Te k

a c h e r ’s B o o

Grant Trew
Kerry Murphy
George Seale
Jack Kimber
Harry Hodge
Scope and Sequence
1. Hello! (page 6--15)

Mfttpo!2 Mfttpo!3 Mfttpo!4 Mfttpo!5 Mfttpo!6

boys, girls, teacher Mr., Ms., goodbye A: alligator family, house, school Review and Play
B: ball Game: Tic, tac, toe
Hello, (boys) and (girls). WhatÊs your name? C: car This is my (family). Song: Hello
Hello, (Teacher). My nameÊs (Tim).
Goodbye, (Mr. Jake). I can see an alligator, a, a, Nice to meet you.
My nameÊs (Bill). Nice to meet you, too.
Goodbye! alligator.
Hello, Bill.
This is my ball, b, b, ball.
I have a car, c, c, car.

I can introduce myself and I can ask what someoneÊs I can say the sounds of the I can say "Nice to meet you". Theme review
say hello. name is and say goodbye. letters a, b, c.

2. School (page 16--25)

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pencil, eraser, ruler bag, book, crayon D: door classroom, uniform, friend Review and Play
E: elephant Game: Tic, tac, toe
ItÊs (a) (pencil). What is it? F: fish This is my (classroom). Song: This is my school
ItÊs a (book).
This is a door, d, d, door. IÊm sorry.
I have an elephant, e, e, ThatÊs OK.
elephant.
This is my fish, f, f, fish.

I can talk about things in the I can ask what something is. I can say the sounds of the I can say sorry and tell Theme review
classroom. letters d, e, f. people that itÊs OK.

3. Numbers and Shapes (page 26--35)

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one, two, three, four, five, six, circle, square, triangle, G: goat birthday, balloon, cake, Review and Play
seven, eight, nine, ten rectangle H: hop present Game: Connect three
I: itchy Song: Numbers 1--10
How many (circles)? It's a (cake).
(Three) (circles). This is a goat, g, g, goat.
I can hop, h, h, hop. How old are you?
I am itchy, i, i, itchy. IÊm (seven).

I can count to ten. I can count and name I can say the sounds of the I can ask how old someone is. Theme review
shapes. letters g, h, i.

4. Body and Face (page 36--45)

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eye/eyes, nose, mouth, head, leg/legs, J: jump, juice wake up, brush my teeth, Review and Play
ear/ears arm/arms, foot/feet K: kick, kite get dressed, go to school Game: Stepping stones
Point to your (eye). L: love, leaf Song: Point and touch
Touch your (head).
I (wake up).
Everybody jump, j, j, jump.
I can kick, k, k, kick. Excuse me, please.
I love my mom, l, l, love.

I can identify parts of the body. I can identify parts of the body. I can say the sounds of the I can say "Excuse me, please." Theme review
letters j, k, l.

2
Scope and Sequence
5. Family (page 46--55)

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dad, mom, brother, sister baby brother, grandpa, M: monster, monkey uncle, aunt, cousin Review and Play
grandma N: nose, nine Game: Board game
HeÊs my (dad). O: octopus, orange This is my (uncle). Song: Who is in your
SheÊs my (mom). WhoÊs (he)? I can see a monster, m, m, family?
This is my (father).
(He)Ês my (grandpa). monster. This is my (mother).
This is my nose, n, n, nose.
This is an octopus, o, o,
octopus.

I can say who people are. I can ask who someone is. I can say the sounds of the I can introduce my family. Theme review
letters m, n, o.

6. Animals (page 56--65)

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cat, dog, fish, bird duck, goat, cow P: point, pen snake, monkey, elephant, Review and Play
Q: quiet, queen bear Game: Board game
I like (cats). What animal do you like? R: robot, red Song: I like animals!
I like (ducks). S: snake, sun This is (an) (elephant).
I can point, p, p, point. Yes, please.
Shh, be quiet, q, q, quiet. No, thank you.
I have a robot, r, r, robot.
I can see a snake, s, s, snake.

I can name different animals. I can talk about animals I like. I can say the sounds of the I can say „Yes, please.‰ or Theme review
letters p, q, r, s. „No, thank you.‰

7. Colors (page 66--75)

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red, yellow, blue, green orange, pink, purple, white T: tiger, ten, tall lotus, jasmine, rose, daisy Review and Play
U: up, umbrella, under Game: Connect three
It's (green). What color is this? V: violin, van, volcano Song: Flowers
ItÊs (orange). It's (a) (yellow) (daisy).
I can see a tiger, t, t, tiger.
I can jump up, u, u, up. Thank you.
I can see a violin, v, v, violin. You're welcome.

I can name different colors. I can talk about what color I can say the sounds of the I can say "Thank you" and Theme review
things are. letters t, u, v. "You're welcome."

8. Toys (page 76--85)

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car, doll, teddy bear, ball robot, kite, monster, bike W: walk, watch, window puppet, yo-yo, scooter, puzzle Review and Play
X: mix, fox, box Game: Tic, tac, toe
I have a (car). What do you have? Y: yo-yo, yellow, yogurt This is a (puppet). Song: Three gifts for me
I have a (monster). Z: zigzag, zebra, zoo
Welcome to (Maple City).
I can walk, w, w, walk. Thank you.
I can mix, x, x, mix.
I have a yo-yo, y, y, yo-yo.
This is a zigzag, z, z, zigzag.

I can say what toys I have. I can ask people about their I can say the sounds of the I can welcome friends and Theme review
toys. letters w, x, y, z. family.

3
Introduction and games
3. Natural spoken language presents a challenge for the learner
A. Introduction to i-Learn Smart Start to understand. Lots of exposure in an understandable context is
essential to build confidence and comprehension. As with first
About the course language learning, providing lots of comprehensible listening
input helps students build an understanding of the language.
The best course for classrooms, teachers, and learners
i-Learn Smart Start is a five-level course for young learners of English. i-Learn Smart Start is based on the philosophy that all children
Designed to be super-easy to prepare and teach deserve an opportunity to develop and thrive whilst learning a
language. We understand that children learn differently and do not
One of the primary aims of the course is to reduce teachers'
conform to a set and predictable pattern. To support their learning,
workload and keep preparation time to a minimum.
we use as a foundation the theory that children need a wide range
i-Learn Smart Start was designed to make lesson preparation
of activities to enable their progress in language acquisition.
smoother and easier for the teacher by having:
• Clear and simple tasks – The activities have clear
illustrations and short, simple standardized instructions to
The syllabus
make understanding and setting up tasks easy.
The i-Learn Smart Start syllabus is designed to help young
• A standard theme/lesson format – Every theme follows students become confident English speakers. There is a wide
a similar pattern of activities. This allows students and range of topics in every level and each book is packed with fun and
teachers to become quickly familiar with the lesson style and engaging activities that young children love. Smart Start also has
progression. test practice activities so that students can be prepared for exams
• An easy-to-refer-to Teacher’s book – The aim of this such as the Cambridge Young Learners exam.
course is to put all the information teachers need in a very
clear and easy- to- find layout. Each lesson page is accompanied i-Learn Smart Start Theme and lesson overview
by a single teacher’s page so that teachers can quickly and
easily refer to the task instructions, scripts, and drill patterns Lessons 1--2
in the actual lesson. Each lesson features a two-page layout with a consistent format.
This standardized approach means that students quickly become
The approach to learning comfortable with the lesson style and makes lesson preparation
fast and easy for teachers. The first lesson introduces a simple
The i-Learn Smart Start approach is based on a number of statement about a familiar topic. The second lesson introduces a
principles: question using the same language focus.
• Vocabulary is the core of language – Grammar is e.g. Lesson 1: "My name’s Bill."
important, but vocabulary carries most of the meaning. For lower Lesson 2: "What’s your name?"
level learners and young learners, developing vocabulary is a This simple formula allows students to build up their language
primary focus. In i-Learn Smart Start, every theme introduces, skills by first making a statement and then learning how to ask
offers practice, recycles and reviews 20--30 new words. the related question
• Motivation and interest are keys to learning – Children love
engaging stories, games, and music when they study in their first Page 1:
language. i-Learn Smart Start aims to use the same elements Lesson aims – A simple summary of the lesson aims (key vocabulary/
to engage their curiosity and make the lessons fun. structure) is shown at the top of the first page.
• Phonics leads to literacy – Research shows that when
A. Words (5--8 min) – Pictures and flashcards are used to introduce
children are taught phonics in a structured way – starting with
the easiest sounds and progressing to the most complex, they and practice key vocabulary.
develop better literacy skills. Not only so, it can be a useful aid B. Story (10-- 15 min) – Part B in each story in Lesson 1 and 2 is a
in developing better pronunciation as children learn how to simple two-- part narrative. These will use the same characters and
formulate new sounds in an unfamiliar language. consistent settings to link the parts together to form a consistent
• Early learners need lots of listening – Listening is essential whole story. These stories use attractive comic style illustrations
not only as a receptive skill but also pivotal in the development of featuring the characters doing fun, familiar and interesting things.
spoken language proficiency. These activities aim to:
1. Listening is vital in the language classroom because it provides • Show the target structure in a familiar setting to motivate
input for the learners. Unless learners can understand language students.
as presented in the classroom, learning cannot begin. • Review the vocabulary introduced in Activity A.
• Develop listening skills using a listening task that helps to
2. Listening exercises provide teachers with a means for drawing exemplify the target structure.
learners’ attention to new forms (vocabulary, grammar, new
interaction patterns) of the language.

4
Each features a brief intro line that is used to set the scene. These Story – This is a short comic story that focuses on functional
lines do not focus on the target language, but are helpful tools for language and appropriate behaviour in a familiar setting.
teachers who wish to understand more of the story's focus. Practice the useful language – This draws students’ attention to
Key story features: the functional language featured in the story.
- Situations and language are always natural and logical. They Play and say – This is where students practice using the functional
feature familiar characters in situations students can identify language in role-plays or games.
with.
- Stories use illustrations that clearly show the context,
Lesson 5: Review and practice
characters’ emotions and background. Regular review and recycling of lesson content is essential. In
i-Learn Smart Start, every theme ends with a thorough review of
Useful language – This is found at the bottom of the section.
the theme contents. Lesson 5 in each theme has a number of key
The teacher uses this to explicitly illustrate the key (grammatical/
aims:
functional) language. It includes a minute or so of controlled
practice to introduce form and usage. • Enable students to become confident in a test environment.
• Finish the unit with a fun song and communicative game that
Page 2:
reinforces and gives practice with the key language and skills
C. Mini-song (5 min) – This activity features a short, fun song found in the theme.
that uses music to practice the key structure using natural rhythm • Review all lesson content and give students a chance to
stress and intonation. It aims to familiarize and make students self-analyze their ability using the "I can" statements at the end
more comfortable with the sound patterns of English before they of the unit.
are asked to practice the language.
Lesson 5 of each theme features the following:
D. Practice (10 min) – This activity supports students in practicing
Test practice – The left-hand page features test format practice,
the key structure/vocabulary. These generally start with a task to
in a form that is similar to standardized tests like the CYLET. This
review and give extra contextualization to the target structure
includes one Listening and one Reading/Writing focus. Helping
and vocabulary, and provide a clear practice model to follow.
learners become familiar with the question types and task
The teacher can encourage students to continue practicing the
language of common exams can help them relax and feel more
correct sound and rhythm features.
confident when they are old enough to take the actual test.
E. Free production/Personalization (5 min) – When the
Song – Music can give language a new life and make it more
students are comfortable forming the target language, they are
memorable. These songs provide lively and kinesthetic review of
given the opportunity to use the structure to say true things about
the main vocabulary, structures and events covered in the theme.
themselves, things around them, and/or their ideas and feelings.
i-Learn Smart Start 1 uses cartoon animals that appear in the Game – The final speaking task of the unit is focused on free
story to illustrate how to play the game or how to role-play. This (but guided) production of the structures and vocabulary
task directly reflects the aims, and can be used by the teacher to covered in the theme. These activities are in the form of an
fully assess students' ability regarding the lesson aims. interactive game which provide an effective review of the
theme for the students. It also allows teachers to evaluate student’s
Lesson 3: Phonics ability to handle the aims for the theme.
Lesson 3 introduces letters and sounds of three or four letters at "I can" statements – Students use "I can…" sentences to show
a time. It encourages students to not only focus on the sound how confident they are with the target ability by marking the
of each letter but to also analyze the shape their mouth makes number of stars. These also help parents understand what their
as they produce the letter. The lesson contains letter formation children have been learning in the lessons and how well they
activities, an active sound identification game and also letter are doing. e been designed specifically for use in any type of
identification games and puzzles. classroom. They only require minimal preparation, and require
Lesson 4: Culture and content only materials found in every classroom.
Lesson 4 in each theme follows a different format. The first part
introduces children from around the world talking about an aspect
of their lives. The second part teaches functional language in a simple
story format. B. Practice activities and games
Format:
i-Learn Smart Start games have been designed specifically
New words – This introduces new vocabulary related to the topic. for use in any type of classroom. They only require minimal
Listening – This usually uses real photos, includes vocabulary preparation, and require only materials found in every classroom.
activities and a clear exemplification of the concept. A simple
listening task helps students to focus and develop their listening
skills.
Practice the structure – This draws students’ attention to the
written form of the language and includes a short "listen and
repeat" practice.
Speaking – This activity allows students to practice using the
target language within a game.

5
Theme 1
HELLO! lesson 1
Can you use this...?
vocabulary:
boys, girls, teacher
useful language:
Hello, (boys) and (girls).
Hello, (Teacher).
My name’s (Bill).
Hello, (Bill).

A Listen, point, and say. CD1

02

1 2 3 Track 02
1. M: boys
2. M: girls
3. M: teacher
boys girls teacher

1. Arrange the flashcards on the board, play audio and have to the pictures in their books.
students listen as you point along with the audio. 4. Play the game "Heads up. What’s missing?" Arrange the
2. Play audio and have students listen and repeat as you point flashcards on the board and remove one card when
to each card. students are not looking.
3. Play audio again and have students listen, repeat and point 5. Have students call out the missing flashcard.

B Listen and point. CD1

03

1. Introduce the situation: "The teacher says hello…"

The teacher says hello...
2. Play audio and have students look at the picture.
Hello, boys 3. Play audio. Have students listen and repeat.
and girls.
4. Demonstrate the activity by pointing to "boys", "girls", and
Hello, My name's Bill. "teacher" in the picture.
Teacher. 5. Play audio. Have students listen and point.

Track 03
Narrator: The teacher says hello…
1. Teacher: Hello, boys and girls.
Children: Hello, Teacher.
2. Bill: My name’s Bill.
Teacher: Hello, Bill.

C Listen then practice. CD1

04
Hello, boys and girls. Hello, Teacher.
1. Have students look at the useful language box. My name’s Bill. Hello, Bill.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
4. Have students practice using other vocabulary from Part A. Track 04
W: Hello, boys and girls.
Children: Hello, Teacher.
B: My name’s Bill.
W: Hello, Bill.

6
D Now, sing a song. Turn to page 88. CD1
05
Track 05
Hello, boys and girls.
Hello, boys and girls. Hello, Teacher.
Hello, Tea
cher.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A and Group B take
2. Play audio and have students turn to page 88. turns singing the sentences.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Say and do.

Practice.
1. T: I say, "Bill." You say, "My name’s Bill."
2 T: I say, "Lola." You say, "My name’s Lola." OK?
1
My name’s Bill.
Hello, Bill. Hello, my name’s Lola. T: Bill
Hello, Lola.
Class: My name’s Bill.
MATH HISTORY
VIETNAMESE
MATH HISTORY
lITERATER lITERATER VIETNAMESE
MATH P.E. lITERATER
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MATH MATH P.E.
MATH MATH ART
VIETNAMESE P.E.
HISTORY VIETNAMESE P.E. MATH
VIETNAMESE HISTORY
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T: Lola
Class: My name's Lola.
Continue whole class/individual/group drills with:
• Tim
• Kim
3 2. T: I say, "Teacher." You say, "Hello, Teacher."
T: I say, "Lola." You say, "Hello, Lola." OK?
Hello, boys and girls.
Hello, Teacher. T: Teacher
Class: Hello, Teacher.
T: Lola.
Class: Hello, Lola.
Continue whole class/group/individual drills with:
• Bill
• Kim
Say and do.
1. Have students look at the pictures.
2. Divide the class into pairs.
3. Demonstrate the activity using the speech bubbles.
4. Have students practice the conversations.

F Say hello.
1. Have students look at the example.
Hello, Katie.

In fours, take turns saying your name to your friends. 2. Divide the class into groups of four.
3. Have students take turns saying their name to their friends.
Hello, my name's 4. Have some students demonstrate the activity in front of the class.
Katie.
Hello, Katie.

7
Theme 1
Review
HELLO!
1. Write the vocabulary from the previous lesson on the board.
lesson 2
Can you use this...?
vocabulary:
Mr., Ms., goodbye
useful language:
2. Have students read the words on the board.
What’s your name?
3. Write the useful language from the previous lesson on the board.
My name’s (Tim).
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
Goodbye, (Mr. Jake).
useful language in front of the class. Goodbye!

A Listen, point, and say. CD1

06

1 3
Track 06
2
1. M: Mr
2. M: Ms
3. M: goodbye
Mr. Ms. goodbye
3. Play audio again and have students listen, repeat and point
1. Arrange the flashcards on the board, play audio and have to the pictures in their books.
students listen as you point along with the audio. 4. Play the "Guess" game. Hold the flashcards facing away
2. Play audio and have students listen and repeat as you point from the students and choose one.
to each card. 5. Have students call out the card you are looking at.

B Listen and point. CD1

07

Tim meets Ms. Katie…

Hello. What’s
your name? Track 07
Narrator: Tim meets Ms. Katie...
My name's
Tim. 1. Ms. Katie: Hello, what's your name?
Tim: My name’s Tim.
2. Bill: What’s your name, Teacher?
RING Mr. Jake: My name’s Mr. Jake.
3. Bill: Goodbye, Mr. Jake.
Mr. Jake: Goodbye!

1. Review the story from the previous lesson: "The teacher said
hello."
2. Introduce the situation: "Tim meets Ms. Katie..."
3. Play audio. Have students listen and repeat.
4. Demonstrate the activity by pointing to "Tim", "Ms. Katie",
"Bill", and "Mr. Jake" in the picture.
5. Play audio. Have students listen and point.

