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#6 Cyril the lonely cloud 1 / 14

by Tim Hopgood
(Oxford University Press, 2019)

ICEKit Summary
This ICEKit accompanies the picturebook Cyril the lonely the importance of rain and water for the environment.
cloud by Tim Hopgood (Oxford University Press, Activities encourage children to be active and
2019) and enables children to explore Focal Field 2: experimental. They include reflecting on rain, and
Interaction with local and global issues. It also touches weather in general; focusing on feelings related to
on the theme of emotions. The ICEKit opens with different weather conditions; singing a song about Cyril,
activities to help children think about weather considering the necessity of rain for the planet and,
conditions, these include active learning. finally a focus on the water-cycle. Through the Reflect
The book is explored through peritextual ponderings and Review activities children discover the meaning and
to create a link between the story and the everyday life message of the story and link it to their own lives.
of the children and arouse their curiosity. The Finally, the ICEKit proposes an eTwinning Taking Action
peritextual ponderings focus on questions around the Cycle where children can cooperate with others to
main character on the cover and the back cover and title discuss the importance of saving water, brainstorming
page. The focus is on the mismatch of sad feelings and ideas for doing so and taking action in their school
cloudy and rainy weather. The read-aloud guides the communities.
children through Cyril’s thoughts and feelings,
highlighting children's feelings on rainy days and ICEKit #6 • Page 1/14
 ICEKit | Part 1

ICE Focal Fields

» 2: Socially responsible behaviour/
Target Learner interaction with local and global issues
» Lower primary (age 5 – 8)

ICE Outcomes Language and Skills Outcomes

By the end of the ICEKit task and activity cycles, By the end of the ICEKit task and activity cycles,
children will have opportunities to: children will have opportunities to:

» consider water as an important resource and endorse Grammar & Lexis

nature conservation » understand and use adjectives related to emotions
» understand and use verbs of movement (e.g. floating)
» ignite interest and curiosity in local and global issues
» understand and use prepositions of place (e.g. above)
and connect them to each other
» understand and use nouns related to landmarks
» consider issues from multiple perspectives (e.g. mountain)
» develop their ability to work in a team and their » understand and use adjectives of size
competence in problem-solving » understand and use language associated with states

» engage in intercultural dialogues with others of water (e.g. frozen)

across borders
Reading
» make predictions based on picturebook visuals
» show global understanding by following
Cross-Curricular Outcomes a read-aloud
» identify words in context (for children who are
By the end of the ICEKit task and activity cycles,
reading in the common classroom language)
children will have opportunities to:

» become aware of the water crisis and consider how Listening

to save water (citizenship education) » show understanding by following instructions
» show understanding by responding to questions
» take action in the community (citizenship
during the read-aloud and the related activities
education)
» identify key words during the read-aloud, in a song
» learn about the similarities and differences between
and during follow up activities ...
cultures (citizenship education)

» understand the water cycle (science)

» listen to and work with songs and acoustic music

(music)

ICEKit #6 • Page 2/14

Language and Skills Outcomes

Speaking
» respond to questions about weather-preferences
and their emotions
» identify and describe emotions
» describe the water cycle
» identify and describe actions in the rain
» identify and describe clothes worn when it’s raining

Writing and mark making

» complete sentences by copying single-word labels
» encourage mark-making with younger children

Preparation and materials Assumptions and

Prior Knowledge
For the ICEKit lesson(s), you will need:
» A copy of the picturebook. Intercultural Citizenship Education
» Children are aware that water is an important
For the tasks and activities, you will need: resource and must be appreciated and valued
» Flashcards of different weather conditions
» Children are aware that they should save water
(e.g. sunny, cloudy, stormy, raining misty, etc.)

