Level 1

The Foundation

Course Content &

Learning Materials
Level 1 Learning Cycles
Units 0-12 Lesson 6:
Lesson 1:
Assessment Language
Arts

Lesson 5:
Language VIPKID
Arts
Learning Lesson 2:
Language
Cycle 1 Arts

Lesson 4:
Language Lesson 3:
Arts Language
Arts
Review

Lesson 6:

Assessment Lesson 1:
Social Studies
&
Science
Lesson 5:
Math
VIPKID
Learning Lesson 2:
Social Studies
Cycle 2 &
Science
Lesson 4:
Math Lesson 3:
SS & S
Review
Level 1 Introduction
Level 1 Introduction

Students in Level 1 will develop a foundation in the key areas of English language
learning. Level 1 consists of 12 units, each unit containing 12 lessons broken down into
learning cycles of six classes each. This introduction also includes Level 0. Level 0 was a
later addition to the VIPKID curriculum, has only one unit, and is introduced as Unit 0 in this
book.

Reading:
Level 1 students will begin their journey into reading by learning the names of the 26
letters of the alphabet. After confidence in letter recognition is reached, students will
begin learning individual phonics sounds, blending them together to form three letter
words. When each of the phonics sounds are mastered, students will practice their new
skills with simple phonics readers, adding phonics blends to their reading arsenal.

Target Example
Unit 0 26 letter names of the alphabet This letter is A. This is big A. This is small a.
26 letter sounds; three letter word A sounds /a/. /a/, /a/, apple. /c/+/a/+/t/=
Unit 1-8
blending cat
phonics readers; phonics blends Let’s practice reading the blend “th”. The
Unit 9-12
cat sat on a mat.

Speaking & Listening:

Level 1 has a strong focus on speaking and listening, introducing the student to
conversation with a foreign teacher in a gentle, interactive manner. The first units of Level
1 focus on repetition, with the teacher immediately asking the student to repeat in short
but complete sentences. As the student progresses through Level 1, they will be asked to
speak in simple sentences without teacher prompting, and finally ask simple questions as
well as answer in more complex sentences.

Target Example
Basic introductory dialogue (Teacher) What is your name?
Unit 0
(Student) My name is Meg.
Follow one step commands; (Command) Draw a line from big A to small
answers in one word answer but a.
Unit 1-8 repeats in complete sentences (Student) apple
(Teacher) Good! This is an apple.
(Student) This is an apple.
Follow two step commands; (Command) Clap your hands and touch
answers in simple but complete your head.
Unit 9-12
sentences (Teacher) What do you like to eat?
(Student) I like to eat rice.

Writing:
The VIPKID curriculum teaches writing in the classroom through tracing. True writing
practice comes in the form of the at-home workbook. Parents are encouraged to be sure
their child completes the appropriate workbook pages each week.
Level 1 Objectives
Target Content:
Target Description
400 vocabulary words Vocabulary words introduced and reviewed in
Vocabulary many different situations throughout the VIPKID
curriculum
100 sentence patterns Use and understand sentence patterns
Sentence
introduced in a variety of ways; conversation,
Patterns
not memorization
45 commands Listen to and understand commands important
Commands
to the classroom and real life
Letter 26 letters Name and recognizie all big and small letters of
Recognition the alphabet

26 letters including long Identify and produce the phonics sounds of all
Phonics
and short vowels letters of the alphabet including long and short
Sounds
vowels; blend sounds together to create three
(Letters)
letter words
Phonics 15 blends Read four letter words including blends, apply
Sounds blend rules and pronunciation to a variety of
(Blends) words
Sight Words 16 sight words Recognize and read sight words from memory

Additional Skills:

Pronunciation
VIPKID students develop excellent pronunciation, as North American accented English
is modelled by the foreign teacher each and every class. VIPKID teachers are trained to
correct pronunciation in a gentle, effective manner.

Incidental Language
Incidental language is learned through conversation. Because VIPKID teachers are native
English speakers, students learn vocabulary and sentence structures through casual
conversation. For example, a teacher who encourages a student by saying, “Wonderful!”
will soon teach their student this word as well as the meaning.

Critical Thinking
The VIPKID curriculum purposefully introduces and reviews target content (vocabulary,
sentence patterns, etc) in different situations and contexts. This is to encourage the
student to use the learned language, not merely memorize question and answer patterns.
VIPKID students have better listening comprehension and speaking skills because they
can use their knowledge in many different ways.

