EFL PreA1.2 Guía PDF

Educacin General Bsica
English
ENGLISH - Pre A1.2 - EGB Level
Pre A1.2
TEACHERS BOOK
FREE COPY
NOT FOR SALE
Teachers Book
Pre A1.2
ECUADOR EDITION
Emmie-clare Leckie
Dr. Ken Beatty
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PRESIDENTE DE LA REPBLICA
Rafael Correa Delgado
MINISTRO DE EDUCACIN
Augusto Espinosa Andrade Copyright by Houghton Mifflin Harcourt Publishing
Company
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Miguel ngel Herrera Pavo
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Subsecretaria de Administracin Escolar copying masters, game cards and the certificate from this
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . 4 Game Cards . . . . . . . . . . . . . . . . . . . . . 143
Unit Planners . . . . . . . . . . . . . . . . . . . . . . 7 Well Done! Certificate . . . . . . . . . . . . 156
Star and Stella Puppets . . . . . . . . . . . . . 13 Word List . . . . . . . . . . . . . . . . . . . . . . . 157
Using the Teachers Book . . . . . . . . . . . 15 Scope and Sequence . . . . . . . . . . . . . . 158
Teachers Book Overview . . . . . . . . . . 16 Answers for Activity Book . . . . . . . . . 161
Phonics Introduction and Overview . . 24 Progress Tests . . . . . . . . . . . . . . . . . . . 164
Phonics Sample Lesson . . . . . . . . . . . . . 32 Alphabet Cards . . . . . . . . . . . . . . . . . . 180
Phonics Games and Activities . . . . . . . . 34 Picture Cards . . . . . . . . . . . . . . . . . . . . 187
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Letter Cards . . . . . . . . . . . . . . . . . . . . . 200

Phonics . . . . . . . . . . . . . . . . . . . . . 52
Phonics Game Cards . . . . . . . . . . . . . . 209
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Flash Cards . . . . . . . . . . . . . . . . . . . . . . 219
Phonics . . . . . . . . . . . . . . . . . . . . . 68
Microcurricular Planning for Unit 1 . . 236
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Phonics . . . . . . . . . . . . . . . . . . . . . 88
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Phonics . . . . . . . . . . . . . . . . . . . . 104
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Phonics . . . . . . . . . . . . . . . . . . . . 124
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Phonics . . . . . . . . . . . . . . . . . . . . 139
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Introduction
Welcome to Starship English

Welcome to Starship English, a language program for primary
and elementary school children learning American English
as a second language. Starship English enhances English
language learning with clear goals set in a variety
of practical and achievable learning tasks. The
student books and supporting program materials are
presented in vibrant and interesting formats. Starship
English is centered on the needs of both teachers and
students, offering many interesting resources so teaching
and learning are both effective and fun.
Learning English with a Why students love Starship English

communicative approach Students like the Starship English easy introduction to
The teaching program of Starship English is based on the English that helps them progress from dependence on
latest research into communicative language teaching but the teacher to independent language learning. Students
also takes the best parts of several other methodologies. who experience success in language learning learn better
and faster.
The language is functional, enabling students to use
the language appropriately.
A motivating way to learn
Starship English makes learning fun. Motivation is a key
Students focus on the four skills of reading, listening,
concern of Starship English. Teachers know that motivated
writing, and speaking, both independently and in
students not only learn better, they find the best ways to
combination.
learn on their own so they continuously improve their
The language is carefully and progressively English both in and out of the classroom. Activities are
introduced, in keeping with current research structured to guarantee an easy progression through the
findings on how children learn English as a materials with continuous opportunities for students to
secondlanguage. experience success.
Language taught in one lesson is reinforced in
subsequent units and levels.
Grammar and vocabulary are taught methodically,
but without the unnecessary burden of grammatical
terms that often confuse young learners.
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Many ways to learn
Integrated materials, such as the Student Books, Activity
Books, Teachers Books, imaginatively recorded audio CDs,
puppets, and flash cards, all help support teaching and
learning in the best ways possible.
Each unit is structured initially to give enormous support Stella
and progressively encourage students to stretch themselves
through group, pair, and individual work and show their
English language abilities. Starship English encourages
learner independence.
Starship English features two mascots and four characters.
The mascots, Star and Stella, are visitors from space Star
who introduce innocent questions about the world in
natural ways. These are the questions that students often
hesitate to ask. Star and Stella hand puppets provide
countless opportunities for modeling dialog and making
learning fun.
The four characters, Dan, Emma, Tessa, and Tom, are
firmly established as real characters with different
personalities. Students learn to identify with them. Over
time, the problems they have in communicating and the
solutions they find, help students overcome their own
language problems.
Tessa
Emma
Tom Dan

Introduction
The six teaching units

Each unit is based on the most common situations that
students are likely to encounter. The unit features concise
questions, answers, and statements that students are likely
to use. Carefully controlled vocabulary and language
structures are included in contexts and at levels that
1. big 2. small
students can easily understand. Practice for speaking Unit Is she happy?
2 3. pretty
is built into every activity. Each listening, reading, and Look, listen, and talk Track
13
Track
14 4. thin
My pets a mouse.
writing activity provides opportunities for speaking. Hes pretty.
Yes, he is.
New vocabulary is presented with illustrations and 5. old 6. young 7. ugly
photographs that provide clear support for the new Is your cat sad? Is she happy?
8. fat
9. happy
words. Most of the same photographs and illustrations No, she isnt. Yes, she is.
Shes happy. 11. a cat 12. a dog 13. a fish 14. a bird 15. a mouse 16. a turtle
10. sad
are used in the flash cards to allow flexible ways to

introduce new vocabulary. Talk.
My pets a . Is your pet ?
Are your pets sad? Are they happy?
Presentation: the teacher uses the teaching materials No, they arent.
.
to model essential language functions and
vocabulary. Yes, they are.
Theyre happy!
24 25
Practice: students engage in a variety of activities 024-029_1_LITESB951983_U2.indd 24-25 4/11/16 4:08 PM
to establish both their understanding and mastery

of the new material. Starship English features a Sing Track
15 Listen
natural and early introduction to reading continuous

Track
A. Listen and choose. 16
My pets a cat.
My pets a cat. c
a
text. Supported by strong visuals, the text allows Is your cat pretty?
1
2
practice of reading skills and revisits the new words. Yes, she is. Shes pretty.
b
3
4
d
Is your cat young?

Students also learn songs and play language games Yes, she is. Shes young.
B. Listen and check a or b . 17
Track
throughout. Is your cat small?

Yes, she is. Shes small. a
1
a
2
a
3
a
4
Is your cat happy?

Production: students shift from the receptive skills Yes, she is. Shes happy.
b b b b
of reading and listening to speaking and writing. My pets a cat.

My pets a cat.
Students practice these skills in the integrated Shes pretty. Shes young.
Shes small. Shes happy.
Track
My pets a cat. C. Listen and say. 18
Activity Book. 1 2 3
26 27
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Practice 3 Play and learn

A. Look and choose. 5
2
6
1 4
My pets a cat.
2 fat small ugly Is your

cat ugly?
thin pretty big
B. Read and say.

This is my pet.
My pets a dog.
Shes small.
Shes happy.
No, shes pretty.
Is your pet happy?
A. Ask and answer.
Is your pet ? Yes, is. .

Is your pet ? No, isnt. .
28 29
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Unit Planning Guide
Unit 1
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Welcome to Students learn to: greet; Exchange basic introductions and limited personal
Starship English (pp. 912) introduce themselves and information in class using simple present tense in order
Six 45-minute class periods others; ask and tell someones toget to know their peers.
name. Understand meanings expressed in short dialogues on
Star & Stella puppets
Global Benchmarks: Students familiar topics, as well as basic spoken instructions and
Audio CD: T16 can: respond to spoken word simple questions about self, people, animals or things,
Activity Book: Act. AD non-verbally; recognize own especially when spoken slowly and clearly.
(pp. AB4AB5); Act. AB (p. name; greet, say please and Enjoy extensive listening in English.
AB6); Act. AC (p. AB7); Act. thank you with prompting;
AB (p. AB8); Act. AB (p. Spell out key vocabulary items using the English alphabet.
repeat modeled sentences;
AB9) convey meaning through Clap, move, chant or sing along with short authentic
Extras: the alphabet song; personal drawings. English language rhymes or songs, approximating English
two set of Characters rhythm and intonation once familiar with the text.
game cards (p. 143) for each Demonstrate basic reading comprehension skills by
pair of students. identifying the meaning of individual words, phrases, and
sentences, including simple written instructions.
Generate and expand ideas by responding in a fun
and playful manner to oral and written texts in order
to increase enjoyment of the language through TPR,
playground games, and songs and chants.
LESSON 2: This is my family. Students learn to: introduce Recognize familiar names, words, and short phrases
(pp. 1015) family members; formally about simple everyday topics whether heard in isolation
Six 45-minute class periods greet; ask and answer or within short, simple spoken texts describing people
questions to identify family and objects.
Flash Cards 29 members. Exchange basic introductions and limited personal
Star & Stella puppets Global Benchmarks: Students information in class using simple present tense in order to
Audio CD: T712 can: recognize own name get to know their peers.
Activity Book: Act. AD accompanied by photo; Understand meanings expressed in short dialogues on
(pp. AB10AB11); Act. AB differentiate one object/picture/ familiar topics, as well as basic spoken instructions and
(p. AB12); Act. AC (p. letter/word from another; simple questions about self, people, animals or things,
AB13); Act. AB (p.AB14); respond to visual cues/ especially when spoken slowly and clearly.
Act. AB (p. AB15) gestures/objects to make a
Record key items of specific information from a heard
Extras: teachers family choice verbally or non-verbally.
message or description, either in written form or by
photograph; one set of drawing picture.
Characters game cards Understand most of the details of the content of a short
(p. 143); photographs of simple text.
students families; two sets of
Family game cards (p. 144) Write simple words, phrases and sentences with correct
for each pair of students. use of standard writing mechanics
Apply ICT and/or other resources to communicate
simple thoughts in small groups.
PHONICS: Short a, Long a Students learn to: recognize Imitate individual English language sounds, especially
(a_e, ai, ay) (pp. 1626) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /a/ and long /a/ sounds. L1, both in isolation and within key vocabulary items.
Letter Cards Global Benchmarks: Students Know how to spell simple English words correctly,
can: distinguish between, demonstrating awareness of sound-letter relationships.
Phonics Game Cards identify, or repeat sounds. Produce simple, mainly isolated utterances using very
short phrases and sometimes individual words, possibly
with slow and/or hesitant delivery.
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Unit Planning Guide
Unit 2
Lesson, Periods,
and Resources
LESSON 1: Is she happy? Students learn how to: name Exchange basic personal preferences with peers in order
(pp. 2429) pets, describe characteristics to express likes and dislikes.
Six 45-minute class periods and emotions using pets. Collaborate in a friendly manner by sharing classroom
Flash Cards 1015 Global Benchmarks: Students materials and personal objects while participating in
can: distinguish between, games and activities in class and on the playground.
Star & Stella puppets identify, or repeat sounds; Understand meanings expressed in short dialogues on
Audio CD: T1318 respond to sign language or familiar topics, as well as basic spoken instructions and
Activity Book: Act. AD symbols; respond to basic simple questions about self, people, animals or things,
(pp. AB16AB17); Act. AB questions through facial especially when spoken slowly and clearly.
(p. AB18); Act. AC (p. expression and gestures,
Produce simple, mainly isolated utterances using very
AB19); Act. AB (p.AB20); with prompting use one or
Act. AB (p.AB21). more words to respond to
Extras: a soft ball; a pretty, simple questions; make marks
on paper with a range of Ask and answer basic personal information questions, as
soft toy cat or picture of a well as simple questions about other people, animals, and
pretty cat; pictures of pets; materials.
possessions, provided the interaction is slow and clear.
one set of Adjectives game
cards and two sets of Pets Demonstrate basic reading comprehension skills by
game cards (p. 45) for each identifying the meaning of individual words, phrases, and
pair of students. sentences, including simple written instructions.
Understand the content of a simple graphic organizer.
Write simple sentences on familiar topics to
communicate basic ideas.
Express emotions and feelings using basic adjectives and
related images through written work on the school or
class bulletin board.
PHONICS: Short e, Long e Students learn to: recognize Imitate individual English language sounds, especially
(ee, ea, ey/y) (pp. 3441) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /e/ and long /e/ sounds. L1, both in isolation and within key vocabulary items.
Phonics Game Cards identify, or repeat sounds. Write simple words, phrases, and sentences with correct
use of standard writing mechanics.

