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.

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  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

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  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

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  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.

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  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.

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 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.
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.

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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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
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.

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.
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.

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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.
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.

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

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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.
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.

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.
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.

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

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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.
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.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
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.

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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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
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.

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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.
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.

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.
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.

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.

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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.
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.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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

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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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
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.

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.
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.

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.

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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.
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.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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.
In case they want to rub out one, several or all the arrows and start again,
they must click the Clear button.

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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.
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 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.
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.

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.

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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.
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.

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.

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 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.

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