- Oh, I wonder who wants some toast? Oh, I need a plate for my toast. I need a plate for my toast. Can I have some toast?

- No, it's waiting

- Oh, it's cooking. The toast is cooking.

- Yay!

- Nice work.

- We have big [inaudible]. We have big one.

- Yeah, that is a big piece of clothing. It is very wet.

- We have circle.

- Should we dry it?

- Yeah.

- Ready? Dry it in the wind. It's drying.

- Oh, now I wonder what we need to buy to make some popcorn. What do you think we need to buy?

- That one!

- I think we need that one. Do you know what that is?

- Um- yellow and white.

- It is yellow and white. It's a popcorn machine.

- Yes!

- It makes the popcorn. We need to buy the popcorn machine. We're going to buy a popcorn machine. We're going to buy?

- A bowl!

- We're going to buy a bowl, aren't we?

- Yeah, for the popcorn.

- For the pop- To put the pop- Oh actually, you know what else we're going to buy? Here's our bowl and a spoon. We're going to buy a bowl and a spoon.

- A bowl and a spoon.

- This one is a cup.

- A cup!

- A cup! And we're going to?

- Mix it.

- We're going to buy a cup. So we're going to buy a popcorn machine.

- Yes!

- We're going to buy a bowl.

- Yes!

- We're?

- Going to buy a cup!

- Going to buy a cup! And?

- We’re going to buy a popcorn.

- We're going to buy the popcorn, that’s right! We're going to buy the popcorn.

- Mary's going to put it in. Do you think she should put all of the popcorn in?

- No.

- No.

- Why not?

- Only a little bit.

- Ah, only a little bit. Why?

- That is going to be too much.

- Otherwise there will be too much, you’re right. There will be too much popcorn.

- Yeah. Yeah.

- OK, Mary.

- OK, I'm going to put it in.

- She's going to put it in.

- What are you doing? I'm?

- Mine.

- I'm going to put some in the cup. Okay.

- It’s hot for me.

- It is not too hot, though. It'll be alright. There we go.

- Got it!

- You got it! You got some in the cup. Well done. What are you going to do?

- I'll put some in my cup.

- You're going to put some in your cup. OK, here we go. Oh, you're putting, oh, he's putting some in his cup.

- Woah!

- Put them back in there. There they go. What are you going to do?

- This is delicious.

- [inaudible] in the cup

- You're going to put it in the cup. Good girl. that's right. You're going to put it in the cup. Woah!

- Oh, I wonder who wants some toast? Oh, I need a plate for my toast. I need a plate for my toast. Can I have some toast?

- No, it's waiting

- Oh, it's cooking. The toast is cooking.

- Yay!

- Nice work.

- We have big [inaudible]. We have big one.

- Yeah, that is a big piece of clothing. It is very wet.

- We have circle.

- Should we dry it?

- Yeah.

- Ready? Dry it in the wind. It's drying.

- Oh, now I wonder what we need to buy to make some popcorn. What do you think we need to buy?

- That one!

- I think we need that one. Do you know what that is?

- Um- yellow and white.

- It is yellow and white. It's a popcorn machine.

- Yes!

- It makes the popcorn. We need to buy the popcorn machine. We're going to buy a popcorn machine. We're going to buy?

- A bowl!

- We're going to buy a bowl, aren't we?

- Yeah, for the popcorn.

- For the pop- To put the pop- Oh actually, you know what else we're going to buy? Here's our bowl and a spoon. We're going to buy a bowl and a spoon.

- A bowl and a spoon.

- This one is a cup.

- A cup!

- A cup! And we're going to?

- Mix it.

- We're going to buy a cup. So we're going to buy a popcorn machine.

- Yes!

- We're going to buy a bowl.

- Yes!

- We're?

- Going to buy a cup!

- Going to buy a cup! And?

- We’re going to buy a popcorn.

- We're going to buy the popcorn, that’s right! We're going to buy the popcorn.

- Mary's going to put it in. Do you think she should put all of the popcorn in?

- No.

- No.

- Why not?

- Only a little bit.

- Ah, only a little bit. Why?

- That is going to be too much.

- Otherwise there will be too much, you’re right. There will be too much popcorn.