Unit Planning Guide
Unit 3
Lesson, Periods,
and Resources
LESSON 1: I want juice, Students learn how to: offer Express curiosity about the world and other cultures by
please. (pp. 4247) food and drink; politely accept asking simple WH- questions in class after reading and/
Six 45-minute class periods and decline offers of food or participating in presentations or other group work.
and drink; politely express Understand and use common expressions of politeness
Flash Cards 4760 preferences using want. in class while working in pairs or groups on projects.
Star & Stella puppets Global Benchmarks: Students Exchange basic personal preferences with peers in order
Audio CD: T2328 can: respond to spoken word to express likes and dislikes.
Activity Book: Act. AD non-verbally; differentiate
Recognize familiar names, words, and short phrases
(pp. AB24AB25); Act. AB one object/picture/letter/
about simple everyday topics whether heard in isolation
(p. AB26); Act. AC (p. word from another; greet, say
or within short, simple spoken texts describing people
AB27); Act. AB (p.AB28); please and thank you with
and objects.
Act. AB (p.AB29). prompting; repeat modeled
sentences; convey meaning Understand and use basic greetings, leave-taking
Extras: sentences on cards: expressions, and other simple everyday phrases to
My sisters cat is pretty. through personal drawings.
facilitate interpersonal interaction, to introduce others,
Your brothers dog is old. and to name things.
Her mothers fish is happy.
His fathers mouse is Show the ability to use a simple learning resource.
small.; one set of Food and Make a simple learning resource, in order to record and
drinks game cards (pp. 146, practice new words.
147) for each pair; two sets Complete a basic survey or a questionnaire by providing
of Food and drinks game personal details.
cards (pp. 146, 147) so there Use audio, video, and pictures to respond to a variety of
is one card per student; dice. literary texts through online or in-class ICT activities.
LESSON 2: Wheres your Students learn how to: label Ask and answer basic personal information questions, as
bedroom? (pp. 4853) rooms and describe their well as simple questions about other people, animals, and
Six 45-minute class periods location within the home; ask possessions, provided the interaction is slow and clear.
and answer questions about Recognize the differences between where people live
Flash Cards 6170 where rooms are located. among the regions of the country in order to appreciate
Star & Stella puppets Global Benchmarks: their own environment.
Audio CD: T3035 Students can: respond to Understand meanings expressed in short dialogues on
Activity Book: Act. AD simple questions or directions familiar topics, as well as basic spoken instructions and
(pp. AB30AB31); Act. AB supported by visual cues/ simple questions about self, people, animals or things,
(p. AB32); Act. AC (p. gestures/ objects; understand especially when spoken slowly and clearly.
AB33); Act. AB (p.AB34); basic concepts of print e.g.
Understand the content in simple short written
Act. AB (p.AB35). front and back; left to right;
environmental print text types, using artwork, symbols
Extras: box and ball; turns pages; make a request
and layout for support.
magazine pictures of rooms; through visual cues/gestures/
objects; begin to join in with a Read a variety of simple text-types and graphic
a set of Rooms game organizers used to present cross-curricular information
cards (p. 148) for each familiar rhyme or story; hold
pair; two to three sets writing tools effectively. Make a simple learning resource, in order to record and
of Rooms game cards practice new words.
(p.148) so there is one card Write a short simple paragraph to convey some simple
per student. facts about people, animals, places, things, yourself or
others, with the support of a model text.
Generate and expand ideas by responding in a fun
and playful manner to oral and written texts in order
to increase enjoyment of the language through TPR,
playground games, and songs and chants.
PHONICS: Short i, Long i Students learn to: recognize Imitate individual English language sounds, especially
(i_e, igh, ie/y) (pp. 5461) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /i/ and long /i/ sounds. L1, both in isolation and within key vocabulary items.

Unit Planning Guide
Unit 4
Lesson, Periods,
and Resources
LESSON 1: How many robots Students learn how to: name Exchange basic personal preferences with peers in order
do you have? (pp. 6267) toys; ask and answer questions to express likes and dislikes.
Six 45-minute class periods about toys. Recognize familiar names, words, and short phrases
Flash Cards 7187 Global Benchmarks: Students about simple everyday topics whether heard in isolation
can: follow a single step or within short, simple spoken texts describing people
Star & Stella puppets routine instruction; respond and objects.
Audio CD: T3641 non-verbally to staff and other Identify items of specific information within simple
Activity Book: Act. AD children within the classroom messages or from short and simple descriptions about
(pp.AB36AB37); Act. AB setting; with prompting use one familiar contexts, especially if visual support is provided.
(p. AB38); Act. AC (p. or more words to respond to
Record key items of specific information from a heard
AB39); Act. AB (p.AB40); simple questions; make marks
message or description, either in written form or by
Act. AB (p.AB41). on paper with a range of
drawing pictures.
Extras: Warm-up activity materials.
Produce simple, mainly isolated utterances using very
flash cards: 11, 13, 47, 51, 78, short phrases and sometimes individual words, possibly
80, 84, 86, 87: two blue toy with slow and/or hesitant delivery.
cars or two pictures of a blue
car; two sets of Toys and Ask and answer basic personal information questions, as
Colors game cards (p. 149) well as simple questions about other people, animals, and
for each pair of students. possessions, provided the interaction is slow and clear.
Exchange specific information with another person,
provided they talk slowly and clearly and are prepared
to help.
Demonstrate basic reading comprehension skills by
identifying the meaning of individual words, phrases, and
sentences, including simple written instructions.
Make a simple learning resource, in order to record and
practice new words.
Write a short simple paragraph to convey some simple
facts about people, animals, places, things, yourself or
Write a short simple paragraph to describe yourself or
other people, animals, places and things, with limited
support.
Complete a basic survey or a questionnaire by providing
personal details.
Express emotions and feelings using basic adjectives and
related images through written work on the school or
class bulletin board.
PHONICS: Short o, Long o Students learn to: recognize Imitate individual English language sounds, especially
(o_e/oe, oa, ow) (pp. 7279) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /o/ and long /o/ sounds. L1, both in isolation and within key vocabulary items.
10

Unit Planning Guide
Unit 5
Lesson, Periods,
and Resources
LESSON 1: What time is it, Students learn how to: ask Identify items of specific information within simple
please? (pp. 8085) for and tell the time; name messages or from short and simple descriptions about
Six 45-minute class periods daily activities associated with familiar contexts, especially if visual support is provided.
certain times of the day. Recognize familiar names, words, and short phrases about
Flash Cards twelve flash
cards from previous lessons Global Benchmarks: Students simple everyday topics whether heard in isolation or within
can: show awareness of short, simple spoken texts describing people and objects.
Star & Stella puppets objects of reference e.g. music Recognize ways to relate responsibly to ones
Audio CD: T4550 signifies tidy up time; recognize surroundings at home and at school by exhibiting
Activity Book: Act. AD a sequence; convey immediate responsible behaviors towards the environment.
(pp. AB44AB45); Act. AB needs using visual cues,
Understand and use common expressions of politeness in
(p. AB46); Act. AC (p. gestures, and objects; repeat
class while working in pairs or groups on projects.
AB47); Act. AB (p.AB48); modeled sentences; convey
Act. AB (p.AB49). meaning through personal Recognize when to speak and when to listen while
drawings. working in pairs or small groups in class by following
Extras: an analog clock; a classroom instructions.
set of Times and Daily
activities game cards (pp. Exchange specific information with another person, provided
150151) for each pair of they talk slowly and clearly and are prepared to help.
students; dice. Read a variety of simple text-types and graphic
organizers used to present cross-curricular information.
Apply ICT and/or other resources to communicate
simple thoughts in small groups.
LESSON 2: Birthday party! Students learn how to: ask Understand meanings expressed in short dialogues on
(pp. 8691) and answer questions about familiar topics, as well as basic spoken instructions and
Six 45-minute class periods birthdays and age; express simple questions about self, people, animals or things,
birthday greetings; give and especially when spoken slowly and clearly.
Flash Cards 118135 receive a gift; name birthday Ask and answer basic personal information questions, as
Star & Stella puppets party items. well as simple questions about other people, animals, and
Audio CD: T5156 Global Benchmarks: Students possessions, provided the interaction is slow and clear.
Activity Book: Act. AD can: keep a steady beat; Understand and use common expressions of politeness in
(pp.AB50AB51); Act. AB differentiate one object/picture/ class while working in pairs or groups on projects.
(p. AB52); Act. AC (p. letter/word from another;
Communicate to peers and teacher when something is not
AB53); Act. AB (p.AB54); greet, say please and thank
understood in class through the use of simple basic questions.
Act. AB (p.AB55). you with prompting; make a
request through visual cues/ Understand the content in simple short written
Extras: a hat holding environmental print text types, using artwork, symbols
cards with words Family, gestures/objects; begin to
join in with a familiar rhyme and layout for support.
Drinks, Pets, Toys,
Colors, Rooms; a timer; or story; hold writing tools Read a variety of simple text-types and graphic
a calendar; soft balls; one set effectively. organizers used to present cross-curricular information.
of Ages and Dates game Write a variety of short simple text-types, commonly
cards (p. 152) for each pair; used in print and online, with appropriate language and
dice. layout.
Identify key information such as events, characters, and
objects in stories and other age-appropriate literary
texts if there is visual support.
PHONICS: Short u, Long u Students learn to: recognize Imitate individual English language sounds, especially
(u_e, ue, ui) (pp. 9299) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /u/ and long /u/ sounds. L1, both in isolation and within key vocabulary items.
Phonics Game Cards identify, or repeat sounds. Write simple words, phrases, and sentences for
controlled practice of language items.
11

Unit Planning Guide
Unit 6
Lesson, Periods,
and Resources
LESSON 1: Whats your Students learn how to: Ask simple basic questions in class about the world
favorite season? (pp.100 ask and tell about weather; beyond their own immediate environment in order to
105) identify seasons; ask and tell increase their understanding of different cultures.
about seasons and preferred Exchange basic personal preferences with peers in order
Six 45-minute class periods
activities. to express likes and dislikes.
Flash Cards 136153
Global Benchmarks: Understand meanings expressed in short dialogues on
Star & Stella puppets Students can: respond to familiar topics, as well as basic spoken instructions and
Audio CD: T5762 simple questions or directions simple questions about self, people, animals or things,
Activity Book: Act.AD supported by visual cues/ especially when spoken slowly and clearly.
(pp.AB56AB57); Act. AB gestures/ objects; differentiate
Recognize familiar names, words, and short phrases
(p. AB58); Act. AC (p. one object / picture / letter /
about simple everyday topics whether heard in isolation
AB59); Act. AB (p.AB60); word from another; respond to
or within short, simple spoken texts describing people
Act. AB (p.AB61). basic questions through facial
and objects.
Extras: a Bingo board expression and gestures; with
prompting use one or more Enjoy extensive listening in English.
(p.155) for each student;
words to respond to simple Clap, move, chant or sing along with short authentic
a set of Weather game
questions; convey meaning English language rhymes or songs, approximating English
cards (p. 153) and a set of
through personal drawings. rhythm and intonation once familiar with the text.
Seasons game cards
(p. 154) for each pair of Say when they do not understand and ask for slower or
students; dice. clearer repetition where required.
Read a short simple text and demonstrate understanding
of the gist and some basic details of the content.
Read and understand the main ideas in a short simple
text on a cross-curricular topic.
Complete a basic survey or a questionnaire by providing
personal details.
Listen to and read short narratives and/or other oral
and written literary texts in class in order to stimulate
imagination, curiosity, and a love for literature.
Use creative thinking skills to learn how to share and
respect all ideas through brainstorming activities and pair
work in class.
PHONICS: Short a, Long a Students learn to: recognize Imitate individual English language sounds, especially
(a_e, ai, ay) (pp. 1626) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /a/ and long /a/ sounds. L1, both in isolation and within key vocabulary items.
Phonics Game Cards identify, or repeat sounds. Produce simple, mainly isolated utterances using very
12

Star Puppet
Instructions:
Cut out the
puppet and
attach it to a
craft stick with
glue or tape.
See page 15 for
ideas for using
the puppets to
aid instruction.
Houghton Mifflin Harcourt Publishing Company 13

Stella Puppet
Instructions:
Cut out the
puppet and
attach it to a
craft stick with
glue or tape.
See page 15 for
ideas for using
the puppets to
aid instruction.
14 Houghton Mifflin Harcourt Publishing Company

Using the Teachers Book
Each lesson in the Teachers Book starts with a list of preparations

needed and a suggested warm-up activity, and ends with an
extra activity (sometimes two) that can be completed in class or
set for homework.
The Teachers Book Overview (see pages 16 to 23) provides

detailed explanations of how to effectively teach the activities
in the Student Book.
Preparing students Using Star and Stella

Always take time to prepare students for an activity. This See pages 13 and 14 for templates for creating the Star
helps the activities run efficiently and maximises learning and Stella hand puppets. You may want to give each
outcomes. Avoid long explanations when preparing student their own copies and have them color and put the
students. Consider some of these ideas: puppets together.
It is important to give students lots of praise and to correct
Start by grouping students so they know who they errors in a positive and supportive way. The hand puppets,
will be working with. If the activity requires students Star and Stella, can be used to great effect here.
to work on their own, tell them this.
Star and Stella can be used to help prepare and support
Use the worked examples in the Student Book to students. You could use them in your role-play and to
model activities. check that students know what to do. For example, after
Show students what to do by performing a role-play. your role-play, you might suggest that Star and Stella look
Show what each player will do and say. Show how confused, and ask students to tell the puppets what to do.
materials, such as game cards, are to be used and There are more ideas on how to use Star and Stella on
model the language you want them to use. Keep pages 16 to 22.
your performance clear and simple, and hold back
on explanatory talk. Concluding an activity
Ask questions to check that students know what to The way an activity is concluded can help to maximise
do. Your questions should help them to identify the learning. Depending on the activity, you may need to
aim of the activity, the procedure, and any other check answers as a whole class, choose students to write
important details of the activity. answers on the board, or ask pairs of students to perform
When the students have begun work, check that they in front of the class. There may also be extension tasks or
are on the right track. references to an Activity Book exercise. At this stage, it is a
good idea to assess students progress.
15

Teachers Book Overview
Unit
4 How many robots do you have?
FOCUS Unit How many robots do you have?
Theme Toys
4
Look, listen, and talk Track
36
Aim Students learn how to: name toys;
How many robots do you have?
ask and answer questions about toys One.
What color is it?

Structures Questions with How many Its red.
(How many robots do you have?
How many dinosaurs does he have?)
Questions about color (What color is
it? What color are they?) How many dinosaurs do you have?
Review: colors, numbers, cardinal Seven.