» A globe Language and Skills

» Children have some experience of making
» A rope / measuring tape
predictions in English based on visual input
» Access to the Internet to watch videos
» Children can understand, but will give opinions in
» Sheets of card – A3 size the shared classroom language in response to the
» A large envelopes and stamps story and its message

» The ‘Cyril the lonely cloud’ song-sheet and » Children will be able to recognize and use language
music [[Link] about landmarks (e.g. farmland, rivers, bridges, towns,
cities, oceans…)
» Equipment for the science experiment(s)
» Children will be able to recognize and use words
associated with target lexical sets for emotions
(e.g. happy, sad, worried)

ICEKit #6 • Page 3/14

 Language toolbox
By the end of the ICEKit task and activity » Using prepositions for place: It is
cycles, children will have opportunities to + preposition [above, below, under, over, across]
use this language if appropriate to their age/
» Describing feelings and emotions: I am
the curriculum
+ feeling (also he is /she is /they are) [happy,
» Using verbs of movement: It is + verb sad, gloomy, anxious, excited, overwhelmed,
[ floating, moving, sinking] angry, ashamed]

» Describing states of water: It is + noun/ » Describing what they are wearing: I am

adjective [ice/frozen, water/melted, steam/ wearing + item [wellingtons/rain boots,
evaporated, hot, cold] a raincoat, a hat, rain trousers] or I’ve got
+ item [an umbrella]
» Using labels for the water cycle: collection,
evaporation, condensation, precipitation. » Describing what they are doing: I am + verb
[jumping, splashing, standing…]
» Describing clouds: It is + adjective [small,
fluffy, white; big, grey, heavy, high, low] » Using size adjectives: It is + adjective [small,
medium sized, big, bigger, huge]

ICEKit #6 • Page 4/14

 ICEKit | Part 2

Picturebook summary

Story
Readers follow the journey of a cloud called Cyril who wants to fulfil
his deepest wish to look down at the world and see a happy smile. On
the journey he travels over farmland, towns and the oceans and
eventually arrives in a new land. It is a beautiful, thought-provoking
and poignant story which celebrates the importance of rain and
touches on loneliness, acceptance and appreciation.

Beyond Words
Tim Hopgood draws and paints his illustrations in black and
white, scans them into a computer, and colours all the different
elements. His technique is unique and synchronizes with the
typography and the story. His colour choices highlights the
simplicity of the picturebook and create a soft, harmonic, and
happy atmosphere.

The variety of illustrations on double-spreads and single pages

makes the reading exciting and the reader is surprised with each
page turn. Cyril appears on each illustration which creates a
reoccurring figure and children will enjoy following him on his
journey through the book.

You can watch Tim Hopgood reading his picturebook aloud here:
[Link]

ICEKit #6 • Page 5/14

Story sharing
Stage 1: Setting the s ory context » Ask the children:
What are clouds?
Choose one of these context setting activities
Why are they important?
according to class interests, resources and time.
Why is rain important?
Activity 1: Favourite weather
Activity 4: Mindfulness activities
» Show photographs of different weather-conditions.
» Play sounds of raindrops and thunder.
» Ask children to name their favorite weather.
» Ask the children what emotions rain and or
Why is this your favorite weather? thunder provoke?
What activities can you do? How does the rain make you feel?
» Finally, highlight rainy weather: How does thunder make you feel?
Why is rain so important? When do we need rain?
» Ask about how clouds might feel when they are
» Summarize key words on the board if children are white and puffy/grey and heavy with rain/together
reading and writing.
with a storm, etc.
Imagine you are a white fluffy cloud. How do you feel?
Activity 2: Weather-barometer
Imagine you are a heavy grey cloud. How do you feel?
» Put a rope/measuring tape on the ground.
One end symbolizes sunny/hot weather and the other
cold/rainy weather.