- Yeah. Yeah.

- OK, Mary.

- OK, I'm going to put it in.

- She's going to put it in.

- What are you doing? I'm?

- Mine.

- I'm going to put some in the cup. Okay.

- It’s hot for me.

- It is not too hot, though. It'll be alright. There we go.

- Got it!

- You got it! You got some in the cup. Well done. What are you going to do?

- I'll put some in my cup.

- You're going to put some in your cup. OK, here we go. Oh, you're putting, oh, he's putting some in his cup.

- Woah!

- Put them back in there. There they go. What are you going to do?

- This is delicious.

- [inaudible] in the cup

- You're going to put it in the cup. Good girl. that's right. You're going to put it in the cup. Woah!

- Shall we see how we make play dough?

- Yeah. So first, we need to pour our ingredients. We need to pour it all in the bowl.

- Pour?

- Pour, that’s right. We need to pour it in. Okay.

- Are you ready to pour it in? I need some helpers to help me pour it in. Okay, this is our flour.

- Sam is pouring. She's pouring the flour.

- Oh, here we go.

- Shake, shake, shake.

- I am shaking the flour, you're right. Okay, buddy, it's your turn.

- Yeah.

- What are you going to do with the flour?

- Use to make play dough.

- We are using it to make play dough. You're going to pour it in the bowl?

- Yeah.

- Okay. Are you ready to pour it?

- Yeah.

- Oh, he is pouring the flour in.

- He is pouring.

- Good job.

- I am pouring.

- She is pouring.

- It's your turn to pour. You are pouring. You are pouring the oil.

- What are you doing, sweetie? You are?

- Pouring.

- Pouring, you are pouring. Well done.

- Good job.

- Oh, you might get hurt. Oh, I'm so scared. Now, children, our special word today is scared. Has anyone heard that word before? I get scared when I see spiders. I don't like spiders. I get scared. When do you get scared? What makes you feel scared?

- Big one. I have big spider and tiny spider. Big ones, tiny.

- Really. You get scared when you see big spiders?

- Yeah.

- Oh, me too. What about you, sweetie? When do you get scared?

- It is hurt.

- Oh, you are- you get scared when you get hurt.

- Our special word today is pretend. Can everyone say that?

- Pretend.

- Pretend. Good job. Pretend is when we do something that is not real. He is pretending to be a superhero. I like to pretend.

- Me too.

- Me too. Me too, too.

- You do? What do you like to pretend to be?

- Batman.

- You pretend to be Batman. Do you wear a mask too when you're pretending?

- Yeah, I do.

- Oh, that's so fun. How about you? Do you like pretending? What do you pretend to do?

- Batman.

- You pretend to be Batman, just like him? Wow. And when you're pretending, do you wear anything special? No, you just imagine it in your head. Wow, it's so fun to pretend.

- Me too.

- You imagine in your head too?

- Hmm, and there's another picture of a dog and look at this picture. It's a picture of a unicorn.

- That’s a silly unicorn.

- Now guys, are unicorns real?

- No.

- No. Or are they pretend?

- They pretend.

- That's right, they are not real. Unicorns are pretend. Let's read our story.

- Oh, oh my. What did she do with the carrot?

- She made a unicorn.

- She put it on her nose. Just like a unicorn horn.

- Not on the horn.

- I wonder why she did this. What is she doing?

- A [inaudible]

- Being a unicorn.

- Is she really a unicorn?

- No, she's pretending.

- Oh, she's pretending. That is our special word that we talked about. She is pretending to be a unicorn.

- There's 2 blue bridges. Can you see them?

- Yeah.

- Yeah.

- Yeah? Can you join them onto our track?

- Where?

- Do you need an incline or do you need a curve?

- Curve.

- I’ll have a incline.

- You need an incline. Okay, there's an incline. Does it need to go up or does it need to go down? You watch. Watch this. You ready? If it goes down, it could join on.

- What happens?

- You got a bridge!

- You have got a bridge. You've got a great bridge. But look here.

- I'm gonna come you guys! Look, I'm gonna come.

- Here I come, he says. I'm coming up the hill.

- Great idea, fantastic.

- I don’t have- there's not much round piece.

- Yeah, there's not many curves, are there? Oh no.