What color are they?
numbers one to eight
Theyre green and yellow.
Vocabulary balls, dolls, cars, trains, animals,

robots, dinosaurs, black, blue, brown,
Warm-up activity
green, pink, purple, red, white,
orange, yellow, none
How many dinosaurs
does he have? None!
The warm-up activity promotes a positive learning

attitude and enables students to immediately begin 62
communicating in English. Students can talk using 062-067_1_LITESB951983_U4.indd 62 4/8/16 2:37 PM
Look, listen, and talk CT1, CT2, CT3

familiar language, often from the previous unit. Lesson preparations 1. Books closed. Use the Star puppet to help model the
questions and answers from the first frame on page 62.
Starship flash cards 71 to 87: animals, cars, balls,
Make these activities fun and minimise corrections. dinosaurs, dolls, robots, trains, black, brown, green, pink,
purple, red, white, orange, blue, yellow
Show your students one blue toy car or one picture of a blue
car. Ask Star, Is this your car? Have Star nod his head.
You can use Star and Stella to help prepare students Star and Stella hand puppets (see page 13)
Audio CD Tracks: 36, 37
Ask Star, How many cars do you have? Tell the class
his answer: One. Next, ask, What color is it? Tell
the class his answer: Blue. To reinforce meaning, point
for these activities. Activity Book: Activities A, B on page AB36;
C, D on page AB37
out other blue objects around the room and say, Blue.
Extras: Warm-up activity flash cards: 11, 13, 47, 51, Next, show a second blue toy car beside the rst.
78, 80, 84, 86, 87: two blue toy cars or two pictures of Using the same procedure, model the questions and
a blue car answers again, using the plural form. Ask, How
many cars do you have? Answer, Two. Then ask,
Warm-up activity CT2, CT3 What color are they? Answer, Blue.
1. Passage to read: I see a dog. I see a banana. I Before opening books, say, Lets look at some other
see an apple; its red. I see a bird; its green and toys. Write the word toys on the board.
yellow and white and black and blue! 2. Books open. Ask students to look at the opening scene
2. Place the flash cards for the ten underlined words on page 62.
in the passage in a line on the floor in any order.
Ask ten students to stand and display one card Point to each character and ask, Whos this? (Star,
each. Say, Lets put the words in the right order. Tessa, Tom)
Read the first sentence and guide the first one into Ask, Who is asking the questions? (Star) Ask, Who
position. Continue reading. Once in order, read out is answering the questions? (Tessa)
the passage, pausing before each flash card word,
so the class can call it out. 3. Play Track 36, frame by frame. Ask students
Track
to point to each speech bubble on page 62 as
36 each part is spoken.
92 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
092-099_1_LITETB952027_U4.indd 92 4/14/16 1:45 PM
Look, listen, and talk

Throughout Starship English, new language is
introduced in the opening dialogs in each Student Present the language
Book unit. There are directions for first setting the
Always give your students an opportunity to
scene, then presenting the new language, and then
look over the opening scene illustrations before
practicing it through three controlled repetitions of
playing the CD recording. Ask questions to draw
the dialog.
their attention to useful details. This will help
their comprehension as they listen to and follow
Set the scene the dialog.
Make sure students books are closed as you provide
a sample of the language they are about to learn.
At this stage, it is useful to speak in context and
pre-teach a few words from the units vocabulary.
As well as setting an appropriate learning pace, it
can trigger recall of existing knowledge.
In most units, you can use the Star hand puppet
to engage students. Use Star as your assistant in
modeling simplified versions of the opening dialogs.
Star can communicate through you, whispering
messages to you, which you then pass on to the
class. It is worth practicing this routine so you feel
confident performing it in front of the class.
16

u have? Look, listen, and talk Talk
Talk CT1, CT2
How many robots do you have? Track 1. Books open. Use the Stella puppet to help keep your This activity provides a less controlled opportunity
37 students focused on listening to and answering the
1. animals
1. animals
2. balls
2. cars
3. cars
3. balls
4. dinosaurs following questions. Remind students that Stella is trying
to learn English names but she needs some help. Say,
for students to practice a units vocabulary and
Ill ask some questionswill you help Stella answer
structures. Students still need a great deal of
5. dolls 6. robots 7. trains
them? (Yes.) Ask, What are the names of the two
characters? (Dan and Tessa) Who is asking the questions?
5. dolls 2.
(Dan) What is he asking about? (Tessas cars)
Ask, Who is answering the questions? (Tessa) Tell
support, so a lot of the language is supplied, but
they get to be a little more independent as they
6. robots 7. trains students to complete Tessas dialog by lling in the gap
8. black 9. brown 10. green 11. pink 12. purple with any of the color words.
13. red 14. white 15. orange 16. blue 17. yellow
3. Ask pairs of students to practice the dialog. Ask each
pair to take turns speaking both parts. make word choices to fill the gaps in the lines of
dialog.
4. Encourage students to use different toys, numbers,
and colors. Listen carefully to students pronunciation,
Talk. correcting errors and offering praise.
How many cars
do you have? Three. 5. Ask two or three pairs of students to perform the dialog
for the class. Make sure students realise that they can refer to the
What color are they? Theyre .
numbered words at the top of the page in each unit
6. Activity Book. Ask students to complete activity C
on page AB37. Check students answers. Ask pairs of
students to take turns speaking the two parts.
in making word choices.

63
Phonics activity CT2

062-067_1_LITESB951983_U4.indd 63 4/8/16 2:37 PM
Students practice producing the /r/ and /l/ sounds in This activity always starts by asking the names of
the following tongue twister: Yellow robots, red balls.
4. Play the CD again, frame by frame. Ask the class to 1. Write the two sounds on the board and model the Starship characters pictured in the modeled
repeat each dialog with you. them separately. Walk among the students so
5. Divide the class into two groups. Ask Group 1 to read
they can all see how you make the sounds. Ask
questions to make sure students understand how
dialog. In the earlier units, this reinforces
Stars part and Group 2 to read Tessas part. Then ask
the characters names and gives practice in
the sounds are made. Have students repeat the
the groups to swap parts and repeat.
sounds with you.
6. Divide the class into pairs. Ask each pair of students to
2. Write the tongue twister on the board. Tell
take turns speaking the parts of Star and Tessa. Briey
visit each pair and correct any pronunciation errors.
students to listen carefully. Recite the tongue
twister slowly three times. Emphasize the /r/ and
pronouncing them. In later units, the question
7. Books closed. Say, Lets practice some words for toys
and colors. Introduce each numbered word on page
/l/ sounds. Tell students to repeat the tongue
twister with you three times, slowly. signals the start of a familiar activity.
39, one by one. First, model a word as you show the 3. Tell students to listen carefully again. Recite the
matching flash card. Keep the written word covered. Ask
students to repeat the word with you several times. Then
show the word, model it one more time, and leave the
tongue twister clearly as quickly as you can,
three times. Ask students to repeat it with you in As students practice the dialog in pairs, listen
the same way.
carefully to their pronunciation. Consider taking

card on display. Repeat for the other words on page 63.
8. Say, Lets practice our words again. This time,
Track
Stella around with you. She can act as your
close your eyes and listen carefully to the
37 voice on the CD. Play CD Track 37. Pause as
necessary for practice.
Extra activities CT1, CT3, CT4
9. Return to the opening scene. Arrange the pairs of
students into groups of four. Ask each pair to perform
1. Activity Book. Ask students to complete listening assistant and reinforce your positive
activity D on page AB37.
the scene for the other pair in their group.
10. Activity Book. Ask students to complete activities
2. Ask students to bring a toy to the next class. comments by nodding her head.
A and B on page AB36.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 93
092-099_1_LITETB952027_U4.indd 93 4/14/16 1:45 PM

Phonics activity
These activities draw attention to pronunciation
features of the units focus language. Most units
give students practice in producing individual
Practice the language sounds through activities such as sorting and
tongue twisters. In Unit 1, students are introduced
Repetition 1as one group: to word stress, and in Units 3 and 5, they are
Students repeat the modeled dialog for the first introduced to sentence stress. As English is stress-
time as a whole group. Avoid focusing on any timed, it is important that students get the chance
one individual at this stage. Allow your students to work with the rhythm of the language. Other
some space as they start trying out the new opportunities are provided through the song in
language. each unit and in the chants included in the Activity
Repetition 2as a dialog between groups: Book. After Unit 1, you can focus on word stress
Students start practicing the dialog in parts. They as you introduce the vocabulary in the illustrated
are still talking in a group, which allows them to dictionary section of each unit. Encourage your
build their confidence. students to mark the words in their books using the
symbols introduced in the Phonics activity in Unit
Repetition 3in pairs:
1: a large circle (O) for a strong syllable and a small
Students repeat the dialog with a partner. Start
circle (o) for a weak syllable.
focusing on pronunciation. Take a quiet, one-
on-one, positive approach to correcting errors.
Model correct pronunciation, listen to hear the
error corrected, offer praise, and then move your
attention on to the next student. You could use Star Extra activities
as your listening assistant, reinforcing your praise
Depending on the time you have available at the
by nodding his head and clapping his hands.
end of your lesson, these extra activities can either
be done in class or set as homework.
17

Unit
4 Sing
Sing CT3, CT5
Sing Track
38 1. Books closed. Use the flash cards to review the units
toys and color words. Take the opportunity to provide
lots of praise.
2. First listening. Ask students to close
How many robots Track
their eyes and listen to the song.
do you have? 38 Play CD Track 38.
One, two, three.
What color are they? 3. Second listening. Divide the class into pairs. Give
Theyre purple.
each pair a set of Toys and Colors game cards.
How many animals
Ask students to use the correct colors to color in the
do you have? shapes on the purple, brown, and green cards. Ask each
One, two. pair to arrange the cards in order as they listen to the
What color are they? song. Play CD Track 38 again. Ask the class to check
Theyre brown. that their cards are in the correct order.
How many cars 4. Third listening. Ask students to sing along. Tell
do you have? students they can use their ordered cards as prompts.
One. Replay CD Track 38.
What color is it?
Its green. 5. Books open. Ask students to look at the pictures on
page 40. Ask, What toys do you see? (robots, animals,
How many dinosaurs a car) Ask students to look at the words. Read the song
do you have? with the class. Have them point to each picture as they
None! say the matching words.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 38.
64
7. Activity Book. Ask students to complete activities A
and B on page AB38.
062-067_1_LITESB951983_U4.indd 64 4/8/16 2:37 PM
8. Ask the class to stand up and sing the song together.

Encourage their best performance with Star and Stella
Lesson preparations as the audience. Play the CD as necessary.

dinosaurs, dolls, robots, trains, black, brown, green, pink,
Warm-up activity
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 38, 39, 40, 41
Activity Book: Activities A, B on page AB38; A, B,
This activity revises vocabulary and sentence C on page AB39 (CD Tracks 79, 80, and 81)
Extras: one set of Toys and Colors game cards
structures introduced in the previous lesson. You for each pair of studentsanimals, cars, dinosaurs,
robots, purple, brown, green (see page 149)
can use Star and Stella to engage students, by Warm-up activity CT1, CT2
asking the puppets a question about the previous 1. Have students conduct an oral survey to find
out how many toys their classmates have. Tell a
student to ask you, How many animals do you
lesson. Move them to show shyness at being asked have? Answer, I have six animals.
2. Ask students to move around, asking and
a question and embarrassment at not knowing answering questions about different toys.
3. To conclude, ask two or three pairs to perform a
the answer. Acknowledge their reaction with your question and answer for the class.
students. Reassure Star and Stella by telling them 94

that the students are there to help. At this point,
tell students that seeking help from classmates is 092-099_1_LITETB952027_U4.indd 94 4/14/16 1:45 PM
allowed, even encouraged!
Sing
The Sing section starts with a vocabulary review.
Star and Stella can be used to help provide positive
feedback. You can make Stella react positively
through nodding her head and clapping her
hands.
This activity requires students to use sets of game
cards in the second and third listenings of the
song. Produce these ahead of time (see Lesson
preparations). To reduce the time you spend
preparing these, you could hand over the cutting-
up task to your students as part of the vocabulary
review at the start of the lesson. Students would
get further opportunity to re-engage with the
vocabulary before listening to the song.
To encourage enthusiastic singing, particularly
towards the end, you could tell your students that
Star and Stella love to hear them sing, so they
should give their best performance.
18

Listen A. Listen and choose
1. Books open. Ask students to identify the toys. Say, Lets
Listen
listen to five questions and answers. Play One on CD
Track 39. Model, using the worked example. Depending on how much time you have, and the
Track
a 1 c
2. Check that students know what to do. Play CD Track
39. Pause for students to match the pictures with the needs of your students, you can extend learning
2 numbered boxes. Check students answers.
b
3
4
d 3. Divide the class into pairs. Have students refer to their through the speaking practice detailed in steps 3
e completed task and take turns asking and answering
5
Track
questions about the color of the toys in each picture.
and 4.
B. Listen and check a or b . 40 4. Ask five pairs to each perform one question and answer.
1
a a 2 a
3
a
4
5. Activity Book. Ask students to complete activity A on
page AB39 (CD Track 79).
b b b b
B. Listen and check a or b CT1, CT2
Track
C. Listen and say. Track
41 40 Audio Script
1 2 3 4
Narrator: One
Female: How many dinosaurs does he have?
Male: Eight.
Narrator: Two
65 Female: How many cars do you have?
Male: One.
062-067_1_LITESB951983_U4.indd 65 4/8/16 2:38 PM
Female: What color is it?
Male: Its red.
A. Listen and choose CT1, CT2
Narrator: Three
Track
Audio Script Female: How many animals do you have?
39 Male: Four.
B. Listen and check a or b

Narrator: One Narrator: Four
Girl: How many cars do you have? Female: How many trains does he have?
Boy: Two. Male: Two.
Girl: What color are they?
Boy: Theyre black and yellow.
Narrator: Two
Boy: How many dinosaurs do you have?
Girl: Three.
1. Books open. Ask students to look at the four pairs of
pictures and identify the toys.
In step 4, students extend their learning by using
Boy: What color are they?
Girl: Theyre red and yellow.
Narrator: Three
2. Say, Lets listen to four questions and answers and
check the boxes that match what we hear. Play One
their checked pictures to practice writing. Before
they start, ask them to suggest an example and
Girl: How many trains do you have? on CD Track 40. Model, using the worked example.
Boy: One.
Girl: What color is it? 3. Check that students know what to do. Play CD Track
Boy: Its black and red.
Narrator: Four
Boy: How many dolls do you have?
40. Pause for students to check the picture boxes. Check
students answers. then work with this to provide a written model
Girl: Three.
Girl: Theyre green and orange.
4. Write, How many _____ do you have? on the board.
Tell students to refer to their checked pictures and write on the board. Also, tell students to turn to the
questions and answers.
Narrator: Five
Boy: How many balls do you have?
Girl: Four.
5. Ask four students to each write one question and opening scene and the numbered words on the
answer on the board.
Girl: Theyre purple and white. 6. Activity Book. Ask students to complete activity B on facing page of the lesson for further help with
95 structure and spelling.
092-099_1_LITETB952027_U4.indd 95 4/14/16 1:45 PM
Listen
In the three Listen activities, use Star to help you
check that your students know what to do. Try these
two techniques:
1. Say, Star doesnt know what to do. Can you
tell him?
2. Address questions to Star and have him turn to
your students for answers.
19

