LEVEL 2

• This level isavailable in 30 languages. All Premium and Deluxe Languages
• Focuses on: Vocabulary Building
• Content: 47 Lessons with 729 Activities. Audiobooks, Games and Tests.
• Average completion time: 6 months (+/-)

In our subsequent level, the emphasis is entirely on expanding vocabulary. This stage teaches nearly 750 words, designed to be exceptionally straightforward and user-friendly. The key to success in this level is repetition; it’s structured to reinforce learning through regular practice, making it an effective and approachable way for learners to significantly broaden their linguistic repertoire.

LEVEL 2

Baby Animals 1

OVERVIEW & PURPOSE

1. Students learn the names of baby animals
2. Students get practice with the word “baby” to describe animals that don’t have specific baby names

VOCABULARY

• A baby giraffe
• A baby donkey
• A baby chimpanzee
• A baby bird
• A baby dinosaur
• A baby horse
• A baby elephant
• A baby tiger
• A baby goat
• A baby panda
• A baby rabbit
• A baby hedgehog
• A piglet
• A calf
• A kitten
• A duckling
• A lamb
• A puppy

PROCEDURE

1. Students listen to an audiobook about baby animals
2. Students complete a vocabulary based game activity
3. Students take a short test

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Numbers 1-20

OVERVIEW & PURPOSE

1. Students review numbers 1-10 and learn numbers 11-20

VOCABULARY

• One
• Two
• Three
• Four
• Five
• Six
• Seven
• Eight
• Nine
• Ten
• Eleven
• Twelve
• Thirteen
• Fourteen
• Fifteen
• Sixteen
• Seventeen
• Eighteen
• Nineteen
• Twenty

PROCEDURE

1. Students complete a vocabulary based game activity
2. Students take a short test

Shapes 1

OVERVIEW & PURPOSE

1. Students learn the names of basic shapes

VOCABULARY

• Star
• Oval
• Sphere
• Triangle
• Circle
• Rectangle
• Pentagon
• Square
• Heart

PROCEDURE

1. Students listen to an audiobook about shapes
2. Students complete a vocabulary based game activity
3. Students take a short test

Clothes 3

OVERVIEW & PURPOSE

1. Students review clothing items previously learned and learn the names of some new clothing items 

VOCABULARY

• Dress
• Slippers
• Rain boots
• Coat
• Hat
• Towel
• Skirt
• Jeans
• Umbrella
• Shirt
• Socks
• Gloves
• Pajamas
• Jacket
• Scarf
• Trousers
• Sweatshirt
• Purse
• Underpants
• Necktie
• T-shirt
• Necklace
• Glasses
• Belt
• Shorts

PROCEDURE

1. Students listen to an audiobook about clothing
2. Students complete a vocabulary based game activity
3. Students take a short test

Food 3

OVERVIEW & PURPOSE

1. Students review food words from previous lessons and learn new words for different foods

VOCABULARY

• Soda
• Hamburger
• Orange juice
• Salt
• Tea
• Donut
• Waffle
• Sandwich
• Eggs
• Taco
• Pumpkin
• Spaghetti
• Sugar
• Salad
• Corn
• Coffee
• Pepper
• Butter
• Milk
• Lemon
• French fries
• Steak
• Ketchup
• Cheese
• Pizza
• Fish
• Chicken
• Honey
• Snacks
• Cake
• Pancakes
• Ice cream
• Cereal
• Crackers
• Cookies

PROCEDURE

1. Students listen to an audiobook about different foods
2. Students complete a vocabulary based game activity
3. Students take a short test

Veggies 1

OVERVIEW & PURPOSE

1. Students learn the names of different vegetables

VOCABULARY

• Lettuce
• Cucumber
• Cabbage
• Zucchini
• Olive
• Mushroom
• Tomato
• Pea
• Broccoli
• Beans
• Pepper
• Turnip
• Eggplant
• Avocado
• Onion
• Potato
• Carrot

PROCEDURE

1. Students listen to an audiobook about vegetables
2. Students complete a vocabulary based game activity
3. Students take a short test

Fruit 1 ***This lesson is titled “Fruit 2” on the lesson board

OVERVIEW & PURPOSE

1. Students learn words for different fruits

VOCABULARY

• Raspberry
• Banana
• Apple
• Pear
• Grapes
• Coconut
• Watermelon
• Fig
• Pomegranate
• Melon
• Pineapple
• Apricot
• Papaya
• Plum
• Cherry
• Tangerine
• Peach
• Orange
• Kiwi fruit

PROCEDURE

1. Students listen to an audiobook about fruits
2. Students complete a vocabulary based game activity
3. Students take a short test

Nuts 1

OVERVIEW & PURPOSE

1. Students learn the names of different nuts

VOCABULARY

• Peanut
• Pistachio
• Walnut
• Hazelnut
• Almond
• Chestnut

PROCEDURE

1. Students listen to an audiobook about nuts
2. Students complete a vocabulary based game activity
3. Students take a short test

Nature 3

OVERVIEW & PURPOSE

1. Students review some previously learned nature words
2. Students learn new words related to nature

VOCABULARY

• Flowers
• Waterfall
• Sea
• Cave
• Bush
• Volcano
• Forest
• Rain
• Rainbow
• Island
• Tree
• Lightning
• Hill
• Cloud
• Leaf
• Ocean
• Stone
• Sun
• Smoke
• Grass
• Valley
• Sky
• Lake
• Mountain

PROCEDURE

1. Students listen to an audiobook about nature words
2. Students complete a vocabulary based game activity
3. Students take a short test

Weather 1

OVERVIEW & PURPOSE

1. Students learn common weather words

VOCABULARY

• Windy
• Cloudy
• Snowy
• Rainy
• Sunny

PROCEDURE

1. Students listen to an audiobook about weather words
2. Students complete vocabulary based game activity
3. Students take a short test