- Oh there’s- there's a little bit more.

- There's a few more. Yeah, we've got a few more curves. Is it going to join in here? Do you think it'll join in here?

- Oh, I have to do these.

- Oh, okay. You have to do another line. Is that right?

- I can maybe do this part maybe.

- I think we could do it. I think you've got some great ideas for doing it, haven't you?

- Oh, no, It's the door's closed.

- Oh, dear. What are we going to do if the door is closed?

- It's open.

- It's open now. Bye bye to the train. Can he fit in there?

- Guys, the train is about to come.

- Oh, hello. The train is coming.

- Let's make a big house.

- Let's make a big house.

- Let's make a big house. I think that's a great idea. Oh, he wants to make a big house. Here are all of our blocks.

- Oh, they’re the same.

- They are the same. Yeah, they're green. They're the same. And we're going to use them to build a house today.

- Build house.

- Make the house!

- You're right. What have you made here?

- Yeah.

- Yeah, it's the roof. You made the roof.

- Need some more blocks.

- You need some more blocks

- More blocks.

- Yeah, we need to use our blocks to build a big house. I'm building mine really tall.

- I will make a house.

- I'm making a very big house. You've made the roof of your house. What else does your house need?

- Uh, Mummy house.

- You need to put a mummy in your house. That's a good idea.

- I'm not gonna make big house.

- Yeah, you've got a big house. Do you?

- My Daddy have.

- Hmm. I wonder, does your house have... You've made a little house next to the big house. I can see your roof. You're sticking them together. They look great. Let's tip them out.

- A block!

- You found the block you needed!

- We need something for our roof. Hmm.

- Alright. I put that

- What else is-

- [inaudible]

- Yep. We put it on top. I hope it stays. Oh!

- Let’s pull it here.

- Okay, let's put it at the bottom. Okay, let's try that. Hmmm.

- I need the blue block.

- You need the blue block? Okay, here’s the blue block.

- What is this? Dack, dack, dack, dack.

- Yeah.

- More, more.

- You need more blocks? What colour block do you want?

- This, this, this, this, this.

- Oh, you want all of them? Okay, so here's a green block and a red block. Put it on top. Okay.

- More!

- You need more blocks?

- Yeah.

- You're making a tall tower.

- Yeah

- Okay.

- I make big house.

- You're going to make a big, tall house, okay.

- What are you going to make?

-I make chick- kitchen.

- You're going to make some chicken. Well, that's delicious.

- The tea done! The tea done!

- You got some tea? Can I have some tea?

- Yeah.

- Okay, pour it in.

- Yeah.

- Pour some tea in the cup.

- Stirring, stirring.

- You're stirring the broccoli. Wow. Thank you.

- Oh, I'm getting hungry. Can I have some food?

- Green!

- You got some broccoli for me. Thank you.

- The food! Food!

- Oh, that was delicious. Thank you. Oh, that is delicious.

- The food!

- Did you get some food too? Oh! What are you making?

- Uh, cheese.

- You're making cheese on toast.

- Yeah.

- Oh, I like that. Do you like cheese on toast?

- We need to make it cold.

- Oh, that was a bit hot. Can we blow it?

- Yeah.

- We need to make it cold.

- Let's try it again.

- Let’s make it cold. Need to wait.

- Oh, much better. That's nice and cold now. Okay.

- The freezer.

- You put some food in the freezer?

- Yeah.

- What did you put in the freezer?

- Here! Let it sit on your lap.

- Teddy's going to sit on my lap?

- Yeah.

- [inaudible]

- Okay. Oh, teddy.

- Let's make some tea!

- Yeah, let's make some tea for everyone.

- What does our friend want to eat?

- Moss.

- Yeah, that's a spoon. Oh, our friend is using a spoon to eat. Mmm. I'm going to eat. What does Teddy want to eat?

- Grapes.

- Grapes. Teddy wants to eat some grapes.

- And some strawberry.

- Oh, and Teddy wants to eat some strawberries. Okay. Mmm, that's delicious.

- Everybody, let's see what we are going to do today. The pictures on the board show us what we are going to do.

- Oh yeah.

- First, we are going to say hello.

- Hello!