» Call out different statements/activities/emotions

(e.g. I feel happy; I feel angry; I am swimming; I am
jumping; Let’s have a picnic!) and the children have
Stage 2: Before reading aloud
to move to the different ends of the rope/tape. Choose from these peritextual features to ponder
with the children – ideally explore them all. Children can
» End by calling out statements which are explicitly
respond in their languages, if so, rephrase into English,
characteristic of rainy weather (e.g. I am wet! I am
where appropriate.
wearing wellingtons; It is muddy).
» Hold up the picturebook and do these peritextual
Activity 3: Discovering clouds pondering activities as a whole class:
You will need a cloudy day for this! Peritextual ponderings 1: the front cover
» Take the children outside into the playground. » Hold up the book and show the front cover.

» Ask them look up at the clouds and discover the Read out the title and the author, point to these

different clouds forms and types (e.g. fluffy, white, words as you say them. Then ask:

high, low, grey, heavy). 1. What do you see?

» Talk about the different sizes, colours and shapes. 2. What colour is the cloud?

Also let them find clouds which look li e animals or 3. How is Cyril feeling?
other figures. ... 4. Why do you think this? ...

ICEKit #6 • Page 6/14

Story sharing (Stage 2)

» Read the title again and explain what lonely Stage 3: While reading aloud
means (e.g. use the common classroom language).
The first read-aloud
1. Why do you think Cyril is lonely?
» Use your picturebook sharing routine to set up
2. Have you ever felt lonely? When?
the first read-aloud. Make sure the children can all
3. Have you ever seen a lonely cloud?
see the whole picturebook and that you can make
4. Do you think Cyril is still or moving? Why? eye contact.
5. Where is he going? Can you guess?
Opening 1: Refer to the children’s predictions. When
Peritextual ponderings 2: the back cover it’s sunny we can have a picnic!

» Show the back cover. Read aloud the blurb » As you show the picturebook ask questions about
about Cyril. the illustrations and pause at key points to involve the
children fully. Try to make connections between what
» Refer to what the children predicted on the front
you talked about in stages 1 and 2.
cover. Use the common classroom language if
necessary. Opening 2: Point to the shadow over the picnic.
» Look at the picture and at the colours: It’s cold in the shadow, then the rain comes!

1. What are the children doing? Where are they? Opening 3: Point to the kite.
We need wind for a kite to fly, not rain!
2. Have you ever been outside in the rain? How did
you feel about it? Opening 7: Refer to Cyril filling the page, he is so big!

3. How does Cyril feel? Why do you think this? Opening 9: Are the animals happy to see Cyril?
Why do you think that?
Peritextual ponderings 3: page 1
» Refer to the shade that Cyril brings to cool
» Look at the picture:
them down.
Can you see Cyril? He’s very small! Let’s follow him!
Opening 11: Point to the flowers growing.
Peritextual ponderings 4: the title page
Opening 12: Point to the rainbow.
» Look at the picture and ask:
1. What’s the weather like in this picture? Is it hot and The second read-aloud
sunny? How do you know? » Re-read the picturebook and have the children
2. Can you see Cyril? He’s all alone. How do you think follow you, looking closely at the illustrations.
Cyril is feeling? » Use these question prompts if they are relevant and
3. What do you do when it is hot and sunny? Do you when necessary, use the children’s languages:
play outside? Do you have a picnic?
Opening 2: Have you ever had a picnic and the rain
4. Let’s see what people do in this picturebook when it’s spoiled it?
hot and sunny!
Opening 3: Have you ever flown a kite in the rain?
» Before turning the page, read out the title and
author one more time. Opening 4: Point to the campsite and the tents. Have
you ever been camping in the rain? What happened? ...