Vehicles 2

OVERVIEW & PURPOSE

1. Students learn words for modes of transportation/vehicles

VOCABULARY

• Scooter
• Yacht
• Boat
• Balloon
• Bus
• Airplane
• Ambulance
• Fire truck
• Rocket
• Tractor
• Tramway
• School bus
• Taxi
• Helicopter
• Police car
• Truck
• Excavator
• Ship

PROCEDURE

1. Students listen to an audiobook about vehicles
2. Students complete a vocabulary based game activity
3. Students take a short test

Adjectives 

OVERVIEW & PURPOSE

1. Students learn many words to describe things (with a focus on opposites)

VOCABULARY

• Big
• Small
• Heavy
• Light
• Dark
• Over
• Under
• Straight
• Curved
• In front of
• Behind
• Slow
• Fast
• Full
• Empty
• Sleepy
• Awake
• Beautiful
• Ugly
• Far
• Near
• Shallow
• Deep
• Dirty
• Clean
• Up
• Down
• Different
• Same
• Yes
• No
• A little
• A lot
• Right
• Left
• Old
• New
• Before
• After
• Young
• Black
• White
• Previous
• Next
• Good
• Bad
• Fat
• Slim
• Tall
• Short
• Thin
• Thick
• Cold
• Hot
• Out
• In
• Alone
• Together
• Around
• Between
• Easy
• Hard
• All
• None
• Low
• High
• Wet
• Dry
• Sad
• Happy
• Open
• Closed
• Soft
• Poor
• Rich

PROCEDURE

1. Students listen to an audiobook about adjectives (each page focus on two opposite words)
2. Students complete a vocabulary based game activity
3. Students take a short test

***On the lesson board, there is an additional lesson titled “Adjectives 2,” but this lesson is not listed on the Test Results page

Comparisons 2 

OVERVIEW & PURPOSE

1. Students learn comparison words based on the words learned in the previous lesson about adjectives
2. Students learn how to describe something using three levels of comparisons– for example, “fat,” “fatter,” and “fattest”

VOCABULARY

• Fat
• Fatter
• Fattest
• Cold
• Colder
• Coldest
• Slow
• Slower
• Slowest
• Long
• Longer
• Longest
• High
• Higher
• Highest
• Big
• Bigger
• Biggest
• Small
• Smaller
• Smallest
• Hot
• Hotter
• Hottest
• Large
• Larger
• Largest
• Fast
• Faster
• Fastest
• Tall
• Taller
• Tallest

PROCEDURE

1. Students complete a vocabulary based game activity
2. Students take a short test

Kitchen 1

OVERVIEW & PURPOSE

1. Students learn words for common items in the kitchen

VOCABULARY

• Bowl
• Grater
• Whisk
• Sponge
• Microwave
• Fridge
• Fork
• Spoon
• Knife
• Glass
• Plate
• Oven stove
• Jar
• Kettle
• Toaster
• Blender

PROCEDURE

1. Students listen to an audiobook about items in a kitchen
2. Students complete a vocabulary based game activity
3. Students take a short test

Groceries 1

OVERVIEW & PURPOSE

1. Students learn the names of items commonly found in a grocery store

VOCABULARY

• Can
• Sausages
• Pickles
• Toilet paper
• Pasta
• Cereal
• Jam
• Cleaning materials
• Cleaner
• Olive oil
• Chips
• Paper towels
• Diapers
• Meat

PROCEDURE

1. Students listen to an audiobook about grocery items
2. Students complete a vocabulary based game activity
3. Students take a short test

Bathroom 1

OVERVIEW & PURPOSE

1. Students learn the names of items commonly found in the bathroom

VOCABULARY

• Toilet
• Toilet paper
• Tooth brush
• Tooth paste
• Soap
• Liquid soap
• Hair brush
• Shampoo
• Conditioner
• Sink
• Faucet
• Trash can
• Bathtub
• Shower curtain
• Mirror

PROCEDURE

1. Students listen to an audiobook about bathroom items
2. Students complete a vocabulary based game activity
3. Students take a short test

In the house 1

OVERVIEW & PURPOSE

1. Students learn words for items commonly found throughout the home

VOCABULARY

• Painting
• Window
• Tv
• Door
• Lamp
• Sofa
• Rug
• Plant
• Chair
• Table
• Vase
• Clock
• Telephone
• Bedroom
• Closet
• Bathroom
• Terrace
• Living room
• Kitchen
• Garage
• Toilet
• Dog house
• Curtain
• Broom
• Back yard
• Frame
• Laptop
• Desk
• Tennis racket
• Bag
• Blanket
• Sheet
• Cushion
• Bed
• Drawer
• Mat

PROCEDURE

1. Students listen to an audiobook about items found in a home
2. Students complete a vocabulary based game activity
3. Students take a short test

Tools 1

OVERVIEW & PURPOSE

1. Students learn the names of various tools

VOCABULARY

• Drill
• Hammer
• Saw
• Nail
• Light bulb
• Ladder
• Boxcutter
• Tape measure
• Bolt
• Nut
• Wrench
• Magnifier
• Pliers
• Screwdriver
• Wood
• Net
• Shovel

PROCEDURE

1. Students listen to an audiobook about tools
2. Students complete a vocabulary based game activity
3. Students take a short test

Shopping 1

OVERVIEW & PURPOSE

1. Students learn words related to going shopping

VOCABULARY

• Scale
• Sign
• Shopping cart
• 1st floor
• 2nd floor
• 3rd floor
• Escalator
• Elevator
• Fruit stand
• Brochures
• Magazines
• Cash register
• Small
• Large
• Shop clerk
• Plastic bag
• Paper bag
• Money
• Wallet
• Counter
• Credit card
• Shopping basket

PROCEDURE

1. Students listen to an audiobook about shopping words
2. Students complete a vocabulary based game activity
3. Students take a short test

School Subjects 1

OVERVIEW & PURPOSE

1. Students learn names of school supplies, names for some people they would see at school, and names of common school subjects

VOCABULARY

• Glue
• Ruler
• Blackboard
• Teacher
• Book
• School bag
• Notebook
• Globe
• Lunch box
• File
• Pen
• Student
• Janitor
• Pencil
• Desk
• Calculator
• Uniform
• Geography
• Chemistry
• History
• Reading and writing
• Music
• Math
• Art
• Physical education
• Science