C Listen then practice. CD1

08 What’s your name? My name’s Tim.
Goodbye, Mr. Jake. Goodbye!
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 08
4. Have students practice using other vocabulary from Part A. M: What’s your name?
B: My name’s Tim.
B: Goodbye, Mr. Jake.
M: Goodbye!
8
D Now, sing a song. Turn to page 88. CD1
09

Track 09
What’s your name?
What’s your name?
My name’s My name’s Mr. Jake.
Mr. Jake.

1. P
lay audio and have students listen. 4. Divide the class into two groups. Group A sings the questions,
2. Play audio and have students turn to page 88. and Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Follow the lines. Say and do.

What’s your
Practice.
name? Goodbye, Lola.
1. Divide the class into Group A and Group B.
T: I say, "name/Mr. Jake."
1 Group A, you say, "What's your name?"
Group B, you, say, "My name's Mr. Jake."
T: I say, "name/Bill."
Group A, you say, "What's your name?"
What’s your Group B, you say, "My name's Bill."
name? My name’s
Ms. Katie. T: name/Mr. Jake
2 Group A: What's your name?
Group B: My name's Mr. Jake.
T: name/Bill
Group A: What's your name?
Goodbye, Tim.
My name’s Group B: My name's Bill.
Mr. Jake. Continue whole class/group/individual drills with:
3
• name/Ms. Katie
• name/Kim
• name/Lola
• name/Tim
Follow the lines.
1. Have students call out the people they can see.
2. Demonstrate the activity using the speech bubbles.
Say and do.
1. Have students look at the pictures.
2. Divide the class into pairs.
3. Demonstrate the activity using the speech bubbles.
4. Have students practice the conversations.

F Play the "Chain" game.

In fours, take turns asking and answering until your group reaches the last person.

1. Have students look at the example.

My name’s Bob.
My name’s Lola.
What’s your name?
2. Divide the class into groups of four.
My name’s Lola.
What’s your name?
What’s your name? My name’s.... 3. Have students stand up.
4. Have Student A turn to Student B and ask, then have Student
B answer.
5. Next have Student B turn to Student C and ask, have Student
C answer.
6. Continue until all students have practiced.
7. Have some students demonstrate the activity in front of
the class.

9
Theme 1 lesson 3

PHONICS
Can you use these...?
letters:
Aa, Bb, Cc
words:
alligator, ball, car
Sing the alphabet song. CD1
56

1. Play the alphabet song and have students listen. 4. Point to each flashcard and call out the letter name and have
2. Play audio again and sing the song. students repeat.
3. Put the flashcards on the board for the letters in red (a, b, c).

1 Listen and repeat. CD1

10 2 Listen and repeat. Trace the letters. CD1
11

Track 10 Listen and repeat.

W: "a" "a" "a" 1. Have students look at the picture.
2. Play audio and have students listen and repeat.

1. Have students look at the mouth picture. Trace the letters.

2. Divide the class into pairs. 1. Have student call out the letter sound.
3. Play audio and have students say the letter sound and 2. Have students trace the letters.
practice the mouth movement.
4. Play audio again and have students look at their friends as 4 Listen and play. CD1
13

they say the letter sound.

5. Have some students demonstrate the activity in front of the 1. Demonstrate the activity.
class. 2. Have students stand up.
3. Have students clap when they hear the letter sound.
3 Listen. Sing along. CD1
12

1. Have students look at the picture. Track 13

2. Demonstrate the action. W: Clap when you hear the "a" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD1

14
2 Listen and repeat. Trace the letters. CD1
15

Listen and repeat.

Track 14 1. Have students look at the picture.
W: "b" "b" "b" 2. Play audio and have students listen and repeat.

Trace the letters.

1. H
ave students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. P
lay audio again and have students look at their friends as 4 Listen and play. CD1
17

they say the letter sound.

1. Demonstrate the activity.
5. Have some students demonstrate the activity in front of the
2. Have students stand up.
class.
3. Have students jump when they hear the letter sound.
3 Listen. Sing along. CD1
16

1. Have students look at the picture. Track 17

2. Demonstrate the action. W: Jump when you hear the "b" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

10
1 Listen and repeat. CD1
18 2 Listen and repeat. Trace the letters. CD1
19

Listen and repeat.

Track 18 1. Have students look at the picture.
W: "c" "c" "c" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD1
21

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of the
3. Have students hop when they hear the letter sound.
class.

3 Listen. Sing along. 20

CD1

1. Have students look at the picture. Track 21

2. Demonstrate the action. W: Hop when you hear the "c" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review

A Look at the pictures. Tick (✔) the correct boxes.

1. Have students look at the pictures and call out the correct
1 a b 2 c b 3 b c beginning sounds.
2. Have students look at the letters and pictures, and tick the
correct boxes.
3. Check answers as a whole class.

B Circle the picture that begins with the "b" sound.

1. Have students look at the pictures and call out the correct
1 2 3
beginning sounds.
2. Have students circle the pictures which begin with the "b"
sound.
3. Check answers as a whole class.

C Follow the letters and say the sounds.

1. Have students look at the pictures and call out the correct
A B beginning sounds.
c C a 2. Have students say the sounds as they follow the letters in the
maze.
b b

11
Theme 1
HELLO! lesson 4
Can you use this...?
vocabulary:
family, house, school
useful language:
This is my (family).
New words Listen, point, and say. CD1
22
Nice to meet you.
Nice to meet you, too.
1 2 3

Track 22
1. M: family
family house school
2. M: house
3. M: school

1. Arrange the flashcards on the board, play audio and have to the pictures in their books.
students listen as you point along with the audio. 4. Play the game "Heads up. What’s missing?" Arrange the
2. Play audio and have students listen and repeat as you point flashcards on the board and remove one card when
to each card. students are not looking.
3. Play audio again and have students listen, repeat, and point 5. Have students call out the missing flashcard.

listening Listen and read. CD1

23

Track 23
B: Hello from Germany! Hello, my name's Hans.
Hello from Germany!
This is my family. This is my house. 1. B: This is my family.
Hello, my name's Hans.
2. B: This is my house.
3. B: This is my school.
4. B: This is my teacher.
This is my school. This is my teacher.

1. Introduce the situation: "Hans introduces himself..." 4. Play audio and demonstrate reading the sentences.
2. Have students call out the objects and people they can see. 5. Play audio and have students listen and read along.
3. Have students listen and follow. 6. Afterwards, have some students demonstrate reading in
front of the class.

Useful language Listen then practice. CD1

This is my family.
24

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 24
4. Have students practice using other vocabulary from New Words. B: This is my family.

Speaking Play the "Board race" game.

In teams, take turns running to the correct picture. Say the sentence before the other teams.

1. Have students look at the example.

2. Divide the class into teams.
"house"
This is my house. 3. Stick two flashcards on the board.
school house 4. Have one student from each team stand away from the board.
5. Choose one of the flashcards and say the word.
6. Have the students from each team race to the board to touch
the correct flashcard and say the sentence.
7. The first student to touch the correct flashcard and say the
sentence will get one point for their team.
8. Continue with other students.
9. The team with the most points will be the winner.
12
Story 1. Listen and read. CD1
25

Matt sees MS. Betty…

Track 25
Narrator: Matt sees Ms. Betty...
Ms. Betty: Hello Matt.
Matt: Hello, Ms. Betty.
Hi, Matt.
Hello, Matt. My name’s Bobby: Hi Matt! My name’s Bobby. Nice to meet you.
Bobby. Nice to
meet you. Matt: Hi, Bobby! Nice to meet you, too.
Hello, Ms. Betty.

Hi, Bobby. Nice 1. Introduce the situation: "Matt sees Ms. Betty…"
to meet you, too.
2. Have students call out the people they can see.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language.

CD1
26
Nice to meet you.
Nice to meet you, too.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 26
G: Nice to meet you.
B: Nice to meet you, too.

Play and Say Number the pictures. Role-play.

Number the pictures. In pairs, take turns role-playing.

Number the pictures.

1 1. Have students look at the example.
Hello, Matt.
2. Have students number the pictures in the correct order.
Hello, Ms. Betty. Hi, Bobby. Nice to My name’s Bobby.
meet you, too. Nice to meet you.
3. Check answers as a whole class.
Role-play.
1. Divide the class into pairs.
2. Have students practice the conversation.
3. Have some pairs demonstrate the activity in front of the class.

13
Theme 1
HELLO! lesson 5
Review and test practice

listening Listen and circle. CD1

27

Example 1

Track 27
Narrator: Look at the pictures. Listen. There is one example.
W: Hello, boys.
Narrator: Can you see the circle? This is an example.
Now listen and circle.
2 3 1. B: This is my school.
2. W: This is my house.
3. W: What’s your name?
M: My name’s Mr. Jake.
Narrator: Now listen again.
Mr. Jake Ms. Katie

1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and circle.
3. Play audio again.
4. Play audio again and check answers as a whole class.

REading & writing Look, trace, and draw lines.

1. Have students look at the pictures and call out the people
Example boys and places they can see.
2. Have students look at the pictures and trace the words.
3. Have students draw lines from the pictures to their
1 house matching words.
4. Check answers as a whole class.

2 family
3 Ms. Katie

14
SONG Turn to page 86. Listen. Sing along. CD1
28

1. Have students turn their Student Book to page 86.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the "Tic, tac, toe" game.

1. Divide the class into groups of four with two pairs in

TIC TAC TOE each group.
vs. - Pairs take turns. 2. Have pairs play rock, paper, scissors to see which pair
Pair 1 Pair 2

- Winner
goes first.
- Choose a box.
goes first. Mr. Jake 3. Have the winning pair choose a space, match the
- Use the useful language from the
theme to ask and answer correctly. symbol to the useful language, then ask and answer using the
- Put an X or an O in the box.
picture.
Win the game Sue 4. Have the pair mark that space as theirs if they use the
Get 3 boxes in a row to win.
Goodbye.
useful language correctly.
5. Have pairs take turns.
Tip: Use a pencil and an eraser 6. The pair that gets three spaces in a horizontal, vertical, or
Ms. Katie
and play again.
diagonal line wins the game.

A: What’s your name? This is my A: Goodbye!

B: My name’s (Mr. Jake). (school). B: Goodbye!

i can...

• I can introduce myself and say hello.

• I can ask what someone's name is and say goodbye.
• I can say the sounds of the letters a, b, c.
• I can talk about things in my life and say "Nice to meet you".

‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

15
Theme 2
Review
SCHOOL lesson 1
Can you use this...?
vocabulary:
pencil, eraser, ruler
1. Write the vocabulary from the previous theme on the board. useful language:
2. Have students read the words on the board. It’s (a) (pencil).
3. Write the useful language from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and useful
language in front of the class.

A Listen, point, and say. CD1

29

1 2 3 Track 29
1. M: pencil
2. M: eraser
3. M: ruler
pencil eraser ruler

1. Arrange the flashcards on the board, play audio and have 4. Play the game "Heads up. What’s missing?" Arrange the
students listen as you point along with the audio. flashcards on the board and remove one card when
2. Play audio and have students listen and repeat as you point students are not looking.
to each card. 5. Have students call out the missing flashcard.
3. Play audio again and have students listen, repeat and point
to the pictures in their books.

B Listen and point. CD1

30

Bill and sue are playing a game…

Track 30
Narrator: Bill and Sue are playing a game...
1. Sue: It’s a pencil.
2. Sue: It’s an eraser.
3. Sue: It’s a ruler.
May: Bill! Time for school!
Bill: OK, Mom! Bye Sue.
It’s a pencil.

1. Introduce the situation: "Bill and Sue are playing a game..."

2. Play audio and have students look at the picture.
3. Play audio. Have students listen and repeat.
4. Demonstrate the activity by pointing to the objects in
the picture.
5. Play audio. Have students listen and point.

C Listen then practice. CD1

31
It’s a pencil.
1. Have students look at the useful language box. It's an eraser.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 31
4. Have students practice using other vocabulary from Part A.
B: It’s a pencil.
B: It's an eraser.

16
D Now, sing a song. Turn to page 88. CD1
32

Track 32
It’s a pencil. It's a pencil.
It’s an e It’s an eraser.
raser.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A and Group B take
2. Play audio and have students turn to page 88. turns singing the sentences.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Point and say. Trace the pictures.

Practice.
It’s a pencil. It’s a ruler. It’s a pencil. It’s a ruler. It’s a pencil. It’s a ruler. T: I say, "pencil." You say, "It’s a pencil."
T: I say, "ruler." You say, "It’s a ruler." OK?
T: pencil
1
Class: It’s a pencil.
T: ruler
Class: It’s a ruler.
2
Continue whole class/group/individual drills with:
• eraser
Point and say.
1. Divide the class into pairs.
3 2. Have Student A point to the pictures along a row and
Student B say the name of the objects.
3. Swap roles and repeat.
Trace the pictures.
4 1. Have students trace the pictures.
2. Check answers as a whole class.

F Guess the object.

In pairs, take turns trying to guess what the object is without looking.

It's a pencil.
1. Have students look at the example.
2. Divide the class into pairs.
3. Have Student A cover their eyes while Student B gives them an
object to touch.
4. Have Student A try to guess what the object is.
5. Have students swap roles and repeat.

17
Theme 2
Review
SCHOOL
1. Write the vocabulary from the previous lesson on the board.
lesson 2
Can you use this...?
vocabulary:
bag, book, crayon
useful language:
2. Have students read the words on the board.
What is it?
3. Write the useful language from the previous lesson on the board.
It's a (book).
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD1

33

1 2 3 Track 33
1. M: bag
2. M: book
3. M: crayon
bag book crayon

1. Arrange the flashcards on the board, play audio and have 5. Say a word from the lesson or theme, and pretend to hit a
students listen as you point along with the audio. ball to the student. Have the student respond with another
2. Play audio and have students listen and repeat as you point word and hit it back to you. Continue until someone repeats
to each card. a word or can't go.
3. Play audio again and have students listen, repeat and point 6. Divide the class into pairs and have them play with each other.
to the pictures in their books. 7. Have some pairs demonstrate the activity in front of the class.
4. Play the "Word Tennis" game. Have one student come to
the front and play with you.

B Listen and find. CD1

34

THE CHILDREN ARE PLAYING...

Track 34
Narrator: The children are playing...
1. Kim: What is it?
Bill: It’s a book.
Kim: Yes!
2. Wendy: What is it?
What is it?
Kim: It’s a bag.
Wendy: Yes!
It’s a book. 3. Bill: What is it?
Yes!
Kim: It’s a crayon.
Bill: Yes!

3. Play audio and have students look at the picture.

1. Review the story from the previous lesson: "Bill and Sue 4. Play audio and demonstrate the activity using the speech
were playing a game." bubbles.
2. Introduce the situation: "The children are playing..." 5. Play audio. Have students listen and find the objects.

C Listen then practice. CD1

35
What is it?
1. Have students look at the useful language box. It’s a book.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
4. Have students practice using other vocabulary from Part A. Track 35
G: What is it?
B: It’s a book.

18
D Now, sing a song. Turn to page 88. CD1
36

Track 36
What is it?
What is it?
It’s a bag.
It's a bag
.

1. Play audio and have students listen. 4. Divide the class into two groups. Group A sings the questions,
2. Play audio and have students turn to page 88. and Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Point, ask, and answer.

Practice.
What is it? Divide the class into Group A and Group B.
It’s a bag. T: I say, "what/book."
AaB Group A, you say, "What is it?"
Group B, you say, "It’s a book." OK?
T: I say, "what/bag."
Group A, you say, "What is it?"
Group B, you say, "It’s a bag."
T: what/book
Group A: What is it?
Group B: It’s a book.
T: what/bag
Group A: What is it?
Group B: It's a bag.
Continue whole class/group/individual drills with:
• what/pencil
• what/crayon
• what/ruler
• what/eraser
Point, ask, and answer.
1. Demonstrate the activity using the example
2. Divide the class into pairs.
3. Have Student A point to the different items in the picture
and ask, and have Student B answer.
4. Swap roles and repeat.

F Guess the picture.

In teams, take turns trying to guess what the picture is without looking.

1. Have students look at the example.

It's a
What is it?
What is it?
2. Divide the class into two teams.
? ?
book. No.
It's a
crayon.
3. Have a student stand facing away from the board and stick
Yes.
a flashcard on the board behind them.
4. Have someone from the same team ask the student a
question about the flashcard.
5. Have the student try to guess the answer without looking
at the flashcard.
6. Give that team one point if it’s a correct guess.
7. Have teams take turns.

19
Theme 2 lesson 3

PHONICS
Can you use these...?
letters:
Dd, Ee, Ff
words:
Sing the alphabet song. CD1
56 door, elephant, fish
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song. 4. Point to each flashcard and call out the letter name and have
3. Put the flashcards on the board for the letters in red (d, e, f ). students repeat.

1 Listen and repeat. CD1

37
2 Listen and repeat. Trace the letters. CD1
38

Listen and repeat.

Track 37
1. Have students look at the picture.
W: "d" "d" "d"
2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. Play audio again and have students look at their friends as
they say the letter sound.
4 Listen and play. CD1
40

5. Have some students demonstrate the activity in front of the 1. Demonstrate the activity.
class. 2. Have students stand up.
3. Have students hop when they hear the letter sound.
3 Listen. Sing along. CD1
39

1. Have students look at the picture. Track 40

2. Demonstrate the action. W: Hop when you hear the "d" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD1

41
2 Listen and repeat. Trace the letters. CD1
42

Track 41 Listen and repeat.

W: "e" "e" "e" 1. Have students look at the picture.
2. Play audio and have students listen and repeat.

Trace the letters.

1. H
ave students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. P
lay audio again and have students look at their friends as 4 Listen and play. CD1
44

they say the letter sound.

1. Demonstrate the activity.
5. Have some students demonstrate the activity in front of the
2. Have students stand up.
class
3. Have students clap when they hear the letter sound.
3 Listen. Sing along. CD1
43

1. Have students look at the picture. Track 44

2. Demonstrate the action. W: Clap when you hear the "e" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

20
1 Listen and repeat. CD1
45 2 Listen and repeat. Trace the letters. CD1
46

Listen and repeat.