ICEKit #6 • Page 7/14

Story sharing (Stage 3)

Opening 5: Let the children look at the pictures. Stage 4: After reading aloud
How do the people feel? What are they doing? Do you
Choose one of these activities according to class
know where they are? [Paris, France]
interests, resources and time. Optional: the children
Opening 6: Point to the lighthouse and the ship, could also do these activities via eTwinning with partners
talk about lighthouses on coastlines and why they in other countries to enrich the intercultural exchange.
are important for ships.
Activity 1: Appreciating rain
Opening 8: Do you know where Cyril is? Maybe look
» Ask children, How do the people feel in the rain? List
on the globe and find a possible location.
their responses on the board
Opening 9, 10, 11, 12: Talk about the different animals
» Tell the children they are going to watch a music
in these spreads.
video called Singing in the rain. Ask them to think
Opening 12: Why are the flowers growing now?
about this question as they watch.
Opening 13: It’s a rainbow! Do you know why
» Watch the Video [[Link]
a rainbow appears?
» After watching, give children two minutes to
compare their ideas in pairs then share as a whole
Reflect and review
class.
Use one of these activities to help the children to review
and reflect (use their languages, as necessary): » Ask, What do you in the rain? Do you dance and sing?
Suggest they take photographs of themselves in the
Activity 1: My cloud rating rain doing different activities and bring these
» Ask the children to draw Cyril the cloud on paper to school.
and to decorate it. To show how much they enjoyed » Ask them to describe themselves. I am jumping in
the story they can draw Cyril with a happy face, the rain; I am wearing a raincoat; etc.
a straight face, or a sad face.
» Have them all add a note stating whether they like
Activity 2: What is the message? to be in the rain and if they do this activity regularly.

» Talk about the most important thing that they » Make a poster of the photographs.
learnt from the story. You can mention climate
» On TwinSpace share their poster with another class
change, water shortage, more appreciation of of children.
rain, the water cycle, or maybe something else.
» Have children observe the photographs or posters
Use Think-pair-share and use the common
from the partner school(s) and takes notes,
classroom language(s) if necessary.
individually, of similarities and differences.

» Ask, Does everybody like being in the rain? What kind

of clothes do the children wear? What are similarities
and differences between the countries?

» When sharing their thoughts and findings, talk

about any cultural differences of being in the rain.
...

ICEKit #6 • Page 8/14

Story sharing (Stage 4)

Activity 2: Cyril the lonely cloud song On a different school day:

You need: » Sequence the visuals again.
» the song lyrics (Photocopiable C)
» Play the song and have children do the actions and
» the song audio: [Link]
sing along.
» Prepare visuals which represent the follow openings » During several of the ICEKit lessons include the
in Cyril the lonely cloud: Opening 1: the picnic; Opening song.
3: the kite scene; Opening 4: over farmland and
Additional activity 1:
bridges; Opening 5: city scape; Opening 6: the ocean;
Opening 8: the emu; Opening 10: Cyril crying; Opening » Allocate a verse to small groups of children.
13: the rainbow. » Have them stand under the visuals and sing along
» Show the eight prepared visuals . as they accompany the recording.

» Ask children to sequence these according to the » Praise and encourage them feel proud that
story. together they can sing the whole song.

» Play the song and ask them to listen and point to the Additional activity 2:
pictures as they hear words in the song related to the » Meet the children from other schools/classes on
visuals. Pause after each verse and ask which words eTwinning and sing the song together, maybe being
the children heard from each visual. responsible for a verse each.
» Encourage the children to join in the chorus each » Share the different actions they have all created.
time it is repeated.
» Make a recording of each group singing the song
» Repeat this procedure of listening and pointing one and share it with each other on TwinSpace.
more time, encouraging children to join in the chorus.
Additional activity 3:
On a different school day: [For older children who are reading and writing]
» Sequence the visuals and listen to the song again. » After the children are confident about singing the
Have children point as they listen, or individual song, give them the lyrics and ask them to circle
children hold up the visual when they hear key words they know from the story in each verse.
words in the verses. » Have them select a verse, draw a picture, and then
» Together decide on some actions to use to copy the verse under the picture. Put the different
accompany the song. verses together and make a song book.
» Listen to the song and do the actions together. » Share the book on TwinSpace with another class of
» Encourage children to use some of the key words children.
as they do the actions and sing the chorus. » Have children read the book from the partner
school and take notes, individually, of similarities
and differences. ...