- Hello! First, we are going to say hello. First means it's the thing that we do at the start. So first, we are going to say hello. After that we are doing our Acknowledgement of Country. Next, we are going to read a book.

- Read a book.

- Good looking at the picture! We are going to read this book today. Has anyone seen this book before? No? You have? It's a very special book.

- I don’t have that one.

- No, you don't?

- This girls.

- This is about a unicorn who is a girl. That's true.

- Yeah, she a pink uni.

- Yeah, she's a pink unicorn. After that, we are going to make some popcorn.

- Popcorn! Yummy!

- That's so exciting. And then next we are going to have some recess.

- Muncher.

- After that we are going to play. We are going to pretend to go on a truck to a farm.

- The farm!

- It's going to be so fun. After that, we're going to keep playing and make a train track.

- Yeah! Choo choo!

- And then last, we are going to say goodbye.

- Bye bye!

- Yes, we're going to say goodbye last. That's at the end. So what are we going to do first. What is at the start? Do you know what are we going to do?

- It’s the hello.

- Yes, we are going to say hello to each other. We're going to sing a hello song.

- What are we going to do next?

- We play a listening game!

- Good looking. Did you see the picture? Yes. That picture tells us what we are going to do next.

- Ears.

- That's right. This picture shows someone putting their hand next to their ear like this. That shows us that we are going to listen. We are going to play our listening game now.

- Guess what? We finished our listening game.

- Finished.

- What do we do with this now?

- Put it in the finish box.

- We do put it in the finished box, don't we? What do you say?

- Me! I have a turn!

- Me!

- What do you say?

- Can I have a turn?

- You certainly can. What are you going to do?

- Put it in the box.

- Put it in the box. Good idea. Let's put it in the box. Done. Hmm. What is next?

- Read a book.

- Read a book.

- We are going to read the books. Who likes reading?

- Me.

- Mhmm, I like reading.

- We found this book over in the library and have a look.

- Same.

- Are they the same or are they different?

- Same!

- Yes, they are the same.

- You found the same book as our picture over in the... Where was it?

- Library!

- In the library.

- Yes, that's right. We found it in the library because that's where we keep our books.

- Can anyone look with your eyes? Yes, we are going to make popcorn. We are all going to stand up and walk over to the desk.

- I don't want to eat.

- That's okay, we don't need to eat it.

- We're going to put this away now. We have finished.

- Finish.

- Okay, finished

- We poured everything in the bowl. Ready to see what's next?

- Okay, so we have finished pouring everything in the bowl. Okay. Next we need to...

- Pouring.

- Mix. We need to mix. So what are we doing?

- Mix.

- Mixing. Can we all- Great mixing, buddy. We are mixing everything together. Okay, let's take our turn.

- Now let's see, I'm gonna have a first turn. My favourite animal is the chicken because I like to eat eggs. What about you? What’s your favourite

- The cat. The cat.

- My favourite animal is the cat.

- Mine too.

- Why is the cat your favourite animal?

- Because I love patting them.

- Oh, yes.

- I have a black cat.

- Yeah, I like cats because I like to pat them, just like you.

- Which one's your favourite?

- I like cow.

- You like the cow? Why?

- I love that. I love them.

- Because you love them. That's really lovely. You love cows because you love them? Yeah, that's fantastic. I like them because of the spots, too. I like the spots on the cow. What about you? What's your favourite today?

- I like the piggies.

- How come?

- I like the piggy.

- You like the piggy? Why?

- Because that is my favourite animal.

- Why is the pig your favourite animal?

- Because he try to eat- because he likes to eat the apple. That’s why.

- Because he likes to eat the apples? You like the pigs because he likes to eat apples. And you like apples too. Is that right? Yeah? I like the pig too, and I like apples as well.

- This is- them the-

- What about you? What's your favourite today?

- Um- sheep.

- I like the sheep because…

- It says baa.

- Because it says baa. You like the sheep because it says baa.

- And flowers. Flowers. There are flowers.

- There are lots of flowers! Maybe he's going to eat the flowers.

- No.

- You don't think so? What's he going to do?

- Milk.

- Maybe he's going to give us some milk. You’re right.