Confidence & Real-world Skills

Repeated exposure to native English speaking teachers of both sexes and many different
ethnic backgrounds plays a huge role in building confidence. By increasing the number of
classes a student takes per week and giving the student individualized attention in a 1-on-
1 environment, VIPKID students develop the confidence they need to speak English to any
type of person.
The VIPKID Curriculum

Common The Common Core is a set of high-quality academic standards in

mathematics and English language arts/literacy, used throughout the
Core State United States of America. These learning goals outline what a student
Standards should know and be able to do at the end of each grade.

A domain is a specified sphere of activity or knowledge.

Unit Domain Domains can range from hard skills, like Earth Science, to soft
skills, such as Logic and Reasoning.

Each VIPKID unit has a topic, or main theme, that runs

Unit Topic throughout 12 classes.

Science & Social In Level 1, units are broken up into Science and Social Studies,
Studies Math, and Language Arts. All areas of study contain important
vocabulary and sentence patterns, as well information that is
Math important to the student’s cognitive development. These topics
also assure that the VIPKID student is learning knowledge that is
Reading Skills important in daily life as well as interesting and engaging.

Phonics is a method of teaching people to read by correlating

sounds with letters or groups of letters in an alphabetic writing
system. In America, phonics is considered a vital skill and is
Phonics taught throughout elementary school. A strong foundation in
phonics early on assures that a student will be a strong reader
and speller for life.
Sight words, or high frequency words, are words that appear
most often in printed text. These words generally have little
Sight Words meaning themselves, but are vital to the meaning of a
sentence. The opposite of phoincs, these words are taught
through memorization.
A body of words used in a particular langauge, vocabulary is
taught through memorization and prompted with a series of
Vocabulary context clues, song, game, and teacher-led physical actions or
activities.
Sentence patterns are question and answer structures that
allow the teacher and student to focus on scaffolding
language learning from grammatically easy to more difficult.
Sentence Patterns VIPKID teachers encourages the student to truly use, not only
memorize, the sentence structures by asking a sentence with
the same meaning in many different ways. This allows the
VIPKID student to truly transfer classroom language to real life.
Reacting to commands is a listening skill that later turns into
Commands a speaking skill. In Level 1, students are taught to respond to
commands given by the teacher.
Common

Unit 0: Introduction to English Core State

Standards

Domain: Foundational Language Skills

Unit Topic: Letter Recognition & Introductory Dialogue

Reading Skills
Letter Recognition

Aa, Bb, Cc, Dd, Ee,

Ff, Gg, Hh, Ii, Jj, Kk,
Ll, Mm, Nn, Oo, Pp,
Qq, Rr, Ss, Tt, Uu, Vv,
Xx, Ww, Yy, Zz

Language Skills
Vocabulary Sentence Patterns Commands

yellow -Hello. Circle the ____.

green -How are you? Draw a line.
blue I’m fine, thanks. Repeat after me.
red I’m (happy/sad/mad), thanks. And Clap when you hear
black you? (letter name).
orange -Are you ready?
numbers 1-5 Yes, I’m ready.
-I don’t know.
-Hi, teacher.
-Goodbye, teacher.
Goodbye! See you next time!
-What do you see?
I see ___.
I see a___.
-What’s your name?
My name is ___.
-Nice to meet you.
Nice to meet you, too.
-How old are you?
I am ____.
-Can you see___?
Yes. No
-Can you hear me?
Yes. No.
Common

Unit 1: I’m a VIPKid Core State

Standards

Domain: Life Science

Unit Topic: Describing People and Things

Reading Skills Science &

Phonics Reading Skills Social Studies:
- Blend letter sounds
Same & Different
Bb, Aa, Mm, Pp together to read It’s Me!
two and three letter
Math:
words
Numbers 1-5
Shapes

Language Skills
Vocabulary Sentence Patterns Commands

banana -Hello/Hi. Circle the ___.

bird -Goodbye/Bye. Draw a line to the __.
bicycle -(Noun). (Noun). Which one starts Trace the ___.
bat with (letter sound)? What’s missing?
apple -___ starts with (letter sound). Circle the missing ___.
ant -How are you?
alligator I am (fine, happy, sad).
monkey -Is it (the same/different)?
mouse It is(the same/different).
muffin -Are they (the same/different)?
milk They are (the same/different).
panda -Is it (adjective)?
pepper Yes, it is./ No, it isn’t.
pig -What is it?
same It is a ____.
different -What number is it?
fat It is number ___.
thin
big
small
circle
square
triangle
rectangle
numbers 1-5
Common