ICEKit #6 • Page 9/14

Story sharing (Stage 4)

Activity 3: Travelling with Cyril » Show the children the completed cloud and help
You will need a large sheet of card in the shape of a fluffy them say what they like, what surprised them.
cloud; a large envelope; partner classes for your Cyril » Hang it up in the classroom or school with a
clouds to travel to (e.g. three partner classes: A, B, C); a description of the activity for everyone to know
globe to see where the envelope travels between the what happened.
partners.
» Take a photo of the cloud and share it on your
» Ask, What is the most important message of the story? TwinSpace.
Brainstorm some ideas (see Think-pair-share above)

» Each child draws a little cloud outline and inside Activity 4: Cyril and the water cycle
draw or write a word or a sentence which they think is » Guiding questions:
the most important message. They decorate their 1. Why does it rain?
cloud too. 2. Where does the rain come from?
» Create separate sets of clouds according to the 3. What do ice, water and clouds have in common?
number of classes involved in the activity. 4. Can water fly?
» Select one set of clouds and glue them on a part of 5. Where does rain go?
the large, fluffy cloud-shape. Explain to the children, 6. What happens to puddles when the sun comes out?
whose clouds are in the other sets, that their clouds
» Invite children to look at the sky, then ask: Are there
will be used later.
any clouds? Where do the clouds come from? What do
» Fold large, fluffy cloud-shape and put it in the they have inside them?
envelope. Address the envelope to one of the partner » Try one of these experiments. Go through the steps
classes and take it to the post office. and narrate in English. Use the children's language(s)
» When your class receives an envelope with a cloud when necessary.
Experiment 1:
from a partner school, open it and read the children’s
You need: a transparent box, some soil and some ice or
words or look at their drawings.
iced water.
» Discuss the statements with the children and look » Place the soil in the bottom of the box.
for similarities and differences to their own.
» Place the ice on the soil.
» Select another set of little clouds that your class
Put the lid on the box. Ask, What happens to the ice?
»
drew, glue them onto the received cloud and send it Help the children guess, I think the ice will ... .
on to another partner class.
» Wait for a day. Then check what has happened.
» Do this until you receive the last envelope with all » Explain, Ice melts into water and it wets the soil.
partner classes. This is an example of a sequence with The water rises up the side of the box. This is called
»
three classes: Class A sends their cloud to class B. They ‘collection’
receive it, add their clouds, and send it to class C. They
» Look at a river or the sea. Ask, Where
receive it, add their clouds, and return it to class A.
does the water come from and
where does it go? ...

ICEKit #6 • Page 10/14

Story sharing (Stage 4)

Experiment 2: Reflect and review

You need: An electric kettle and an old plate.
Use the ‘Cyril the lonely cloud and Me!' Record Sheet
» Fill the kettle with water. (see Photocopiable A).
» Turn the kettle on.
What did I do?
» When it boils, the steam rises into the air. It is
called ‘evaporation’. » Help children think about what they did during the
Cyril the lonely cloud activities. Play a Cyril says game
» Put a cold plate over the kettle.
referring to the different activities in this ICEKit e.g.
» Ask: What will happen under the plate? Help Cyril says we looked at clouds; Cyril says we sang a
the children guess, I think the steam will ... song; Cyril says we danced in the rain. Children should
» Explain, The steam turns back into water, it is respond by standing up if it’s true; or remaining
called ‘condensation’. seated if it’s false.

» There are too many water droplets and they fall What did I learn?
like rain. This is called ‘precipitation’.
» Set up a think-pair-share activity to support the
» Ask, Where is Cyril in this experiment? children in reflecting on three things they learned.
» Ask, What makes Cyril move? Try blowing the After sharing as a whole class, ask them to write or
steam. What happens? draw these in their ‘Cyril the lonely cloud and Me!’
Record Sheet.
Other water cycle experiments can be found here:
'Lessons for Little Ones': [Link] How did I learn?
'The Water Project': [Link] » Ask the children to reflect on the process of
discovering the water cycle. They can dictate for
you, copy a sentence or draw a picture.

