Teacher's Edition: Everyone is Different
1.5

Everyone is different

In these lessons you will learn:
  • to understand that each person is special
  • to understand that people are all different
  • to understand that people should be treated equally.

Lesson Pacing: Vocabulary First!

Rationale: The following "Sounding Great!" phonics section is placed here deliberately. For P3-4 ESL students with weak vocabulary and pronunciation, pre-teaching key words is crucial for their success and confidence in the main activities.

Time Allocation: Spend about 15-20 minutes on this phonics warm-up. It will pay off later when students can access the main text more easily.

Teacher Script (Transition to Phonics)

You say: "Today we will talk all about YOU! But first, let's learn some new words so we can sound great! We will be sound detectives and learn some secret codes in English words."

Sounding Great! Let's Learn Our Words

Section Overview: Phonics-Based Vocabulary Building

Main Goal: To teach and practice the pronunciation of key vocabulary from the lesson ('Everyone is Different') and the final presentation ('Me and My City') using a phonics-based approach inspired by the provided workbook.

Methodology: Each sound group follows a simple pattern:

  1. Introduce the target sound with a fun hook.
  2. Drill the sound.
  3. Introduce words with pictures (I say, you say).
  4. Practice words in simple sentences.
  5. Engage students in a short pair-work activity.

Sound Focus: The 'ar' Sound /ɑːr/ 🔊

Teaching the /ɑːr/ Sound

Objective: To master the /ɑːr/ sound and learn 'park', 'smart', and 'star'. These words are useful for describing places ('park'), oneself ('smart'), and interests.

Teacher Script & Activity

  • Hook: "Everyone, today we will make the pirate sound! Look at me. Open your mouth wide for 'ahhh', then pull your tongue back... ARRR! Let's all be pirates! Ready? ARRR!"
  • Drill Words: "Great! Now let's look at the words. First one is p-ar-k. Park. (Pretend to go down a slide). Your turn. Park! ... Good! Next one is sm-ar-t. Smart. (Point to your head). Your turn. Smart! ... Last one is st-ar. Star. (Make a star with your fingers). Your turn. Star!"
  • Sentence Practice: "Now let's read together. Ready? I am a smart boy in the park." Have the class read it with you twice.
  • Pair Work: "Okay, now turn to your friend. Point to the pictures and say the words. Go!" Monitor and help pairs.

park

star

smart

Let's Say It! 👄

Open your mouth big and say "ah", then pull your tongue back. Arrr!

Read Together

I am a smart boy. I see a star in the park. Talk to your friend! 🗣️

Sound Focus: The 'er' Sound /ɜːr/ 🔊

Teaching the /ɜːr/ Sound

Objective: To teach the common /ɜːr/ sound found in 'girl', 'curly', and 'person'. These words are essential for self-description.

Teacher Script & Activity

  • Hook: "This is a lazy sound. Your mouth is very relaxed. Just say 'uhhh' and curl your tongue. Errr. Like you are thinking... 'Errr...'."
  • Drill Words: "Let's try the words. G-ir-l. Girl. (Point to a girl). Your turn! ... Good! C-ur-ly. Curly. (Make curly shapes with your finger near your hair). Your turn! ... Great! P-er-son. Person. (Point to yourself). Your turn!"
  • Sentence Practice: "Let's read the sentence. That person is a girl with curly hair." Read it twice with the class.
  • Pair Work: "Now, look at your friend. Is your friend a boy or a girl? Does your friend have curly hair? Tell your friend: 'You are a person!'"

person

curly

girl

Let's Say It! 👄

Relax your mouth and say "uh", then curl your tongue. Errr.

Read Together

That person is a girl with curly hair. Talk to your friend! 🗣️

Sound Focus: The 'ou' Sound /aʊ/ 🔊

Teaching the /aʊ/ Sound

Objective: To teach the /aʊ/ sound in 'loud' and 'house', connecting to personality and where one lives.

Teacher Script & Activity

  • Hook: "This is the 'ouch' sound! Pretend you pinched your finger. Say 'Ow! Ow! Ow!'. That's the sound!"
  • Drill Words: "Okay, let's try. L-ou-d. Loud. (Cup hands around mouth like you're shouting). Your turn! ... Good! H-ou-se. House. (Make a roof shape with your hands). Your turn! ... Great!"
  • Sentence Practice: "Let's read! My house is not loud." Read together.
  • Pair Work: "Now, show your friend the 'loud' action. Show your friend the 'house' action. Good!"

house

loud

Let's Say It! 👄

Start with "ah" then make your mouth a small circle "oo". Ow!

Read Together

My house is not loud. Show your friend! 🗣️

Lesson Integration Strategy: "What Makes Me Special?" Presentation

Main Goal: Use this textbook content as a brainstorming and structuring tool for students' individual presentations. The theme will be "What Makes Me Special?".