Unit 2: The People Around Me Core State

Standards

Domain: Social Relationships

Unit Topic: Family and Friends

Reading Skills
Science &
Phonics Reading Skills Social Studies:
- Blend letter sounds My Family
Gg, Ii, Dd, Cc together to read Friends and Action
two and three letter Verbs
Math:
words
Many and a Few
Shapes and
Patterns

Language Skills
Vocabulary Sentence Patterns Commands
iguana Triangle
igloo Rectangle -What sound does it start with? Repeat after me.
ink It starts with ____. Your turn!
guitar -Which letter is missing? Give me five!
goat ____ is missing. What comes next?
garlic -Which letters match?
dog Big _ and small _ match.
door -What do you see?
duck I see a ___.
desk I see a ___ and a ____.
car -What can the ___ do?
cat The (noun) can (verb).
carrot -What can the ___ and the ___ do?
candle The noun and the noun can verb.
Mommy -Do you see many or a few___?
Daddy I see (many/a few) ____.
sister -Do you see a ___ or a ___?
brother I see a ____.
family
jump
read
eat
swim
play
friend(s)
many
a few
Circle
Square
Common

Unit 3: My Clothes, My Body Core State

Standards

Domain: Life Science

Unit Topic: Body Parts and Clothing

Reading Skills
Science &
Phonics Reading Skills Social Studies:
- Blend letter sounds
Ee, Tt, Ss, Ll together to read Body Parts
two and three letter Clothes
Math:
words
Does or Doesn’t
Belong
Sorting Clothes

Language Skills
Vocabulary Sentence Patterns Commands

elbow -What is it? Circle the ___.

egg It is a ____. Draw a line to the __.
elevator -Is it (adjective)? Trace the ___.
elephant Yes, it is./ No, it isn’t. What’s missing?
table -What do you see? Circle the missing ___.
tiger I see a (singular noun). Trace the ___.
tomato I see (plural noun). Repeat after me.
tongue I see a ___ and a ____. Give me five!
seal -Does the ___ belong? Your turn!
star Yes, it does belong./ No, it doesn’t
snake belong.
snow -What (belongs/doesn’t belong)?
ladder The ___ (belongs/doesn’t belong).
leaf
lion
leg
nose
eye
hand
finger
foot
shirt
pants
scarf
hat
shoes
does belong
doesn’t belong
Common
Core State
Unit 4: Senses Standards

Domain: Life Science

Unit Topic: The Five Senses

Reading Skills Science &

Phonics Reading Skills Social Studies:
- Blend letter sounds
See and Hear
Rr, Kk, Xx, Jj together to read Smell and Taste
two and three letter
words Math:

Grading Sizes
Numbers 6-10

Language Skills
Vocabulary Sentence Patterns Commands
rabbit -What sound does ___ make?
ruler ___makes the sound ____. Say the letter name.
robot -What do you have? Say the letter sound.
rice I have a ___. Speak loudly.
king -Where is the ___? Speak quietly.
ketchup The ____ is (between) the ____ and the Sit down, please.
kite ____. Look!
key The ___ is (to the right of/left of) the ___. Listen!
fox -What do you hear? Smell the ___.
x-ray I hear a ____. Taste the ___.
ox I hear a/an ____ and a/an ____. What’s missing?
jacket -Does it (look/sound)(good/bad)? What’s hiding?
jar It (looks/sounds)(good/bad). Count the ___(s).
jeans -What do you smell? Draw a line to the
jam I smell a/an ____. ___.
see I smell a/an ____ and a/an ____.
hear -What do you taste?
eye(s) I taste a ____.
ear(s) I taste a/an ____ and a/an ____.
smell -Does it (look/sound)(good/bad)?
taste It (looks/sounds)(good/bad).
nose -How does ___ look?
mouth __ looks (small/big).
small -Which is (big/smaller/ smallest), the
smaller (noun) or the (noun)?
smallest The (noun) is (big/smaller/ smallest).
big -What number is it?
Numbers 6-10 It is number ___.
-How many ____do you see?
I see (#)(noun(s)).
Common

