of seconds.
Show and hide blocks make a character to appear in a specified scene and hide during other scenes.
Use next costume or switch costume to ( ) so that a character can change its appearance and actions.
Use switch backdrop to ( ) and event block ( yellow) when backdrop switches to ( ) to change the scenes.
BACK
LEARNING SESSION 2
fill in the blank
wrote
listened
smiled
Leo __________ their names in the sand near the river.
They __________ to the birds singing in the trees.
Lily __________when she found a beautiful flower in the forest.
cried
typed
slept
Lily __________ because she missed her home.
After a long walk, they both __________ soundly that night.
Leo __________ their usernames into the game console.
learning session 2
write your story
arrange the elements in their corresponding order
A. type
B. touch
C. cry
D. sleep
E. speak
F. smile
G. write
H. eat
I. read
J. draw
K. look
check
L. listen
COmMUNICATION
Hope you had fun creating your story! Now, let's take some time to discuss our projects. In case you don't know where to start, here are some suggestions:
- “What do you like about the story?”
- “How well did the animation show the verbs?”
- “Can you think of another way to better animate the scene …?”
Let’s share our thoughts and ideas, and learn from each other!Back
unit
Intro
the great room escape
game development
Start
introduction
In Unit 3, get ready to step into an exciting challenge with The Big Room Escape! In this unit, you’ll learn to use 'there is,' 'there are,' 'is there,' and 'are there' in English to describe rooms, objects, and their locations. In programming, you'll explore how to use Scratch to design an interactive escape room experience. You'll learn to program objects to appear or disappear, respond to player actions, and guide players through clues and puzzles. By the end of this unit, you’ll create your very own escape room adventure and challenge your friends to escape!
Start
Learning objectives
Vocabulary
Set up the project
Make the Sprite move
Grammar
Communication
Don´t lose your project
VOcabulary
THE BIG ROOM ESCAPE
Double/Single bed Chest of drawers Bedside table Blanket Duvet Sheet Pillow Alarm clock Lamp Wardrobe Door Wall Bedroom
BACK
VOcabulary
THE BIG ROOM ESCAPE
Washbasin Shampoo Toilet Bath Toothpaste Toothbrush Tap Mirror Shower Towel Soap Toilet paper Bathroom
BACK
VOcabulary
THE BIG ROOM ESCAPE
Cup Cupboard Plate Knife Cooker Glass Fork Table Spoon Chair
BACK
VOcabulary
THE BIG ROOM ESCAPE
Ceiling Floor Heating Carpet Lift Switch Light Air conditioning Window Socket Book or dictionary Board Shelf Desk
BACK
VOcabulary
THE BIG ROOM ESCAPE
Remote control Picture Sofa Cushion Bookcase Vase Light Plant Radio Armchair Video player TV
BACK
Learning Session 3
Contents
Interrogative sentences
NEGATIVE SENTENCES
Affirmative SENTENCES
Are there any students? No, there aren't.
There isn't any writing on the book. There aren't any pictures on the book.
There is a school.There are many classrooms in this school.
Is there a desk? Yes, there is.
LEARNING Programming
CREATE the escaperoom
Use sensor block (plight bule) touching [mouse-pointer] and motion block point in ( ) direction and set y to ( ) to make a start button
Show and hide blocks make a character to appear in a specified scene and hide during other scenes.
Use next costume or switch costume to ( ) so that a character can change its appearance and actions.
Use switch backdrop to ( ) and event block ( yellow) when backdrop switches to ( ) to change the scenes.
BACK
unit
Intro
Holiday memories
Create your interactive holiday album
Start
Introduction
Now that we're back from holidays, let's take some time to share our experiences! You are encouraged to use "there be" structure to describe pictures related to holiday activities, food and items. We'll practice using the past simple tense to talke about our past experiences. In programming, you'll explore how to use Scratch to design an interactive album. You'll add background music and create a "next page" button using variables. By the end of this unit, you'll create your own holiday experience album in English!