Track 45 1. Have students look at the picture.
W: "f" "f" "f" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD1
48

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of
3. Have students hop when they hear the letter sound.
the class.

3 Listen. Sing along. CD1

47

Track 48
1. Have students look at the picture. W: Hop when you hear the "f" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review

A Put a tick (✔) or a cross (✘).

1. Have students look at the pictures and call out the correct
1 2 3 beginning sounds.
Dd Ee Ff 2. Have students put a tick or a cross in each box.
3. Check answers as a whole class.

B Circle the picture with the correct beginning sounds.

1. Have students look at the pictures and call out the correct
1 2 beginning sounds.
2. Have students circle the correct pictures.
Ee Dd 3. Check answers as a whole class.

C Trace the line and finish the word.

1. Point to a picture, and have students call out the correct

1 2 beginning sound.
__lephant __oor 2. Have students trace the line and write the correct
beginning sound.
3 3. Check answers as a whole class.
__ish

21
Theme 2
SCHOOL lesson 4
Can you use this...?
vocabulary:
classroom, uniform, friend
useful language:
New words Listen, point, and say. CD1
49 This is my (classroom).
I'm sorry.
That's OK.
1 2 3

Track 49
1. M: classroom
classroom uniform friend 2. M: uniform
3. M: friend

1. A
rrange the flashcards on the board and point to them as 4. Play the game "Heads up. What’s missing?" Arrange the
you play the audio. flashcards on the board and remove one card when
2. Play audio again and have students listen and repeat. students are not looking.
3. P
lay audio the third time and have students listen, repeat, 5. Have students call out the missing flashcard.
and point to the pictures in their books.

listening Listen and read. CD1

50

Track 50
B: Hello from China! Hello, my name's Li Wei.
Hello from China! This is my classroom.
1. B: This is my uniform.
Hello, my name's Li Wei.
2. B: This is my classroom.
3. B: This is my friend.
This is my uniform.
friend.
This is my

1. Introduce the situation: "Li Wei introduces his school…" 4. Play audio and demonstrate reading the sentences.
2. Have students call out the objects and people they can see. 5. Play audio and have students listen and read along.
3. Have students listen and follow. 6. Afterwards, have some students demonstrate reading in
front of the class.

Useful language Listen then practice. CD1

51
This is my classroom.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 51
4. Have students practice using other vocabulary from B: This is my classroom.
New Words.

Speaking Play the "Read my lips" game.

In threes, take turns saying a sentence silently while your friends try to guess.

........ This is my crayon.

1. Have students look at the example.
2. Divide the class into group of threes.
3. Have one student say a sentence silently.
No, Ben. 4. Have the other students try to guess what they said.
This is 5. Have students swap roles and repeat.
Yes, that's right! my uniform.

22
Story 1. Listen and read. CD1
52

Matt is running to school…

Track 52
I’m sorry.
That’s OK. I’m sorry, teacher. That’s OK. Narrator: Matt is running to school...
Girl: Oh!
Matt: I’m sorry.
Girl: That’s OK.
Matt: I’m sorry, teacher.
I’m sorry.
Teacher: That’s OK.
Ouch! Boy: Ouch!
That’s OK.
Matt: I’m sorry.
Boy: That's OK.

1. Introduce the situation: "Matt is running to school..."

2. Have students call out the people and places they can see.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language. CD1

53 I’m sorry.
That’s OK.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 53
G: I’m sorry.
B: That’s OK.

Play and Say Role - play.

In pairs, take turns role -- playing.

I’m sorry.
AaB I’m sorry. That’s OK.
That’s OK. I’m sorry.
That’s OK.

1. Have students look at the pictures.

2. Divide the class into pairs.
3. Have students role-play the conversations.
4. Have some pairs demonstrate the activity in front of the class.

23
Theme 2
SCHOOL lesson 5
Review and test practice

listening Listen and circle. CD1

54

Example 1
Track 54
Narrator: Look at the pictures. Listen. There is one example.
G: What is it?
B: It’s a pencil.
Narrator: Can you see the circle? This is an example.
2 3 Now listen and circle.
1. B: What is it?
G: It’s a bag.
2. G: What is it?
B: It’s a ruler.
3. B: What is it?
G: It’s a book.
1. Play audio and demonstrate the activity using the example. Narrator: Now listen again.
2. Play audio and have students listen and circle.
3. Play audio again.
4. Play audio again and check answers as a whole class.

REading & writing Look, trace the words, and draw lines.

Example
book
1 eraser

2 crayon
3 pencil
1. Have students look at the pictures and call out the objects they can see.
2. Have students look at the pictures and trace the words.
3. Have students draw lines from the pictures to the matching words.
4. Check answers as a whole class.

24
SONG Turn to page 86. Listen. Sing along. CD1
55

1. Have students turn their Student Book to page 86.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the "Tic, tac, toe" game.

1. Divide the class into groups of four with two pairs in each
group.
2. Have pairs play rock, paper, scissors to see which pair goes
first.
3. Have the winning pair choose a space, match the symbol to
the useful language and then ask and answer using the
picture.
4. Have the pair mark that space as theirs if they use the useful
language correctly.
5. Have pairs take turns.
6. The pair that gets three spaces in a horizontal, vertical, or
diagonal line wins the game.

i can...

•I can talk about things in the classroom.

•I can ask what something is.
•I can say the sounds of the letters d, e, f.
•I can say sorry and tell people that it's OK.
A: What is it? A: I’m sorry.
B: It’s (a bag). B: That’s OK.
‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

25
Theme 3 n1
lessoCan
Numbers and shapes you use this...?
vocabulary:
Review 1 one 6 six
1. Write the vocabulary from the previous theme on the board. 2 two 7 seven
2. Have students read the words on the board. 3 three 8 eight
3. Write the useful language from the previous theme on the board. 4 four 9 nine
4. Have students read the sentences on the board. 5 five 10 ten
5. Have some students practice using the vocabulary and useful
language in front of the class.

A Listen, point, and say. CD2

01
Track 01
1. M: one
2. M: two
3. M: three
4. M: four
one two three four five six seven eight nine ten 5. M: five
6. M: six
7. M: seven
8. M: eight
1. Arrange the flashcards on the board, play audio and have
9. M: nine
students listen as you point along with the audio.
10. M: ten
2. Play audio and have students listen and repeat as you point
to each card.
3. Play audio again and have students listen, repeat, and point flashcards on the board and remove one card when
to the pictures in their books students are not looking.
4. Play the game "Heads up. What’s missing?" Arrange the 5. Have students call out the missing flashcard.

B Listen and point. CD2

02

The children are in the playground…

Track 02
…8.
Narrator: The children are in the playground...
…6.
1. Kim: One, two, three, four, five, six. Six! Yay!
2. Bill: Go! One, two, three, four, five, six, seven, eight, nine, ten!
…10. Ten! Here I come!
3. Lola: One, two, three, four, five, six, seven, eight! Eight! Huh?
4. John: One, two, three, four, five. Once I caught a fish alive.
9

3
10

1
8

…5. 1. Introduce the situation: "The children are in the playground…"

2. Play audio and have students look at the picture.
3. Play audio. Have students listen and repeat.
4. Demonstrate the activity by pointing to the objects in
the picture.
5. Play audio. Have students listen and point.

C Listen then practice. CD2

03

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
4. Have students practice using other vocabulary from Part A. Track 03
B: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

26
C D Now, sing a song. Turn to page 88. CD2
04

Track 04
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. One, two, three, four, five, six, seven, eight, nine, ten

1. Play audio and have students listen. 3. Play audio and have students sing the song as a whole class.
2. Play audio and have students turn to page 88.

E Practice. Point and count. Draw lines and trace the words.

Practice.
1. Hold up a flashcard and have students call out the number.
2. Count out loud, "One, two, three" as you clap.
3. Repeat with different numbers and have students call out the
number of claps.
4. Say a number, and have students count and clap.
Point and count.
1. Divide the class into pairs.
2. Have Student A point and Student B count.
3. Swap roles and repeat.
Draw lines and trace.
1. Have students count the objects in the picture again and draw
lines to the correct number.
2. Have students trace the words under the numbers.
3. Check answers as a whole class, count the objects as a whole
class.
ten two four seven nine

F Play the "Board race" game.

In teams, take turns running to the correct picture. Say the number before the other teams.

seven
seven 1. Have students look at the example.
2. Divide the class into teams.
3. Stick two flashcards on the board.
4. Have one student from each team stand away from the board.
5. Choose one of the flashcards and say the word.
6. Have the students from each team race to the board to touch
the correct flashcard and say the number.
7. The first student to touch the correct flashcard and say the
number will get one point for their team.
8. Continue with other students.
9. The team with the most points will be the winner.

27
Theme 3 lesson 2
Numbers and shapes Can you use this...?
vocabulary:
Review circle, square, triangle, rectangle
1. Write the vocabulary from the previous lesson on the board. useful language:
2. Have students read the words on the board. How many (circles)?
3. Write the useful language from the previous lesson on the board. (Three) (circles).
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD2

05

1 2 3 4 Track 05
1. M: circle
2. M: square
3. M: triangle
circle square triangle rectangle 4. M: rectangle

1. Arrange the flashcards on the board, play audio and have

students listen as you point along with the audio.
2. Play audio and have students listen and repeat as you point 4. Play the "Guess" game. Hold the flashcards facing away
to each card. from the students and choose one.
3. Play audio again and have students listen, repeat, and point 5. Have students call out the card you are looking at.
to the pictures in their books.

B Listen and point. CD2

06

Bill and Kim count shapes...

Track 06
Narrator: Bill and Kim count shapes...
How many triangles? 1. Bill: How many triangles?
Kim: One, two. Two triangles.
Two triangles. 2. Kim: How many rectangles?
Bill: Five rectangles.
3. Bill: How many circles?
Kim: Just three circles.
4. Kim: How many squares?
Bill: Nine squares. Let’s play!

1. Review the story from the previous lesson: "The children 4. Play audio. Have students listen and repeat.
were in the playground." 5. Demonstrate the activity by pointing to the objects in
2. Introduce the situation: "Bill and Kim count shapes…" the picture.
3. Play audio and have students listen and look at the picture. 5. Play audio. Have students listen and point.

C Listen then practice. CD2

07

How many circles?

1. Have students look at the useful language box. Three circles.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
4. Have students practice using other vocabulary from Part A. Track 07
B: How many circles?
G: Three circles.

28
D Now, sing a song. Turn to page 88. CD2
08

Track 08
How many circles? How many circles?
Two circ
les. Two circles.

1. Play audio and have students listen. 4. Divide the class into two groups. Group A sings the questions,
2. Play audio and have students turn to page 88. and Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Count, ask, and answer.

How many squares? Continue whole class/group/individual drills with:

Six squares.
• triangle
1 2 3 • rectangle
2. Divide the class into Group A and Group B.
T: I say, "circle/two."
Group A, you say, "How many circles?"
Group B, you say, "Two circles." OK?
T: I say, "square/five."
6 4 5 Group A, you say, "How many squares?"
Group B, you say, "Five squares."
4 5 6 T: circle/two
Group A: How many circles?
Group B: Two circles.
T: square/five
Group A: How many squares?
Group B: Five squares.
7 8 3 Continue whole class/group/individual drills with:
• triangle/seven
• rectangle/ten
Practice. Count, ask, and answer.
1. T: I say, "circle." You say, "How many circles?" 1. Demonstrate the activity using the example.
T: I say, "square." You say, "How many squares?" OK? 2. Have students count the number of shapes in each picture.
T: circle 3. Divide the class into pairs.
Class: How many circles? 4. Have Student A point to a picture and ask and Student B answer.
T: square 5. Swap roles and repeat.
Class: How many squares?

F Play the "Magic finger" game.

In pairs, take turns using your finger to draw some shapes on your friends' back.

How many
1. Have students look at the example.
circles?
Three circles. 2. Divide the class into pairs.
3. Have Student A draw some shapes on Student B’s back.
4. Have Student B try to guess how many shapes.
5. Have students swap roles and repeat.

29
Theme 3 lesson 3

PHONICS
Can you use these...?
letters:
CD2
Gg, Hh, Ii
55 words:
Sing the alphabet song. goat, hop, itchy
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song. 4. Point to the flashcard and call out the
3. Put the flashcards on the board for the letters in red (g, h, i). letter name and have students repeat.

1 Listen and repeat. CD2

09 2 Listen and repeat. Trace the letters. CD2
10

Track 09 Listen and repeat.

W: "g" "g" "g" 1. Have students look at the picture.
2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. Play audio again and have students look at their friends as 4 Listen and play. CD2
12

they say the letter sound.

5. Have some students demonstrate the activity in front of the 1. Demonstrate the activity.
class. 2. Have students stand up.
3. Have students jump when they hear the letter sound.
3 Listen. Sing along. CD2
11

1. Have students look at the picture. Track 12

2. Demonstrate the action. W: Jump when you hear the "g" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD2

13
2 Listen and repeat. Trace the letters. CD2
14

Listen and repeat.

Track 13 1. Have students look at the picture.
W: "h" "h" "h" 2. Play audio and have students listen and repeat.

Trace the letters.

1. H
ave students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD2
16
4. P
lay audio again and have students look at their friends as
they say the letter sound. 1. Demonstrate the activity.
5. H
ave some students demonstrate the activity in front of 2. Have students stand up.
the class. 3. Have students hop when they hear the letter sound.

3 Listen. Sing along. CD2

15
Track 16
1. Have students look at the picture. W: Hop when you hear the "h" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

30
1 Listen and repeat. CD2
17 2 Listen and repeat. Trace the letters. CD2
18

Listen and repeat.

1. Have students look at the picture.
Track 17
2. Play audio and have students listen and repeat.
W: "i" "i" "i"
Trace the letters.
1. Have students call out the letter sound.
1. Have students look at the mouth picture.
2. Have students trace the letters.
2. Divide the class into pairs.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD2
20

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of the
3. Have students clap when they hear the letter sound.
class

3 Listen. Sing along. CD2

19

Track 20
1. Have students look at the picture. W: Clap when you hear the "i" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review

A Say the letter sounds as you go down the river.

Start Finish 1. Have students look at the pictures and call out the correct
g g h beginning sounds.
h i i i 2. Have students say the letter sounds as they go down the river.
3. Have some students demonstrate the activity in front of
the class.

B Circle the correct beginning sounds.

1. Have students look at the pictures and call out the beginning
1 2 3 sounds.
h g i 2. Have students circle the correct beginning sounds.
g i h 3. Check answers as a whole class.

C Write the correct beginning sounds.

1. Have students look at the pictures and call out the beginning
1 2 3
sounds.
__tchy __op __oat 2. Have students write the correct beginning sounds.
3. Check answers as a whole class.

31
Theme 3 lesson 4
Numbers and shapes Can you use this...?
vocabulary:
birthday, balloon, cake, present
useful language:
It's a (cake).
New words Listen, point, and say. How old are you?
CD2
21

I'm (seven).
1 2 3 4 Track 21
1. M: birthday
2. M: balloon
birthday balloon cake present 3. M: cake
4. M: present
1. Arrange the flashcards on the board and point to them as
you play the audio. 4. Play the game "Heads up. What’s missing?" Arrange the
2. Play audio again and have students listen and repeat. flashcards on the board and remove one card when
3. Play audio the third time and have students listen, repeat, students are not looking.
and point to the pictures in their books. 5. Have students call out the missing flashcard.

listening Listen and read. CD2

22

Track 22
Hello from Spain! G: Hello from Spain! Hello, my name's Sofia. It's my birthday.
Hello, my name's Sofia. It's a balloon. It's a cake. 1. G: It’s a balloon.
It's my birthday.
2. G: It’s a cake.
3. G: It’s a present.

It's a present.
3. Have students listen and follow.
4. Play audio and demonstrate reading the sentences.
1. Introduce the situation: "Sofia introduces her birthday 5. Play audio and have students listen and read along.
party…" 6. Play audio again and have some students demonstrate
2. Have students call out the objects they can see. reading in front of the class.

Useful language Listen then practice. CD2

23
It's a cake.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 23
4. Have students practice using other vocabulary from New Words. G: It's a cake.

Speaking Point and say.

In pairs, take turns pointing to a picture as your friend says the sentence.

1. Have students look at the example.

It's a circle. 2. Divide the class into pairs.
3. Have Student A point to a picture.
4. Have Student B say what it is.
5. Have students swap roles and repeat.

32
Story 1. Listen and read. CD2
24

IT‛S MATT‛S BIRTHDAY...

Track 24
Hello, Jack. How
Hello, this is my old are you? Narrator: It’s Matt's birthday…
friend, Jack.
Bobby: Hello, this is my friend, Jack.
Matt: Hello, Jack. How old are you?
Jack: I’m seven! How old are you?
Matt: I’m seven.
Jack: Happy birthday!

I‛m seven. How

I‛m seven. Happy birthday!
old are you?
1. Introduce the situation: "It’s Matt's birthday..."
2. Have students call out the objects and people they can see.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language. CD2

25

Track 25
How old are you? B: How old are you?
I’m seven. G: I’m seven.

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.

Play and Say Match and write. Ask and answer.

Match the picture pieces and write the numbers. In pairs, take turns asking and answering.

How old are you? I'm 6. Match and write.

1 1. Have students look at the example.
2. Have students match the picture pieces and write the numbers.
I'm _______.
3. Check answers as a whole class.
2
Ask and answer.
I'm _______. 1. Divide the class into pairs.
3
2. Have Student A ask and Student B answer.
I'm _______. 3. Have students swap roles and repeat.
4

33
Theme 3
Numbers and shapes lesson 5
Review and test practice

listening Listen and tick (✔) the box. CD2

26

Example 1. Play audio and demonstrate the activity using the example.
1
2. Play audio and have students listen and put a tick in the
boxes.
3. Play audio again.
4. Play audio again and check answers as a whole class.

2 3
Track 26
Narrator: Look at the pictures. Listen. There is one example.
B: How many triangles?
G: Two triangles.
Narrator: Can you see the tick? This is an example.
Now listen and tick the box.
1. B: How old are you?
G: I’m ten.
2. B: How many circles?
G: Three circles.
3. G: How old are you?
B: I’m five.
Narrator: Now listen again.

REading & writing Look and count. Write the numbers. Trace the words.

How many rectangles? Two rectangles.