Unit
4 Listen
Listen
1. Books open. Ask students to look at the four pictures
Track
A. Listen and choose. 39 in exercise C.
a 1 c 2. Ask students about the toys in the pictures. (1trains,
2 2robots, 3a dinosaur, 4cars) Ask students what
3 questions they might hear on the CD. (How many and
4
d What color questions)
b e
5 3. Say, Lets practice speaking. Divide the class into
pairs. Tell students they will listen to a dialog, and
Track
B. Listen and check a or b . 40 then repeat it. Tell students to listen carefully as you
1 2 3 4 show them what do. Play One on Track 41. Role-play
a a a a
both parts of the dialog to model the exercise.
4. Check that students know what to do. Tell students to
listen carefully, and then play CD Track 41. Pause for
b b b b students to repeat the parts of dialog. Write them on
the board as necessary. Ask students to swap roles and
repeat.
5. Ask four pairs of students to each perform one dialog.
41
1 2 3 4
on page AB39 (CD Track 81).
C. Listen and say 65

Extra activities CT2, CT4
1. Ask students to think about their own toys
062-067_1_LITESB951983_U4.indd 65 4/8/16 2:38 PM
at home, and then write three questions and
answers about them.
Students listen to, recall, and then practice 2. Ask students to review spelling aloud words
C. Listen and say CT1, CT2 for colors and toys. This will prepare them for
repeating the audio with a partner. To conclude, Track
the warm-up activity in the next lesson.
Audio Script
they perform the scene to another pair of students. 41
Narrator: One
Boy: How many trains do you have?
Girl: Two.
Girl: Theyre green and yellow.
Narrator: Two
Girl: How many robots do you have?
Boy: Four.
Extra activity
Narrator: Three
Boy: How many dinosaurs does he have?
Girl: One.
Boy: What color is it?
Girl: Its brown and black.
Depending on the time you have available at Narrator: Four

Girl: How many cars do you have?
the end of the lesson, students can either review Boy: Five.
spelling for the next lessons warm-up activity in

class or for homework. In Units 3 to 6, there is an 96
additional task that gives students some practice in

writing questions and answers. Again, this can be 092-099_1_LITETB952027_U4.indd 96 4/14/16 1:45 PM
done in class or set for homework.
20

Practice
A. Look and choose CT1, CT3 A. Look and choose
Practice 1. Books open. Tell students to look at the pictures
A. Look and choose. and identify the pictured toy. (a ball/balls) Then, tell
them to look at the words and identify the word In preparing for this activity, students name what
group. (colors) Say, Now, lets match the words to the
they can see in the pictures. You could use Stella to
3
1
2
4 pictures.
2. Model the exercise, using the worked example. Ask
5 6 7 8 students to match the next word (blue) to a picture
(picture 6). Ask them what to do next. (Write 6 in engage students. Use the technique whereby you
the box.)
1
5 green
pink 6 blue
8 orange
4 brown
2 yellow
3 red
7 purple 3. Ask students to complete the exercise alone. Check ask the puppet questions, and then have her turn
students answers by calling out each number and
B. Read and say.
This is my robot. 4.
asking the class to say the matching color.
Activity Book. Ask students to complete activity A
to the class for the answers. You are showing your
Its yellow and black.
on page AB40.
students that you believe they know the answers,
B. Read and say CT2, CT3
C. Ask and answer. 1. Books open. Ask students to name the toy in the
which is important at this stage.
How many picture and say who it belongs to. (a robot, the girl)
Listen to pronunciation when you check students

do you have? . Then ask students to quietly read what the girl says
about her robot.
What color Theyre
2. Say, Lets practice reading aloud. Ask students to
are they? and .
stand up and read the passage aloud together. responses. Model and repeat any words that might
3. Divide the class into pairs. Ask students to take turns
need further pronunciation practice.
66
reading to each other.
062-067_1_LITESB951983_U4.indd 66 4/8/16 2:38 PM
4. Ask two or three students to take turns reading aloud
to the class.
5. Books open. Ask students to complete activity B on
Lesson preparations page AB40.
Starship flash cards 71 to 87: animals, cars,
balls, dinosaurs, dolls, robots, trains, black, brown,
C. Ask and answer CT1, CT2
B. Read and say

green, pink, purple, red, white, orange, blue, yellow
1. Books open. Say, Lets practice speaking. Divide
Star and Stella hand puppets (see page 13) the class into pairs, student A and student B. Role-play
Activity Book: Activities A, B on pages AB40, the dialog. As student A, point to the first question
AB41 and ask, How many dolls do you have? As student
B, point to the first answer and say, Two. Step back
Extras: two sets of Toys and Colors game
cardsanimals, cars, dinosaurs, robots, purple,
into the role of student A. Point to the second question
and ask students what to say. (What color are they?) In preparing students to read aloud, establish Star
brown, green (see page 149) Continue the role-play in this way. Show taking turns.
Warm-up activity CT1, CT2

Ask questions to check that students know what to do.
Make sure they know to answer the questions with as
and Stella as the audience. Motivate students to
read clearly and enthusiastically for their visitors
many different toys, numbers, and colors as they can.
1. Play an oral spelling game (see How to play
Spell it! on page 21) to review words for 2. Move around the class and listen carefully as students
practice the dialog.
from space!
colors and toys.
3. Ask two or three pairs of students to perform the
dialog for the class.
97
C. Ask and answer
092-099_1_LITETB952027_U4.indd 97 4/14/16 1:45 PM
This activity provides another opportunity for pairs
of students to practice vocabulary and structures.
The activity starts by role playing the dialogue and
then, as for the Talk activity, move around the class
monitoring students pronunciation.
Warm-up activity
Each practice lesson starts with a game of Spell it! How to play Spell it!
Two teams play and points are scored by correctly
spelling aloud vocabulary words from the unit. The rst players in each team stand. The player
Keep it fun and energeticit is a warm-up activity, from team A is asked to spell a word.
not a test. You could give bonus points to students
If the word is spelled correctly, a point is earned. If
who are trying really hard, having lots of fun, or
the word is spelled incorrectly, then the first player
being good team players.
from team B has a chance to spell the word correctly
and win the point. If neither player spells the word
correctly, no point is allocated.
The rst players in each team take their seats.
The second players in each team stand, and the

player from team B is asked to spell a different word.
The game continues until all the words have been

correctly spelled. Add up the points and declare a
winning team. Congratulate both teams for trying
their best and having fun.
21

Unit
4 Play and learn
Play and learn Game for two players

Player One asks a question about a group of the
toys pictured, for example, How many cars do
you have?
Player Two answers the question, for example,
Seven.
Player One then asks, What color are they?
Player Two answers, Theyre red and black.
How many cars do you have?
Players take turns as player One and Two.
Seven.
1. Students play with the partner they found in the

Organizing groups activityone student to be
What color are they? player One and the other to be player Two. Show
Theyre red and black. students how to play through a role-play. As player
One, ask How many cars do you have? As player
Two, count the cars in the illustration on page 43 and
answer, Seven. Return to the role of player One and
ask, What color are they? As player Two, answer,
Theyre red and black. Show how to take turns.
Remain as player Two and start the dialog again with
a question about a different groups of toys.
67
2. Ask questions to check that students know what to do.
Play the game.
062-067_1_LITESB951983_U4.indd 67 4/8/16 2:38 PM
3. To conclude, ask students from different pairs to
perform one round of the game for the class.
Organizing groups
Organizing groups CT1 and B on page AB41.
1. Use pairs of Toys and Colors game cards 5. To end the unit, use the ash cards to review the unit
to review the unit language and regroup vocabulary.
students for the end-of-unit game. See
This activity usually involves working with the Organizing groups on page 22. Note:
Students will need to color the purple, brown,
and green cards in the correct colors. Extra activity CT1, CT4
game cards as a paired pack. You will need to 2. Hand out one game card to each student. 1. Play a written spelling game (see How
Check that students know what to do by to play Write it! on page 22) using the
produce enough pairs for each student in your class asking them to tell Stella what to do. They
should say that the aim of the activity is to
vocabulary on page 63 of the Student Book.
nd a partner through matching their Toys

to have a card each. In larger classes, this might cards. Encourage students to call out their
words to find their partners. Once partnered,
mean some pairs are duplicated. If your class size 3.

tell them to sit together.
Make sure students are correctly matched by
having them call out their words, pair by pair.
is small, make selections from the cards based on
the needs of your students. For instance, if you have
only a few students, consider using the words that
were not used in the Sing activity.
98
Star could be used here to help introduce the
upcoming Play and learn game and the idea of an 092-099_1_LITETB952027_U4.indd 98 4/14/16 1:45 PM
activity to prepare for play with a different partner.

To do this, use the technique whereby you take
his whispered messages and pass them on to your Extra activity
students.
If theres time at the end of your lesson, play one last
Use Stella to check that students know how to
game. Write it! gives your students a final opportunity
play the game. Say that Stella was sleeping or not
to review their spelling of the units vocabulary. Keep it
paying attention while you were showing everyone
fun and energetic so the unit ends on a positive note.
what to do. Ask your students to explain the game
to Stella. How to play Write it!
Use the same teams from Spell it! and write their
names on the board. Tell the teams they will be
racing to write words under their team names.
Ask teams to stand in single le facing the board and
give the first player in each team a board marker.
Ask questions to check they know what to do.
Call out a word. The rst player from each team races
to the board and writes the word. They return to the
second player, hand over the board marker, and go to
the back of their teams line. The second player then
runs to the board and writes a different word. The race
ends when a team completes writing all the words.
Give a point for each correctly spelled word and bonus
points for finishing first. Consider removing points
for illegible handwriting and giving bonus points
to students who either tried really hard, had lots of
fun, or were good team players.
22

Grammar, Culture notes, Extension activities Grammar
Grammar CT2
Students have already encountered how in How do you Culture notes CT1, CT2 The grammar tables in this section highlight and
spell?, but the phrase How many ? is new. Focus on
counting and the difference between singular and plural
when discussing the colors.
Most cultures have traditional toys. Ask students
about toys their parents or grandparents played reinforce grammatical structures. Statements,
with. Are these toys, such as hula-hoops and
This unit also introduces the conjunction and. Play a
game. Begin with the first student and say that you see
yo-yos, still popular? In many cultures, children
make their own toys. questions, and answers are clearly and simply
him and another student, I see (John) and (Mary). Each
student practices the format, adding another student until
everyone in the class has had a turn.
Some colors are considered to have meanings in
different cultures and are associated with different presented. You could reproduce the tables on a
events. For example, in the United States, white is
Note: Students will learn the place of and in a series later.
If more-able students are curious, explain that we separate
a color associated with weddings and red is
associated with danger. Explore ideas such as
poster before starting a lesson. Display them in the
the first items with commas and only use and before the lucky colors with students.
last item. What color is it? Its black, white, and red. classroom and use them to support students or to
Questions correct errors. Alternatively, you could lead your
How many animals
balls
do you have?
Extension activities CT2, CT4, CT5
class to build the tables on the board. You could do
cars
dinosaurs
1. Ask students to find magazine pictures or draw
pictures of the toys in this unit. Label them and this before the Talk activity.
dolls put them on the wall for reference.
robots 2. Have students create a color rainbow by

trains bringing in small objects, such as magazine
pictures and disposable packaging, and putting
colors together.
3. For more-able students, introduce the terms
What color is it? light and dark to describe different tints and
are they? shades of colors.
Culture notes
Answers
One. Its black.
Two. Theyre blue.
Three. brown.
Four. green. Starship English supports an integrated approach to
Five. red.
Six.
Seven.
orange.
pink.
language and culture learning. The four American
Eight.
Nine.
purple.
white.
charactersDan, Emma, Tessa, and Tompresent
Ten.
None.
yellow.
a way of life and a world of values, attitudes,
and beliefs for students to explore and compare
with their own culture. The notes in this section
Theyre ______ and ______.
highlight and explain selected cultural content

99 from each unit. There are also practical suggestions
for how you can support culture learning as you
092-099_1_LITETB952027_U4.indd 99 4/14/16 1:45 PM teach language skills. See the note in Unit 1 on
teaching the body language associated with the
social act of greeting.
Extension activities
These extension activities are suggestions for how
to reinforce the learning. In many cases, you
can simply work the useful tips into your overall
approach to teaching with Starship English. Where
extra classroom work is suggested, choose activities
depending on how much time you have and the
needs of the students.
23

Phonics Introduction
Phonics is the foundation on which the

Stella
teaching of reading and spelling is based.
Students learn the letters of the alphabet
and the corresponding sounds that each
letter makes as well as the sounds made
by combinations of letters. Star
Phonics involves teaching students to
correlate phonemes, the sounds of English,
with graphemes, letters or groups of letters
of the alphabet. When students see a The key idea is that students who use
grapheme, they should know what sound Starship English are learning the letters of
the letter(s) make, for example, the letter a the English alphabet at the same time as
makes the short /a/ sound in the word apple they are learning to read (decode) and spell
and the letters ay make the long /a/ sound (encode) words. The Starship English series
in the word day. In other words, beginners takes this into account and is designed to
need to associate letters with their sounds, take students from an absolute beginner
not their names, when learning to read and level to intermediate level. Letter learning
spell. Once the students have mastered the should be multisensory. This means that
sounds and the letters, they need to apply letter formation should be taught right
them by combining the sounds of the letters from the start; as students learn a letter
to pronounce and spell words. sound, they also learn to form it in the air,
Phonics lessons in Starship English adopt and then on a whiteboard or piece of paper.
a synthetic approach to the teaching of Learning the visual appearance, the writing
phonics. Synthetic phonics teaches students movement, and the sound of a letter, all at
to put together, or blend, letters and sounds. the same time, helps them to consolidate it
It means that the students are taught in memory.
from the beginning to form words and The design of this series ensures easy use
figure out unknown words by blending for students and teachers, helping to make
the letter sounds. the learning of phonics efficient, effective,
engaging, educational, and entertaining.
024-024_1_LITETB952027_PBINTRO.indd 24 4/14/16 2:59 PM

Phonics Level Pre A1.2
Level overview
Starship English Level Pre A1.2 covers the characters to explain the concepts helps
vowelsounds. students to relate to content, and aids the
learning process. Teachers can take on the
The phonics lessons first review the short
role of the character and provide further
vowel sounds that were learned in Level
explanation if it is necessary.
PreA1.1. Students are presented with
activities in a Presentation, Practice, The Reviews are a checkpoint to monitor
and Production sequence. Then students grasp of the content. Students can
students find various practice exercises, reflect on the work recently learned and
including reading, writing, listening, and test their own understanding and ability to
spelling, which reinforce their memory, use their encoding, decoding, and listening
understanding, and familiarity with the skills. Each Review contains practice
focus graphemes and phonemes. exercises and ends with a reading passage.
Students gain a sense of achievement from
The focus then turns to the long vowel
being able to read, understand, and enjoy
sound and the letter combinations that
the story.
make the long vowel sound, for example,
the long /a/ sound is represented by
the letter combinations a_e, ai, and ay.
Each of these combinations is presented
separately, allowing students to focus on
the letter combinations and gain a good
understanding of the concept as well as
comprehensive practice to reinforce their
knowledge. There are a variety of exercises,
but these are rotated amongst the units to
help students become familiar with how the
exercises are conducted. The use of Starship
025-031_1_LITETB952027_PBOVRVIEW.indd 25 4/14/16 2:59 PM

Phonics Pre A1.2 Short Vowel Unit Overview
Phonics
A. Look, listen,
and say.
Unit
1
Short a
P-CD
This exercise presents four anchor A. Look, listen, and say. 1
Track
words with the short vowel sound.