PROCEDURE

1. Students listen to an audiobook about school supplies, people at school, and school subjects
2. Students complete a vocabulary based game activity
3. Students take a short test

Traveling 1

OVERVIEW & PURPOSE

1. Students learn vocabulary words for things you would need or see while traveling

VOCABULARY

• Luggage
• Trunk
• Mirror
• Tire
• Pump
• Passport
• Driver’s license
• Car insurance
• Binoculars
• Compass
• Map
• Ferry
• Road sign
• Exit
• Highway
• Road lines

PROCEDURE

1. Students listen to an audiobook about things you would need or see while traveling
2. Students complete a vocabulary based game activity
3. Students take a short test

Places 1

OVERVIEW & PURPOSE

1. Students learn the names of common places in a town or city

VOCABULARY

• Train station
• Traffic light
• Building
• Hospital
• Library
• Shoe store
• Bus stop
• Bridge
• Toy store
• Bakery
• Kindergarten
• Supermarket
• Amusement park
• Bank
• Restaurant
• House
• Taxi
• Pharmacy
• Airport
• Playground
• Movie theater
• Museum
• Subway station
• Beach
• Crosswalk
• Zoo
• Gas station
• Fire station
• Public park
• Police station
• Book store
• Mall
• School
• Post office

PROCEDURE

1. Students listen to an audiobook about places in a town
2. Students complete a vocabulary based game activity
3. Students take a short test

Musical Instruments 1

OVERVIEW & PURPOSE

1. Students learn the names of various musical instruments

VOCABULARY

• Violin
• Maracas
• Trumpet
• Cymbals
• Saxophone
• Accordion
• Xylophone
• Bells
• Electric guitar
• Piano
• Guitar
• Tambourine
• Clarinet
• Percussion
• Harmonica
• Flute
• Drum

PROCEDURE

1. Students listen to an audiobook about musical instruments
2. Students complete a vocabulary based game activity
3. Students take a short test

Body Parts 2

OVERVIEW & PURPOSE

1. Students learn the names of various body parts

VOCABULARY

• Head
• Eyebrow
• Eye
• Nose
• Cheek
• Mouth
• Ankle
• Finger
• Eyelash
• Eyelid
• Ear
• Tooth
• Tongue
• Heel
• Toe
• Elbow
• Waist
• Hand
• Face
• Chin
• Neck
• Belly
• Knee
• Shoulder
• Back
• Mustache
• Beard
• Nose

PROCEDURE

1. Students listen to an audiobook about body parts
2. Students complete a vocabulary based game activity
3. Students take a short test

Health 1

OVERVIEW & PURPOSE

1. Students learn vocabulary related to health and sickness

VOCABULARY

• Broken leg
• Sun burn
• Gum
• Band aid
• Gauze
• Wound
• Painkiller
• Toothache
• Cavities
• Broken arm
• Surgeon
• Chicken pox
• Receipt
• Health insurance
• Pills
• Vitamins
• Stomachache
• Insect bite
• Rash
• Stitches
• Dizziness
• Nausea
• Sore throat
• Ointment
• Backache
• Cold
• Shot (needle)
• Headache
• Fever

PROCEDURE

1. Students listen to an audiobook about health
2. Students complete a vocabulary based game activity
3. Students take a short test

Family 2

OVERVIEW & PURPOSE

1. Students review family members learned in a previous lesson (Family 1)
2. Students learn new words for members in a family

VOCABULARY

• Grandmother
• Grandfather
• Mother
• Father
• Older brother
• Younger brother
• Sister
• Baby
• Son
• Grand-son
• Daughter
• Grand-daughter
• Uncle
• Aunt
• Cousin (girl)
• Cousin (boy)
• Bride
• Groom
• Boyfriend
• Girlfriend
• Husband
• Wife
• Child
• A person
• People
• Man
• Woman
• Girl
• Boy

PROCEDURE

1. Students listen to an audiobook about family members
2. Students complete a vocabulary based game activity
3. Students take a short test

Pronouns 1

OVERVIEW & PURPOSE

1. Students learn common pronouns

VOCABULARY

• I
• You
• He
• She
• It
• We
• They

PROCEDURE

1. Students listen to an audiobook about pronouns
2. Students complete a vocabulary based game activity
3. Students take a short test

Possessions 1

OVERVIEW & PURPOSE

1. Students learn possession words

VOCABULARY

• My
• Your
• His
• Her
• Its
• Our
• Their

PROCEDURE

1. Students listen to an audiobook about possessions
2. Students complete a vocabulary based game activity
3. Students take a short test

Professions 1

OVERVIEW & PURPOSE

1. Students learn vocabulary words about jobs or professions

VOCABULARY

• Dentist
• Photographer
• Pilot
• Nurse
• Office worker
• Farmer
• Businessman
• Cook
• Artist
• Teacher
• Astronaut
• Doctor
• Sailor
• Firefighter
• Musician
• Server
• Police officer
• Mechanic

PROCEDURE

1. Students listen to an audiobook about jobs/professions
2. Students complete a vocabulary based game activity
3. Students take a short test

Emotions 1

OVERVIEW & PURPOSE

1. Students learn emotion words

VOCABULARY

• Scared
• Surprised
• Sad
• Happy
• Nervous
• Calm
• Disgusted
• Playful
• Bored
• Shy
• Angry
• Sleepy

PROCEDURE

1. Students listen to an audiobook about emotions
2. Students complete a vocabulary based game activity
3. Students take a short test

Verbs 1

OVERVIEW & PURPOSE

1. Students learn action words

VOCABULARY

• Run
• Take
• Eat
• Give
• Stop
• Call
• Jump
• Dance
• Sleep
• Listen
• Stand up
• Read
• Sneeze
• Smile
• Wash
• Hit
• Cook
• Light
• Lick
• Watch
• Sit down
• Ride
• Hear
• Touch
• Walk
• Drink
• Play
• Write
• Fall
• Clean
• Arrive
• Study
• Search
• Paint
• Hurt
• Open
• Wipe
• Sing
• Drive
• Wait
• Wake up
• Greet
• Blow
• Throw
• Listening (to music)
• Show
• Draw
• Sail
• Hide
• Want