1. Have students look at the pictures and call out the shapes
Example 2 rectangles they can see.
2. Demonstrate counting the shapes using the example.
3. Have students count the shapes and write the numbers.
1 triangles 4. Have students trace the words.
5. Check answers as a whole class.
2 squares
3 circles

34
SONG Turn to page 86. Listen. Sing along. CD2
27

1. Have students turn their Student Book to page 86.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the "Connect three" game.

Connect Three
vs. - Pairs take turns. 1. Divide the class into groups of four with two pairs in each
Pair 1 Pair 2

- Winning pair
group.
- Choose a box.
goes first. 2. Have pairs play rock, paper, scissors to see which pair goes
- Use the Useful Language to ask first.
and answer correctly.
- Mark the box with an X or an O. 3. Have the winning pair choose a space, match the symbol to
Win the game the useful language, then ask and answer.
The first pair to get 3 boxes in 4. Have the pair mark that space as theirs if they use the useful
a row wins.
language correctly.
5. Have pairs take turns.
Tip: Use a pencil and an eraser 6. The pair that gets three spaces in a horizontal, vertical, or
and play again.
diagonal line wins the game.

A: How many (crayons)? A: How old are you?

B: (Three) (crayons). B: I’m (five).

i can...

•I can count to ten.

•I can count and name shapes.
•I can say the sounds of the letters g, h, i.
•I can ask how old someone is.

‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

35
lesson 1
Theme 4
Review
BODY AND FACE Can you use this...?
vocabulary:
eye/eyes, nose, mouth, ear/ears
1. Write the vocabulary from the previous theme on the board.
useful language:
2. Have students read the words on the board.
Point to your (eye).
3. Write the useful language from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and useful
language in front of the class.

A Listen, point, and say. CD2

28

Track 28
1 2 3 4
1. M: eye/eyes
2. M: nose
3. M: mouth
eye/eyes nose mouth ear/ears 4. M: ear/ears

1. Arrange the flashcards on the board, play audio and have 4. Play the "Guess" game. Hold the flashcards facing away
students listen as you point along with the audio. from the students and choose one.
2. Play audio and have students listen and repeat as you point 5. Have students call out the card you are looking at.
to each card.
3. Play audio again and have students listen, repeat, and point
to the pictures in their books.

B Listen and do. CD2

29

The class are playing "Teacher says"…

Teacher says: "Point to your eye."

Track 29
Narrator: The class are playing "Teacher says"...
1 2 1. Teacher: Let’s play a game.
Students: Yay!
Teacher: OK. Teacher says: "Point to your eye." Good.
2. Teacher: Teacher says: "Point to your ear." Very good!
3. Teacher: Point to your nose. No, teacher didn’t say.
Boy: Ohh!
4. Teacher: Teacher says: "Point to your mouth." Very good,
3 4
boys and girls.

1. Introduce the situation: "The class are playing 'Teacher says'..."

2. Play audio and have students look at the picture.
3. Play audio and demonstrate the activity using the speech
bubbles.
4. Play audio. Have students listen and do the actions.

C Listen then practice. CD2

30
Point to your eye.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 30
4. Have students practice using other vocabulary from Part A. G: Point to your eye.

36
D Now, sing a song. Turn to page 88. CD2
31

Track 31
Point to your eye. Point to your eye.
Point to yo Point to your nose.
ur nose.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A sings the
2. Play audio and have students turn to page 88. commands, Group B does the actions.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Trace the words and draw lines. Say and do.

Point to your eye.

Practice.
T: I say, "nose." You say, "Point to your nose."
T: I say, "mouth." You say, "Point to your mouth." OK?
ear T: nose
eye Class: Point to your nose.
T: mouth
Continue whole class/group/individual drills with:
• eye
• ear
Trace and draw lines.
1. Have students look at the picture and trace the words.
2. Have students draw lines from the words to the pictures.
Say and do.
1. Divide the class into pairs.
mouth nose 2. Have Student A say the instructions and have Student B do
the action.
3. Swap roles and repeat.

F Play the "Pretend" game.

With your class, take turns doing an action as your friends try to guess.

Point to Point to
your eye. Yes, that's
No, that's your ear.
right.
wrong.

1. Have students look at the example.

2. Have one student come to the front of the class.
3. Have that student do an action silently.
4. Have the other students try to guess the action.
5. Have students take turns doing the actions.
6. Have students swap roles and repeat.

37
lesson 2
Theme 4
Review
BODY AND FACE Can you use this...?
vocabulary:
head, leg/legs, arm/arms, foot/feet
1. Write the vocabulary from the previous lesson on the board. useful language:
2. Have students read the words on the board.
Touch your (head).
3. Write the useful language from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD2

32
Track 32
1. M: head
1 2 3 4
2. M: leg/legs
3. M: arm/arms
4. M: foot/feet
head leg/legs arm/arms foot/feet

1. Arrange the flashcards on the board, play audio and have 5. Say a word from the lesson, or theme, and pretend to hit a
students listen as you point along with the audio. ball to the student. Have the student respond with another
2. Play audio and have students listen and repeat as you point word and hit it back to you. Continue until someone
to each card. repeats a word or can’t go.
3. Play audio again and have students listen, repeat, and point 6. Divide the class into pairs and have them play with each
to the pictures in their books. other.
4. Play the "Word Tennis" game. Have one student come to 7. Have some pairs demonstrate the activity in front of the
the front and play with you. class.

B Listen and do. CD2

33

The children are doing exercise…

Touch your head.

1 Track 33
3 Narrator: The children are doing exercise...
1. P.E. teacher: OK! Touch your head.
2. P.E. teacher: Touch your feet. Good!
3. P.E. teacher: OK, now touch your arm. Very good!
4
4. P.E. teacher: Touch your legs. Great! Touch your…

1. Review the story from the previous lesson: "The class were 3. Play audio and have students look at the picture.
playing 'Teacher says'." 4. Play audio and demonstrate the activity using the speech
2. Introduce the situation: "The children are doing exercise…" bubbles.
5. Play audio. Have students listen and do the actions.

C Listen then practice. CD2

34

Touch your head.

1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 34
4. Have students practice using other vocabulary from Part A.
G: Touch your head.

38
D Now, sing a song. Turn to page 88. CD2
35

Track 35
Touch your head. Touch your head.
Touch you Touch your legs.
r legs.

1. Play audio and have students listen. 4. Divide the class into two groups. Group A sings the commands,
2. Play audio and have students turn to page 88. and Group B does the actions.
3. Play audio and have students sing the song as a whole class . 5. Swap roles and repeat.

E Practice. Look and draw lines. Say and do.

Touch your legs. Practice.

T: I say, "head." You say, "Touch your head."
1 2 3 4
T: I say, "legs." You say, "Touch your legs, OK?"
T: head
Class: Touch your head.
T: legs
Class: Touch your legs.
Continue whole class/group/individual drills with:
• arm
• foot
Look and draw lines.
1. Have students call out the actions they can see.
2. Demonstrate the activity using the example.
Touch Touch Touch Touch
your feet. your legs. your head. your arm. 3. Have students draw lines.
4. Check answers as a whole class.
Say and do.
1. Divide the class into pairs.
2. Have Student A say and Student B do the action.
3. Swap roles and repeat.

F Play the "Simon says" game.

With your class, take turns telling your friends to do actions that start with "Simon says..."
1. Have students look at the example.
Simon says: Touch 2. Tell students they must only follow commands that start with
"Touch your head." your legs. "Simon says..." When a command does not start with "Simon
says..." students should not do the action.
3. Have one student come to the front of the class to be "Simon."
4. Have "Simon" give the students different commands.
5. If students follow commands without the phrase "Simon
says…," they must sit down.
6. Swap roles and repeat with a new "Simon."

39
Theme 4 son 3
lesCan you use these...?

PHONICS
letters:
Jj, Kk, Ll
Sing the alphabet song. CD2
55
words:
jump, juice, kick, kite, love, leaf
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song. 4. Point to the flashcard and call out the letter
3. Put the flashcards on the board for the letters in red (j, k, l). name and have students repeat.

1 Listen and repeat. CD2

36 2 Listen and repeat. Trace the letters. CD2
37

Listen and repeat.

Track 36 1. Have students look at the pictures.
W: "j" "j" "j" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD2
39
4. Play audio again and have students look at their friends as
they say the letter sound. 1. Demonstrate the activity.
5. Have some students demonstrate the activity in front of the 2. Have students stand up.
class. 3. Have students jump when they hear the letter sound.
3 Listen. Sing along. CD2
38

1. Have students look at the picture. Track 39

2. Demonstrate the action. W: Jump when you hear the "j" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD2

40
2 Listen and repeat. Trace the letters. CD2
41

Listen and repeat.

Track 40 1. Have students look at the pictures.
W: "k" "k" "k" 2. Play audio and have students listen and repeat.

Trace the letter.

1. H
ave students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD2
43

4. P
lay audio again and have students look at their friends as
they say the letter sound. 1. Demonstrate the activity.
5. H
ave some students demonstrate the activity in front of 2. Have students stand up.
the class. 3. Have students hop when they hear the letter sound.

3 Listen. Sing along.

CD2
42

1. Have students look at the picture. Track 43

2. Demonstrate the action. W: Hop when you hear the "k" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

40
1 Listen and repeat. CD2
44 2 Listen and repeat. Trace the letters. CD2
45

Listen and repeat.

Track 44 1. Have students look at the pictures.
W: "l" "l" "l" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD2
47

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of the
3. Have students clap when they hear the letter sound.
class.

3 Listen. Sing along. CD2

46

Track 47
1. Have students look at the picture. W: Clap when you hear the "l" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review

A Circle the correct beginning sounds.

1. H
ave students look at the pictures and call out the
1 j 2 j 3 j beginning sounds.
k k k 2. Have students circle the correct beginning sounds.
l l l 3. Check answers as a whole class.

B Write the correct beginning sounds.

1. Have students look at the pictures and call out the

1 2 3
beginning sounds.
2. Have students write the correct beginning sounds.
3. Check answers as a whole class.

C Write the correct beginning sounds.

1 2 3 1. Have students look at the pictures and call out the correct
__ove __uice __ite beginning sounds.
2. Have students write the correct beginning sounds.
3. Check answers as a whole class.

41
lesson 4
Theme 4
BODY AND FACE Can you use this...?
vocabulary:
wake up, brush my teeth, wash my face,
comb my hair
useful language:
New words Listen, point, and say. CD2
48 I (wake up).
Excuse me, please.
1 2 3 4

Track 48
1. M: wake up
2. M: brush my teeth
wake up brush my teeth wash my face comb my hair 3. M: wash my face
4. M: comb my hair
1. Arrange the flashcards on the board and point to them as
you play the audio. 4. Play the game "Heads up. What’s missing?" Arrange the
2. Play audio again and have students listen and repeat. flashcards on the board and remove one card when
3. Play audio the third time and have students listen, repeat, students are not looking.
and point to the pictures in their books. 5. Have students call out the missing flashcard.

listening Listen and read. CD2

49

Track 49
B: Hello from Japan! Hello, my name's Asahi. In the morning...
Hello from JAPAN!
1. I wake up.
Hello, my name's Asahi. I wake up. I brush my teeth.
In the morning... 2. I brush my teeth.
3. I wash my face.
4. I comb my hair.
I wash my face.
I comb my hair.

1. I ntroduce the situation: "Asahi shares what he does in the 4. Play audio and have students listen and read along.
morning…" 5. Play audio again and have some students demonstrate
2. Have students call out the activities they can see. reading in front of the class.
3. Play audio and demonstrate reading the sentences.

Useful language Listen then practice. CD2

50
I wake up.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language. Track 50
3. Have students practice the useful language. B: I wake up.
4. Have students practice using other vocabulary from New Words.

Speaking Play the "Simon says" game.

With your class, take turns telling your friends to do actions that start with "Simon says..."
1. Have students look at the example.
2. Tell students they must only follow commands that start
Simon says: "Wake up." Brush my teeth.
with "Simon says..." When a command does not start with
"Simon says..." students should not do the action.
3. Have one student come to the front of the class to be
"Simon."
4. Have "Simon" give the students different commands.
5. If students follow commands without the phrase "Simon
says…," they must sit down.
6. Swap roles and repeat with a new "Simon."
42
Story 1. Listen and read. CD2
51

Bobby and Matt are on the bus…

Track 51
Excuse me, please! Narrator: Bobby and Matt are on the bus...
Bobby: Excuse me, please.
Bobby: Excuse me, Teacher!
Teacher: Yes, boys?
Teacher: Great!

1. Introduce the situation: "Bobby and Matt are

on the bus…"
Excuse me, Teacher! 2. Have students call out the people they can see.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language. CD2

52

Excuse me, please.

1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 52
B: Excuse me, please.

Play and Say Role-play.

In pairs, take turns role - playing.

Excuse me, please.

OK.

1 2 3

1. Have students look at the pictures.

2. Divide the class into pairs.
3. Have students practice the conversations.
4. Have some pairs demonstrate the activity in front of the class.

43
Theme 4
BODY AND FACE lesson 5
Review and test practice

listening Listen and tick (✔) the box.

CD2
53

Example 1

Track 53
Narrator: Look at the pictures. Listen. There is one example.
B: Touch your head!
Narrator: Can you see the tick? This is an example.
2 3
Now listen and tick the box.
1. G: Point to your ear!
2. G: Touch your arm!
3. B: I wake up.
Narrator: Now listen again.

1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and put a tick in the boxes.
3. Play audio again.
4. Play audio again and check answers as a whole class.

REading & writing Look and read. Write Yes or No.

Example 1. Have students look at pictures and demonstrate the activity

Touch your head. Yes
using the example.
2. Have students look at the pictures and read the statements,
then write "Yes" or "No."
1 Point to your eye. 3. Check answers as a whole class.
4. Have students look at the pictures and say a new true
statement for each of the false statements.
2 Point to your nose.

3 Touch your feet.

44
SONG Turn to page 86. Listen. Sing along. CD2
54

1. Have students turn their Student Book to page 86.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the "Stepping stones" game.

In pairs, take turns saying a sentence as your friend points to the picture.
You have to go
Point to your ear. all the way round.

1. Divide the class into pairs.

2. Have Student A start at A and say the first word.
3. Have Student B start at B and say the first word.
4. Have students take turns saying the words and go all the
way round.

B
Touch your head.

i can...

•I can name parts of the body.

•I can point to and touch parts of the body.
•I can say the sounds of the letters j, k, l.
•I can say "Excuse me, please.".

‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

45
Theme 5
Review
FAMILY
1. Write the vocabulary from the previous theme on the board.
lesson 1
Can you use this...?
vocabulary:
dad, mom, brother, sister
useful language:
2. Have students read the words on the board.
He’s my (dad).
3. Write the useful language from the previous theme on the board.
She’s my (mom).
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and useful
language in front of the class.

A Listen, point, and say. CD3

01

1 3 4
Track 01
2
1. M: dad
2. M: mom
sister
3. M: brother
dad mom brother
4. M: sister

1. Arrange the flashcards on the board, play audio and have to the pictures in their books.
students listen as you point along with the audio. 4. Play the game "Heads up. What’s missing?" Arrange the
2. Play audio and have students listen and repeat as you point flashcards on the board and remove one card when
to each card. students are not looking.
3. Play audio again and have students listen, repeat, and point 5. Have students call out the missing flashcard.

B Listen and point. CD3

02

Track 02
Kim meets Bill’s family…
Narrator: Kim meets Bill’s family...
1. Bill: He’s my dad.
Hello.
He's my dad. Tony: Hello.
2. Bill: She’s my mom.
May: Hello.
3. Bill: And she’s my sister.
Sue: Nice to meet you.

1. Introduce the situation: "Kim meets Bill’s family…"

2. Play audio and have students look at the picture.
3. Play audio. Have students listen and repeat.
4. Demonstrate the activity by pointing to the objects in
the picture.
5. Play audio. Have students listen and point.

C Listen then practice. CD3

03
He’s my dad. He’s = He is.
She’s my mom. She’s = She is.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 03
4. Have students practice using other vocabulary from Part A. B: He’s my dad.
B: She’s my mom.

46
D Now, sing a song. Turn to page 88. CD3
04

Track 04
He’s my dad.
He’s my dad.
She’s my
She’s my mom.
mom.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A and Group B take
2. Play audio and have students turn to page 88. turns singing the sentences.
3. Play audio and have students sing the song as a whole class . 5. Swap roles and repeat.

E Trace the words. Practice. Point and say.

Trace the words.

He’s my dad.
Ben's family 1. Have students call out the words they can see.
2. Demonstrate the activity using the example.
3. Have students trace the words.
1 2
Practice.
T: I say, "dad." You say, "He’s my dad."
T: I say, "mom." You say, "She’s my mom."
T: dad
Class: He’s my dad.
T: mom
He’s my dad. She’s my mom. Class: She’s my mom.
T: brother
3 4 Continue whole class/group/individual drills with:
• sister
Point and say.
2
1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Have Student A point to a picture and Student B say the
She’s my sister. He’s my brother. statement, e.g. "He's my dad.".
4. Swap roles and repeat.
5. Afterwards, have some pairs demonstrate the activity in front
of the class.

F Role-play.

In fours, take turns role-playing family members.

He’s my dad.
She's my
sister. 1. Have students look at the example.
2. Divide the class into fours.
3. Have one student role-play a family member and the other
student introduce them to the other pair.
4. Have students swap roles and repeat.
5. Have some students demonstrate the activity in front of the
class.

47
Theme 5
Review
FAMILY
1. Write the vocabulary from the previous lesson on the board.
lesson 2
Can you use this...?
vocabulary:
baby brother, grandpa, grandma
useful language:
2. Have students read the words on the board.
Who’s (he)?
3. Write the useful language from the previous lesson on the board.
4. Have students read the sentences on the board. (He)’s my (grandpa).
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD3

05

1 3 Track 05
2
1. M: baby brother
2. M: grandpa
3. M: grandma

baby brother grandpa grandma

1. Arrange the flashcards on the board, play audio and have 4. Play the game "Heads up. What's missing?" Arrange the
students listen as you point along with the audio. flashcards on the board and remove one card when
2. Play audio and have students listen and repeat as you point students are not looking.
to each card. 5. Have students call out the missing flashcard.
3. Play audio again and have students listen, repeat, and point
to the pictures in their books.