The four anchor words should be
said aloud by the students and
the teacher.
1. ant 2. apple
B. Listen, write,
and read. 3. hand 4. lamp
P-CD
This exercise gives the students Track
an example of the anchor words B. Listen, write, and read. 2
in the context of a sentence.
The students listen and identify 1. It is an ant .
the words, write out the missing
words, and then read the 2. Here is the .
sentence.
3. This is my .
4. Here is a .
Audio Support 16
The corresponding audio track is 016-023_1_LITESB951983_PBU1.indd 16 4/14/16 11:19 AM
indicated by the P-CD icon, which

shows the track number on the
P-CD for ease of use.

Phonics Pre A1.2 Short Vowel Unit Overview
C. Listen and circle

C. Listen and circle words with the Track
P-CD words with the
short a the same sound as hand. 3 short a the same
1. flag 2. snake sound as hand.
This exercise aims to expand students
3. cat 4. stamp vocabulary as well as reinforce the
different sounds represented by the
vowel. Students are not required to
5. jar 6. bag decode all the words in this section,
but they should be able to discern
D. Read the words that sound the same. whether each word has the short
/a/ sound or not. Students can be
a+n a+d a+p a+t expected to decode all the words
containing the short vowel sound.
an ad ap at
ran had tap mat
man sad cap hat
fan pad map fat D. Read the words
that sound the
E. Match the words that sound the same. same.
cap lamp This exercise gives students practice in
fan map reading word lists fluently. Students
bag can ability to read words smoothly and
stamp pad fluently is an essential reading skill
sad flag that will aid comprehension later on.
The wordlists are grouped into word
17
families, which make it easier for
students to read. The more fluently
016-023_1_LITESB951983_PBU1.indd 17 4/14/16 11:19 AM the students are able to read the lists,
the more motivated and confident
they will become in reading.
E. Match the words that sound

the same.
This exercise requires students to identify words that rhyme.
Phonemic awareness is an important skill for students to learn and
will help them to manage new or unfamiliar words they encounter.

Phonics Pre A1.2 Long Vowel Unit Overview
Unit
X
1
A Head to go here Long a
The e at the end of these words
helps the letter a to say its name. Wow!
A. Look, listen,
and say.
This exercise presents four anchor
a _e
words with the long vowel sound,
P-CD
providing examples of the phoneme Track
in the context of words. This helps
A. Look, listen, and say. 4
students to understand the concept
and how the letters work together
to make the long vowel sound.
The four anchor words should be
said aloud by the students and the
teacher.
1. ape 2. cake
Audio Support
The corresponding audio track is Ben
Sam
indicated by the P-CD icon, which
shows the track number on the
P-CD for ease of use. 3. name 4. date
18
016-023_1_LITESB951983_PBU1.indd 18 4/14/16 11:19 AM

Phonics Pre A1.2 Long Vowel Unit Overview
P-CD B. Listen, ll in the

Track
B. Listen, fill in the letter e, and read. 5 letter e, and read.
e
1. tap____ 2. fram____ This exercise gives the students a
chance to become more familiar
with the focus letter, and how
3. can____ 4. airplan____
it sounds in new words. It is
also meant to expand students
5. cran____ 6. gat____ decodable vocabulary, as they
P-CD should be expected to read all the
C. Listen and circle. 6
Track words from this section. Writing
in the missing letter and then
1 2 reading the word helps students to
tap cane memorize and become confident in
tape can using the new phoneme.
3 4
Sam mat
same mate
P-CD
Track
C. Listen and circle.
D. Listen, write, and read. 7
This exercise gives students a
1. This a big . chance to practice listening
comprehension and sound
2. Here is my . spelling skills. Students learn to
listen, read both alternatives, and
3. My is Sam. then differentiate between the two
sounds to choose the correct one.
4. What is the today?
19
D. Listen, write, and read.

This exercise gives the students an example of the anchor words in
the context of a sentence. The students listen and identify the words,
write out the missing words, and then read the sentence.

Phonics Pre A1.2 Review Overview
A. Listen and circle.

Phonics Review
P-CD
This exercise tests students sound Track
spelling skills. Students listen, A. Listen and circle. 76
read both alternatives, and then
differentiate between the two
1 2 3
sounds to choose the correct one. frame tap hand
fat tail hay
4 5 6
pad mat rain
play mate ran
7 8 9
can play sail
cane airplane spray
B. Say and match.

B. Say and match. b
a
This exercise tests students
1. cake
vocabulary decoding ability, as well
as their vocabulary comprehension. 2. gray
3. stamp
c 4. train d
110
110-120_1_LITESB951983_PBR1-5.indd 110 4/19/16 1:48 PM

Phonics Pre A1.2 Review Overview
C. Do the words
C. Do the words sound the same? sound the same?
Write Yes or No. Write Yes or No.
1 ran / man ______ 2 grain / cane ______ This is a phonemic awareness
activity that tests students ability to
3 tap / tape ______ 4 gray / day ______ recognize rhyming words. Students
have to be able to read the words,
5 date / play ______ 6 frame / paint ______ in order for them to distinguish the
sounds. Phonemic awareness is an
essential skill in learning to spell
D. Write ai, ay, or a_e and read the words. new words.
1. cr__n__ 2. gr__ __n 3. tr__ __
4. sn__ __l 5. g __t__ 6. t__p__

7. spr__ __ 8. m__ __l 9. subw__ __ D. Write ai, ay, or
P-CD
a_e and read
E. Read the story. 77 Track
the words.
Playing a Game This exercise tests students
Kate and Sam play a game. vocabulary recall and spelling
Sam has a bat. abilities.
Kate has a ball and a cap.
Sam hits the ball with the bat.
Kate catches it in her cap.
Oh, no. I see rain.
No games today.
111
110-120_1_LITESB951983_PBR1-5.indd 111 4/19/16 1:48 PM
E. Read the story.

This reading exercise is the culmination of the skills the students
have been acquiring and practicing in the regular units. Being able
to read and understand the story is one of the two key objectives in
learning phonics.

Unit
1 Sample Lesson With Teaching Notes
LESSON 3
Aim To introduce the grapheme ai and
its phoneme long /a/
Unit
Unit
X1
A Head to go here Long a
To introduce four anchor words for The letters ai together make
the grapheme: rain, mail, tail, paint the long a sound in these words.
I see.
Materials Letter Card a, Starship English
Time
Student Book, pages 20, 21
3040 minutes
ai
Warm-up activities CT1, CT2, CT3 P-CD
Track
1. Revise the short vowel /a/ by showing the students the A. Look, listen, and say. 8
Letter Card a and asking them to say the phoneme
for that letter. Ask them if the /a/ sound is long or short. Brow
n
Sam ate Street
,
1 G own
2. Write the words ant, apple, hand, and lamp on the Start
board. Ask the class to read out a word, then ask a

student to come to the board and point to the letter
that makes the short /a/ sound in that word. Repeat 2. mail
1. rain
with the remaining three words.
3. Show the students the Letter Card a. Ask students to
do one of the following:
Trace the letter on your hand
Say the letter name 3 times
Say the phoneme 3 times 3. tail 4. paint
Say an anchor word with the phoneme in it 20
6. Write the word again, this time dividing the word

Presentation into three parts with slashes to show this link r/ai/n.
Repeat the sounds as you write the word.
Step 1 7. Now point to each part of the word and ask the
students what sound the letters make.
1. Begin by telling students that they are going to learn
about the long /a/ sound. Note: Neither the teacher nor the students have their
books open. Students attention should be on the word on
2. Ask students to listen carefully as you say a word with the board without pictures for support.
the long /a/ sound and say,
Teacher: Rain. Rain. Now, lets stretch this word out Step 2
and make it longer rrrraiaiainnn. (Give a visual clue 1. Have students open their books to page 20.
that you are stretching the word by acting as if youre 2. Read the dialogue at the top of the page, providing
stretching an elastic band.) further explanation if necessary.
3. Repeat the word and then ask,
Teacher: What is the rst sound I made? A. Look, listen, and say. CT1, CT2, CT3
Students: /r/ 1. Play the P-CD Track 8. Ask the students to point to the
Teacher: What is the next sound? words as they listen.
Students: /ai/
2. Play Track 8 again. Have students repeat the words
Teacher: What is the last sound my mouth made
after the P-CD.
when I said rain?
Students: /n/ 3. Use each of the four focus words in a question to your
students. Identify the phonics, emphasizing that the
4. Write the word on the board and say,
letters ai are used to represent the long /a/ sound in
Teacher: Which letters are in the word rain?
these words, for example,
Students: r, a, i, n
r/ai/n Do you like rain?
5. Point to the word on the board and say,
Teacher: In this word the letter r is making the /r/ m/ai/l Do you get mail?
sound. Two letters make the long /a/ sound. Those t/ai/l Do you have a tail?
letters are a and i. The letter n makes the /n/ sound. p/ai/nt Do you like green paint?
032-035_1_LITETB952027_PBSAMPLE.indd 32 4/14/16 3:00 PM

s Sample Lesson With Teaching Notes
C. Listen and write the words. CT2, CT4
P-CD 1. Explain to students that they will listen to the P-CD
Track
B. Listen, fill in the letters ai, and read. 9 and write the word they hear beside each number.
1. tr__ __n 2. s__ __l 2. Ask students to close their books. Play the P-CD Track
10. Have students listen to the words.
3. r__ __l 4. n__ __ll 3. Ask students to open their books at page 21. Play
Track 10 again. Have students write the words they
5. sn__ __l 6. gr__ __ns hear in their books. Pause the audio between words
to allow students time to write their answers. Replay
P-CD
each word if necessary.
Track
C. Listen and write the words. 10 4. Play Track 10 a third time. Have students listen again
and check their answers. Pause after each word and
1. 2. 3. ask students to spell that word as you write the answer
on the board.
4. 5. 6.
5. Point to each word on the board and ask students
P-CD which letters make the long /a/ sound?
Track
D. Listen, write, and read. CT2, CT3, CT4
1. Will it today?
1. Explain to students that they will listen to the P-CD,
2. Here is the . fill in the missing words, and then read the sentences.
2. Ask students to close their books. Play the P-CD Track
3. The cat has a . 11. Have students listen to the sentences.
4. I pictures. 3. Ask students to open their books to page 21. Pause
21 the audio between sentences to allow students time to
write their answers. Replay each sentence if necessary.
4. Play Track 11 a third time. Have students listen again
and check their answers. Pause after each missing
Practice word, and ask students to spell that word as you write
it on the board.
5. Ask the students to tell you their understanding of the
B. Listen, fill in the letters ai, and read. CT2, sentence in their own language.
CT3, CT4
1. Explain to students that they will listen to the P-CD

and fill in missing letters. Production
2. Play the P-CD Track 9. Have students point to the 1. Have students read aloud each sentence from
pictures as they hear each word. exercise D.
3. Play Track 9 again. Have students fill in the missing 2. Involve students in one of the games or activities on
letters as they hear the words. pages 34 and 35.
4. Play Track 9 a third time. Have students repeat the
words after the P-CD.
5. Now have the students read the words silently to
themselves, and ask for your help if they have any
difficulties.
6. Ask individual students to read the words by saying,
Teacher: How do you say number 4 in English?
Student: nail
7. Call out the numbers in random order and have the
class read out the word, for example,
Teacher: Number 5.
Students: snail
Teacher: Number 2.
Students: sail

Games and Activities
The use of learning aids actively engages students in the
learning process, providing opportunities for them to acquire 3. Slap and Spell
hands-on learning techniques. Letter Squares for spelling
games and activities are ideal for such a hands-on approach
You will need a set of Letter Cards and a whiteboard
to teaching, helping students to aquire the skills of spelling
(or something to stand the cards on).
words they hear, which further supports the learning of
vocabulary. 1. Divide the class into two teams.
2. Place the Letter Cards on the board.
1. Spelling Blocks 3. Say a long-vowel-sound word, sounding out each letter

and grapheme, for example, p-ai-n-t or s-p-r-ay.
The aim of this activity is to give students hands-on practice 4. Choose a student from Team one to come to the board
at spelling out words they hear, building their confidence and spell out the word by slapping the Letter Cards.
and sense of achievement. Use words that are easily spelled If the student slaps the Letter Cards in the correct
and do not contain letter combinations that students have order he/she earns one point for the team. You can
not yet learned, for example, students know the grapheme encourage the team members to say each letter as
/ai/ in the word paint, but they have not learned the the student slaps it. If the student can identify the
grapheme /ou/ so they will not be able to spell out. grapheme in the word, he/she can earn an extra point
for the team.
You will need a set of Letter Squares for each student.
5. Repeat the process, alternating students from each
1. Have students place their Letter Squares on their desks, team.
or on the floor, in alphabetical order. Ask students to put
their hands on their heads when they have finished. Walk
around the class to check/correct each students order.
2. Ask students to listen carefully and look at your mouth
4. Listen and Spell
while you say a word. Tell students they must spell the
This is not an easy skill for students to acquire and so the
word with their Letter Squares and put their hands on
words used must be simple to begin with. Spell the word in
their heads when they have finished.
English for the students and say the word in the students
3. Pronounce a word, saying the sound for each letter, for first language, as per the following example.
example, p-e-n p-e-n pen. Then say, Go!
You will need pencils and writing paper.
4. Walk around the class to check each students spelling.
If a student makes a mistake, point to the incorrect 1. Say, You must write the English word for ______.
letter(s) and repeat the word carefully. Ask the student (say first language word for sand). The English word
to try to correct the mistake. If possible, avoid correcting for _____ is sand. S-a-n-d sand s-a-n-d.
the mistake for the student. 2. Ask students to write the word sand on their paper.
3. Write the word sand on the board for students to check
their correctness.
2. Word Relay
4. Words can be taken from this level of Starship English
or can be words that students know from the previous
You will need a set of Letter Cards.
level of Starship English.
1. Divide the class into two teams. The teams line up,
facing each other. Each student holds a Letter Card with
the letter facing the opposing team.
2. A student in Team 1 starts by calling out the sound of a
letter held by a member of Team 2. The Team 2 member
must respond with an anchor word for the letter.
3. If the word is correct, the Team 2 member wins a point, then
calls out a letter held by a Team 1 student and so the game
progresses. If the Team 2 member doesnt call out a correct
word, then the Team 1 student wins a point and takes
another turn to call out a letter held by a Team 2 member.
4. If a students letter is called more than once, the student
must respond with a different anchor word each time.