Unit 5: Home, Sweet Home Core State

Standards

Domain: Life Science

Unit Topic: Home and What’s Inside

Reading Skills Science &

Social Studies:
Phonics Reading Skills
- Blend letter sounds In My Home
Oo, Zz, Yy, Nn together to read
two and three letter
Math:
words

Fit/ Won’t Fit

Language Skills
Vocabulary Sentence Patterns Commands
ox -Where is the ___?
octopus The ____ is (in front of/between/to Draw a line to the __.
ostrich the right of/to the left of) the ____. What’s hiding?
zebra -How does ___ look? Say the beginning letter of
zero It looks (adjective/adverb). the word ___.
zucchini -Which picture begins with the letter Say the beginning sound
zoo ___? of the word ____.
zipper ___ begins with the letter ___. Find the ____.
yurt -What is the beginning letter of the Eyes on me.
yogurt word ___? Click the picture of ___.
yak The beginning letter is ___. Show me your hands.
yam -What sound does letter ___ make?
notebook Letter ___makes the sound ___.
newspaper -Can you find the ___?
nose I (can/can’t) find the ___.
necklace -What can (person) do in the
house (place)?
apartment (Person) can (verb) in the (noun).
living room -Does it fit?
bedroom Yes, it does./No, it doesn’t.
bathroom -Does the ___ fit in the ___?
kitchen Yes, the ___ fits in the ___./
bed No, the ___ doesn’t fit in the ____.
sofa -Why not?
doesn’t fit It is too (big/small).
fit
Common

Unit 6: People Who Help Core State

Standards

Domain: Community, Civics

Unit Topic: Jobs in the Community

Reading Skills Science &

Social Studies:
Phonics Reading Skills
- Blend letter sounds Jobs
Ff, Vv, Hh, Ww together to read
two and three letter
Math:
words
Associating
Occupations
and Actions
Language Skills
Vocabulary Sentence Patterns Commands
fish Unit 1-5 Review
fire Speak loudly.
feather Speak quietly.
fork Sit down, please.
feet Say the beginning letter of
vanilla the word ___.
vase Say the beginning sound
vet of the word ____.
vegetable Find the ____.
horse Eyes on me.
hat Click the picture of ___.
hamburger Show me your hands.
hand
watermelon
water
wind
wallet
teacher
doctor
builder
athlete
waiter
chef
school
blackboard
hospital
building
restaurant
pan
farmer
farm
track
Common

Unit 7: Go, Go, Go! Core State

Standards

Domain: Recreation and Travel

Unit Topic: Different Modes of Transportation

Reading Skills Science &

Social Studies:
Phonics Reading Skills
- Blend letter sounds Modes of
Qq, Uu, long o, together to read Transportation
long e two and three letter
Math:
words
Fast and Slow
Grading Sizes 2

Language Skills
Vocabulary Sentence Patterns Commands
quail -Do you see the ___? I want the ____.
queen Yes, I see the ___./ No, I don’t see Give it to me!
question the ___. Show me the ____.
quilt -Where is the ____? Find the ____.
umbrella The ___ is (in front of/between/to the Start your engines!
underwear right of/to the left of) the ____. Drive the ___.
uncle -Do you like the ____? Find the (adjective)(noun).
oatmeal Yes, I do./No, I don’t. Circle the picture of the
oboe -Why? (noun).
ocean Because it is ____.
emu -Can you find the ____?
equal Here it is./ I can’t find it.
email -What can the ___ do?
bus The ___ can (drive/fly/float).
bicycle -Where?
train -On the ____.
airplane -What does the ___ have?
car The (mode of transport) has ____.
road -Is it (fast/slow)?
track It’s ____.
sky -What comes next?
wheels The (size) (mode of transportation)
legs comes next.
fast -Is it (big/smaller/
slow smallest/small/
big bigger/biggest)?
smaller It’s ____.
smallest/
small
bigger
biggest
Common

Unit 8: Yummy! Core State

Standards

Book: Family Fun Domain: Life Science

Unit Topic: Food and Food Groups

Reading Skills Science &

Social Studies:
Phonics Reading Skills
- Blend letter sounds Food
long a, long i, together to read
long u two and three letter
Math:
words
Food/ Not Food
Grouping Food