B Listen and point. CD3

06

Bill shows Kim some photos…

Track 06
Narrator: Bill shows Kim some photos...
1. Kim: Who’s she?
Bill: She’s my grandma.
Who’s she?
She’s my grandma. 2. Kim: Who’s he?
Bill: He’s my grandpa.
3. Kim: And who’s he?
Bill: He’s Nick. He’s my friend.

1. Review the story from the previous lesson: "Kim met Bill’s family."
2. Introduce the situation: "Bill shows Kim some photos…"
3. Play audio and have students look at the picture.
4. Play audio. Have students listen and repeat.
5. Demonstrate the activity by pointing to the characters in
the picture.
6. Play audio and have students listen and point.

C Listen then practice. CD3

07

Who’s he?
He’s my grandpa. Who's = Who is
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
4. Have students practice using other vocabulary from Track 07
Part A. B: Who’s he?
G: He’s my grandpa.

48
D Now, sing a song. Turn to page 88. CD3
08

Track 08
Who’s he? Who’s he?
He’s my ba He’s my baby brother.
by brothe
r.

1. Play audio and have students listen. 4. Divide the class into two groups. Group A sings the questions,
2. Play audio and have students turn to page 88. and Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Point, ask, and answer.

Practice.
Divide the class into Group A and Group B.
Who’s she? She’s my sister. T: I say, "she/grandma."
1 2 3 4
Group A. You say, "Who’s she?"
Group B. You say, "She’s my grandma." OK?
T: I say, "he/friend."
Group A. You say, "Who’s he?"
Group B. You say, "He’s my friend."
T: she/grandma
sister baby brother brother friend Group A: Who’s she?
5 6 7 8 Group B: She’s my grandma.
T: he/friend
Continue whole class/group/individual drills with:
• he/baby brother
• he/grandpa
grandpa dad grandma mom
• she/mother
• he/father
Point, ask, and answer.
1. Divide the class into pairs.
2. Have Student A point to a picture and ask, have Student B answer.
3. Swap roles and repeat.
4. Afterwards, have some students demonstrate the activity in front of
the class.

F Guess the picture.

In teams, take turns trying to guess what the picture is without looking.
1. Have students look at the example.
2. Divide the class into two teams.
Who’s she?
3. Have a student stand facing away from the board and stick
Who’s she? a flashcard on the board behind them.
4. Have someone from the same team ask the student a
She’s
my grandma. She’s question about the flashcard.
No. Yes.
my sister. 5. Have the student try to guess the answer without looking
at the flashcard.
6. Give that team one point if it’s a correct guess.
7. Have teams take turns.

49
Theme 5 lesson 3
Can you use these...?

PHONICS
letters:
Mm, Nn, Oo
words:
monster, monkey, nose, nine,
Sing the alphabet song. CD3
60 octopus, orange
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song. 4. Point to the flashcard and call out the letter name and have
3. Put the flashcards on the board for the letters in red (m, n, o). students repeat.

1 Listen and repeat. CD3

09 2 Listen and repeat. Trace the letters. CD3
10

Listen and repeat.

Track 09
1. Have students look at the pictures.
W: "m" "m" "m"
2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. Play audio again and have students look at their friends as 4 Listen and play. CD3
12
they say the letter sound.
5. Have some students demonstrate the activity in front of the 1. Demonstrate the activity.
class. 2. Have students stand up.
3. Have students clap when they hear the letter sound.
3 Listen. Sing along. CD3
11

1. Have students look at the picture. Track 12

2. Demonstrate the action. W: Clap when you hear the "m" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD3

13
2 Listen and repeat. Trace the letters. CD3
14

Track 13 Listen and repeat.

W: "n" "n" "n" 1. Have students look at the pictures.
2. Play audio and have students listen and repeat.

Trace the letters.

1. H
ave students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. P
lay audio again and have students look at their friends as
4 Listen and play. CD3
16

they say the letter sound. 1. Demonstrate the activity.

5. Have some students demonstrate the activity in front of the 2. Have students stand up.
class 3. Have students jump when they hear the letter sound.

3 Listen. Sing along. CD3

15

1. Have students look at the picture. Track 16

2. Demonstrate the action. W: Jump when you hear the "n" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

50
1 Listen and repeat. CD3
17 2 Listen and repeat. Trace the letters. CD3
18

Listen and repeat.

Track 17 1. Have students look at the pictures.
W: "o" "o" "o" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD3
20

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of the
3. Have students hop when they hear the letter sound.
class

3 Listen. Sing along. CD3

19
Track 20
1. Have students look at the picture. W: Hop when you hear the "o" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review

A Circle the odd one out.

1 2
1. Have students look at the pictures and call out the
beginning sounds.
2. Have students look at the pictures and circle the odd
one out.
3. Check answers as a whole class.

B Write the correct beginning sounds.

1. H
ave students look at the pictures and call out the
beginning sounds.
1 2 3
2. H
ave students look at the pictures and write the correct
__ine __range __onkey beginning sounds.
3. Check answers as a whole class.

C Put a tick (✔) or a cross (✘) in the box.

1 2 3
1. Have students look at the pictures and call out the beginning
Nn Oo Mm sounds.
2. Have students look at the letters and pictures, and put a tick or
a cross.
3. Check answers as a whole class.

51
Theme 5
FAMILY lesson 4
Can you use this...?
vocabulary:
uncle, aunt, cousin
useful language:
This is my (uncle).
New words Listen, point, and say. CD3
21 This is my (father).
This is my (mother).
1 2 3

Track 21
1. M: uncle
uncle aunt cousin 2. M: aunt
3. M: cousin
1. Arrange the flashcards on the board and point to them as
you play the audio. 4. Play the game "Heads up. What’s missing?" Arrange the
2. Play audio again and have students listen and repeat. flashcards on the board and remove one card when
3. Play audio the third time and have students listen, repeat, students are not looking.
and point to the pictures in their books. 5. Have students call out the missing flashcard.

listening Listen and read. CD3

22

Track 22
Hello from Egypt! G: Hello from Egypt! Hello, my name's Abasi.
.
This is my aunt This is my cousin. 1. This is my aunt.
Hello, my name's Abasi.
2. This is my cousin.
3. This is my uncle.

This is my uncle.

1. Introduce the situation: "Abasi introduces more family 4. Play audio and demonstrate reading the speech bubbles.
members…" 5. Play audio and have students listen and read along.
2. Have students call out the people they can see. 6. Play audio again and have some students demonstrate
3. Have students listen and follow. reading in front of the class.

Useful language Listen then practice. CD3

23 This is my uncle.

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language. Track 23
3. Have students practice the useful language. B: This is my uncle.
4. Have students practice using other vocabulary from
New Words.

Speaking Point and say.

In pairs, take turns pointing to a person and saying who he/she is.
This is 1. Have students look at the example.
my aunt. 2. Divide the class into pairs.
aunt uncle
grandma father
mother 3. Have students take turns pointing to a person and saying
who he/she is.
cousin 4. Have students swap roles and repeat.

52
Story 1. Listen and read. CD3
24

Nice to meet
you, Bobby.
Bobby meets matt on the street… Hello, Bobby.
Track 24
Narrator: Bobby meets Matt on the street…
Matt: Hello Bobby, this is my father. This is my mother.
Nice to meet
Matt’s mother: Hello, Bobby.
you, too. Matt’s father: Nice to meet you, Bobby.
Hello, Bobby. This is my
father. This is my mother. Bobby: Nice to meet you, too. This is my mother.
Bobby’s mother: Nice to meet you, Matt.
Matt: Nice to meet you, too.
Nice to meet you, Matt.

1. Introduce the situation: "Bobby meets Matt on the

street..."
Nice to meet 2. Have students call out the people they can see.
This is my mother. you, too.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language. CD3

25
This is my father.
This is my mother.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. father = dad
mother = mom

Track 25
G: This is my father.
G: This is my mother.

Play and Say Play the "Stepping stones" game.

In pairs, take turns saying a sentence as your friend points to the picture.

This is my father.

mother
sister
father

brother
friend

1. Divide the class into pairs.

2. Have Student A point at the first stone and say the sentence.
3. Have Student B point at the second stone and say the sentence.
4. Have students take turns saying the words until they reach the end.

53
Theme 5
FAMILY lesson 5
Review and test practice

listening Listen and circle. CD3

26

Example 1
Track 26
Narrator: Look at the pictures. Listen. There is one example.
B: Who’s she?
G: She’s my mom.
Narrator: Can you see the circle? This is an example.
mom sister dad grandpa Now listen and circle.
2 3 1. B: Who’s he?
G: He’s my grandpa.
2. B: Who’s she?
G: She’s my sister.
3. B: Who’s she?
G: She’s my friend.
baby brother sister grandma friend
Narrator: Now listen again.

1. Play audio and have students look at the pictures.

2. Play audio again and demonstrate the activity using the
example.
3. Play audio again and have students listen and circle.
4. Play audio again and check answers as a whole class.

REading & writing Look, trace, and match.

1. Have students look at the pictures and trace the words.

Example brother 2. Have students draw lines from the pictures to the
This is my grandma. matching words.
3. Check answers as a whole class.
1 mom
2 grandma

3 dad

54
SONG Turn to page 87. Listen. Sing along. CD3
27

1. Have students turn their Student Book to page 87.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the board game.

friend mom brother sister friend mom

dad
Board Game
brother
- Pairs take turns.

- Winner: move
2 spaces
Pair 1
vs.

Pair 2
baby
brother
aunt
uncle 1. Divide the class into groups of four with two pairs in each
Loser: move
1 space
- Wrong answer:
move back 1 space
dad

uncle
sister group.
2. Have pairs play rock, paper, scissors for each turn.
grandpa
grandma
Win the game
Get to the FINISH to win.
grandpa cousin
3. The winning pair moves forward two spaces. The losing pair
moves forward one.
friend cousin
friend aunt
grandma baby brother

A: Who’s (he)?
B: (He)’s my (dad).
A: This is my (friend).
B: Nice to meet you.
4. Each pair must match the symbol to the useful language
and then ask and answer. If they answer incorrectly, they
must move back one space.
5. The pair that gets to the Finish first wins the game.

i can...

•I can say who people are.

•I can ask who someone is.
•I can say the sounds of the letters m, n, o.
•I can introduce my family.

‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

55
Theme 6
Review
ANIMALS lesson 1
Can you use this...?
vocabulary:
cat, dog, fish, bird
1. Write the vocabulary from the previous theme on the board.
useful language:
2. Have students read the words on the board.
I like (cats).
3. Write the useful language from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and useful
language in front of the class.

A Listen, point, and say. CD3

28
Track 28
1. M: cat
1 2 3 4 2. M: dog
3. M: fish
4. M: bird
cat dog fish bird

1. Arrange the flashcards on the board, play audio and have and have students say the words, correct pronunciation when
students listen and repeat. Point to the flashcards along needed.
with the audio. Repeat several times. 4. Play the "Guess" game. Hold the flashcards facing away
2. Play audio again and have students listen, repeat, and point from the students and choose one.
to the pictures in their books. 5. Have students call out the card you are looking at.
3. Change the order of the flashcards, point to them individually

B Listen and point. CD3

29

1. Introduce the situation: "In Grandpa’s garden…"

In Grandpa’s garden… 2. Play audio and have students look at the picture.
I like birds. 3. Play audio. Have students listen and repeat.
4. Demonstrate the activity by pointing to the animals in the
picture.
5. Play audio. Have students listen and point.

Track 29
Narrator: In Grandpa’s garden...
1. Kim: Oh, it’s a bird. I like birds.
2. Tim: Look, it’s a dog. I like dogs.
Lola: Me too.
3. Lola: And you, Bill?
Bill: Hello kitty! I like cats.

C Listen then practice. CD3

30

1. Have students look at the useful language box.

I like cats.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
Track 30
4. Have students practice using other vocabulary from
Part A. G: I like cats.

56
D Now, sing a song. Turn to page 88. CD3
31

Track 31
I like cats.
I like cats.
I like dog
s. I like dogs.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A and Group B take
2. Play audio and have students turn to page 88. turns singing the sentences.
3. Play audio and have students sing the song as a whole class .

E Practice. Point and say. Trace.

I like cats.

1 2
Practice.
T: I say, "cats." You say, "I like cats."
T: I say, "dogs." You say, "I like dogs." OK?
T: cats
Class: I like cats.
T: dogs

cats
Continue whole class/group/individual drills with:
• fish
• birds
3 4
Point and say. Trace.
1. Divide the class into pairs.
2. Have Student A point to a picture and have Student B say
"I like ________."
3. Swap roles and repeat.
4. Have students look at the pictures and trace the words
underneath.

F Play the "Board race" game.

In teams, take turns running to the correct picture and saying the sentence before the other team.
1. Have students look at the example.
Fish. 2. Divide the class into teams.
I like fish. 3. Stick two flashcards on the board.
4. Have one student from each team stand away from the board.
5. Choose one of the flashcards and say the word.
6. Have the students from each team race to the board to touch
the correct flashcard and say the sentence.
7. The first student to touch the correct flashcard and say the
sentence will get one point for their team.
8. Continue with other students.
9. The team with the most points will be the winner.

57
Theme 6
Review
ANIMALS lesson 2
Can you use this...?
vocabulary:
duck, goat, cow
1. Write the vocabulary from the previous lesson on the board. useful language:
2. Have students read the words on the board.
What animal do you like?
3. Write the useful language from the previous lesson on the board.
I like (ducks).
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD3

32
Track 32
1. M: duck
1 4 2. M: goat
2
3. M: cow

cow 4. Play the "Word Tennis" game. Have one student come to
duck goat
the front and play with you.
1. Arrange the flashcards on the board, play audio and have 5. Say a word from the lesson, or theme, and pretend to
students listen and repeat. Point to the flashcards along with hit a ball to the student. Have the student respond with
the audio. Repeat several times. another word and hit it back to you. Continue until
2. Play audio again and have students listen, repeat, and point someone repeats a word or can’t go.
to the pictures in their books. 6. Divide the class into pairs and have them play with each
3. Change the order of the flashcards, point to them other.
individually and have students say the words, correct 7. Have some pairs demonstrate the activity in front of the
pronunciation when needed. class.

B 1. Listen and read. CD3

33

What animal do you like, Grandma?

On the farm…
I like ducks. Track 33--34
1
Narrator: On the farm...
Look at the pictures. Listen. There is one example.
1. Bill: What animal do you like, Grandma?
Grandma: I like ducks.
! Narrator: Can you see number 1? This is an example.
Now listen and number.
2. Bill: What animal do you like, Grandpa?
Grandpa: I like cows.
3. Lola: What animal do you like, Kim?
Bill: Help!
Kim: Haha. I like goats!

1. Review the story from the previous lesson: " In Grandpa's garden."
2. Introduce the situation: "On the farm…"
3. Have students call out the people and animals they can see.
4. Play audio. Have students listen and read.
2. Listen and number. 34 CD3

1. Play audio and demonstrate the activity using the example

2. Play audio. Have students listen and number.
3. Play audio again and check answers as a whole class.

C Listen then practice. CD3

35
What animal do you like?
1. Have students look at the useful language box. I like ducks.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 35
4. Have students practice using other vocabulary from Part A. B: What animal do you like?
G: I like ducks.
58
D Now, sing a song. Turn to page 88. CD3
36

Track 36
What animal do you like? What animal do you like?
I like duc I like ducks.
ks.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A sings the questions,
2. Play audio and have students turn to page 88. Group B sings the answers.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

E Practice. Point, ask, and answer. Practice.

Divide the class into Group A and Group B.
T: I say, "what/goats."
Group A, you say, "What animal do you like?"
What animal do you like?
I like goats. Group B, you say, "I like goats." OK?
T: I say, "what/cows".
goats Group A, you say, "What animal do you like?"
Group B, you say, "I like cows."
T: what/goats
fish birds Group A: What animal do you like?
Group B: I like goats.
T: what/cows
dogs
Continue whole class/group/individual drills with:
• what/ducks
• what/dogs
cats • what/cats
• what/fish
cows
Point, ask, and answer.
1. Have students call out the animals they can see.
ducks 2. Demonstrate the activity using the example.
3. Divide the class into pairs.
4. Have Student A point to a picture and ask, and have
Student B answer.
5. Swap roles and repeat.
6. Afterwards, have some pairs demonstrate the activity in
front of the class.

F Play the "Chain" game.

In fours, take turns asking and answering until your group reaches the last person.

What animal do
1. Have students look at the example.
you like? I like dogs. What animal do 2. Divide the class into groups of four.
you like?
I like ... 3. Have students stand up.
4. Have Student A, turn to Student B and ask, then have Student B
answer.
5. Next have Student B turn to Student C and ask, have Student C
answer.
6. Continue until all students have practiced.
7. Have some students demonstrate the activity in front of the
class.

59
Theme 6 lesson 3
Can you use these...?

PHONICS
letters:
Pp, Qq, Rr, Ss
words:
Sing the alphabet song. CD3
60
point, pen, quiet, queen,
robot, red, snake, sun
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song. 4. Point to the flashcard and call out the
3. Put the flashcards on the board for the letters in red (p, q, r, s). letter name and have students repeat.

1 Listen and repeat. CD3

37 2 Listen and repeat. Trace the letters. CD3
38

Listen and repeat.

Track 37 1. Have students look at the pictures.
W: "p" "p" "p" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. Play audio again and have students look at their friends as 4 Listen and play. CD3
40

they say the letter sound.

5. Have some students demonstrate the activity in front of 1. Demonstrate the activity.
the class. 2. Have students stand up.
3. Have students hop when they hear the letter sound.
3 Listen. Sing along. CD3
39

1. Have students look at the picture. Track 40

2. Demonstrate the action. W: Hop when you hear the "p" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD3

41
2 Listen and repeat. Trace the letters. CD3
42

Track 41 Listen and repeat.

W: "q" "q" "q" 1. Have students look at the pictures.
2. Play audio and have students listen and repeat.

Trace the letters.

1. H
ave students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. P
lay audio again and have students look at their friends as 4 Listen and play. CD3
44

they say the letter sound. 1. Demonstrate the activity.

5. Have some students demonstrate the activity in front of 2. Have students stand up.
the class. 3. Have students clap when they hear the letter sound.