Start
Learning objectives
Vocabulary
Set up the project
Make the Sprite move
Grammar
Communication
Don´t lose your project
VOcabulary
holiday memories
Double/Single bed Chest of drawers Bedside table Blanket Duvet Sheet Pillow Alarm clock Lamp Wardrobe Door Wall Bedroom
BACK
Learning session 1
past simple 2
irregular
regular
decorated/ decorated
had/ had
have
decorate
was ; were/ been
be
wait
waited/ waited
hung/ hung
hang
stay
stayed/ stayed
got/ got
get
INTRO
Irrgular verb
Reflect
INTRO
Irrgular verb
Reflect
INTRO
Irrgular verb
Reflect
Learning situation
creating variables
a variable:
Tips
Learning Situation
example
Deepen
unit
Food & drinks
game development
Next
Intro
Welcome to unit 5! In this unit, you will learn how to express different types of food in English, including meats, vegetables and drinks. You'll also learn how to describe how you make your favorite food. Through out this unit, you'll practice using nouns like fizzy drinks, Cauliflower, Ham, Strawberry, coffe and more. Additionally, you'll explore various game mechanisms related to restaurant management, maze games and more. Enjoy your journey!
Start
Learning Session 1
drinks
Ice cubes
Wine
Juice
Milkshake
Tea
Coffee
Learning Session 1
drinks
Water
Hot chocolate
Milk
Beer
Lemon
Fizzy drinks
INTRO
order a drink
Reflect
Closure/Summary
2/3
REVIEW CARD 1
is a hot drink and can keep you awake at night.
Flip card
Closure/Summary
2/3
REVIEW SHEET 1
Coffee is a hot drink and can keep you awake at night.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 2
You put in your drink to make it cold.
Flip card
Closure/Summary
2/3
REVIEW SHEET 2
You put ice cubes in your drink to make it cold.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 3
You can put a slice into your drink.
Flip card
Closure/Summary
2/3
REVIEW SHEET 3
You can put a lemon slice into your drink.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 4
is made from fruit such as oranges.
Flip card
Closure/Summary
2/3
REVIEW SHEET 4
Juice is made from fruit such as oranges.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 5
is cold and white.
Flip card
Closure/Summary
2/3
REVIEW SHEET 5
Milk is cold and white.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 6
is made from milk. There are different flavours such as strawberry and vanilla.
Flip card
Closure/Summary
2/3
REVIEW SHEET 6
Milkshake is made from milk. There are different flavours such as strawberry and vanilla.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 7
is made from grapes and adults drink it.
Flip card
Closure/Summary
2/3
REVIEW SHEET 7
Wine is made from grapes and adults drink it.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 8
is a clear drink. It can be found in rivers and seas.
Flip card
Closure/Summary
2/3
REVIEW SHEET 8
Water is a clear drink. It can be found in rivers and seas.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 9
is a hot drink which is made from leaves from a plant.
Flip card
Closure/Summary
2/3
REVIEW SHEET 9
Tea is a hot drink which is made from leaves from a plant.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 10
is a yellow-coloured drink and adults drink it.
Flip card
Closure/Summary
2/3
REVIEW SHEET 10
Beer is a yellow-coloured drink and adults drink it.
I didn't know well... Let's do it again
I knew it! Let's move forward
You have done a great job!
Before moving on to the next sequence, remember to send the solution to the challenge to your teacher
Start
Learning Session 2
VEGETABLES
IDENTIFY THE VEGETABLES
Tips
VOcabulary
Vegetable SONG
Cauliflower Tomato Onion Lettuce Carrot Cabbage Sweetcorn Aubergine Potato Cucumber Pepper peas
BACK
Closure/Summary
2/3
REVIEW CARD 1
are round and green. They grow in large numbers.
Flip card
Closure/Summary
2/3
REVIEW SHEET 1
Peas are round and green. They grow in large numbers.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 2
An is round and light brown. It can make you cry!
Flip card
Closure/Summary
2/3
REVIEW SHEET 2
An onion is round and light brown. It can make you cry!
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 3
A is a vegetable with thick green leaves.
Flip card
Closure/Summary
2/3
REVIEW SHEET 3
A cabbage is a vegetable with thick green leaves.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 4
A can be red, green or yellow. We eat them in salads.
Flip card
Closure/Summary
2/3
REVIEW SHEET 4
A pepper can be red, green or yellow. We eat them in salads.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 5
A has light green leaves that we eat in salads.
Flip card
Closure/Summary
2/3
REVIEW SHEET 5
A lettuce has light green leaves that we eat in salads.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 6
A grows in the ground and we must cook it before we eat it. It is used to make chips.
Flip card
Closure/Summary
2/3
REVIEW SHEET 6
A potato grows in the ground and we must cook it before we eat it. It is used to make chips.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 7
A is red and round. We can eat it in salads.
Flip card
Closure/Summary
2/3
REVIEW SHEET 7
A tomato is red and round. We can eat it in salads.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 8
A is long and green. We can eat it in salads or sandwiches.