PROCEDURE

1. Students listen to an audiobook about verbs
2. Students complete a vocabulary based game activity
3. Students take a short test

Daily Activities 1

OVERVIEW & PURPOSE

1. Students learn vocabulary for daily activities
2. Students practice using verbs to describe the activities

VOCABULARY

• Waking up
• Brushing teeth
• Taking a shower
• Having breakfast
• Going to school
• Playing with toys
• Reading a book
• Having lunch
• Going back home
• Doing homework
• Playing computer games
• Playing soccer
• Having dinner
• Taking a bath
• Watching TV
• Sleeping

PROCEDURE

1. Students listen to an audiobook about daily activities
2. Students complete a vocabulary based game activity

House Chores 1

OVERVIEW & PURPOSE

1. Students learn vocabulary for chores around the house
2. Students get practice with using verbs to describe the chores

VOCABULARY

• Clean the windows
• Walk the dog
• Do the laundry
• Set the table
• Do the vacuuming
• Wash the dishes
• Tidy the room
• Turn the lights off
• Take out the garbage
• Do the ironing
• Turn the lights on
• Turn on the AC
• Clean the dust
• Clean the floor
• Make the bed

PROCEDURE

1. Students listen to an audiobook about chores
2. Students complete a vocabulary based game activity
3. Students take a short test

Sports 1

OVERVIEW & PURPOSE

1. Students learn words for different sports

VOCABULARY

• Walking
• Ballet
• Karate
• Weight lifting
• Volleyball
• Basketball
• Boxing
• Tennis
• Running
• Canoeing
• Table tennis
• Swimming
• Baseball
• Surfing
• Race
• Aerobics

PROCEDURE

1. Students listen to an audiobook about sports
2. Students complete a vocabulary based game activity
3. Students take a short test

Hobbies 1

OVERVIEW & PURPOSE

1. Students learn vocabulary related to hobbies

VOCABULARY

• Playing golf
• Drawing
• Collecting stamps
• Fishing
• Kayaking
• Shopping
• Cooking
• Gardening
• Internet surfing
• Reading a book
• Singing
• Knitting
• Camping
• Traveling
• Photography
• Diving
• Cycling
• Skateboarding

PROCEDURE

1. Students listen to an audiobook about hobbies
2. Students complete a vocabulary based game activity
3. Students take a short test

Numbers 20-50 

OVERVIEW & PURPOSE

1. Students learn numbers 20-50

VOCABULARY

• Twenty
• Twenty-One
• Twenty-Two
• Twenty-Three
• Twenty-Four
• Twenty-Five
• Twenty-Six
• Twenty-Seven
• Twenty-Eight
• Twenty-Nine
• Thirty
• Thirty-One
• Thirty-Two
• Thirty-Three
• Thirty-Four
• Thirty-Five
• Thirty-Six
• Thirty-Seven
• Thirty-Eight
• Thirty-Nine
• Forty
• Forty-One
• Forty-Two
• Forty-Three
• Forty-Four
• Forty-Five
• Forty-Six
• Forty-Seven
• Forty-Eight
• Forty-Nine
• Fifty

PROCEDURE

1. Students complete a vocabulary based game activity
2. Students take a short test

Numbers 50-100 

OVERVIEW & PURPOSE

1. Students learn numbers 50-100

VOCABULARY

• Fifty-One
• Fifty-Two
• Fifty-Three
• Fifty-Four
• Fifty-Five
• Fifty-Six
• Fifty-Seven
• Fifty-Eight
• Fifty-Nine
• Sixty
• Sixty-One
• Sixty-Two
• Sixty-Three
• Sixty-Four
• Sixty-Five
• Sixty-Six
• Sixty-Seven
• Sixty-Eight
• Sixty-Nine
• Seventy
• Seventy-One
• Seventy-Two
• Seventy-Three
• Seventy-Four
• Seventy-Five
• Seventy-Six
• Seventy-Seven
• Seventy-Eight
• Seventy-Nine
• Eighty
• Eighty-One
• Eighty-Two
• Eighty-Three
• Eighty-Four
• Eighty-Five
• Eighty-Six
• Eighty-Seven
• Eighty-Eight
• Eighty-Nine
• Ninety
• Ninety-One
• Ninety-Two
• Ninety-Three
• Ninety-Four
• Ninety-Five
• Ninety-Six
• Ninety-Seven
• Ninety-Eight
• Ninety-Nine
• One-Hundred

PROCEDURE

1. Students listen to an audiobook about numbers 1-100
2. Students complete a vocabulary based game activity
3. Students take a short test

Months **This lesson is titled “Time 1” on the lesson board

OVERVIEW & PURPOSE

1. Students learn the names of the 12 months of the year

VOCABULARY

• January
• February
• March
• April
• May
• June
• July
• August
• September
• October
• November
• December

PROCEDURE

1. Students listen to an audiobook about days of the week, the words “yesterday,” “today,” and “tomorrow,” how to describe when an event happened, and the months of the year
2. Students complete a vocabulary based game activity based on the months of the year
3. Students take a short test

Seasons 

OVERVIEW & PURPOSE

1. Students learn the words for the four seasons

VOCABULARY

• Spring
• Summer
• Fall
• Winter

PROCEDURE

1. Students complete a vocabulary based game activity
2. Students take a short test

Days 

OVERVIEW & PURPOSE

1. Students learn the names for the days of the week

VOCABULARY

• Monday
• Tuesday
• Wednesday
• Thursday
• Friday
• Saturday
• Sunday

PROCEDURE

1. Students complete a vocabulary based game activity
2. Students take a short test

Time 2 

OVERVIEW & PURPOSE

1. Students learn words used to describe time and when an event happened

VOCABULARY

• Hour
• Minute
• Second
• Yesterday
• Today
• Tomorrow
• Last week
• This week
• Next week
• One week ago
• One week from now
• Holiday