Games and Activities
5. Hangman
b a
You will need a whiteboard and markers.
1. Choose a long-vowel-sound word from the Starship
English units already studied, and draw a dash for
f
each letter on the whiteboard.
2. Tell the students that they have to guess letters. If the
letter is in the word, you will fill in the dash but if it
isnt, you will add a line to the gallows. The students
must guess all the letters for the word before you 6. Sound
finish drawing the gallows.
3. Have the students call out letters. Fill in the dash You will need a whiteboard and markers.
with a correct letter or write an incorrect letter on the
1. Divide the class into two teams.
board, and draw one line of the gallows (as per the
numbers in the example below). 2. Write a long-vowel-sound word on the board, for
4. Continue this process until the students determine the example, stripes. Ask a student from Team 1 to say
word or until you have completed the drawing of the the word and identify the letters that make the long
gallows and the hanging stick man. vowel sound in the word.
3. If the student does not answer correctly, ask a student
3 from Team 2 to answer. A point is awarded to the
p
team that answers both parts correctly.
5
4
j
4. Continue the game, alternating the teams, using
words that represent each of the long vowel sounds,
o
for example, date, crane, rain, snail, subway, gray,
2 tree, beetle, team, seal, honey, candy, kite, bright,
6 high, pie, sky, robe, cone, boat, toad, snow, arrow,
cube, flute, glue, cue, fruit, bruise.
f r a me

Unit
1 Welcome to Starship English!
FOCUS Unit Welcome to Starship English!
Theme Introductions, Names, Starship
1
English kids Look, listen, and talk Track
1
Aim Students learn how to: greet; Hello. My names Star.

Whats your name?
How do you spell Tessa?
introduce themselves and others; T-e-s-s-a.
ask and tell someones name
Structures Contracted forms of BE, present

tense, statements, and questions My names Tessa.
(My names Star.)
Wh- questions with BE (Whats your/ Hi. My names Dan. Hi. My names Star.
his/her name?) Her names Stella.
Possessive adjectives (My names

Star. Whats your/his/her name?)
Vocabulary hi, hello, my, name, names,

whats, his, her, your, good-bye,
how, do, you, spell, letters of the
Whats his name? Whats her name?
alphabet
His names Tom. Her names Emma.
004-009_1_LITESB951983_U1a.indd 4 4/8/16 2:33 PM

Lesson preparations 1. Books closed. Preview the language in the first three
frames on page 4.
Use the language and the Star puppet to model
Audio CD Tracks: 1, 2 introductions. Say, Hello. My names ______. Whats
Activity Book: Activities A, B on page AB4; C, D, E your name? Make it appear as if Star is whispering
on page AB5 the answer in your ear, and then turn to the students
and tell them his answer: Star. Ask Star, How do
Extras: the alphabet song (for the warm-up you spell Star? Tell the students his answer: S-t-a-r.
activity)
Greet your students. Say, Hi. My names _____. Introduce
Star. Say, His names Star. Help students to respond with
Warm-up activity CT2, CT3, CT5 Hello, Star. Repeat your greeting and introduction a
1. Write the alphabet on the board. Point to each few times, with the students responding each time.
letter as you sing the alphabet song. Ask the Write Stars name on the board and spell the name
students to sing along. with the class. Repeat this process to introduce Stella.
A, B, C, D, E, F, G, Then say, Lets meet some more Starship characters.
H, I, J, K, L, M, N, O, P, 2. Books open. Ask students to look at the opening

scene on page 4. Point to Star and ask, Whos this?
Q, R, S, T, U, and V, (Star) Then ask, How many people do you see? (Four)
W, X, Y, and Z. Point to each person and ask questions. Start with
This is Tessa. Is she a boy or a girl? (Shes a girl.) Next,
Now I know my ABCs. say, This is Dan. Is he a boy or a girl? (Hes a boy.)
Next time wont you sing with me? Continue for Emma and Tom.
3. Track Play CD Track 1, frame by frame. Ask students
1 to point to the matching speech bubble on
page 4 as each part is spoken.
036-043_1_LITETB952027_U1a.indd 36 4/14/16 3:00 PM

Talk CT1, CT2
English! Good-bye. 1. Books open. Ask students the names of the two
Track characters. (Emma and Dan.) Ask students to complete
2 the dialog by filling in the gaps.
5. Star
Good-bye. 2. Ask pairs of students to practice the dialog, with each
pair taking turns to speak both parts. Tell students to
use all the names in the unit to complete the dialog in
as many different ways as they can. Listen carefully to
6. Stella students pronunciation, correcting errors and offering
praise as appropriate.
1. Tessa 4. Tom 3. Have two or three pairs of students perform the dialog
2. Dan for the class.
3. Emma 4. Activity Book. Ask students to complete activity C

7. Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm students to take turns speaking the parts of Emma
Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz and Star.
Talk.
Hello. My names . How do you spell ? Phonics activity CT2
Students sort character names into two groups: those
with one syllable and those with more than one.
1. Draw a two-column table on the board. Write
Hiat the top of the left column and Hello
at the top of the right. Illustrate the syllables in
5 these words. Draw one large circle (O) above Hi
and a large and a small circle (O o) above Hello.
004-009_1_LITESB951983_U1a.indd 5 4/8/16 2:33 PM
2. Model the two words with a clap for Hi and a

clap and click for Hello. Ask students to repeat
with you.
4. Play the CD again, frame by frame. Ask the class to
repeat each dialog with you. 3. Write Star on the board, then say the word
as you clap. Ask, Is this name like Hi or Hello?
5. Divide the class into two groups. Ask Group 1 to read (Hi.) Write Star in the first column. Repeat for
Stars part and Group 2 to read the other parts. Then Stella, Tom, Tessa, Dan, and Emma.
ask the groups to swap parts and repeat.
4. Model the words in the table. Say Hi before the
6. Divide the class into pairs. Ask each pair of students names in the first column (Star, Tom, Dan)and
to take turns speaking the part of Star and the parts of Hello before those in the second (Stella, Tessa,
the other charactersTessa and Dan. Visit each pair Emma). Ask students to repeat with you.
and correct any pronunciation errors.
5. Divide the class into two groups to read aloud
7. Books closed. Say, Lets practice the names of the and use the gestures. One group reads from the
Starship characters. Point to the picture of Tessa on first column, the other from the second, and
page 5 and model the name. Ask students to repeat then they swap. Students practice in pairs. Ask
the name with you several times. Then write the name two or more pairs to perform for the class.
on the board and model it one more time. Repeat for
the other characters on page 5.
8. Say, Lets practice the names again. This
Track
2
time, close your eyes and listen carefully
to the voice on the CD. Play CD Track 2.
Extra activities CT4
Pause as necessary for practice. 1. Activity Book. Ask students to complete
activities D and E on page AB5.
students into groups of four. Ask each pair to perform 2. Ask students to practice spelling their names
the scene for the other pair in their group. aloud to prepare for the warm-up activity in the
next lesson.
036-043_1_LITETB952027_U1a.indd 37 4/14/16 3:00 PM

Unit
1 Sing
Sing CT3, CT5
Sing Track
3 1. Books closed. Use the labeled pictures on page 5
to review the last lesson. Ask students to tell you the
Hello, hello, hi, hi, hi. names of the Starship characters.
Hello, hello, hi, hi, hi.
My names Star. 2. First listening. Ask students to close
Track
Her names Stella. their eyes and listen to the song. Play CD
3 Track 3.
Hello, hello, hi, hi, hi. 3. Second listening. Divide the class into pairs. Give
My names Tessa. each pair a set of six Characters game cards. Ask
His names Dan. each pair to arrange the cards in order as they listen to
the song. Play CD Track 3 again. Ask the class to check
Hello, hello, hi, hi, hi. that their cards are in the correct order.
My names Tom. 4. Third listening. Ask students to sing along. Tell
Her names Emma. students they can use their ordered cards as prompts.
Replay CD Track 3.
Hello, hello, hi, hi, hi. 5. Books open. Ask students to look at the pictures on
Whats your name? page 6. Point to each Starship character and ask, Who
is she/he? Ask students to look at the words. Read the
words of the song with the class.
Replay CD Track 3.
6 8. Ask students to stand up and sing the song together.
004-009_1_LITESB951983_U1a.indd 6 4/8/16 2:33 PM
as the audience. Play the CD as necessary.
Lesson preparations
Activity Book: Activities A, B on page AB6; A, B, C
on page AB7 (CD Tracks 64, 65, 66)
Extras: one set of Characters game cards (Star,
Stella, Tessa, Dan, Emma, Tom) for each pair of
students (see page 143)
Warm-up activity CT1, CT2, CT3, CT4

1. Have students introduce themselves. Ask them
to use the Talk dialog on page 5.
2. Divide the class into pairs, student A and student
B. Role-play the activity. As student A, say, Hello.
My names _____. As student B, ask, How
do you spell _____? Shift back into the role of
student A to give the answer (spell your name).
3. Ask questions to check that students know what
to do. Make sure they know to take turns.
4. Extend this activity by having students swap
partners around the class, and then ask two or
three pairs to perform the dialog for the class.
38
036-043_1_LITETB952027_U1a.indd 38 4/14/16 3:00 PM

Listen
Listen
Track
1. Books open. Say, Lets listen to introductions and
A. Listen and choose. 4 c draw lines to match the pictures to the numbered
a 1. My names Dan. boxes. Play One on CD Track 4. Use the worked
example to model the activity.
2. My names Emma.
b 2. Check that students know what to do. Play CD Track
3. His names Tom. d 4. Pause for students to match the pictures with the
4. Her names Tessa. numbered boxes. Check students answers.
Track 3. Divide the class into pairs. Tell students to take turns
to ask, How do you spell Dan/Emma/Tom/Tessa?
1 2 3
a a a 4. Ask four students to each spell a characters name.
Ask, How do you spell _________? Use a different
name for each student.
b b b 5. Activity Book. Ask students to complete activity A

6
1. Hello. Whats his name? 2. Hi. Whats her name? B. Listen and check a or b CT1, CT2
3. Good-bye. Track Audio Script

4. His names Dan. 5. Her names Tessa.
5
Narrator: One
7 Tessa: Her names Emma.
004-009_1_LITESB951983_U1a.indd 7 4/8/16 2:33 PM

Narrator: Two
Dan: His names Tom.
Narrator: Three
A. Listen and choose CT1, CT2 Star: My names Star.
Track
4 Audio Script
1. Books open. Ask students to look at the three pairs of
Narrator: One
pictures and identify the Starship characters in each.
Dan: My names Dan.
2. Say, Lets listen to three introductions and check the
Narrator: Two boxes for the pictures that match what we hear. Play
Emma: My names Emma. One on CD Track 5. Use the worked example to model
the activity.
Narrator: Three
Dan: His names Tom. 3. Check that students know what to do. Play CD Track
Narrator: Four students answers.
Emma: Her names Tessa.
4. Ask students to refer to their checked pictures and write
introductions. Use the first checked picture to provide
an example for the board: Her names Emma.
5. Ask two students to each write one introduction on the
board.
6. Activity Book. Ask students to complete activity B
39
036-043_1_LITETB952027_U1a.indd 39 4/14/16 3:00 PM

Unit
1 Listen
Listen
Track
1. Books open. Ask students to quietly read the five
A. Listen and choose. 4 c speech bubbles.
a 1. My names Dan.
2. Talk about the statements and questions. Ask
2. My names Emma. questions to help students match speech bubble 1 with
b 2, and 4 with 5. Check that students know when to
3. His names Tom. d use the word Good-bye.
4. Her names Tessa. 3. Say, Lets practice speaking. Tell students they will
Track listen to the statements, and then repeat them. Tell
students to first listen carefully as you show them
1 2 3 what do. Play One on CD Track 6. Role-play the first
a a a
speech bubble to model the exercise.
6. Pause for students to repeat the speech bubbles.
b b b
Write them on the board as necessary.
5. Ask five students to each perform one speech bubble.
6 on page AB7 (CD Track 66).
1. Hello. Whats his name? 2. Hi. Whats her name?
3. Good-bye.
4. His names Dan. 5. Her names Tessa.