- Let's see what I've got in my bag. Okay, hmm. Sweetie, you have to take something out. Let's see. Oh! What did you get?

- A watermelon!

- I got a watermelon. I wonder how many beats are in watermelon? Hmm. Let's clap it together. You ready? Wa-ter-me-lon.

- Wa-ter-me-lon.

- There are 4 beats in watermelon. Can we try that one more time? Wa-ter-me-lon.

- Wa-ter-me-lon.

- There are 4 beats. Okay. All right, sweetie, can you put that back in the bag? Thank you. Hey, buddy, it's your turn. Are you ready? I wonder what you're going to get. Hmm. What do you think you might get?

- Broccoli!

- A broccoli!

- Yeah.

- Oh, wow. Let’s count that together. You ready? Bro-cco-li.

- Bro-cco-li.

- All right, buddy, Can we clap that together too? You ready? Bro-cco-li.

- Bro-cco-li

- Bro-coo-li. How many claps were there? How many beats were there?

- Three!

- Three! There were three beats. That's it, hmm. Sweetie, it's your turn now. Are you ready? I wonder what you're going to get.

- A cumber!

- A cucumber? I got a cucumber. Are we ready to clap?

- Yeah.

- Okay. Cu-cumb-er.

- Cu-cum-ber.

- How many claps did you do?

- Three.

- Three? Ready. Cu-cum-ber.

- Cu-cum-ber.

- There were 3 claps.

- So we're going to do our listening game. You have to listen very hard. Are your ears turned on? Ready. Turn them on. Oh, turn on your other ear. We have to listen hard for our special sound. This is our special sound today. Do you know what this special sound is?

- C!

- It is C. That's the letter. This is the letter C. And this is the letter...

- C more one.

- C. This is the letter...

- K!

- K, and this is the letter...

- K!

- R.

- K. It looks a bit like R, but it's the letter K, isn't it? Do you know what those letters sound like? I'll show you, watch. /k/-/k/-/k/-/k/ They all sound like... They all sound like /k/. They all sound the same. You listen. This one sounds like?

- C!

- /k/. It sounds like /k/.

- Yeah. Yeah.

- It's the letter C, but it sounds like /k/. And this one sounds like…

- /k/.

- /k/. And this one sounds like

- /k/

- /k/. It's a soft sound. And this one sounds like?

- /k/!

- /k/. Right at the back. Hmm. I wonder, our little crocodile... Oh, listen to crocodile. He only likes to eat things that start /k/ with that sound like /k/. And he needs a name. Will we call him Kevin or will we call him Ali? What do you think? It's got to start with /k/. /k/ Kevin or /k/ /k/ Ali.

- Kevin.

- Kevin. I think you're right. Let's call him Kevin. He's going to be Kevin the Crocodile, isn't he? He's Kevin the crocodile. Do you know what he eats? Do you know what he likes to eat?

- Yeah!

- He likes to eat words that start with...

- K.

- Yeah, with K. That's right. He likes to eat words that start with K. I have lots of words.

- OK, Kevin. Kevin wants to eat. Who's going first?

- Okay, me!

- Me!

- Okay, you're up first. Choose one. What you got? It's a-

- Clock!

- Clock!

- What does clock start with?

- You tell me, what does clock start with?

- I don't know.

- I'll show you. Ready. /k/ /k/ clock.

- /k/ /k/. It starts with that letter.

- It starts with that letter. It starts with /k/, doesn't it?

- Let’s see if he wants it.

- Does he like it? Let's see. Yum, Yum, Yum, Yum, Yum, Yum, Yum, Yum, Yum, Yum, Yum, Yum, Yum. Did he like it?

- Yay!

- Yes, he liked it. Do you know why he liked it?

- Yeah.

- Why did he like it?

- But that’s not food, that’s just a clock.

- That's right. It is just a clock. It's not just food. Why did he like it?

- Because it starts with /k/.

- Because it starts with /k/, that's right. So we'll put it on the leaf. Who's next?

- Me!

- Okay, your turn next.

- Key!

- A key! Key, /k/ /k/ key.

- Does key start with /k/?

- It start with that letter.

- It starts with that letter. And that letter is…

- K.

- K! and K sounds like…

- /k/

- /k/. /k/ /k/ /k/.Do you think he's going to like it?