PROCEDURE

1. Students complete a vocabulary based game activity
2. Students take a short test

Days 2 

OVERVIEW & PURPOSE

1. Students learn words to describe the time of day

VOCABULARY

• Morning
• Noon
• Afternoon
• Evening
• Night
• Midnight

PROCEDURE

1. Students complete a vocabulary based game activity
2. Students take a short test

NEW LEVEL

Hello

OVERVIEW & PURPOSE

1. Students learn the simple greeting of “Hello,” followed by a person’s name
2. Students learn how to to form a proper sentence
3. Students get introduced to conversations to build their communications skills
4. Students get introduced to past and present verb tenses 

VOCABULARY & SCRIPT

• “Hello, Dobby.”
• “Hello, Toro.”
• “Hello, Goby.”
• “Hello, Toro.”
• “Hello, Terry.”
• “Hello, Toro.”
• “Hello, Dibby.”
• “Dibby?”
• “Ahhh!” Dibby shouted as he ran away.
• “Silly Dibby! Ha! Ha! Ha!”

PROCEDURE

1. Students watch a short video about greetings
2. Students listen to an audiobook about dinosaurs greeting each other
3. Students complete a conversational activity
4. Students take a short test 

What Is Your Name ?

OVERVIEW & PURPOSE

1. Students review the word “hello” when greeting someone
2. Students learn how to ask what someone’s name is using the sentence structure: “Hello, what is your name?”
3. Students learn the proper response when someone asks their name: “My name is ______________”

VOCABULARY & SCRIPT

• “Hello, what is your name?”
• “My name is Dibby.”
• “Hello, what is your name?”
• “My name is Dobby.”
• “Hello, what is your name?”
• “My name is Gaby.”
• “Hello, what is your name?”
• “My name is Terry.”
• “Hello, what is your name?”
• He cannot hear you!

PROCEDURE

1. Students watch a short video about greetings
2. Students listen to an audiobook about a dinosaur named Toro who asks other dinosaurs what their names are
3. Students complete a conversational activity
4. Students take a short test 

How Old Are You ?

OVERVIEW & PURPOSE

1. Students learn how a story begins, using the phrase: “One day…”
2. Students learn how to wish someone a happy birthday by name
3. Students learn how to directly ask how old someone is using the question structure of: “How old are you, (person’s name)?”
4. Students learn the proper response to someone asking their age: “I am ___ years old”

VOCABULARY & SCRIPT

• One day on Dinosaur Island, there was a birthday party.
• “Happy birthday, Dibby!”
• “How old are you, Dibby?”
• “I am 3 years old!”
• “How old are you, Gaby?”
• “I am 5 years old!”
• “How old are you, Toro?”
• Toro could not answer. His mouth was full of cake!
• “I am 7 years old.”
• “Happy birthday, Dibby!”

PROCEDURE

1. Students watch a short video about ages
2. Students listen to an audiobook about a birthday party for a dinosaur named Dibby and how old Dibby and Dibby’s friends are
3. Students complete a conversational activity
4. Students take a short test 

Where Are You From ?

OVERVIEW & PURPOSE

1. Students get practice with the structure for beginning a story: “One day…”
2. Students learn how to ask where someone is from by using the question: “Where are you from?”
3. Students learn the proper response for when someone asks where they are from: “I am from__________”

VOCABULARY & SCRIPT

• One day, at the Dinosaur Island Airport …
• New guests had just arrived.
• “Where are you from?”
• “I am from the United States of America!”
• “Where are you from?”
• “I am from France!”
• “Where are you from?”
• “I am from China!”
• “Where are you from?”
• “I am from Dinosaur Island!”

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about dinosaurs arriving at the airport, being asked where they are from, and responding to the question
3. Students complete a conversational activity
4. Students take a short test

What Is That ? ****The question in the book is “What is this?” instead of “What is that?”

OVERVIEW & PURPOSE

1. Students get practice with the structure for beginning a story: “One day….”
2. Students learn how to describe who is speaking in dialogue, using words such as: “asked,” “said,” and “shouted”
3. Students learn how to ask what something is
4. Students learn how to respond to the question of what something is, by using the structure: “This is a _______”
5. Students learn some sound words (onomatopoeia) 
6. Students learn the past tense of the verb “run”

VOCABULARY & SCRIPT

• One day, Terry and Toro were playing.
• Toro asked, “What is this?”
• “This is a cat”, said Terry.
• POP! BANG! KAZOO!
• Toro asked, “What is this?”
• “This is a dog”, said Terry.
• POP! BANG! KAZOO!
• Toro asked, “What is this?”
• Terry shouted, “It is a monster!”
• “Ahh! Run!” Toro and Terry ran away.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about dinosaurs asking what things are and responding to the question
3. Students complete a conversational activity
4. Students take a short test

Where Is Dobby ? **This book is confusing. The title is “Where is Doby?” but at the end they are looking for a dinosaur named Goby, but this dinosaur was already found in the middle of the story (a pink dinosaur named Goby, then at the end it is an orange dinosaur named Goby who is found in the fridge)

OVERVIEW & PURPOSE

1. Students get practice with the structure for beginning a story: “One day….”
2. Students get practice with past tense verbs such as “were,” “counted,” “shouted,” and “asked”
3. Students get practice with dialogue and using words to describe who is speaking
4. Students practice numbers 1-4
5. Students practice colors (blue, red, yellow)
6. Students practice prepositions to describe where someone is
7. Students learn the phrase “I found you!”
8. Students learn how to ask where someone is

VOCABULARY & SCRIPT

• One day, Toro and his friends were outside. They were playing Hide-and-Seek.
• Terry counted. “One, two, three, four, …”
• Toro was behind the blue car. “I found you!” said Terry.
• Goby was between the red and yellow cars. “I found you!” said Terry.
• Dibby was inside the red car. “I found you!” shouted Terry.
• Dobby was on top of the yellow car. “There you are!” said Terry.
• “Where is Goby?”, Terry asked.
• UH OH!
• Goby was in the fridge.
• “Silly Goby!”, said Terry. “Ha! Ha! Ha!”