3 Listen. Sing along. CD3

43
Track 44
1. Have students look at the picture. W: Clap when you hear the "q" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

60
1 Listen and repeat. CD3
45 2 Listen and repeat. Trace the letters. CD3
46

Listen and repeat.

Track 45 1. Have students look at the pictures.
W: "r" "r" "r" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD3
48
4. Play audio again and have students look at their friends as
1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of
3. Have students hop when they hear the letter sound.
the class.

3 Listen. Sing along. CD3

47

1. Have students look at the picture. Track 48

2. Demonstrate the action. W: Hop when you hear the "r" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD3

49 2 Listen and repeat. Trace the letters. CD3
50

Listen and repeat.

Track 49 1. Have students look at the pictures.
W: "s" "s" "s" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD3
52

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of
3. Have students jump when they hear the letter sound.
the class.

3 Listen. Sing along. CD3

51
Track 52
1. Have students look at the picture. W: Jump when you hear the "s" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review
Say the sounds as you follow the path.

1. Have students look at the pictures and call out the sounds.
2. Have students look at the pictures and say the sounds as they
follow the path.

61
Theme 6
ANIMALS lesson 4
Can you use this...?
vocabulary:
snake, monkey, elephant, bear
useful language:
New words Listen, point, and say. CD3
53
This is (an) (elephant).
Yes, please.
1 2 3 4 No, thank you.
Track 53
1. M: snake
2. M: monkey
snake monkey elephant bear 3. M: elephant
1. Arrange the flashcards on the board and point to them as 4. M: bear
you play the audio.
4. Play the game "Heads up. What’s missing?" Arrange the
2. Play audio again and have students listen and repeat.
flashcards on the board and remove one card when
3. Play audio the third time and have students listen, repeat,
students are not looking.
and point to the pictures in their books.
5. Have students call out the missing flashcard.

listening Listen and read. CD3

54

Track 54
G: Hello from India! Hello, my name's Anika. Here are animals
Hello from INDIA! This is a monkey. from India.
This is a snake.
Hello, my name's Anika. 1. This is a snake.
Here are animals from India. 2. This is a monkey.
3. This is an elephant.
4. This is a bear.
This is an elephant.
This is a bear.

1. Introduce the situation: "Anika introduces animals from 5. Notice students that use "a" for animals beginning with
India…" consonants and "an" for those beginning with vowels
2. Have students call out the animals they can see. 6. Play audio and have students listen and read along.
3. Have students listen and follow. 7. Play audio again and have some students demonstrate
4. Play audio and demonstrate reading the sentences. reading in front of the class.

Useful language Listen then practice. CD3

55
This is an elephant.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language. Track 55
3. Have students practice the useful language. M: This is an elephant.
4. Have students practice using other vocabulary from
New Words.

Speaking Play the "Stepping stones" game.

In pairs, take turns saying a sentence as your friend points to the picture.

1. Divide the class into pairs.

A 2. Have Student A start at A and say the first word.
3. Have Student B start at B and say the first word.
4. Have students take turns saying the words and go all the
B way round.

62
Story 1. Listen and read. CD3
56

Water?
matt's family visit the zoo with Bobby... ooz

Track 56
Cake, boys?
Narrator: Matt’s family visit the zoo with Bobby.
No, thank you.
Matt’s dad: Cake, boys?
No, thank you. Matt/Bobby: No, thank you.
Matt’s dad: Water?
Matt/Bobby: No, thank you.
Argh! The
ice cream!
Matt’s dad: Ice cream?
Ice cream? Matt/Bobby: Yes, please!
Matt’s dad: Argh! The ice cream!

1. Introduce the situation: "Matt’s family visit the zoo with

Yes, please!
Bobby..."
2. Have students call out the people they can see.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language. CD3

57
Yes, please.
1. Have students look at the useful language box. No, thank you.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 57
B: Yes, please.
B: No, thank you.

Play and Say Role-play.

In pairs, take turns role-playing.

No, thank you. No, thank you. Yes, please!

1. Have students look at the pictures.
2. Divide the class into pairs.
3. Have students practice the conversation.
4. Have some pairs demonstrate the activity in front of the class.

63
Theme 6
ANIMALS lesson 5
Review and test practice

listening Listen and tick ✔) the box. CD3

58

Example 1
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and put a tick in the
boxes.
3. Play audio again.
4. Play audio again and check answers as a whole class.
2 3

Track 58
Narrator: Look at the pictures. Listen. There is one example.
B: What animal do you like?
G: I like birds.
Narrator: Can you see the tick? This is an example.
Now listen and tick the box.
1. G: What animal do you like?
B: I like goats.
2. B: What animal do you like?
G: I like monkeys.
3. G: What animal do you like?
B: I like cats.
Narrator: Now listen again.

REading & writing Look and read. Put a tick (✔) or a cross (✘) in the box.

1. Demonstrate the activity using the example.

Example 1
2. Have students look at the pictures, read the statements and
This is a cat. This is a goat. put a tick (✔) or a cross (✘) in the box.
3. Check answers as a whole class.
4. Afterwards, have students give a new true statement for
each of the false statements.
2 3

This is a fish. This is a cow.

64
SONG Turn to page 87. Listen. Sing along. CD3
59

1. Have the students turn their Student Book to page 87.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the board game.

Go ahead
2 spaces 1. Divide the class into groups of four with two pairs in each
Board Game group.
- Pairs take turns. vs. 2. Have pairs play rock, paper, scissors for each turn.
- Winner: move
Pair 1 Pair 2
3. The winning pair moves forward two spaces. The losing pair
2 spaces
Loser: move
moves forward one.
1 space
- Wrong answer:
4. Each pair must use the useful language and to ask and answer.
move back 1 space If they answer incorrectly, they must move back one space.
5. The pair that gets to the Finish first wins the game.
Win the game
Get to the FINISH to win.

A: What animal do you like?

B: I like (dogs).

i can...

•I can name different animals.

•I can talk about animals I like.
•I can say the sounds of the letters p, q, r, s
•I can say "Yes, please." or "No, thank you."

‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

65
Theme 7
Review
COLORS lesson 1
Can you use this...?
vocabulary:
red, yellow, blue, green
1. Write the vocabulary from the previous theme on the board. useful language:
2. Have students read the words on the board.
It’s (green).
3. Write the useful language from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD4

01 Track 01
1. M: red
1 2 3 4 2. M: yellow
3. M: blue
4. M: green
red yellow blue green
3. Play audio again and have students listen, repeat, and point
to the pictures in their books.
1. Arrange the flashcards on the board, play audio and have
4. Play the game "Heads up. What’s missing?" Arrange the
students listen as you point along with the audio.
flashcards on the board and remove one card when students
2. Play audio and have students listen and repeat as you point
are not looking.
to each card.
5. Have students call out the missing flashcard.

Tracks 02--03
B 1. Listen and point. CD4
02

Narrator: Bill and Sue are playing a game…

Bill and Sue are playing a game… Look at the pictures. Listen. There is one example.
It’s red. 1. Sue: OK, my turn. It’s red!
Bill: Hmm! Red… red? I don’t know.
Sue: Look!
1
Bill: Yeah! It’s red.
Narrator: Can you see number 1? This is an example.
Now listen and number.
2. Bill: It’s blue.
Sue: Hmm.
Sue: Oh, it’s blue!
Bill: Yes.
3. Sue: OK. It’s green.
Bill: Hmm, green?
Sue: Yes.
Bill: Wah!
1. Introduce the situation: "Bill and Sue are playing a game…"
Sue: See? It’s green.
2. Have students look at the big picture and call out the colors
they can see.
3. Play audio. Have students listen and point.
2. Listen and number. 03 CD4

1. Play example audio and demonstrate the activity using the

example.
2. Play audio. Have students listen and number.
3. Play audio again and check answers as a whole class.

C Listen then practice. CD4

04
It’s green.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 04
4. Have students practice using other vocabulary from Part A. G: It’s green.

66
D Now, sing a song. Turn to page 88. CD4
05

Track 05
It’s red. It’s red.
It’s yellow It's yellow.
.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A and Group B take
2. Play audio and have students turn to page 88. turns singing the sentences.
3. Play audio and have students sing the song as a whole class . 5. Swap roles and repeat.

E Practice. Point and say.

It’s blue.
Practice.
T: I say, "red." You say, "It’s red."
T: I say, "yellow." You say, "It’s yellow." OK?
1
T: red
Class: It’s red.
T: yellow
Class: Yellow
2 T: blue
Continue whole class/group/individual drills with:
• green
Point and say.
1. Divide the class into pairs.
3
2. Have Student A point and Student B say.
3. Swap roles and repeat.

F Play the "Color" game.

With the class, take turns saying a color for your friends to find.
1. Have students look at the example.
2. Have students take turns coming to the front of the class and saying
a color.
Red! 3. Have the other students try to find objects that are the same color
Yes!
It's red.
and say a sentence.

67
Theme 7
Review
COLORS lesson 2
Can you use this...?
vocabulary:
orange, pink, purple, white
1. Write the vocabulary from the previous lesson on the board.
useful language:
2. Have students read the words on the board.
What color is this?
3. Write the useful language from the previous lesson on the board.
4. Have students read the sentences on the board. It’s (orange).
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD4

06
Track 06
1 2 3 4 1. M: orange
2. M: pink
3. M: purple
orange pink purple white 4. M: white

1. Arrange the flashcards on the board, play audio and have

students listen as you point along with the audio.
4. Play the "Guess" game.
2. Play audio and have students listen and repeat as you point
5. Hold the flashcards facing away from the students and
to each card.
choose one.
3. Play audio again and have students listen, repeat, and point
6. Have students call out the card you are looking at.
to the pictures in their books.

B 1. Listen and point. CD4

07

Tracks 07-- 08
The children are painting…
1 Narrator: The children are painting…
What color is this?
Look at the pictures. Listen. There is one example.
It’s orange.
1. Sue: Let’s paint!
Bill: OK!
2
Sue: What color is this?
Bill: It’s orange.
Narrator: Can you see the circle? This is an example.
Now listen and circle.
2. Sue: And what color is this, Bill?
3
Bill: It’s purple.
Sue: Oh, I like purple.
3. Sue: What color is this?
Bill: It’s pink.
Sue: I like colors.

1. Review the story from the previous lesson: "Bill and Sue
2. Listen and circle. CD4
08
were playing a game."
2. Introduce the situation: "The children are painting…" 1. Play example audio and demonstrate the activity using the
3. Have students look at the big picture and call out the example.
colors they can see. 2. Play audio. Have students listen and circle.
4. Play audio. Have students listen and point to the colors. 3. Play audio again and check answers as a whole class.

C Listen then practice. 09

CD4
What color is this? It’s orange.

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language. Track 09
4. Have students practice using other vocabulary from G: What color is this?
Part A. B: It’s orange.

68
D Now, sing a song. Turn to page 88. CD4
10

Track 10
What color is this? What color is this?
It’s orang It’s orange.
e.

1. Play audio and have students listen. 4. D ivide the class into two groups. Group A sings the questions,
2. Play audio and have students turn to page 88. and Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. S wap roles and repeat.

E Practice. Point, ask, and answer.

Practice.
Divide the class into Group A and Group B.
What color is this? T: I say, "color/orange."
It’s purple.
Group A, you say, "What color is this?"
Group B, you say, "It’s orange." OK?
T: I say, "color/pink."
Group A, you say, "What color is this?"
Group B, you say, "It’s pink." OK?
T: color/orange
Group A: What color is this?
Group B: It’s orange.
T: color/pink
Continue whole class/group/individual drills with:
• color/white
• color/red
• color/purple
• color/green
Point, ask, and answer.
1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Have Student A point and ask, and have Student B answer.
4. Swap roles and repeat.

F Guess the color.

In teams, take turns trying to guess a color without looking.

1. Have students look at the example.
2. Divide the class into two teams.
What color
is it?
3. Have a student stand facing away from the board and stick a
Yes.
It's pink. flashcard on the board behind them.
It's blue. 4. Have someone from the same team ask the student a question
No. about the flashcard.
5. Have the student try to guess the answer without looking at
the flashcard.
6. Give that team one point if it’s a correct guess.
7. Have teams take turns.

69
Theme 7 lesson 3

PHONICS
Can you use these...?
letters:
Tt, Uu, Vv
words:
Sing the alphabet song. CD4
63
tiger, ten, tall, under, umbrella,
up, violin, van, volcano
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song. 4. Point to the flashcard and call out the letter
3. Put the flashcards on the board for the letters in red (t, u, v). name and have students repeat.

1 Listen and repeat. CD4

11 2 Listen and repeat. Trace the letters. CD4
12

Listen and repeat.

Track 11
1. Have students look at the pictures.
W: "t" "t" "t"
2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. Play audio again and have students look at their friends as 4 Listen and play. CD4
14

they say the letter sound.

5. Have some students demonstrate the activity in front of the 1. Demonstrate the activity.
class. 2. Have students stand up.
3. Have students clap when they hear the letter sound.
3 Listen. Sing along. CD4
13

1. Have students look at the picture. Track 14

2. Demonstrate the action. W: Clap when you hear the "t" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD4

15
2 Listen and repeat. Trace the letters. CD4
16

Track 15 Listen and repeat.

W: "u" "u" "u" 1. Have students look at the pictures.
2. Play audio and have students listen and repeat.

Trace the letter.

1. H
ave students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. P
lay audio again and have students look at their friends as 4 Listen and play. CD4
18

they say the letter sound. 1. Demonstrate the activity.

5. Have some students demonstrate the activity in front of the 2. Have students stand up.
class. 3. Have students hop when they hear the letter sound.

3 Listen. Sing along. CD4

17

1. Have students look at the picture. Track 18

2. Demonstrate the action. W: Hop when you hear the "u" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

70
1 Listen and repeat. CD4
19 2 Listen and repeat. Trace the letters. CD4
20

Listen and repeat.

Track 19 1. Have students look at the pictures.
W: "v" "v" "v" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD4
22

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of the
3. Have students jump when they hear the letter sound.
class.

3 Listen. Sing along. CD4

21

1. Have students look at the picture. Track 22

2. Demonstrate the action. W: Jump when you hear the "v" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review

A Circle the odd one out.

1 2
1. Have students look at the pictures and call out the correct
beginning sounds.
2. Have students look at the pictures and circle the odd one out.
3. Check answers as a whole class.

B Write the correct beginning sounds.

1 2 3
1. Have students look at the pictures and call out the
__nder __olcano __all beginning sounds.
2. H ave students look at the pictures and write the correct
beginning sounds.
3. Check answers as a whole class.

C Put a tick ( ✔) or a cross (✘) in the box.

1 2 3 1. Have students look at the pictures and call out the correct
Tt Uu Vv beginning sounds.
2. Have students look at the letters and pictures, then put a tick
or a cross.
3. Check answers as a whole class.

71
Theme 7
COLORS lesson 4
Can you use this...?
vocabulary:
lotus, jasmine, rose, daisy
useful language:
It’s (a) (yellow) (daisy).
New words Listen, point, and say. CD4
23
Thank you.
You’re welcome.
1 2 3 4
Track 23
1. M: lotus
2. M: jasmine
lotus jasmine rose daisy 3. M: rose
4. M: daisy
1. Arrange the flashcards on the board and point to them as
4. Play the game "Heads up. What’s missing?" Arrange the
you play the audio.
flashcards on the board and remove one card when
2. Play audio again and have students listen and repeat.
students are not looking.
3. Play audio the third time and have students listen, repeat,
5. Have students call out the missing flashcard.
and point to the pictures in their books.

listening Listen and read. CD4

24

Track 24
B: Hello from Thailand! Hello, my name's Chai. Here are flowers
from Thailand.
and! 1. It’s a pink lotus.
Hello from Thail
tus.
It’s pink lo
Hello, my name's Chai.
It’s a white jasmine.
2. It’s a white jasmine.
Here are flowers from 3. It’s a red rose.
Thailand.
4. It’s a yellow daisy.

It’s a red rose. It’s a yellow daisy.

3. Have students listen and follow.
4. Play audio and demonstrate reading the sentences.
1. Introduce the situation: "Chai introduces flowers from 5. Play audio. Have students listen and read along.
Thailand..." 6. Afterwards, have some students demonstrate reading in
2. Have students call out the flowers they can see. front of the class.

Useful language Listen then practice. CD4

25
It's a yellow daisy.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language. Track 25
3. Have students practice the useful language.
B: It's a yellow daisy.
4. Have students practice using other vocabulary from
New Words.

Speaking Guess the picture.

In teams, take turns trying to guess what the picture is without looking.

It's a yellow daisy.

It's a white jasmine.
? ?
No.
Yes.

1. Have students look at the example. 4. Have someone from the same team ask the student a
2. Divide the class into two teams. question about the flashcard.
3. Have a student stand facing away from the board and stick 5. Have the student try to guess the answer without looking
a flashcard on the board behind them. at the flashcard.
6. Give that team one point if it’s a correct guess.
7. Have teams take turns.
72
Story 1. Listen and read. CD4
26

Thank you,
Matt is helping his mom and dad...
Matt.
Track 26
Narrator: Matt is helping his mom and dad…
Matt: Here you are, Mom.
Mom: Thank you, Matt.
Matt: You're welcome. Can I help, Dad?
You’re welcome. Dad: Thank you, Matt.
Matt: You're welcome.
Bobby: I can help you, Matt.
Thank you, Matt. Oh! Thank you, Bobby. Matt: Oh! Thank you, Bobby.
Bobby: You're welcome.

1. Introduce the situation: "Matt is helping his mom and

You’re dad..."
You’re welcome. welcome.
2. Have students call out the objects and people they can see.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language. CD4

27
Thank you.
You’re welcome.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
Track 27
B: Thank you.
G: You’re welcome.

Play and Say Role-play.

In pairs, take turns role-playing.

Thank you.
You’re welcome.

1. Have students look at the example.

2. Divide the class into pairs.
3. Have students practice the conversation.
4. Have some pairs demonstrate the activity in front of the class.