- Yeah.

- Let's see. Yum, yum, yum, yum, yum!

- [inaudible] over there.

- Oh, it's a...

- What?

- Slide.

- What is it? A slide! It is too. Let's listen to slide. Slide. Do you think slide starts with /k/?

- No.

- No!

- No, but it starts with /s/.

- It does start with /s/, you're right. It starts with /s/. It doesn't start with /k/, does it?

- It looks like snake.

- It does look like a snake. /s/ sounds like a snake, doesn't it? Are you ready? Let's see if he likes it. Puh, puh, puh. Ugh, ugh, ugh. Did he like it?

- No!

- No. Why not? Why didn't he like it?

-Slide!

- Because it's slide. Why didn't he like it, darling?

- It’s yuck.

- Because it’s slide.

- Because it’s slide and it doesn't start with /k/.

- Yeah, it’s yuck.

- It doesn't. It doesn't start with /k/. Let's put the doesn't starts with ones over here when they don't start with /k/. Do you know what it does start with? Slide starts with?

- Yeah.

- What does slide start with?

- /s/

- C

- See slide.

- That’s right boys, well done. Slide starts with /s/, it doesn't start with /k/. Okay, you're up. Your turn.

- There's a sign here on the fire extinguisher. This is to help us put out a fire. But there is a sign on it, and it has words that we can read. These words say ‘keep off’. That means don't touch it. Can you see the words?

- Don’t touch it.

- Yeah, don't touch it. That's right.

- It might- it might burn your finger.

- The fire might burn you, but we can't touch the fire extinguisher.

- Yeah, it’s hot.

- Fire is hot.

- Is there fire in there or is it pretend?

- There's no fire in our classroom, thankfully.

- Yes, just pretend.

- It's just pretend that's true.

- Oh, look, there's this sign again with the words and these words say ‘keep off’.

- Keep off.

- So it's important that we don't touch this part of the popcorn machine.

- Yes, your other end.

- Because it will get very hot.

- Yes, your other end.

- I will put it in the top.

- Yeah, that’s right.

- We are going to read this story today. This is the front cover and this is the back cover. Where do I read first?

- The front! The front cover!

Yes, I start at the front cover and I'm looking-

- No, the back cover.

- The back cover is the end of the story. That's the last page, but we need to start at the first page, which is the front cover. And I'm looking for the name of the book. It's a word. Can anyone see any words?

- L-l-library.

- I'm looking for the title. Here it is. These are some words. These words say Thelma the Unicorn. Those are the words. And look, here's a picture. We can look at the picture. What picture is it?

- A silly doggy.

- And there's another picture of a dog. And look at this picture. It's a picture of a unicorn.

- It’s so silly.

- Let's read our story. Are there any pictures on this page to look at?

- No.

- No.

- A big!

- Oh look, I found the title again. That's the name of our story.

- Carrot!

- Is this a picture or is it words that we can read?

- Words.

- Pictures.

- Yes. This is a picture that we can look at, and it's a picture of carrots. Here are the words. Thelma the Unicorn. This is Thelma. Where do I read? I don't know where the words are.

- Oh!

- This is our story. This is the picture. But here are the words. This is what I can read. It's our story. Let's listen. Oh, this picture is covered. We can't see it.

- Uh oh.

- Oh, no. We will need to read the words. These are the words. And hmm. We start reading over here on the left. We start here at the top. And we go this way. Are you ready to listen?

- Maybe read from the back maybe.

- Let's have a read.

- Wow. What do you see?

- A tail.

- Oh, you see, an alligator's tail is going up and up the stairs. Okay, Marissa tried to close the door. Eva tried and tried some more, and Jonathan didn't try at all. He just cried and cried and cried. Where is the alligator? Can you see it?

- There’s a mouse!

- The alligator is behind the door.

- Behind the door?

- Yeah, the alligator is behind the door.

- Him close his mouth.

- Yeah, his mouth is closed. He's trying to get in, and the children are pushing the door. They are pushing.

- You bet they were. What are the children doing?

- They run away.

- They are running away. And then what did the alligator do?

- Uh oh! They [inaudible].