Connection to PowerPoint: This activity directly follows the "Homework Review" slide. Frame this as the main content-building part of Lesson 2. Tell students, "Today, we will find amazing things about ourselves to share in our presentation!"

Teacher Script (Introduction)

You say: "Everyone, look at our book. It says 'Everyone is different'. That's true! We are all special. You are special, and you are special! Today, we will learn about all the things that make YOU special. This will help you make a wonderful presentation for your parents."

People look different 👀

Section 1: Physical Differences

Objective: To introduce simple descriptive vocabulary for physical features and build confidence by starting with easy, observable facts.

Teacher Script & Activity

  • You say: "First, we all LOOK different. Look at the pictures. The girl has curly hair. The boy has straight hair. We just learned 'curly'! Good job! They are both special."
  • Activate the Popup: "Let's click the eye icon 👀 and see more examples!" Use the pop-up to teach the vocabulary.
  • Pair Work (1 min): "Now, look at your partner. Tell your partner ONE thing that is different. For example, 'You have short hair. I have long hair.' Go!"
  • Rationale: This simple, low-pressure pair work gets them speaking immediately and using the target vocabulary in a personal context.

We all look different. We have different physical features, like our eyes and hair.

Did you know?

Everyone has lines on their fingers. These leave a special mark called a fingerprint. All fingerprints are different.

A smiling girl with curly hair A smiling boy with straight hair

People are different 😊

Section 2: Personality Differences

Objective: To introduce simple adjectives for personality and help students identify their own traits.

Teacher Script & Activity

  • You say: "We are also different on the inside. This is our 'personality'. Look at the pictures. Some people are quiet, some are loud. Hey, we learned 'loud'! It's all okay! Everyone is special."
  • Activate the Popup: "Let's click the happy face 😊 to learn some personality words." Use the icons to explain the meaning visually.
  • Whole Class Activity: "Let's think of more words. What about... 'funny'?" (Make a funny face). "'Shy'?" (Pretend to be shy). Add these to the board.
  • Connect to Presentation: "In your presentation, you can say, 'I am a funny person' or 'I am a quiet person'."
Three children talking together.

People can be quiet, loud, calm or lively.

People have their own personality. This is all the qualities that make them who they are.

People have different talents ⭐

Section 3: Talents - The Core Message

Objective: To help students identify a personal talent they can showcase in their presentation. This is the most important part for building confidence.

Teacher Script & Activity

  • You say: "Everyone has a special TALENT. A talent is something you are good at. Look at the pictures. This girl is good at drawing. This boy is good at football. This girl is good at writing. They all have a talent!"
  • Activate the Popup: "Let's click the star ⭐ and see more talents! What is YOUR talent?" Encourage students to point to the icon that matches their talent.
  • Brainstorm: "What other talents can we think of? Singing? Dancing? Swimming? Running fast? Being a good friend is also a talent!" Write their ideas on the board.
  • Presentation Link: "This is the most exciting part of your presentation! You will tell everyone, 'My talent is...' and you can even show us!"
A girl drawing a picture. A boy playing with a soccer ball. A girl writing in a notebook.

People are good at different things. We all enjoy doing different things. A mixture of people makes life interesting. Everybody is special just because of who they are.

Activities ✏️

Section 4: The Presentation Plan

Objective: To transform the 'fact file' activity into a structured planning worksheet for the "What Makes Me Special?" presentation.

Teacher Script & Activity

  • You say: "Okay, now it's time to plan YOUR presentation! Look at this activity. We will make a 'fact file'. This is your secret plan for your amazing speech!"
  • Activate the Popup: "Click the pencil ✏️. This shows you the parts of your plan."
  • Guided Practice: Go through each point. Model it on the board with your own example. "My three likes are: reading, pizza, and my cat. My one dislike is spiders!" Make it fun and personal.
  • Instruction: "Now, work with your partner. Help each other fill this out. This paper is your map for your presentation. Don't lose it!" Hand out a simple worksheet based on this fact file.
  1. Work with a partner. Make a 'fact file' for yourself and present it to your class. It should include:
    • a picture of you (you can use a photo or a drawing)
    • your birth date
    • age
    • height
    • hair colour
    • eye colour
    • three likes
    • one dislike
  2. Draw a picture of yourself and two friends. Write about a friend and describe his/her personality.

Ready to check what we learned?

🧠

Final Check for Understanding

Objective: To quickly and visually assess if students grasp the key concepts (looks, personality, talent) before moving on.

Teacher Script & Activity

  • You say: "Great job everyone! Let's play a quick game. I will click the brain icon 🧠."
  • Activate the Summary Popup: "I will point to a picture. You tell me the word! Ready?"
  • Execution: Point to the eye icon. Elicit "look different". Point to the happy face. Elicit "personality". Point to the star. Elicit "talent". Point to the pencil. Elicit "plan" or "fact file".
  • Wrap-up: "Excellent! You know all the special things about you. Next time, we will use your 'fact file' to write your presentation speech. Well done!"
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