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about dinosaurs playing hide-and- seek and finding one another
3. Students complete a conversational activity
4. Students take a short test

My Day

OVERVIEW & PURPOSE

1. Students learn common dialogue to use throughout the day 
2. Students learn how to respond to someone using common dialogue
3. Students get practice with pronouns such as “I” and “you”

VOCABULARY & SCRIPT

• “Good morning, Mommy.” – “Good morning.”
• “Goodbye.” – “Goodbye, Mommy.”
• “Hello.” – “Hello.”
• “Let’s play!”
• “Ouch!”
• “I am sorry.” – “It is okay.”
• “Thank you.” – “You are welcome!”
• “Goodbye.” – “Goodbye.”
• “Welcome home.” – “Hello, Mommy.”
• “Good night, Mommy.” – “Good night.” – “That was a great day!”

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a blue dinosaur who goes throughout his day using common phrases with his mother and friends
3. Students complete a conversational activity
4. Students take a short test

Family Members

OVERVIEW & PURPOSE

1. Students get practice with the structure for beginning a story: “One day….”
2. Students get practice with past tense verbs
3. Students get practice with family member vocabulary
4. Students get practice with dialogue and using the word “said” to describe who is speaking 
5. Students get practice with the pronoun “I” to talk about giving gifts by using the sentence structure: “I got this for you, (family member)”
6. Students get practice with the phrase “Thank you, (person’s name)”
7. Students learn how to say what someone loves 

VOCABULARY & SCRIPT

• One day, Toro wanted to buy presents for his family. He had been saving in his piggy bank. He took the money out of his piggy bank.
• He went to the store. He bought many presents for his family.
• Toro said, “I got this for you, Mother.” Toro’s mother said, “Thank you, Toro!”
• Toro said, “I got this for you, Father.” Toro’s father said, “Thank you, Toro!”
• Toro said, “I got this for you, Brother.” Toro’s brother said, “Thank you, Toro!”
• Toro said, “I got this for you, Sister.” Toro’s sister said, “Thank you, Toro!”
• Toro said, “I got this for you, Grandpa.” Toro’s grandpa said, “Thank you, Toro!”
• Toro said, “I got this for you, Grandma.” Toro’s grandma said, “Thank you, Toro!”
• Toro loves his family.

Surprise! We love you, too, Toro.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a green dinosaur named Toro who went shopping and gave gifts to his family members
3. Students complete a conversational activity
4. Students take a short test

What Are You Doing ?

OVERVIEW & PURPOSE

1. Students get practice with the structure for beginning a story: “One day….”
2. Students get practice with some family member vocabulary
3. Students get practice with past and present tense verbs
4. Students get practice with common everyday activities, such as “painting,” “cooking,” and “eating”
5. Students learn how to ask what someone is doing by using both of the question structures: “(Person’s name), what are you doing?” or “What are you doing, (person’s name)?”

VOCABULARY & SCRIPT

• One day, Toro was sitting at home. He was bored.
• He called his grandpa. He asked:
• “Grandpa, what are you doing?”
• “I am painting a picture.”
• Next, Toro talked to his grandma. He asked:
• “Grandma, what are you doing?”
• “I am cooking.”
• Then, Toro called his friend, Dibby. He asked:
• “What are you doing, Dibby?”
• “I am eating! Ha! Ha! Ha!”

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a green dinosaur named Toro who calls his grandpa, grandma, and friend to ask what they are doing
3. Students complete a conversational activity
4. Students take a short test

Who Are You?

OVERVIEW & PURPOSE

1. Students get practice with the structure for beginning a story: “One day…”
2. Students get practice with past tense verbs to describe who is speaking in dialogue, including: “said,” “asked,” and “answered”
3. Students learn about Halloween and costumes
4. Students learn how to say what they are, using the phrase: “I am a _____”
5. Students learn how to ask who someone is, using the question: “Who are you, (person’s name)?”

VOCABULARY & SCRIPT

• One day, there was a Halloween party on Dinosaur Island.
• Toro dressed up like a police officer.
• “I am a doctor,” said Terry.
• Then, Toro asked, “Who are you, Dobby?”
• Dobby answered, “I am a firefighter! Woooo Woooo!”
• Toro asked, “Who are you, Dibby?”
• “I am a cook,” said Dibby!
• Dibby ate everything at the party.
• “I want more,” said Dibby.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about dinosaurs at a Halloween party talking about their Halloween costumes
3. Students complete a conversational activity
4. Students take a short test

I Want Strawberry Ice Cream !

OVERVIEW & PURPOSE

1. Students get practice with the structure for beginning a story: “One day….”
2. Students are introduced to the ice cream truck and the ice cream man and learn how to order ice cream, using the phrase: “I want (flavor) ice cream”
3. Students get practice with the question: “Where is (person’s name)?”
4. Students learn how to ask what someone wants, using the questions: “What do you want?” or “What kind do you want, (person’s name)?”

VOCABULARY & SCRIPT

• One day, the ice cream truck came to Dinosaur Island.
• The dinosaurs were so happy!
• The ice cream man asked, “What do you want?”
• “I want strawberry ice cream,” said Terry.
• “I want vanilla ice cream,” said Toro.
• “I want chocolate ice cream,” said Dobby.
• “What kind do you want, Dibby?”
• “Where is Dibby?”
• Dibby was inside the ice cream truck.
• Dibby was eating all of the ice cream! Ha! Ha! Ha!

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about dinosaurs ordering ice cream from the ice cream man 
3. Students complete a conversational activity
4. Students take a short test

What Can You Do ?

OVERVIEW & PURPOSE

1. Students learn how to say how many friends someone has
2. Students learn how to say what someone can and cannot do
3. Students get practice with hobby vocabulary
4. Students are introduced to the word “because” to describe why someone cannot sleep
5. Students learn how to ask what someone can do, using the question: “What can you do?”