How well did I do?

Help children assess their performance during the
Cyril the lonely cloud activities and tasks.

What actions do I need to take with my friends?

» Have the children talk in groups and decide on
their top action, then finish the sentence with one
of their ideas.

Provide a place for the children to keep this

record sheet to refer to later.

ICEKit #6 • Page 11/14

 ICEKit | Part 3
Taking Action Cycle
eTwinning activities or beyond the book activities

The children complete this activity cycle on eTwinning (or a similar virtual
exchange platform). If your school does not have access to eTwinning,
the children can still go beyond the book using the activities to take
action in their schools and/or communities.

Activity 1: Discover Activity 4: Take Action

» Tell the children they will watch a video clip called » Back in class try out one of the water-saving
'Save Water'. Ask them to guess what they think they activities, within the school or the community
will see.
» Take photos and document the activity.
» Elicit some of their predictions to the board and
play the clip. ‘Save Water’ by Creative Dood: » Share your project and its findings with the
[Link] community i.e. give a short presentation to other
classes; make a short film; prepare a photo-report for
» After viewing, ask them to quickly check in pairs,
then, elicit their ideas as a whole class. How can we the school magazine.
save water? » Take photos or record the activities and the reactions
» Collect their ideas. Then select three favourite ideas and interactions of the community.
and write them down.
Activity 5: Share
» Have them find pictures of their three water-saving
ideas and help them describe these in English. » Share the final product on the eTwinning homepage.

» Share the feedback and photos the children have

Activity 2: Share collected and taken.
» Share the different ideas on the eTwinning forum.
» Look at and talk about the different projects together.
» Look at the ideas of other groups and think about
» Look at and compare the information and talk about
them together.
what they liked and enjoyed about doing this.
» Decide which ideas are most suitable and practical
» Mediate in English where necessary. ...
to try out.

Activity 3: Co-Create
» Ask the groups of children to agree on which
water-saving ideas they will try out.

» Create a To-Do List and plan a timeline for the

project together.

ICEKit #6 • Page 12/14

Taking Action Cycle

Activity 6: Reflect and review End-of-kit

Review A: Sticky note faces
Reflect and review
» Ask the children to draw smiley faces on their sticky
notes to reflect on working with child en in partner Head-Heart-Hands: Use the Head-Heart-Hands

countries in eTwinning or with children from other Record Sheet (see Photocopiable B).

school classes: » The children need to complete the sentences

A big smiley mouth = I loved it! with nouns for the head, adjectives for the heart
and verbs for the hands.
A straight-line mouth = It was OK.
» For children who are writing in English already,
A sad mouth = I didn’t like it!
elicit ideas from them and write these on the
» Then ask the children to share their sticky note board. The children could then copy what they
faces with their partners and say why they liked want onto the record sheet.
or didn’t like communicating with others. » For children who are not writing yet, they

OR could dictate their ideas for the teacher to write

on the record sheet, or they draw their ideas, and
Review B the teacher annotates.
You need two large sheets of paper. » Provide a place for the children to keep a

» Create a large cloud shape on each sheet of paper. record of this activity to refer to later.

» One cloud is the happy cloud and the other is the

thoughtful cloud.

» In the happy cloud, ask the children to write or

draw something they liked doing in this Taking
Action Cycle.

» In the thoughtful cloud, ask the children to write or

draw something they want to know more about.

» Hang the posters on the wall in the classroom or

the school corridors.

ICEKit #6 • Page 13/14

 ICEPELL is an Erasmus+ Strategic Partnership project which aims to
support practitioners to confidently integrate intercultural citizenship
education into English as a foreign language lessons and library
sessions with children aged 5 to 12 years using picturebooks.