Language Skills
Vocabulary Sentence Patterns Commands
acorn -Do you like the ____? Think about it.
apron Yes, I do./No, I don’t. What do you think?
angel -Why do you/don’t you like the Take the ___.
ape ____? Give it back!
ice I do/don’t like the ___ because it is Ask me a question.
ice cream ____. Answer the question.
island -What do you like about the ___? Describe the ____.
UFO I like the ___. Tell me about the ____.
ukulele -What do you want?
unicorn I want ___.
jump -Do you want to eat ___?
swim Yes, I do./ No, I don’t.
march -Is it food?
bread Yes, it’s food./ No, it’s not food.
orange -Which picture is food/not food?
potato(es) This picture is food/not food.
onion -Is it (food group)?
milk Yes, it’s (food group)./ No, it’s not
yogurt (food group).
cake -Which picture is (food group)?
candy This picture is (food group).
food
not food
fruit
vegetables
dairy
grains
Common

Unit 9: Seasons Core State

Standards

Books: Reading as We Domain: Earth Science

Grow, Animal Friends,
Unit Topic: The Four Seasons and Their Weather Patterns
Bear Goes to Town
Science &
Reading Skills Social Studies:
Phonics Sight Words Reading Skills
-Read books with Seasons
ea, i_e, ee we, I simple three and four
letter words
-Connect words and
pictures to practice
Math:
reading
comprehension
Associating
strategies
Seasons and
Weather
Sequencing
Language Skills Seasons
Vocabulary Sentence Patterns Commands
hamburger -Can you see/read -Is it (weather) in (sea- I want the ____.
salad the ____? son)? Give it to me!
pancakes Yes, I can./No, I can’t. It’s (weather) in (sea- Show me the ____.
map -Why do can/can’t son). Find the ____.
puppy you read/see the -What is the weather in Circle the picture of
parrot ____? (season)? the (noun)
pig I can/can’tread/see In (season) the weath- Start your engines!
pony the ___ because it is er is ____. Drive the ___.
taxi ___. -What do you wear/ Find the (size)
train -What can the ___ see/find/want/hear/ (noun).
bus do? smell/taste in (sea- Circle the picture of
scooter The ___ can (drive/fly). son)? the (size)(noun).
spring -Do you want a ___? I wear/see/find/want/ Think about it.
summer -Yes, I want a ___ hear/smell/taste ____ What do you think?
fall because it’s ____./ No, in (season). Ask me a question.
winter I don’t want a ____ What do you like to do Answer the
rainy because it’s ____. in (season)? question.
hot -What comes next? I like to ___ in (season).
sunny (Season) comes after/ Why?
cold before(season). I (verb) in (season) be-
snowy -What do you like cause ____.
fall about the ___? -Which season comes
spring I like the ___. before/after (season)?
summer -Why do you like the (Season) comes be-
winter ___? fore/after (season).
before I like the ___ because What comes next?
after it’s ____. (Season) comes next.
Common

Unit 10: See It Grow! Core State

Standards

Books: Food for a Day, Domain: Earth Science, Life Science

We Have Vegetables
Unit Topic: Growth Stages of Plants, Animals and People

Reading Skills Science &

Social Studies:
Phonics Sight Words Reading Skills
-Read books with Growth and
th (beginning), see, go, we, to simple three and four Change
letter words
th (ending),
-Connect words and
or, i_e pictures to practice
reading comprehen-
sion strategies Math:

Growth and
Change
Language Skills
Vocabulary Sentence Patterns
sit young -What do we see?
go younger We see the pig sit/go. When a ____ grows, what does it
barn old -Where is the pig sitting? become?
garden older The pig is sitting on the (object). When a/an ____ grows, it becomes
apple tree -Where is the pig going? a/an ____.
store The pig is going on the (place). -When a/an ___ grows up, what does
corn -How does the pig go to the it become?
cucumber (place)? When a/an ____ grows up, it be-
carrot The big goes to the (place) by comes a/an ____.
cabbage (mode of transportation). -What is it?
broccoli -What do we see? It is a ____.
pepper We see the ___. -What does a/an (age description)
potato -Where do we go? (person/thing) become after it
beans We go to the ___. grows?
corn -What is the (person) seeing? A/An (age description)(person/thing)
carrot The (person) is seeing the ___. becomes a/an (age description)
nuts -Where is the (person)going? (person/thing).
fruit The (person) is going to the ____. -Can you tell me the correct order?
baby -What do we have? The correct order is ___, ____, ____.
child We have ____.
adult -What is the (person) eating?
grow The (person) is eating ___.
grow up -What are you eating?
seed I am eating ____.
sprout -who is it?
plant It is a/an ____.
tree
Common