VOCABULARY & SCRIPT

• Terry has two friends, Dobby and Dibby.
• Dibby can ride a bicycle. – Dobby cannot ride a bicycle.
• Dibby can paint a picture. – Dobby cannot paint a picture.
• Dibby can play the guitar. – Dobby cannot play the guitar.
• Dibby can jump. – Dobby cannot jump.
• Dibby can swim. – Dobby cannot swim.
• Dobby can sleep.
• Dibby cannot sleep.
• Because Dobby is loud when she sleeps.
• What can you do?

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about hobbies two dinosaur friends can and cannot do
3. Students complete a conversational activity
4. Students take a short test

Pronouns 2

OVERVIEW & PURPOSE

1. Students learn how to introduce themselves and others by name, using the phrases: “I am _____,” “He is ______,” and “She is ______”
2. Students get practice using common pronouns, such as: “I,” “you,” “he,” “she,” “we, ” and “they”
3. Students get practice with past tense dialogue vocabulary to describe who is speaking, using words such as: “asked,” “replied,” and “said”
4. Students learn how to say what they like, using the ‘we’ pronoun: “We like to ____”
5. Students learn how to ask to play, using the ‘we’ pronoun: “Can we play, too?”
6. Students are introduced to the word ‘should,’ using the phrase: “You should come and play a game”
7. Students get practice with family member vocabulary
8. Students are introduced to the word ‘team’ 

VOCABULARY & SCRIPT

• “Hello!”
• “I am Toro.”
• “Are you Dibby?” asked Toro. “Yes, I am Dibby,” replied Dibby.
• “Are you Terry?” asked Toro. “Yes, I am Terry,” replied Terry.
• Toro asked, “Are you my grandpa?” Toro’s grandpa replied, “Of course!”
• “He is Goby”, said Toro.
• Toro said, “She is Dobby.”
• Goby said, “We like to play together.”
• Toro asked, “Can we play, too?”
• “You should come and play a game”, said Toro.
• “You will be on one team”, said Toro.
• “And you will be on the other team.”
• “Will you meet my friends?” asked Toro.
• “They are Dobby’s sisters”, said Toro.
• “And they are Goby’s brothers.”
• “They are my friends”, said Toro.
• “Everyone, they are my grandparents.”
• “Let’s play now!”

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur named Toro who introduces friends and his grandparents at the park and organizes a game
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Numbers

OVERVIEW & PURPOSE

1. Students learn how to say where someone went, using the phrase “(Person’s name) went to the ______”
2. Students get practice with the pronoun ‘he’
3. Students get practice with zoo animal names (singular and plural)
4. Students get practice counting to ten
5. Students learn to put the number in front of the noun 

VOCABULARY & SCRIPT

• Rexy went to the zoo. He saw one bear.
• Two lions. One. Two.
• Three elephants. One. Two. Three.
• Four gorillas. One. Two. Three. Four.
• Five fish. One. Two. Three. Four. Five.
• Six tigers. One. Two. Three. Four. Five. Six.
• Seven zebras. One. Two. Three. Four. Five. Six. Seven.
• Eight hippos. One. Two. Three. Four. Five. Six. Seven. Eight.
• Nine rabbits. One. Two. Three. Four. Five. Six. Seven. Eight. Nine.
• Ten frogs. One. Two. Three. Four. Five. Six. Seven. Eight. Nine. Ten.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about zoo animals and how many of each animal is seen (1-10)
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Animals

OVERVIEW & PURPOSE

1. Students get practice with how to say where someone went, using the phrase: “(Person’s name) went to the ______”
2. Students get practice with the pronoun ‘he’
3. Students learn the question: “What is it?”
4. Students learn common animal sounds
5. Students learn how to properly respond when someone asks, “What is it?” by using the phrase: “It is a _____”
6. Students get practice using the word ‘loves’ in a sentence

VOCABULARY & SCRIPT

• Rexy went to the farm.
• He heard, “MOO MOO.”
• What is it?
• It is a cow.
• Rexy heard, “BAA BAA.”
• What is it?
• It is a sheep.
• Rexy heard, “NEIGH NEIGH.”
• It is a horse.
• Rexy loves animals.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur named Rexy who goes to the farm and sees and hears different farm animals
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Colors

OVERVIEW & PURPOSE

1. Students get practice with the pronoun ‘he’ 
2. Students review numbers 1-3
3. Students learn the word ‘look’ to show someone what they see
4. Students get practice with the colors: green, blue, red, orange, yellow, purple, and pink
5. Students learn to describe a noun by putting the color (adjective) in front: “A green baby dinosaur”

VOCABULARY & SCRIPT

• Terry is walking.
• He sees three dinosaur eggs.
• Look! A green baby dinosaur.
• Now, there are two dinosaur eggs.
• Look! A blue baby dinosaur.
• Now, there is one dinosaur egg.
• Look! A red baby dinosaur.
• Now, there are three baby dinosaurs.
• Look! A rainbow.
• The rainbow is red, orange, yellow, green, blue, purple, and pink.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur named Terry who watches three dinosaurs of different colors hatch from eggs
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Food

OVERVIEW & PURPOSE

1. Students get practice with past tense verbs, such as ‘went,’ ‘ate,’ and ‘drank’
2. Students learn how to say someone was hungry and thirsty by using the phrase: “(Person’s name) was very (this word is optional) hungry/thirsty”
3. Students learn how to say what someone ate and drank
4. Students get practice with food names, such as ‘butter,’ ‘bread,’ ‘milk,’ ‘cheese,’ ‘honey,’ and ‘egg’
5. Students get practice with one feeling/emotion word: ‘happy’

VOCABULARY & SCRIPT

• Terry went on a picnic.
• Look at all this food!
• Terry was very hungry.
• He put butter on the bread…
• and ate it.
• Terry was thirsty. He drank the milk.
• He ate cheese
• and honey.
• He ate the egg last.
• Terry was happy!