Extra activity CT4
7 1. Ask students to quietly review spelling aloud
the names of the Starship characters. This will
004-009_1_LITESB951983_U1a.indd 7 4/8/16 2:33 PM
prepare them for the warm-up activity in the
next lesson.
C. Listen and say CT1, CT2

Track
Audio Script
6
Narrator: One
Male: Hello. Whats his name?
Narrator: Two
Female: Hi. Whats her name?
Narrator: Three
Male: Good-bye.
Narrator: Four
Female: His names Dan.
Narrator: Five
Male: Her names Tessa.
40
036-043_1_LITETB952027_U1a.indd 40 4/14/16 3:00 PM

Practice
A. Point and spell CT3
Practice 1. Books open. Divide the class into pairs, student
A. Point and spell. A and student B. Ask students to look at the words
in the colored boxes. Say, Lets take turns spelling
thewords.
my o
hell
her his 2. Role-play the exercise using the Star puppet as student
A and yourself as student B. Have Star point to a word
name and then you spell it. Say to Star, Now its your turn.
Point to the same word and encourage the class to
spell the word for Star.
B. Read and say. After pairs have completed the activity, point to each
Hello. My names Star. word on the page and ask the class to spell it aloud
S-t-a-r. Star. together.
Her names Stella.
S-t-e-l-l-a. Stella. 4. Activity Book. Ask students to complete activity A
Whats your name? on page AB8.
C. Ask and answer. B. Read and say CT2, CT3

1. Books open. Ask students to name the two
Hi. My names . characters in the picture. (Star and Stella) Then ask
Whats your name? Hello. them to quietly read what Star says to introduce
My names . himself and Stella.
2. Say, Lets practice reading aloud. Ask them to stand
up and read the passage together.
8
004-009_1_LITESB951983_U1a.indd 8 4/8/16 2:33 PM
to the class.
Lesson preparations 5. Activity Book. Ask students to complete activity B
Star and Stella hand puppets (see pages 13, 14) on page AB8.
Activity Book: Activities A, B, C on page AB8;
A, B on page AB9 C. Ask and answer CT1, CT2
Extras: dice for Play and learn; pairs of 1. Books open. Say, Lets practice speaking. Divide
Characters game cards (see page 143)you will the class into pairs, student A and student B. Role-play
need one card for each student in the class the dialog. As student A, say, Hi. My names _____.
Whats your name? As student B, say, Hello. My
Warm-up activity CT1, CT2 names _____. Show how to take turns. Ask questions
1. Play an oral spelling game to review the names to check that students know what to do.
of the Starship characters. Divide the class into
2. Move around the class and listen carefully as students
pairs, student A and student B. Group the pairs
into two or three teams.
2. Model the game. Set up two chairs for each 3. Ask two or three pairs of students to perform the
teamone facing the board and the other dialog for the class.
facing away from the board. Write Dan on the 4. Activity Book. Ask students to complete activity C
board. Role-play the first round of the game. As on page AB8.
student A, sit on the chair facing the board and
ask, How do you spell Dan? As student B, sit
on the chair facing away from the board. Leap
up from the chair and say, D-a-n!
3. The first one to spell the word correctly wins a
point for the team. Continue with the next pair
in each team until everyone has had a turn.
41
036-043_1_LITETB952027_U1a.indd 41 4/14/16 3:00 PM

Unit
1 Play and learn
Play and learn Play and learn CT1, CT2, CT3

Whats his name? His names Tom. Game for two players
Player One rolls a die, points to the picture with
that number, and then asks, Whats his/her
How do you spell Tom? name?
T-o-m.
Player Two answers, His/Her names _____.
1 2 3 Player One then asks, How do you spell _____?

Player Two answers by spelling the name.

4 5 6 player One and the other to be player Two. Show
students how to play through a role-play. As player
One, roll the dice and point to the picture with that
number, then ask, Whats his/her name? As player
Two, answer the question, His/Her names _____.
Return to the role of player One and ask, How do you
spell _____? As player Two, answer by spelling the
name.
9
Play the game.
004-009_1_LITESB951983_U1a.indd 9 4/8/16 2:33 PM

Organizing groups CT1 4. Activity Book. Ask students to complete activities

1. Use a set of pairs of Characters game cards to
review the language and regroup the class for 5. Use the frames on page 4 to do a Point and say
the culminating game. See Organizing groups activity.
on page 22.
2. Hand out one game card to each student.
Check that students know what to do by asking
them to tell Stella what to do. They should say Extra activity CT1, CT2, CT4
that the aim of the activity is to find a partner 1. Play a written spelling game using the words
through matching their Characters cards. her, his, my, name, hello, and good-bye. Divide
Encourage students to call out their characters the class into groups of six or more students.
name to find their partners. Once partnered, tell
2. Give one student in each group a sheet of
them to sit together.
paper. Call out a word and have them write
3. Make sure students are correctly matched by itdown.
having them call out their characters names,
3. These students then pass the sheet to the next
pair by pair.
student in their groups and those students
write down the next word you call out.
Continue playing until all students have
had a turn spelling a word. Repeat words as
necessary.
4. Write the words on the board. Ask groups
to swap sheets and check each others
answers. Groups score a point for each
correctly spelled word.
42
036-043_1_LITETB952027_U1a.indd 42 4/14/16 3:00 PM

Grammar, Culture notes, Extension activities
Grammar CT2
Although all students need to learn the grammar of a Culture notes CT1, CT2
language, they do not need to learn complex grammar
Body language is an essential part of
terminology. My, his, her, and your are possessive pronouns,
communication. As students learn new
but forcing students to learn such terms slows the rate at
vocabulary, such as greetings, teach them the
which they learn them. It is better for students to learn
body language at the same time. For the greetings
the different classes of words and their place in sentences
in this unit, it is also important to teach levels of
through constant practice.
formality. Hello is more formal than Hi.
Write one sample dialog on the board, such as Hello.
My names Star. Whats her name? Her names Stella. Use
the puppets to practice the dialog. Use the puppets and
substitute student names. Practice the other dialogs.
Statements Extension activities CT1, CT2

Hello. My names Star. Good-bye. 1. Some students will already be aware of
different greetings and polite language, which
Hi. His Stella. is covered in coming units. Encourage them
Her Tessa. to show leadership by sharing what they
Your Emma. know. Polite language will include words
Dan. and phrases such as Please. Thank you. Youre
welcome. How do you do? Fine, thank you.
Tom. Good morning.
2. Encourage students to practice their greetings
in every class. Teach them to use English
Questions when greeting you and other students.
3. The question How do you spell _________? is
Whats my name? How do you spell Tessa?
a powerful learning tool. Use it with all new
his Emma? vocabulary that students encounter.
her Dan?
your Tom?
Star?
Stella?
Answers
My names Tessa.
His Emma.
Her Dan.
Your Tom.
Star.
Stella.
43
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Unit
1 This is my family.
FOCUS Unit This is my family.
Theme Families
1
7
Aim Students learn how to: introduce
This is my family. Whos she?
family members; formally greet; ask Shes my mother.
and answer questions to identify
family members
Structures BE statementssingular and plural

(Shes my mother. Hes my grandpa.
Theyre my sisters. This is my brother.)
Whos he? Who are they?
Wh- questions with BE (Whos she/ Hes my grandpa.
he? Who are they?) Theyre my sisters.
Subject pronouns (Whos she? Hes

my grandpa. Who are they?)
Plural nouns (Theyre my sisters.)
Review: possessive adjectives (my,
your, his, her); subject pronouns (she/
he, they); demonstrative pronoun This is my brother.
near singular (This is my family.) Its nice to meet you.
Its nice to meet you too.
Vocabulary sister, sisters, brother, brothers,

mother, father, grandma, grandpa
10
010-015_1_LITESB951983_U1b.indd 10 4/8/16 2:34 PM

Lesson preparations 1. Books closed. Use the language in the frames on
Starship flash cards 2 to 9: grandma, grandpa, page 10 and your family photograph to talk about
mother, father, sister, sisters, brother, brothers your own family.
Star and Stella hand puppets (see page 13) Use the Star puppet to talk about your family. Have
Star point to people in your photograph and whisper
Audio CD Tracks: 7, 8 questions in your ear. Tell the students what he asks,
Activity Book: Activities A, B on page AB10; for example: Whos she? Whos he? Who are they?
activities C, D on page AB11 Answer Stars questions (Shes my mother. Hes my
brother. Theyre my sisters.) Point to the people in the
Extras: teachers family photograph; one set of photograph as you say the family words.
Characters game cards for each pair (page 143)
2. Books open. Ask students to look at the opening
scene on page 10.
Point to each of the characters and ask Whos
1. Review the names of the characters. Divide the
this? (Star, Emma)
class into pairs and show students what to do.
Place the game cards face down on the table. As Ask students how many questions Star asks. Remind
player One, pick up a card and ask, How do you them to count the question marks.
spell _____? As player Two, spell the name and
3. Play Track 7, frame by frame. Ask students to
then pick up a different card. Track
point to the matching speech bubble on page
2. Ask, What question does player Two now ask?
7 10 as each part is spoken.
(How do you spell_____?) What does player One 4. Play the CD again, frame by frame. Ask the class to
then do? (spell the name) repeat each dialog with you.
3. This activity could be a game. The winners are 5. Divide the class into two groups. Ask Group 1 to read
the first pair to accurately spell all the names. Emmas part and Group 2 to read the other parts.
Then ask the groups to swap parts and repeat.
044-051_1_LITETB952027_U1b.indd 44 4/14/16 3:00 PM

Talk CT1, CT2
1. Books open. Ask students the names of the two
Track
characters. (Tom and Emma.) Ask students to suggest
8 some possible names for Toms sister and Emmas
1. sisters 2. grandma 3. grandpa brother, and write the names on the board. Ask
students to complete Toms dialog by filling in the gap
with the name of his sister. Ask students to complete
Emmas dialog by filling in the gap with the name of
her brother.
6. brother 2. Ask pairs of students to practice the dialog. Each pair
4. mother should take turns speaking both parts. Listen carefully
5. father
to students pronunciation, correcting errors and
offering praise as appropriate.
7. brother 8. brothers 9. sister 10. sisters
3. Ask two or more pairs of students to perform the
Talk. on page AB11. Check students answers. Ask pairs
Shes my sister. Hes my brother. of students to practice the dialogone student points
Her names . His names . to a picture and asks the question and the other
student answers.

Students practice producing the /th/ and /s/
11
sounds in the following tongue twister: Theyre
my fathers mothers brothers, not my mothers
fathers sisters.
010-015_1_LITESB951983_U1b.indd 11 4/8/16 2:34 PM
1. Write the two sounds on the board and

6. Divide the class into pairs. Ask each pair of students to model them separately. Walk among your
take turns speaking the parts of Star, Emma, and the students so they can all see how you make the
other character. Briefly visit each pair and correct any sounds. Ask questions to make sure students
pronunciation errors. understand how the sounds are made. Ask
them to repeat the sounds with you.
7. Books closed. Say, Lets practice some family words.
Point to the picture of the sisters on page 11. Model 2. Write the tongue twister on the board. Tell
the word as you show the picture on the flash card for students to listen carefully. Recite the tongue
sisters. Keep the written word covered. Ask students to twister slowly three times. Emphasize the
repeat the word with you several times. Then show the /th/ and /s/ sounds. Tell students to repeat the
word, model it one more time, and leave the card on tongue twister with you three times, slowly.
display. Continue with the other numbered words on 3. Tell students to listen carefully again. Recite
the page. the tongue twister clearly as quickly as you
8. Say, Lets practice family words again. This can, three times. Ask students to repeat it with
Track time, close your eyes and listen carefully to the you in the same way.
students into groups of four. Ask each pair to perform Extra activities CT5
1. Activity Book. Ask students to complete
10. Activity Book. Ask students to complete activities activity D on page AB11.
Aand B on page AB10.
2. Ask students to bring in photographs of their
family for the next lesson.
044-051_1_LITETB952027_U1b.indd 45 4/14/16 3:00 PM

Unit
1 Sing
Sing CT3, CT5
Sing Track
9
1. Books closed. Use the flash cards to review the
family words.
My family. My family.
This is my family. 2. First listening. Ask students to close
Track
This is my mother. 9 Play CD Track 9.
This is my father.
3. Second listening. Divide the class into pairs. Give
This is my brother. each pair a set of Family game cards. Ask each pair
This is my sister. to arrange the cards in order as they listen to the song.
Play CD Track 9 again. Ask the class to check that
This is my grandpa.
their cards are in the correct order.
This is my grandma.
This is my family. 4. Third listening. Ask students to sing along. Tell
students they can use their ordered cards as prompts.
My family. My family.
Replay CD Track 9.
This is my family.
5. Books open. Ask students to look at the pictures on
page 12. Ask, Who are they? (Star and Stella, Emmas
family, Emma) Ask students to look at the words. Read
the words of the song with the class.
Replay CD Track 9.
8. Ask students to stand up and sing the song together.
12
010-015_1_LITESB951983_U1b.indd 12 4/8/16 2:34 PM
Lesson preparations
Starship flash cards 2 to 9: grandma, grandpa,
mother, father, sister, sisters, brother, brothers
C on page AB13 (CD Tracks 67, 68, 69)
Extras: photographs of students families; one set
of Family game cards (grandma, grandpa, mother,
father, sister, sisters, brother, brothers, family) for each
pair of students (see page 144)
Warm-up activity CT2

1. Students introduce their families to a partner,
using the work they completed in activity
D on page AB11 of the Activity Book and
photographs they have brought from home.
To prepare students for the activity, show and
talk about your own photograph. Make sure
you model the language from activity D on
page AB11.
46
044-051_1_LITETB952027_U1b.indd 46 4/14/16 3:00 PM

Listen
Listen
c
1. Books open. Ask students to look at the pictures and
Track
10 identify the five family members. Say, Lets listen to
a five questions and answers. Play One on CD Track 10.
1
Use the worked example to model the activity.
2 d
3
10. Pause for students to match the pictures with the
4 e
numbered boxes. Check students answers.
b 5
3. Divide the class into pairs. Have students refer to their
Track
B. Listen and check a or b . 11 completed task and take turns asking and answering
1 the question, Whos she/he?
a a 2 a
3
a
4
4. Ask five pairs to each perform one question and

answer.
b b b b 5. Activity Book. Ask students to complete activity

A on page AB13 (CD Track 67).
C. Listen and say. 12

Track
1 2 3
Track
Audio Script
11
Narrator: One
Female: Who are they?
13 Male: Theyre my brothers.
010-015_1_LITESB951983_U1b.indd 13 4/8/16 2:34 PM

Narrator: Two
Female: Whos she?
Male: Shes my mother.
A. Listen and choose CT1, CT2 Narrator: Three

Female: Whos he?
Track Male: Hes my grandpa.
10 Audio Script
Narrator: Four
Narrator: One Female: Who are they?
Male: Whos she? Male: Theyre my sisters.
Emma: Shes my grandma.
Narrator: Two
Male: Whos he? 1. Books open. Ask students to look at the four pairs of
Emma: Hes my father. pictures and identify the family members.
Narrator: Three 2. Say, Lets listen to four questions and answers and
Male: Whos she? check the boxes that match what we hear. Play One
Emma: Shes my mother. on CD Track 11. Model, using the worked example.
Narrator: Four 11. Pause for students to check the picture boxes. Check
Male: Whos he? students answers.
Emma: Hes my grandpa.
Narrator: Five questions and answers. Use the first checked picture to
Male: Whos he? write an example on the board: Who are they? Theyre
Emma: Hes my brother. my brothers.
5. Ask three students to each write one question and
answer on the board.
47
044-051_1_LITETB952027_U1b.indd 47 4/14/16 3:00 PM

Unit
1 Listen
Listen
c
1. Books open. Ask students to look at the three
Track
10 pictures in exercise C.
a 1 2. Ask students about the number of people and who
2 d they are. (Fivea boy, a girl, the girls mother, the girls
3 two sisters) Talk about what is happening in each
4 e picture. (1greeting one another, 2introducing mother,
b 5 3introducing sisters)
Track
3. Say, Lets practice speaking. Divide the class into
B. Listen and check a or b . 11 pairs. Tell students they will listen to dialogs, and
1 2 3 4 then repeat them. Tell students to first listen carefully
a a a a
as you show them what do. Play One on CD Track
12. Role-play both sides of the dialog to model the
exercise.
b b b b
12. Pause for students to repeat the dialogs. Write
them on the board as necessary.
Track 5. Ask three pairs of students to each perform one
dialog.
1 2 3
13
Extra activity CT2
010-015_1_LITESB951983_U1b.indd 13 4/8/16 2:34 PM
1. Ask students to quietly review spelling aloud
family words. This will prepare them for the
warm-up activity in the next lesson.