Flip card
Closure/Summary
2/3
REVIEW SHEET 8
A cucumber is long and green. We can eat it in salads or sandwiches.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 9
is yellow. The small parts are the same size as peas.
Flip card
Closure/Summary
2/3
REVIEW SHEET 9
Sweetcorn is yellow. The small parts are the same size as peas.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
2/3
REVIEW CARD 10
A is a long, thin and orange vegetable.
Flip card
Closure/Summary
2/3
REVIEW SHEET 10
A carrot is a long, thin and orange vegetable.
I didn't know well... Let's do it again
I knew it! Let's move forward
Learning Session 3
fruit
pear
grapes
mango
peach
coconut
apple
Learning Session 3
fruit
banana
lemon
orange
plum
strawberry
pineapple
INTRO
Buy some fruits
Reflect
Learning session 4
meat and fish
Drag the images and place them in their correct position
Meat that comes from a sheep
Large piece of meat that comes from a pig's leg
beef
lamb
bacon
that comes from a cow
Meat of a sea animal that has a hard shell and five pairs of legs
Long, round pieces of meat, usually made from pork
that come from a pig and are often served for breakfast
crab
sausages
ham
Check
ACTIVITY
WHO IS THE SPY
SPY
CIVILIANS
WORD PLAY GAME
The civilians try to eliminate the spy by talking and voting:
The spy gets a slightly diffferent word, the secret word (for example " rooster" ).
The civilians get the same word (for example " hen" )
Learning session 3 / timeline
Now it's your turn
An animal that lives in water and has fins and gills.
Drag the images and place them in their correct position
Meat that comes from a bird that lives in fresh water
The grilled or fried meat that comes from the back of a cow
Prawns
duck
steak
Small sea animals with a shell, often pink when cooked.
A light kind of meat that’s in nuggets, sandwiches, and soups.
A round, grilled piece often placed inside a bun.
Fish
Burger
Chicken
Check
Learning Session 3
Contents
download game matierial:
Tips
Pixel Art Adventure!
From Game Icons to NFT Secrets
What is Pixel Art?
Tips
Why Pixel Art Rocks!
Pixel Hunt" - find pixel elements in the classroom
In Games: "Characters you love"
In Art: "Digital collectibles" Pixel Hunt" - find pixel elements in the classroom
Collaborate
Learning Situation
Cool Things You Can Do
Sell Creations: "Some pixel art sells for $1,000+ as NFTs!" NFT = Non-Fungible Token (but we'll call it a "Digital Ownership Certificate") It is a special digital sticker that proves you own unique pixel art – even if others can copy it! Merchandise: Pixel art on T-shirts/mugs ICON, characters or items for a video game
NFTs need grown-up's/ profesional help& real money – we’ll only practice making the art today!
🏆 Workshop Challenge!
Task: Create pixel food icon with: ✔️ Click interaction (says ingredients/recipe) ✔️ Fun animation/sound (optional) ✔️ Your unique style! Examples: 🍔 Hamburger | 🍣 Sushi | 🌮 Taco Time: 20 minutes → Then we’ll showcase!
Let's continue!
Create Pixel Art in Scratch – 3 Ways!
Shrink & Grow Trick
Precision Drawing
Code Magic
use the "set pixelate effect to "block
Draw in vector mode
Blank canvas → Zoom 800% Use brush size 1 pixel Set final size to 300%
Shrink sprite to 10%
Switch to bitmap → Zoom in
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
A great title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience in awe. You can also highlight a phrase or specific fact that sticks in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or fact that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
A great title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience in awe. You can also highlight a phrase or specific fact that sticks in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!
duck
Meat that comes from a bird that lives in fresh water
prawns
Small sea animals with a shell, often pink when cooked.
steak
The grilled or fried meat that comes from the back of a cow
chicken
A light kind of meat that’s in nuggets, sandwiches, and soups.
burger
A round, grilled piece often placed inside a bun.
fish
An animal that lives in water and has fins and gills.
A brilliant title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight a phrase or specific fact that will be etched in your audience's memory and even embed external content that surprises: videos, photos, audios... Whatever you want!
A great title
Contextualize your topic
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
A great title
Contextualize your topic
lamb
Meat that comes from a sheep
beef
Meat that comes from a cow
bacon
Thin slices of meat that come from a pig and are often served for breakfast
ham
Large piece of meat that comes from a pig's leg
crab
Meat of a sea animal that has a hard shell and five pairs of legs
sausages
Long, round pieces of meat, usually made from pork
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.