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur named Terry who went on a picnic and enjoyed different foods
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Verbs

OVERVIEW & PURPOSE

1. Students get practice with some animal names, such as: ‘rabbit,’ ‘snake,’ ‘fish,’ ‘butterfly,’ and ‘bear’
2. Students learn how to say what someone or something was doing by using verbs ending in -ing (“The _______ was (verb)-ing”)
3. Students get practice with common dialogue, including “hello” and “let’s play”

VOCABULARY & SCRIPT

• Rexy went to the forest.
• There were many animals.
• A rabbit, a snake, a fish, a butterfly, and a bear.
• The rabbit was eating.
• The snake was drinking water.
• The fish was swimming.
• The butterfly was flying.
• The bear was sleeping.
• Hello! said Rexy.
• LET’S PLAY!

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur named Rexy who went to the forest and saw many different animals doing different things
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Body Parts

OVERVIEW & PURPOSE

1. Students learn a new verb ending in -ing (drawing)
2. Students get practice with the question: “What is it?”
3. Students learn the phrase: “It has _______”
4. Students get practice with body part names
5. Students get practice with the phrase: “It is a _____”

VOCABULARY & SCRIPT

• Rexy is drawing something. What is it?
• It has two eyes,
• two ears,
• a nose,
• a mouth,
• a long neck,
• and four legs.
• It is a horse,
• and this horse runs very fast.
• Oh! It is gone.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur who is drawing a horse and saying what body parts the horse has as he draws it
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Clothes

OVERVIEW & PURPOSE

1. Students get practice saying where someone went, using the phrase: “(Person’s name) went to the _____”
2. Students get practice with color words (red, yellow, blue)
3. Students get practice with some clothing words
4. Students get practice with the pronoun ‘he’
5. Students learn how to say what someone saw, using the phrase “He saw a _____”
6. Students learn the past tense verb: ‘caught’
7. Students get practice with the phrase “It was a ______”
8. Students get practice with the common greeting “hello” in dialogue

VOCABULARY & SCRIPT

• Terry went to the sea.
• He saw a red fish.
• But, he caught a sock.
• He saw a yellow fish.
• No, it was a hat.
• He saw a blue fish.
• It was a shoe.
• Then, Terry saw a big whale.
• He had glasses!
• “Hello,” said the whale. And Terry said, “Hello.”

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur who went fishing and instead of catching fish, he caught different clothing
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Vehicles

OVERVIEW & PURPOSE

1. Students get practice with the verb ‘look,’ with the ending -ing and as a past tense verb (looked)
2. Students get practice with vehicle names
3. Students get practice with common household items, such as: ‘bed,’ ‘drawer,’ ‘closet,’ and ‘box’
4. Students learn the past tense of the verb ‘find’ (found)
5. Students get practice with the pronoun ‘he’
6. Students get practice with the feeling/emotion of ‘happy’
7. Students get practice with onomatopoeia (Choo choo)

VOCABULARY & SCRIPT

• Terry was looking for the train.
• Terry looked under the bed.
• Look! A car.
• Terry looked inside the drawer.
• He found a plane.
• Terry looked inside the closet.
• He found a bus.
• Terry looked inside the red box.
• He found the train!
• Terry was happy. “CHOO CHOO”

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur named Terry who was looking for a toy train around the house and found other vehicles, then finally found the train
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – Shapes

OVERVIEW & PURPOSE

1. Students get practice with the verb ‘play’ as an infinitive and also with the ending -ing
2. Students learn the question: “What is your hat?”
3. Students get practice with colors and shapes
4. Students learn that the color (adjective) goes in front of the shape
5. Students get practice with dialogue words such as: ‘asks’ and ‘says’

VOCABULARY & SCRIPT

• Rexy is playing with his friends.
• Let’s play the shape game!
• “What is your hat?” asks Rexy.
• “It is a green triangle,” says the baby dinosaur.
• “What is your hat?” asks Rexy.
• “It is a red square,” says the baby dinosaur.
• “What is your hat?” asks Rexy.
• “It is a blue circle,” says the baby dinosaur.
• “Let’s play!” says Rexy.
• Learning shapes is fun!

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur asking his friends what their hats looks like
3. Students complete a conversational activity
4. Students take a short test

Terry and Rexy – General Phrases

OVERVIEW & PURPOSE

1. Students learn the phrase: “(Person’s name) was walking in the forest”
2. Students get practice with the pronoun ‘he’ and the past tense verb ‘saw’
3. Students get practice with the number two
4. Students get practice with animal names in the plural form (elephants, monkeys)
5. Students get practice with common phrases used in conversation, such as: “hello,” “how are you?” “good, thank you,” and “goodbye”
6. Students learn the words ‘these’ and ‘those’
7. Students get practice with the word ‘apples’
8. Students learn the phrases: “We are hungry” and “Let’s eat”

VOCABULARY & SCRIPT

• Terry was walking in the forest.
• He saw two elephants.
• Hello! How are you?
• Good, thank you.
• What are those?
• These are apples.
• Thank you! Goodbye!
• Terry saw two monkeys.
• “Hello, Terry! We are hungry.”
• Let’s eat!

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about a dinosaur named Terry who goes walking in the forest with apples and shares the apples with elephants and monkeys
3. Students complete a conversational activity
4. Students take a short test

What Time Is It ?

OVERVIEW & PURPOSE

1. Students learn the question: “What time is it?” to ask someone the time
2. Students learn the phrase “It is ______ o’clock” to say the time
3. Students get practice with numbers
4. Students get practice with question asking and responding in complete sentences

VOCABULARY & SCRIPT

• What time is it?
• It is 1 o`clock.
• What time is it?
• It is 3 o`clock.
• What time is it?
• It is 6 o`clock.
• What time is it?
• It is 8 o`clock.
• What time is it?
• It is 10 o’clock.
• What time is it?
• It is 12 o`clock.

PROCEDURE

1. Students watch a short video
2. Students listen to an audiobook about the time using a traditional clock
3. Students complete a conversational activity
4. Students take a short test

End of Level 2