- Yeah, the alligator is coming closer and closer. You're right. It's coming closer and closer. Until, oh dear.

- It big!

- It’s a big alligator. He's coming so close to the children. What do you see? Look.

- Alligator.

- I can see some sharp teeth. What else can you see?

- Sharp teeth?

- Yeah, I can see sharp teeth too.

- Sharp teeth.

- And look, he's got two big eyes.

- Two eyes, two eyes.

- I'm feeling very scared. Two eyes. He's got two eyes.

- [inaudible].

- Yeah. I hope he doesn't eat me.

- A [inaudible] eat me and [inaudible].

- What do you think the children might do?

- I hope he... he eat me he eat me.

- I hope he doesn't eat you. I think the children's going to run away. What do you think?

- I gonna run.

You want to run away, too?

- Yeah.

- All right, let's see.

- “Thelma felt a little sad”. Oh no. “In fact, she felt forlorn”. That means very, very sad. “You see, she wished with all her heart to be a unicorn”. Thelma really wants to be a unicorn. But is she a unicorn right now?

- No.

- No, she is a horse.

- Yea she gonna make [inaudible].

- ”He said you're perfect as you are. But Thelma said I'm not”.

- You’re not.

- Oh dear, look at her frowning face. How is she feeling today?

- Sad.

- Yeah, she's feeling very, very sad. I wonder why she is sad. What do you think?

- Maybe she misses her baby.

- Happy.

- Because she not a unicorn.

- I think she's sad because she's not a unicorn.

- Happy, happy.

- What animal is she?

- She a horse.

- Horse.

- Yes, she is a horse, but she really wants to be a unicorn, so she feels sad.

- Oh no. I make her friend.

- Oh dear.

- This is how we make sad.

- Yeah, that's right. When we feel sad, we frown and look at her face. She is frowning because she feels so sad. Oh dear.

- No, she's really happy.

- Oh true. Look at her mouth. Is she still feeling sad?

- No, happy.

- She's feeling happy now. I wonder why she's happy now. What do you think?

- Happy because she's a unicorn?

- Yes, now she's feeling happy because she's a unicorn. But I think she's just pretending.

- Oh boy, down.

- Look at her face.

- She is grinning. How is she feeling?

- Happy.

- Happy she a unicorn.

- She is so happy because now she is a unicorn. But is she really a unicorn?

- No.

- And look, they are grabbing her glasses and squishing her. Oh no. Do you think she's still feeling happy?

- Yeah.

- Or is she feeling a bit annoyed?

- Yeah.

- Maybe.

- Yeah, Yeah, maybe. Maybe they're maybe they're taking the glasses off her.

- Yeah, they are squishing her because they want to touch her and talk to her. But everyone is squishing her at the same time and they're grabbing her glasses. I wonder what she will do about this.

- Oh, that’s someone’s phone.

- Yes, they're trying to take photos of her. They are annoying her. I wonder what she will do.

- Yeah, she might get angry. She might growl.

- Oh, she might get angry and growl at them to tell them to stop.

- No!

What do you think she will do?

- Maybe she have to- maybe she have to say.

- Go away!

- Maybe she will tell them go away.

- And they have to say stop.

- Yes, she will say stop. I don't like it.

- And running.

And maybe she will run away. What do you think she will do?

- Yeah, and we can put them in the house again.

- She’s going to run away.

- You think she will run away from the people because she doesn't like it? That's a great idea. “So with that, she changed her mind, this lonely unicorn. She cleaned off all her sparkles and she ditched her pretend horn.”

- Yeah. And she went in the bath.

- And look, she decided to go back. Where did she go?

- She turned back into a horse.

- She cleaned off all of the paint and glitter. She stopped pretending to be a unicorn.

- And egg, and egg off her.

- She cleaned it all off. And she went back to the- where did she go?

- To the farm!

- Yes. Why did she go back there?

- Be-be-because they missed, they’re hugging her.

- Stop for a sec. I'm going to ask him this question. Why did she go back to the farm?

- Uh, because he wanted a hug.

- Yeah, she went back to the farm because she wanted to hug her friend and everyone was annoying her when she was pretending to be a unicorn. So she decided to stop pretending and now she is back at the farm.

- Stop!

- And that's the end of our story.