73
Theme 7
COLORS lesson 5
Review and test practice

listening Listen and tick (✔) the box. CD4

28

Example 1

Track 28
Narrator: Look at the pictures. Listen. There is one example.
B: What color is this?
G: It’s red.
2 3 Narrator: Can you see the tick? This is an example.
Now listen and tick the box.
1. B: What color is this?
G: It’s pink.
2. B: What color is this?
G: It’s green.
3. G: What color is this?
1. Play audio and demonstrate the activity using the example. B: It’s white.
2. Play audio and have students listen and put a tick in the boxes. Narrator: Now listen again.
3. Play audio again.
4. Play audio again and check answers as a whole class.

REading & writing Look and read. Write Yes or No.

Example It's a yellow duck. Yes

1 It's a pink bag.

2 It's a red square.

3 It's a green pencil.

1. Have students look at pictures and demonstrate the activity

using the example.
2. Have students look at the pictures and read the statements,
then write "Yes" or "No."
3. Check answers as a whole class.
4. Afterwards, have students look at the picture and say a new
true statement for each of the false statements.

74
SONG Turn to page 87. Listen. Sing along. CD4
29

1. Have the students turn their Student Book to page 87.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the "Connect three" game.

Connect Three
vs. - Pairs take turns.
Pair 1 Pair 2

- Winning pair 1. Divide the class into groups of four with two pairs in each
goes first.
- Choose a box. group.
- Ask and answer correctly.
- Mark the box with an X or an O.
2. Have pairs play rock, paper, scissors to see which pair goes
Win the game first.
The first pair to get 3 boxes in 3. Have the winning pair choose a space, match the symbol to
a row wins.
the useful language, then ask and answer.
4. Have the pair mark that space as theirs if they use the useful
Tip: Use a pencil and an eraser
language correctly.
and play again. 5. Have pairs take turns.
6. The pair that gets three spaces in a horizontal, vertical, or
diagonal line wins the game.
A: There’s a…
Do you like…?
B: …

A: What color is this? A: What is it?

B: It’s (pink). B: It’s (a) (yellow) (fish).

i can...

•I can name different colors.

•I can talk about what color things are.
•I can say the sounds of the letters t, u, v.
•I can say "Thank you." and "You're welcome."

‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

75
Theme 8
Review
TOYS lesson 1
Can you use this...?
vocabulary:
car, doll, teddy bear, ball
1. Write the vocabulary from the previous theme on the board.
useful language:
2. Have students read the words on the board.
I have a (car).
3. Write the useful language from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and useful
language in front of the class.

A Listen, point, and say. CD4

30

Track 30
1. M: car
1 2 3 4 2. M: doll
3. M: teddy bear
4. M: ball
car doll teddy bear ball
3. Play audio again and have students listen, repeat, and point
1. Arrange the flashcards on the board, play audio and have to the pictures in their books.
students listen as you point along with the audio. 4. Play the game "Heads up. What’s missing?" Arrange the flashcards
2. Play audio and have students listen and repeat as you point on the board and remove one card when students are not looking.
to each card. 5. Have students call out the missing flashcard.

B 1. Listen and read. CD4

31

Tracks 31-- 32
Kim is having a goodbye party…
Narrator: Kim is having a goodbye party...
Look at the pictures. Listen. There is one example.
1 1. Kim: I have a car! VROOM VROOM!
1 Narrator: Can you see number 1? This is an example.
Now listen and number.
I have a car. 2. Kim: I have a doll. Thanks, Sue!
Sue: You’re welcome.
3. Kim: I have a teddy bear! Thanks, Bill!
Bill: You’re welcome.

2. Listen and number. CD4

32

1. Play example audio and demonstrate the activity using the

example.
1. Introduce the situation: "Kim is having a goodbye party…"
2. Play audio. Have students listen and number.
2. Have students look at the big picture and call out the toys
3. Play audio again and check answers as a whole class.
they can see.
3. Play audio. Have students listen and read.

C Listen then practice. CD4

33
I have a car.

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language. Track 33
3. Have students practice the useful language. B: I have a car.
4. Have students practice using other vocabulary from Part A.

76
D Now, sing a song. Turn to page 88. CD4
34

Track 34
I have a car. I have a car.
I have a I have a doll.
d o l l.

1. Play audio and have students listen. 4. Divide the class into two groups, Group A and Group B take
2. Play audio and have students turn to page 88. turns singing the sentences.
3. Play audio and have students sing the song as a whole class . 5. Swap roles and repeat.

E Practice. Point and say.

I have a doll. Practice.

T: I say, "car." You say, "I have a car."
1 2 3 4
T: I say, "doll." You say, "I have a doll." OK?
T: car
Class: I have a car.
T: doll
Class: I have a doll.
T: teddy bear
Class: I have a teddy bear.
5 6 7 8
Continue whole class/group/individual drills with:
• ball
Point and say.
1. Divide the class into pairs.
2. Have Student A point and Student B say.
3. Swap roles and repeat.

F Play the "Memory chain" game.

In groups, take turns repeating your friends' sentences and adding your own until your group reaches the last person.

I have
I have a ball.
1. Have students look at the example.
a ball. I have a ball. 2. Divide the class into groups of four or more.
I have a pen.
I have a pen. I have...
3. Have Student A say a sentence to Student B.
4. Have Student B repeat the sentence to Student C and add their
own idea.
5. Have Student C repeat the two sentences and add their own idea to
Student D and so on.
6. If a student forgets a sentence, the group must start from Student A.
7. The winning group is the first one to have all members finish speaking.

77
Theme 8
Review
TOYS lesson 2
Can you use this...?
vocabulary:
robot, kite, monster, bike
1. Write the vocabulary from the previous lesson on the board.
useful language:
2. Have students read the words on the board.
What do you have?
3. Write the useful language from the previous lesson on the board.
I have a (monster).
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
useful language in front of the class.

A Listen, point, and say. CD4

35

Track 35
1 2 3 4 1. M: robot
2. M: kite
3. M: monster
robot kite monster bike 4. M: bike

1. Arrange the flashcards on the board, play audio and have 5. Say a word from the lesson, or theme, and pretend to
students listen as you point along with the audio. hit a ball to the student. Have the student respond with
2. Play audio and have students listen and repeat as you point another word and hit it back to you. Continue until someone
to each card. repeats a word or can’t go.
3. Play audio again and have students listen, repeat, and point 6. Divide the class into pairs and have them play with each
to the pictures in their books. other.
4. Play the "Word Tennis" game. Have one student come to 7. Have some pairs demonstrate the activity in front of the
the front and play with you. class.

B 1. Listen and read. CD4

36

Kim’s family pack gifts for MATT… Track 36 -- 37

1
What do you have?
Narrator: Kim’s family pack gifts for Matt…
Narrator: Look at the pictures. Listen. There is one example.
1. Kim’s mom: What do you have?
I have a monster. Kim: I have a monster. Roar!
2
Narrator: Can you see the circle? This is an example.
Now listen and circle.
2. Kim: What do you have, Mom?
Kim’s mom: I have a kite.
3 3. Kim’s mom: What do you have, Mai?
Mai: I have a robot.
Kim’s mom: Let’s go!

1. Review the story from the previous lesson: "Kim had a 2. Listen and circle. 37CD4

goodbye party." 1. Play example audio and demonstrate the activity using the
2. Introduce the situation: "Kim’s family pack gifts for Matt…" example.
3. Have students look at the big picture and call out the toys they 2. Play audio. Have students listen and circle.
can see. 3. Play audio again and check answers as a whole class.
4. Play audio. Have student listen and read.

What do you have?

C Listen then practice. CD4
38

I have a monster.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language. Track 38
3. Have students practice the useful language. G: What do you have?
4. Have students practice using other vocabulary from Part A. B: I have a monster.
78
D Now, sing a song. Turn to page 88. CD4
39

Track 39
What do you have? What do you have?
I have a I have a robot.
robot.

1. Play audio and have students listen. 4. Divide the class into two groups. Group A sings the questions,
2. Play audio and have students turn to page 88. and Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.

E Practice. Point, ask, and answer.

What do you have?
I have a ball.
Practice.
Divide the class into Group A and Group B.
T: I say, "what/kite."
Group A, you say, "What do you have?"
Group B, you say, "I have a kite." OK?
T: I say, "what/robot."
Group A, you say, "What do you have?"
Group B, you say, "I have a robot." OK?
T: what/kite
Group A: What do you have?
Group B: I have a kite.
T: what/robot

Continue whole class/group/individual drills with:

• what/teddy bear
• what/bike
• what/monster
• what/car

Point, ask, and answer.

1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Have Student A point and ask and Student B answer.
4. Swap roles and repeat.

F Guess the picture.

In teams, take turns trying to guess what the picture is without looking.
1. Have students look at the example.
2. Divide the class into two teams.
What do
3. Have a student stand facing away from the board and stick
you have?
I have a robot.
a flashcard on the board behind them.
I have a monster.
4. Have someone from the same team ask the student a
question about the flashcard.
5. Have the student try to guess the answer without looking
at the flashcard.
No. Yes. 6. Give that team one point if it’s a correct guess.
7. Have teams take turns.

79
Theme 8 lesson 3
Can you use these...?

PHONICS
letters:
Ww, Xx, Yy, Zz
CD4
words:
63
walk, watch, window, mix, fox, box,
Sing the alphabet song.
yo-- yo, yellow, yogurt, zigzag, zebra, zoo
1. Play the alphabet song and have students listen.
2. Play audio again and sing the song. 4. Point to the flashcard and call out the letter name and have
3. Put the flashcards on the board for the letters in red (w,x,y,z). students repeat.

1 Listen and repeat. CD4

40 2 Listen and repeat. Trace the letters. CD4
41

Listen and repeat.

Track 40
1. Have students look at the pictures.
W: "w" "w" "w"
2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. Play audio again and have students look at their friends as 4 Listen and play. CD4
43
they say the letter sound.
5. Have some students demonstrate the activity in front of the 1. Demonstrate the activity.
class. 2. Have students stand up.
3. Have students jump when they hear the letter sound.
3 Listen. Sing along. CD4
42

1. Have students look at the picture. Track 43

2. Demonstrate the action. W: Jump when you hear the "w" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD4

44
2 Listen and repeat. Trace the letters. CD4
45

Track 44 Listen and repeat.

W: "x" "x" "x" 1. Have students look at the pictures.
2. Play audio and have students listen and repeat.

Trace the letters.

1. H
ave students look at the mouth picture.
1. Have students call out the letter sound.
2. Divide the class into pairs.
2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement.
4. P
lay audio again and have students look at their friends as 4 Listen and play. CD4
47

they say the letter sound. 1. Demonstrate the activity.

5. Have some students demonstrate the activity in front of the 2. Have students stand up.
class 3. Have students hop when they hear the letter sound.
3 Listen. Sing along. CD4
46

1. Have students look at the picture.

2. Demonstrate the action. Track 47
3. Play audio again and have students listen and do the action. W: Hop when you hear the "x" sound.
4. Play audio again and have students chant and do the action.

80
1 Listen and repeat. CD4
48 2 Listen and repeat. Trace the letters. CD4
49

Listen and repeat.

Track 48 1. Have students look at the pictures.
W: "y" "y" "y" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD4
51

4. Play audio again and have students look at their friends as

they say the letter sound. 1. Demonstrate the activity.
5. Have some students demonstrate the activity in front of the 2. Have students stand up.
class 3. Have students clap when they hear the letter sound.

3 Listen. Sing along. CD4

50

1. Have students look at the picture. Track 51

2. Demonstrate the action. W: Clap when you hear the "y" sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

1 Listen and repeat. CD4

52 2 Listen and repeat. Trace the letters. CD4
53

Listen and repeat.

Track 52 1. Have students look at the pictures.
W: "z" "z" "z" 2. Play audio and have students listen and repeat.

Trace the letters.

1. Have students look at the mouth picture. 1. Have students call out the letter sound.
2. Divide the class into pairs. 2. Have students trace the letters.
3. Play audio and have students say the letter sound and
practice the mouth movement. 4 Listen and play. CD4
55

4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
they say the letter sound.
2. Have students stand up.
5. Have some students demonstrate the activity in front of the
3. Have students jump when they hear the letter sound.
class
3 Listen. Sing along. 54 CD4

Track 55
1. Have students look at the picture.
W: Jump when you hear the "z" sound.
2. Demonstrate the action.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

Review 1 2
w z Circle the correct sounds.
x y 1. Have students look at the pictures and call out the correct
sound (x is the ending sounds).
3 4
2. Have students circle the correct sounds.
w z 3. Check answers as a whole class.

y x

81
Theme 8
TOYS on 4
lessCan you use this...?
vocabulary:
puppet, yo - yo, scooter, puzzle
useful language:
This is my (puppet).
New words Listen, point, and say. CD4
56 Welcome to (Maple City).
Thank you.

1 2 3 4
Track 56
1. M: puppet
2. M: yo- yo
3. M: scooter
puppet yo-- yo scooter puzzle
4. M: puzzle
1. Arrange the flashcards on the board and point to them as
4. Play the game "Heads up. What’s missing?". Arrange the
you play the audio.
flashcards on the board and remove one card when
2. Play audio again and have students listen and repeat.
students are not looking.
3. Play audio the third time and have students listen, repeat,
5. Have students call out the missing flashcard.
and point to the pictures in their books.

listening Listen and read. CD4

57

Track 57
G: Hello from Brazil! Hello, my name's Julia. Look at my toys.
Hello from Brazil!
1. This is my puppet.
ppet.
This is my pu This is my yo-- yo. 2. This is my yo - yo.
Hello, my name's Julia.
Look at my toys. 3. This is my scooter.
4. This is my puzzle.

This is my scooter. This is my puzzle.

1. Introduce the situation: "Julia talk about her toys…" 5. Play audio. Have students listen and read along.
2. Have students call out the objects they can see. 6. Afterwards, have some students demonstrate reading in
3. Have students listen and follow. front of the class.
4. Play audio and demonstrate reading the sentences.

Useful language Listen then practice. CD4

58
This is my puppet.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
Track 58
3. Have students practice the useful language.
G: This is my puppet.
4. Have students practice using other vocabulary from
New Words.

Speaking Play the "Stepping stone" game.

In pairs, take turns pointing to the pictures and saying the words.

A 1. Divide the class into pairs.

2. Have Student A start at A and say the first word.
3. Have Student B start at B and say the first word.
4. Have students take turns saying the words and go all the
B way round.

82
Story 1. Listen and read. CD4
59

KIM ARRIVES IN MAPLE CITY... KIM KIM KIM

HELLO! KIM KIM
Track 59
Narrator: Kim arrives in Maple City...
WELCO
John: Hello Andrew. Welcome to the Maple City.
ME TO MAPLE CITY Andrew: Hello John. Thank you.
Welcome to Matt: Hi Kim. Welcome to Maple City. I have a puppet
Maple City. I Thank you. I
have a puppet have a robot for you.
for you. for you. Kim: Thank you. I have a robot for you.
Welcome to
Maple City. Thank you. Matt: Wow! Thank you!
Kim: You're welcome.
John: Let's go home.
Matt: Yay!

1. Introduce the situation: "Kim arrives in Maple City..."

2. Have students call out the objects and people they can see.
3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.

2. Practice the useful language.

CD4
60

Welcome to Maple City.

1. Have students look at the useful language box. Thank you.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
Track 60
G: Welcome to Maple City.
B: Thank you.

Play and Say Number the pictures and role-play.

In pairs, number the pictures in the right order and role-play.

Number the pictures.

1
1. Have students look at the example.
Welcome to 2. Have students number the pictures in the correct order.
Welcome to Thank you. I have a
Maple City.
Maple City. I have a Thank you.
robot for you.
3. Check answers as a whole class.
puppet for you.
Role-play.
1. Divide the class into pairs.
2. Have students practice the conversation.
3. Have some pairs demonstrate the activity in front of the class.

83
Theme 8
TOYS lesson 5
Review and test practice

listening Listen and tick (✔) the box. CD4

61

Example 1

Track 61
Narrator: Look at the pictures. Listen. There is one example.
B: What do you have?
G: I have a doll.
2 3 B: Wow! It’s nice.
Narrator: Can you see the tick? This is an example.
Now listen and tick the box.
1. G: What do you have?
B: I have a monster.
2. B: What do you have?
G: I have a robot.
1. Play audio and demonstrate the activity using the example.
3. B: What do you have?
2. Play audio and have students listen and put a tick in
G: I have a puppet.
the boxes.
Narrator: Now listen again.
3. Play audio again.
4. Play audio again and check answers as a whole class.

REading & writing Trace the words. Read, ask, and answer.

1 I have a kite. 1. Have students call out the objects they can see.
2. Have students trace the words.
3. Demonstrate reading a sentence.
4. Have students read the sentences.
5. Check answers as a whole class.
2 I have a monster. 6. Divide the class into pairs. Have Student A ask and Student B
answer.
7. Swap roles and repeat.
8. Afterwards, have some students demonstrate the activity in front of
the class.
3 I have a ball.

4 I have a teddy bear.

84
SONG Turn to page 87. Listen. Sing along. CD4
62

1. Have students turn their Student Book to page 87.

2. Read the lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

Game Play the "Tic, tac, toe" game.

TIC TAC TOE

vs. - Pairs take turns. 1. Divide the class into groups of four with two pairs in each
Pair 1 Pair 2 group.
- Winner
goes first. 2. Have pairs play rock, paper, scissors to see which pair goes
- Choose a box.
- Use the useful language from the first.
theme to ask and answer.
- Put an X or an O in the box.
3. Have the winning pair choose a space, then ask and answer
using the picture.
Win the game 4. Have the pair mark that space as theirs if they use the useful
Get 3 boxes in a row to win.
language correctly.
5. Have pairs take turns.
6. The pair that gets three spaces in a horizontal, vertical, or
Tip: Use a pencil and an eraser
and play again. diagonal line wins the game.

A: What do you have?

B: I have a (robot).

i can...

•I can say what toys I have.

•I can ask people about their toys.
•I can say the sounds of the letters w, x, y, z
•I can welcome friends and family.

‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two, or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

85
FOUR, HORSE
Student book Answer Key
Theme 1
HELLO!
lesson 3 lesson 4

Review Play and Say

A. 2 1 4 3
1. a
2. b Hello, Ms. Betty. Hello, Matt. Hi, Bobby. Nice to My name’s Bobby.
3. c meet you, too. Nice to meet you.