Project dates: September 2019 to August 2022. Project Number: 2019-1-PT01-KA203-061353

ICEKit #6: Cyril the lonely cloud Project website: [Link]

is one of 18 ICEKits prepared through the
Project coordinator:
ICEPELL project.
CETAPS, Universidade Nova de Lisboa, Portugal
ICEKit #6: Cyril the lonely cloud Address: FCSH, Universidade Nova de Lisboa
by Fabrizio Ferrari, Antero de Freitas, Avenida de Berna, 26C
Margot Nefs and Darlin Stolz is licensed 1069-061 Lisboa
under the Creative Commons Attribution Portugal
4.0 International License. To view a copy
Consortium partners:
of this license, visit:
[Link] » Associação Portuguesa de Professores de Inglês,
Portugal
» Avans University of Applied Sciences,
Netherlands
» Nord University, Norway
» Technische Universität Braunschweig, Germany
» USR Piemonte – Rete Sostenibilità, Italy

Design: Lupa Design

Danuta Wojciechowska, Mariana Fortes
and Ana Sofia Simão
Illustration: Danuta Wojciechowska

Content editor: Sandie Mourão

Copy editor: David Valente
My Cyril the Lonely Cloud Record Sheet Name:
Let's reflect and review! Date:

1. What did I learn?

Write or draw three things that you learned in the Cyril the lonely cloud activities:

2. How did I learn? Write or draw what helped you learn about the water cycle.

3. How well did I do? Colour the clouds to show how well you did.

I did very well during the lessons! I did well during the lessons! I need to work harder during lessons!

4. What actions do I need to take to do better?

Write some action words or draw a picture of what you should do.

To do better I should...

[Link] ICEKit #6 • Photocopiable A

My Head – Heart – Hands reflection

During the Cyril the Lonely Cloud lessons, I learnt:

To save water
I need to:
Doing the activities about the importance
of saving water made me feel:

[Link] My
My name
name is: is: ICEKit #6 • Photocopiable B
Cyril's Song Name:

Song adapted by Antero de Freitas from the book: Date:

Cyril the lonely cloud by Tim Hopgood
Audio adapted from the song: “Chuva, chuva,
chuvinha” by Linda de Suza

Cyril, Cyril, lonely Cyril He goes far, far away

Please don’t feel alone Just to see a friendly face
Cyril, Cyril, lonely Cyril Over farms, rivers, and bridges
Hey, Hi, Hello… (or) Olá, Ciao, Hoi, Hallo Above towns and famous cities
(2x) and over the ocean
he became bigger and bigger
The sun shines in the sky
Everybody feels ok Cyril came to a new land
The family and the picnic So hot and so colourful
It seems to be a perfect day Slowly across the sky
But Cyril turned up His shadow cooled the earth
And started to cry This made Cyril feel so happy
That he cried big tears of joy
Cyril, Cyril, lonely Cyril
Please don’t feel alone Cyril, Cyril, lonely Cyril
Cyril, Cyril, lonely Cyril Please don’t feel alone
Hey, Hi, Hello… (or) Olá, Ciao, Hoi, Hallo Cyril, Cyril, lonely Cyril

(2x) Hey, Hi, Hello… (or) Olá, Ciao, Hoi, Hallo

(2x)
No one is happy to see him
No one smiles at him Everything seemed to smile
All he wants is a happy smile And that was all Cyril ever wanted
The problem is that they are thinking To look down on the world
“We wish that cloud And see a happy smile
Would go away!” See a happy smile
…
Cyril, Cyril, lonely Cyril (whistling and clapping)
Please don’t feel alone …
Cyril, Cyril, lonely Cyril A happy smile
Hey, Hi, Hello… (or) Olá, Ciao, Hoi, Hallo Happy smile
(2x) Smile

[Link] ICEKit #6 • Photocopiable C