Unit 11: How Big? Core State

Standards

Books: Time to Play, Domain: General Science

In My Neighborhood
Unit Topic: Comparing and Grading Size

Reading Skills Science &

Social Studies:
Phonics Sight Words Reading Skills
-Read books with Size Comparison
fr, pl, ay, re is, can, in, at simple three and four
letter words
-Connect words and
pictures to practice
reading comprehen- Math:
sion strategies
Grading

Language Skills
Vocabulary Sentence Patterns Commands
bird light -Where is it? -Where are we? Tell me the
seal long The ____ is (on top/on We are at (the) ____. ending letter
monkey short the bottom/to the left/ -How does ___ look? of the word
polar bear to the right). __ looks (long/short/narrow/ ___.
frog narrow -Tell me about the ___. wide/heavy/ light).
goat wide The _____ is ____ and -Which is (long/short/nar-
kitten tiny ____. row/wide/longer/shorter/ Measure the
fox huge -What can the (animal) heavier/ lighter), the (noun) ____.
puppy heavy do? or the (noun)?
seal next The (animal) can (verb). The (noun) is (long/short/
cub tall -What can the (person) narrow/wide/longer/shorter/
dolphin do? heavier/ lighter).
baby The (person) can (verb). -Which is (longer/shorter/
spider -When a ___ grows, heavier/lighter), the (noun)
web what does it become? or the (noun)?
frog When a ____ grows, it The (noun) is (longer/shorter/
pond becomes a ____. heavier/lighter).
hospital -Where is the _____? -Which is the (longest/short-
bakery The ____ is in the (place). est/ heaviest/lightest), the
park -What can the ____ do? (noun) or the (noun)?
school The ____ can (verb). The (noun) is (longest/short-
home -Do you like to (verb)? est/heaviest/lightest).
restaurant Yes, I do./No, I don’t. How tall am I?
heavy/ier/est -Where am I? You are (#) centimeters tall.
light/er/est You are at (the) ____. How tall are you?
long/er/est -Where are you? I am (#) centimeters tall.
short/er/est I am at (the) ____. How wide is it?
centimeters (cm) It is (#) centimeters wide.
Common

Unit 12: That’s Amazing! Core State

Standards

Books: People Who Help,We Domain: Logical Reasoning

Work for You,Do You Like
Rain? Unit Topic: Differentiating Between Reality and Fiction

Reading Skills Science &

Social Studies:
Phonics Sight Words Reading Skills
-Read books with Imagination and
oo, th (review) a, for, you, and simple three and four Creativity
letter words
sn, wh
-Connect words and
pictures to practice
reading comprehen- Math:
sion strategies
Have and Has
Don’t Have and
Doesn’t Have
Language Skills
Vocabulary Sentence Patterns
teacher I -What are you? -Tell me about the ___.
book you I am the ____. The _____ is ____ and ____.
firefighter he -What do you have? -Is it real or make-believe?
hat she I have ___ for you. It is real/make believe.
dentist it Describe the ___. -How do you know?
builder we The ____ is ____, _____, I know because ___.
build they and _____. What do I have?
painter -Do you like to (verb)? You have (a/an) ___.
paint Yes, I do./No, I don’t. What do you have?
digger Describe the ___. I have a/an ____.
dig The ____ is ____, _____, What does she/he/it have?
rain and _____. He/She/It has a/an ____.
snow -What is this? What do they have?
sun This is ____. They have a/an ____.
sunset -Do you like the ____? -Do (I/you/we/they) have (a/an)
swim Yes, I do./ No, I don’t. ____?
sled -Why do you like the ___? Yes, (I/you/we/they) do have (a/
play I like the ___ because ____. an) ____. / No, (I/you/we/they)
rake What can ___ do? don’t have (a/an) _____.
real ____ can (verb) and (verb). -Does (he/she/it) have (a/an)
make-believe -What is ____ doing? ____?
don’t have ___ is (verb-ing) and (verb-ing). Yes,(he/she/it)does have (a/an)
doesn’t have -What are you doing? ____. / No, (he/she/it)doesn’t have
I am (verb-ing). (a/an) _____.
-What am I doing?
I am (verb-ing).