B. 3

lesson 5

listening

Example 1

2 3

Mr. Jake Ms. Katie

REading & writing

Example boys

1 house

2 family

3 Ms. Katie
88
Student book Answer Key
Theme 2
SCHOOL
lesson 3 lesson 5

Review listening

Example 1
A. 1. ✔ 2. ✘ 3. ✘
B. 1. elephant 2. door
C. 1. e 2. d 3. f

2 3

REading & writing

Example book
1 eraser

2 crayon
3 pencil

89
Student book Answer Key
Theme 3
Numbers and shapes
lesson 1 lesson 4

E Play and Say

1. I’m 6.
2. I’m 8.
3. I’m 3.
4. I’m 7.

lesson 5

ten two four seven nine

listening

Example
1

lesson 3
2 3

Review

B. 1. g 2. i 3. h
C. 1. i 2. h 3. g

REading & writing

EXAMPLE: 2 rectangles
1. 9 triangles
2. 4 squares
3. 6 circles

90
Student book Answer Key
Theme 4
BODY AND FACE
lesson 1 lesson 3

E Review

Point to your eye.

A. 1. l 2. j 3. k
B. 1. k 2. l 3. j
ear C. 1. l 2. j 3. k

eye

lesson 5
mouth nose

listening

lesson 2 Example 1

E
2 3

1 2 3 4

REading & writing

EXAMPLE: Yes
1. No
Touch Touch Touch Touch 2. Yes
your feet. your legs. your head. your arm. 3. No

91
Student book Answer Key
Theme 5
FAMILY
lesson 3 lesson 5

Review
listening

A. 1. monkey 2. nose
Example 1
B. 1. n 2. o 3. m
C. 1. ✔ 2. ✘ 3. ✔

mom sister dad grandpa

2 3

baby brother sister grandma friend

REading & writing

Example brother
This is my grandma.

1 mom
2 grandma

3 dad

92
Student book Answer Key
Theme 6
ANIMALS
lesson 2 lesson 5

B listening

What animal do you like, Grandma?

On the farm…
I like ducks. Example 1
1
3

2
! 2 3

REading & writing

EXAMPLE: ✘
1. ✔
2. ✔
3. ✔

93
Student book Answer Key
Theme 7
COLORS
lesson 1 lesson 2

B B
Bill and Sue are playing a game… 1 2
It’s red.
2

lesson 5
lesson 3

listening
Review
Example 1

A.
1 2

2 3
B. 1. u 2. v 3. t
C. 1. ✘ 2. ✔ 3. ✔

REading & writing

EXAMPLE: Yes
1. No
2. No
94 3. Yes
Student book Answer Key
Theme 8
TOYS
1
1

lesson 1 lesson 2
1
1
B B
1 2

1
1 3 2

3
lesson 3

Review

1. x
2. y
3. w lesson 4
4. z

Play and Say

lesson 5 1 3 2 4
Welcome to
Welcome to Maple City. I have a Thank you. I have a
Maple City. Thank you.
puppet for you. robot for you.

listening

Example 1

2 3

95
workbook Answer Key
Theme 1
HELLO!
lesson 1 lesson 2

A Draw lines. A Follow the lines and trace the words.

1 girls Have students trace the words.

2 teacher

3
boys

B Circle the correct words. B Circle the correct words.

1. Mr.
1. boys
2. Ms.
2. teacher
3. Ms.
3. girls
4. Mr.

C Trace the words and draw lines. C Trace the words.

Hello. My name’s Bill. Hello, Lola.

Have students trace the words.

Hello. My name’s Lola. Hello, Bill.

2

Hello, boys and girls.

Hello,Teacher.

96
workbook Answer Key

lesson 3 lesson 4

A Trace the letters. A Draw lines.

1 2 3
Have students trace the letters.

B Circle the beginning sounds.

1. Cc
2. Aa
3. Bb
school house family

B Look and read. Tick (✔) the correct answers.

C Trace and draw lines.
1. This is my family. ✔
2. This is my school. ✔

A
3. This is my house. ✔
1 b

B C Draw lines and trace.

2 a
1 This is my teacher.

3 C c
2 This is my school.

D Color the correct beginning sounds.

3 This is my family.

1. A
2. C
3. B
D Trace the words.

Have students trace the words.

97
workbook Answer Key
Theme 1
HELLO!
lesson 5

A Write the beginning sounds.

1. alligator
2. ball
3. car

B Look and read. Tick (✔) the correct answers.

1. Hello, Ms. Katie. ✔

2. Hello, Bill. ✔
3. Hi, Matt. Nice to meet you, too. ✔

C Find and circle the words.

1. rebnfamilybchf
2. poiwschoolboin
3. polaqhousezx

D Trace the words and draw lines.

1 school

2 house

3 family

98
workbook Answer Key
Theme 2
SCHOOL
lesson 1 lesson 2

A Draw lines. A Trace the correct words.

1 pencil 1. bag
2. book
3. crayon
2
eraser
B Circle the correct words.

3 ruler 1. bag
2. crayon
3. book

B Circle the correct words.

1. eraser
C Draw lines.

2. pencil
3. ruler
What is it? It’s a crayon.

C Look and read. Tick (✔) the correct box. 1

1. It's a pencil. ✔
2. It's a ruler. ✔
What is it? It’s a bag.
3. It's an eraser. ✔

2
D Look and trace the words.

Have students trace the words. What is it? It’s a book.

D Trace the words.

Have students trace the words.

99
workbook Answer Key
Theme 2
SCHOOL
lesson 3 lesson 4

A Trace the letters. A Draw lines.

Have students trace the letters.

1 2 3

B Circle the begining sounds.

1. Ee
2. Ff
3. Dd

C Trace the letters and draw lines.

friend uniform classroom

1
D e
B Look and read. Tick (✔) the correct box.

2
E f 1. This is my uniform.
2. This is my friend.
✔
✔
3. This is my classroom. ✔

3
F d
C Write A or B.

1. A
2. B
3. A
D Color the correct beginning sounds.
4. B
1. D 5. A
2. E 6. B
3. F

D Trace the words.

Have students trace the words.

100
workbook Answer Key

lesson 5

A Trace the letters and draw lines.

1
D e
2
E f
3
F d

B Look and read. Tick (✔) the correct box.

1. It's a bag. ✔
2. It's a ruler. ✔
3. It's a crayon. ✔
4. It's an eraser. ✔

C Look and write.

1. pencil
2. ruler
3. bag
4. book
5. crayon

101
workbook Answer Key
Theme 3
NUMBER AND SHAPES
lesson 1 lesson 2

A Draw lines. A Trace the words and draw lines.

1 3 2 6 10 1
circle
two ten one three six
2 rectangle

B Count, write the numbers and the words.

3 square
5
1. five
4 triangle
2. 9 nine
3. 8 eight
4. 7 seven B Tick (✔) the correct box.

1. triangle ✔
2. square ✔
C Look and circle the correct answers. 3. circle ✔
4. rectangle ✔
1. five
2. nine
3. six
C Count and circle the correct answers.

1. Three triangles.
D Draw pictures.
2. Six squares.
3. Five circles.
Have students draw pictures.

D Trace the words.

Have students trace the words.

102
workbook Answer Key

lesson 3 lesson 4

A Trace the letters. A Trace the words.

Have students trace the letters. Have students trace the words.

B Trace the letters.

B Complete the sentences.

Have students trace the letters. 1. It's a cake.

2. It's a balloon.
3. It's a birthday.

C Look and draw lines.

C Look, read, and number.

1 H
Hello, Jack. How I‛m six. How

i
old are you? I‛m seven.
old are you?

2 3

2 l g
IT‛S MATT‛S BIRTHDAY...
Hello, this is my Happy birthday!
friend, Jack.

1 4

3 G h
D Look and write.

1. I'm six.
2. I'm seven.
D Circle the beginning sounds.
3. I'm nine.
1. Gg
2. Ii
3. Hh

103
workbook Answer Key
Theme 3
NUMBER AND SHAPES
lesson 5

A Color the correct beginning sounds.

1. g
2. h
3. i

B Count and write.

1. Three triangles.
2. Six circles.
3. Seven squares.
4. Five rectangles.

C Circle the correct answers.

1. cake.
2. present.
3. balloon.

D Count and write the answers.

1. I'm five.
2. I'm eight.
3. I'm seven.

104
workbook Answer Key
Theme 4
BODY AND FACE
lesson 1 lesson 2

A Trace the correct words. A Draw lines.

1. eye
2. nose 1 foot
3. mouth
4. ear

2 arm

B Find and circle the words.

1. uibheyeashvb
3 leg
2. plasknosesqw
3. dgfmnmouthaz
4 head

C Circle the correct words

B Trace the words.

1. ear
2. nose Have students trace the words.
3. mouth

C Look and write the words.

1. Touch your head.

D Trace and write the words.
2. Touch your leg.
1. Point to your ear. 3. Touch your foot.
2. Point to your mouth.
3. Point to your nose.
4. Point to your eye. D Circle the words. Write the sentences.

T o u c h y o u r h e a d.
1
Touch your head.
T o u c h y o u r l e g.
2
Touch your leg.
T o u c h y o u r f o o t.

3
Touch your foot.
105
workbook Answer Key
Theme 4
BODY AND FACE
lesson 3 lesson 4

A Trace the letters. A Circle the correct words.

Have students trace the letters. 1. wake up

2. comb my hair
3. brush my teeth
4. wash my face

B Look and draw lines.

B Look and write.

1
K l 1. In the morning, I wake up.
2. In the morning, I wash my face.
3. In the morning, I comb my hair.
2
L j 4. In the morning, I brush my teeth.

3 J k C Read and fill in the blanks.

1. Excuse me, please.

2. Excuse me, teacher!

C Circle the correct beginning sounds. D Look, unscramble, and write.

1. Kk
2. Ll 1. Excuse me, please.
3. Jj 2. OK.
4. Jj

D Write the beginning sounds.

1. l
2. k
3. l
4. j

106
workbook Answer Key

lesson 5

A Find and color the pictures that start with the

j, k, or l sounds.
1 3 5

B Look and read. Tick (✔) the correct answers.

1. Touch your head. ✔

2. Touch your legs. ✔
3. Point to your nose. ✔

C Look and read. Write Yes or No.

1. Yes
2. No
3. No
4. Yes

D Circle the correct statements.

1. Touch your head.

2. Point to your ear.
3. I brush my teeth.
4. I comb my hair.

107
workbook Answer Key
Theme 5
FAMILY
lesson 1 lesson 2

A Trace the corrects words. A Draw lines.

Have students trace the words.

1 grandma

B Circle the correct words.

2 grandpa
1. dad
2. sister
3. brother 3 baby brother

C Look, trace, and write.

B Circle the corrects words.
1. He's my brother.
2. She's my mom. 1. baby brother
3. He's my dad. 2. grandpa
4. She's my sister. 3. grandma

D Read and tick (✔) the correct box.

C Tick (✔) the correct answers.

1. He's my dad. ✔ 1. He's my grandpa. ✔

2. She's my sister. ✔ 2. She's my grandma. ✔
3. He's my baby brother. ✔

D Trace and write the words.

1. He's my grandpa.
2. She's my grandma.

108
workbook Answer Key

lesson 3 lesson 4

AA Trace the letters. A Look, trace, and draw lines.

aunt
Have students trace the letters.
1

B Trace the letters and draw lines.

2 uncle
1 M o
3
cousin
2 O m
B Read and draw lines.
3 N n
1 This is my uncle.

C Circle the correct beginning sounds.

2 This is my aunt.
1. Mm
2. Nn
3. Oo
3 This is my cousin.

D Look and write the beginning sounds. Draw lines.

C Read and fill in the blanks.

1
monster 1. Hello, Bobby. This is my father. This is my mother.
2. Nice to meet you, Bobby.
3. This is my mother.
4. Nice to meet you, too.
2 nose
D Tick (✔) the correct answers.
3 octopus 1. This is my uncle. ✔
2. This is my cousin. ✔
3. This is my aunt. ✔

109
workbook Answer Key
Theme 5
FAMILY
lesson 5

A Color the correct beginning sounds.

1. m
2. o
3. n

B Draw lines.

1 sister

2 dad

3 grandpa

4 cousin

C Read and write Yes or No

1. Yes
2. No
2. Yes

D Tick (✔) the correct answers.

1. He is my dad. ✔
2. She is my mom. ✔
3. She is my sister. ✔

110
workbook Answer Key

Theme 6
ANIMALS
lesson 1 lesson 2

A Trace and draw lines. A Draw lines.

1 2 4
1 I like dogs .

2 I like cats .

3 I like fish .
goat duck cow
4
I like birds .

B Look and write the words.

B Read and draw.
1. duck
2. goat
1 3. cow
I like cats.

2 I like dogs.
C Circle the correct answers.

3 I like fish. 1. I like cows.

2. I like goats.
3. I like ducks.
4 I like birds.

D What animal do you like? Write and draw.

C Look and write the words.
Have students draw a picture of an animal that they like.
1. I like cats.
2. I like dogs.
3. I like fish.
4. I like birds.

111
workbook Answer Key
Theme 6
ANIMALS
lesson 3 lesson 4

A Trace the letters. A Trace the correct words.

Have students trace the letters. 1. monkey

2. elephant
3. bear
4. snake

B Write the begining sounds.

1. p
2. r B Circle the correct words.
3. q
1. bear
4. s
2. elephant
3. monkey

C Look at the beginning sounds and circle the C Read and fill in the blanks.
correct pictures.

1 2 ooz Water?

p q Cake, boys? No, thank you.

No, ________________.
thank you

Argh! The
ice cream!
3 4
Ice cream?

r s
Yes, ____________!
please

D Circle the begining sounds. D Look and cirle the correct answers.

1. R, r 1. Yes, please!
2. S, s 2. No, thank you.
3. P, p 3. No, thank you.
4. Q, q 4. Yes, please!

112
workbook Answer Key

lesson 5

A Write the beginning sounds.

1. snake
2. robot
3. quite
4. pen

B What's next? Look and write.

1. goat
2. cow
3. duck

C Look and read. Write Yes or No.

1. Yes
2. No
3. Yes

D Look and read. Put a tick (✔) or a cross (✘) in the box.

1. ✔
2. ✘
3. ✔
4. ✘

113
workbook Answer Key
Theme 7
COLORS
lesson 1 lesson2

A Follow the lines and trace the words. A Complete the words.

1. orange
1
red 2. pink
3. purple
4. white
2
green
B Circle the correct words.
3 blue
1. orange
2. purple
4 yellow 3. white
4. pink

B Complete the words C Read and number.

1. green
2. red
3. yellow
4. blue
4 2

C Draw lines

It’s red. 3
1
1

2 It’s yellow.

3
It’s blue. D Look and write.

4 1. It's orange.
It’s green. 2. It's pink.
3. It's purple.

D Look and write.

1. It's red.
2. It's yellow.
3. It's blue.
4. It's green.

114
workbook Answer Key

lesson 3 lesson4

A Trace the letters. A Trace the words.

Have students trace the letters. Have students trace the words.

B Trace and draw lines. B Draw lines.

1 It’s a white jasmine.

1 T u
2 It’s a yellow daisy.

2 U t 3 It’s a pink lotus.

3 V v 4 It’s a red rose.

C Color the correct beginning sounds. C Trace the words.

1. u Have students trace the words.

2. t
3. v

D Look and tick (✔) the correct sounds. D Trace and write.

1. Kim: Thank you.

1. t ✔
Matt:You're welcome.
2. u ✔
2. Lola: Thank you.
3. v ✔
Matt: You're welcome.
3. Bobby: Thank you.
Matt: You're welcome.
4. Kim: Thank you.
Matt: You're welcome.

115
workbook Answer Key
Theme 7
COLORS
lesson 5

A Look and read. Put a tick (✔) or a cross (✘) in the box.

1. ✘
2. ✔
3. ✘
4. ✔

B Circle the begining sounds.

1. Tt
2. Uu
3. Vv

C Look and read. Tick (✔) the correct box.

1. It's white. ✔
2. It's red. ✔
3. It's pink. ✔
4. It's yellow. ✔

D Complete the sentences.

1. Kim: Thank you.

Matt: You're welcome.
2. Lola: Thank you.
Matt: You're welcome.
3. It's green.

116
workbook Answer Key
Theme 8
TOYS
lesson 1 lesson 2

A Read and write the numbers. A Circle the correct words.

3 1. robot
4 2. kite
3. monster
4. bike

2 1 B Complete the words.

1. robot
2. kite
3. bike
4. monster

B What's next? Look and write the words. C Look and read. Put a tick (✔) or a cross (✘)
in the box.
1. car
1. ✔
2. ball
2. ✘
3. teddy bear
3. ✘
4. doll
4. ✔

C Draw lines. D Look and write.

1. I have a robot.
1 I have a ball. 2. I have a bike.
3. I have a kite.
4. I have a monster.
2 I have a car.

3 I have a teddy bear.

D Complete the sentences.

1. I have a car.
2. I have a teddy bear.
3. I have a doll.
4. I have a ball.

117
workbook Answer Key
Theme 8
TOYS
lesson 3 lesson4

A Trace the letters. A Draw lines.

Have students trace the letters.

1 2 3 4

B Complete the words.

1. yo-yo
2. zigzag
3. walk puppet yo-- yo puzzle scooter
4. mix

C Trace the letters and draw lines. B Complete the words.

1. yo-yo
2. scooter
1 W x 3. puppet
4. puzzle

2 X z
Y C Look and write.
3 y 1. This is a yo-yo.

4 Z w 2. This is a puppet.
3. This is a scooter.
4. This is a puzzle. KIM KIM KIM
HELLO! KIM KI

D Color the correct beginning sounds. D Read and fill in the blanks. WE
LCOM E TO MAPLE CITY
1. z Welcome
____________ to
2. y Maple City. I have a Thank you. I have
3. w _________
puppet for you. a _______________
robot
Welcome to for you.
Maple City. Thank you.
________

118
workbook Answer Key

lesson 5

A Look and circle the correct pictures.

1 2

Ww Xx

3 4

Yy Zz

B Circle the correct words

1. car
2. ball
3. bike
4. monster

C Complete the sentences.

1. I have a kite.
2. I have a robot.
3. I have a ball.

D Look and read. Put a tick (✔) or a cross (✘)

in the box.

1. ✔
2. ✘
3. ✔
4. ✘

119