Track
Audio Script
12
Narrator: One
Boy: Its nice to meet you.
Girl: Its nice to meet you, too.
Narrator: Two
Boy: Whos she?
Girl: Shes my mother.
Narrator: Three
Boy: Who are they?
Girl: Theyre my sisters.
48
044-051_1_LITETB952027_U1b.indd 48 4/14/16 3:00 PM

Practice
A. Look and choose CT1, CT2
Practice 3 1. Books open. Tell students to look at the pictures and
A. Look and choose. 5 identify each family member. Say, Lets match the
words to the pictures.
2
6
1 4 students to match the next word (mother) to a picture
(picture 1). Ask them what to do next. (Write 1 in the
box.)
3. Ask students to complete the exercise alone. Check
5 father 1 mother 2 brother students answers by calling out each number and
4 sister 3 grandma 6 grandpa asking the class to say the matching word.
4. Activity Book. Ask students to complete activity A
B. Read and say. on page 14.
This is my family.
Shes my grandma.
Hes my brother. B. Read and say CT2, CT3
Theyre my sisters. 1. Books open. Ask students to name the family
Hes my father.
members in the picture. (grandma, brother, sisters,
father) Then ask students to quietly read what the boy
C. Ask and answer. says about his family.
Whos he? Hes my . 2. Say, Lets practice reading aloud. Ask students to
stand up and read the passage aloud together.
Whos she? Shes my .
Who are they? Theyre my . reading to each other.
14
to the class.
010-015_1_LITESB951983_U1b.indd 14 4/8/16 2:34 PM

on page 14.
Lesson preparations
Starship flash cards 2 to 9: grandma, grandpa,
mother, father, sister, sisters, brother, brothers 1. Books open. Say, Lets practice speaking. Divide
the class into pairs, student A and student B. Role-play
Star and Stella hand puppets (see page 13) the dialog. As student A, point to the first question
Activity Book: Activities A and B on pages 14 and ask, Whos he? As student B, point to the first
and 15 answer and say, Hes my father. Step back into the
role of student A. Point to the second question and
Extras: two sets of Family game cards ask students what to say. (Whos she?) Continue the
grandma, grandpa, mother, father, sister, sisters, role-play in this way. Show how to take turns. Ask
brother, brothers (see page 144) questions to check that students know what to do.
Make sure they know to answer the questions with as
Warm-up activity CT1, CT2 many different family member words as they can.
1. Play an oral spelling game (see How to play 2. Move around the class and listen carefully as students
Spell it! on page 21) to review family words. practice the dialog.
49
044-051_1_LITETB952027_U1b.indd 49 4/20/16 4:49 PM

Unit
1 Play and learn
Play and learn Play and learn CT1, CT2

Game for two players
Whos he?
Player One points to a picture and says,
Whos he/she?
Hes my grandpa.
Player Two answers, Hes my _____.
1 2 3

player One and the other to be player Two. Show
One, point to picture 1 and ask, Whos he? As
player Two, say, Hes my grandpa. Show how to
4 5 6 take turns. Remain as player Two, start the dialog
again by pointing to another picture, and ask the
question. Return to the role of player One and answer
the question.
2. Ask questions to check that students know what to
do. Play the game.
15 perform one round of the game for the class.
010-015_1_LITESB951983_U1b.indd 15 4/8/16 2:34 PM

5. To end the lesson, use flash cards to review
Organizing groups CT1 vocabulary.
1. Use pairs of Family game cards to review the

language and regroup the class for a game. See
Organizing groups on page 22.
Extra activity CT1, CT4
Check that students know what to do by asking 1. Play a written spelling game (see How
them to tell Stella what to do. They should to play Write it! on page 22) using the
say that the aim of the activity is to find a vocabulary on page 11 of the Student Book.
partner through matching their Family cards.
Encourage students to call out their family
3. Make sure students are correctly matched
by having them call out their family words,
pair by pair.
50
044-051_1_LITETB952027_U1b.indd 50 4/14/16 3:00 PM

Grammar CT2
Write one sample dialog on the board, such as This is my Culture notes CT1, CT2
brother. Use the puppets to practice the dialog. Still using
As is the case in most languages, English features
the puppets, substitute the names of different family
many versions of common family member names.
members to practice the other dialogs.
These include mom or mommy for mother and
Problem areas for students may include This is my family. dad or daddy for father. The more formal versions
Family seems like a plural noun, but it is actually a of grandma and grandpa are grandmother and
collective noun, so we do not say, These are my family. grandfather. It is a difficult concept to teach, but
when one of these words takes the place of a
This unit introduces contracted versions of who is, he is, she persons name, it is capitalized, for example, Shes
is, and they are. The contractions are: whos, hes, shes, and my mom. but Ask Mom.
theyre. Make sure students use the correct constructions.
Practice the full versions with more able students.
Note: Pleased to meet you. is an informal short form of
Im pleased to meet you.
Statements Extension activities CT1, CT2, CT5

1. Some students will already be aware of
This is my brother. Pleased to meet you. English words for other relatives, using terms
family. such as aunt, uncle, and cousin, which are
father. introduced in a higher level. Encourage them to
share these
grandma. words with the class.
grandpa.
2. Ask students to draw or bring in photos of
mother. families or family members. Not everyone
sister. needs to bring these in, but a few students can
show their pictures and introduce their family
members to the class.
Questions 3. Students will be very interested to learn about

your relatives. You may bring in photos of
different relatives and ask students to guess
Whos he? Who are they?
who each one is.
she?
Answers
Hes my brother.
father.
grandpa.
Shes my grandma.
mother.
sister.
Theyre my brothers.
sisters.
51
044-051_1_LITETB952027_U1b.indd 51 4/14/16 3:00 PM

Phonics Pre A1.2 Unit 1
Phonics
Unit
1
Short a C. Listen and circle words with the Track
P-CD
P-CD short a the same sound as hand. 3

Track
1. flag 2. snake
3. cat 4. stamp
5. jar 6. bag
1. ant 2. apple
D. Read the words that sound the same.

a+n a+d a+p a+t

an ad ap at
ran had tap mat
3. hand 4. lamp man sad cap hat
P-CD
Track
fan pad map fat
B. Listen, write, and read. 2
1. It is an ant . E. Match the words that sound the same.
2. Here is the . cap lamp

fan map
3. This is my . bag can
stamp pad
4. Here is a . sad flag
16 17
Long a
016-023_1_LITESB951983_PBU1.indd 16 4/14/16 11:19 AM 016-023_1_LITESB951983_PBU1.indd 17 4/14/16 11:19 AM
Unit A Head to go here P-CD

Track
X
1 B. Listen, fill in the letter e, and read. 5
Wow! e
1. tap____ 2. fram____
helps the letter a to say its name.
3. can____ 4. airplan____
a _e 5. cran____

P-CD
Track
6. gat____
P-CD 1 2
Track tap cane
tape can
3 4
Sam mat
same mate
P-CD
Track
1. ape 2. cake
1. This a big .
2. Here is my .
Ben
3. My is Sam.
Sam
3. name 4. date 4. What is the today?

18 19
52
052-055_1_LITETB952027_PBU1.indd 52 4/14/16 3:00 PM

Unit
Unit
X1
A Head to go here Long a B. Listen, fill in the letters ai, and read. 9
P-CD
Track
The letters ai together make

1. tr__ __n 2. s__ __l
the long a sound in these words.
I see.
ai
3. r__ __l 4. n__ __ll
5. sn__ __l 6. gr__ __ns
P-CD
Track
P-CD C. Listen and write the words. 10
Track
1. 2. 3.
n
Brow ,
Sam ate Street
1 G own
Start 4. 5. 6.
P-CD
Track
2. mail D. Listen, write, and read. 11
1. rain
1. Will it today?
2. Here is the .
3. The cat has a .
3. tail 4. paint 4. I pictures.

20 21
Long a
Unit
Track
X1 B. Listen, fill in the letters ay, and read. 13
The letters ay together make 1. h __ __ 2. spr __ __
the long a sound in these words. Thats easy.
3. r __ __ 4. tr __ __
ay 5. M __ __

P-CD
Track
6. gr __ __
P-CD 1 2 3
Track tray bay spray
Sun gray play tray
Mon
4 5 6
Tues
Wednes day
say bay hay
Thurs sad day hat
Fri P-CD
Satur D. Listen, write, and read. Track
15
1. bay 2. day
1. This is a .
2. What is it?
3. We the game.
3. pl
play 4. subway 4. This is the .
22 23
53

Phonics Pre A1.2 Unit 1 Answers
Short a (pages 16, 17)
B. 1 ant, 2 apple, 3 hand, 4 lamp; C. 1, 3, 4, 6; E. cap/
map, fan/can, bag/ ag, stamp/lamp, sad/pad; F. 1 ant,
2 apple, 3 hand, 4 lamp; G. 3; H. 1 bag, 2 ant, 3 cat,
4apple, 5 hand, 6 lamp; I. man, map.
Long a: a_e (pages 18, 19)

B. 16 e; C. 1 tape, 2 cane, 3 same, 4 mate; D. 1 ape,
2cake, 3 name, 4 date.
Long a: ai (pages 20, 21)

B. 16 ai; C. 1 mail, 2 paint, 3 tail, 4 train, 5 nail, 6 snail;
D. 1 rain, 2 mail, 3 tail, 4 paint.
Long a: ay (pages 22, 23)

B. 16 ay; C. 1 gray, 2 bay, 3 tray, 4 say, 5 day, 6 hay;
D.1 bay, 2 day, 3 play, 4 subway.
54

Notes
Write notes here.
052-055_1_LITETB952027_PBU1.indd 55 7/4/16 8:37 AM

Unit
2 Is she happy?
FOCUS Unit Is she happy?
Theme Characteristics and emotions
2
13
Aim Students learn how to: name pets;
My pets a mouse.
describe characteristics and emotions Hes pretty.
using pets Yes, he is.
Structures Statements and questions with

BEsingular and plural (My pets
a mouse. Hes/Shes/Theyre happy. Is
your cat sad? Is he/she happy?)
Is your cat sad? Is she happy?
Adjectives (Hes pretty. Is your cat
sad?) No, she isnt. Yes, she is.
Shes happy.
Affirmative and negative short
answerssingular and plural
(Yes, he/she is. Yes, they are. No,
he/she isnt. No, they arent.)
Review: Possessive adjectives (My pets
a mouse. Is your cat sad?) Are your pets sad? Are they happy?
No, they arent.
Vocabulary cat, dog, fish, bird, mouse, turtle, big,

small, pretty, ugly, thin, fat, young,
old, happy, sad Yes, they are.
Theyre happy!
24
024-029_1_LITESB951983_U2.indd 24 4/8/16 2:34 PM

Lesson preparations 1. Books closed. Review the language in the first three
frames on page 24.
Starship flash cards 10 to 15: cat, dog, fish, bird,
mouse, turtle Use the Star puppet and a picture of a pretty cat or
a pretty, soft toy cat to talk about a pet cat. Tell the
Star and Stella hand puppets (see page 13) students that Star says, My pets a cat. Shes pretty.
Audio CD Tracks: 13, 14 Answer, Yes, she is.
Draw a happy face and a sad face on the board.
Activity Book: Activities A, B on page AB16; C, D
Point to the sad face and ask Star, Is your cat sad?
on page AB17
Star shakes his head. Tell students his answer, No,
Extras: a soft ball; a pretty, soft toy cat or picture she isnt. Continue in this way as you model the
of a pretty cat dialog in the third frame.
Model the words cat, pretty, happy, and sad. Use
Warm-up activity CT1, CT2 your picture or soft toy and pictures on the board to
reinforce meaning. Ask students to repeat the words
1. Play a game to review possessive adjectives. with you.
Say, Lets say hello and say our names. 2. Books open. Ask students to look at the opening
2. Arrange the class in a circle. Hold a soft ball in scene on page 24. Point to each character and ask,
your hands. Look at a student and say, Hello, Whos this? (Tessa, Star, Dan, Emma)
my names ________. Whats your name? Pass 3. Play CD Track 13, frame by frame. Ask
the ball to the student, who says, Hello my Track
students to point to the matching speech
names _________. The student then looks 13 bubble on page 24 as each part is spoken.
at another student, passes the ball, and asks,
Whats your name? The game continues until 4. Play the CD again, frame by frame. Ask the class
all students have introduced themselves. to repeat each dialog with you.
056-063_1_LITETB952027_U2.indd 56 4/14/16 3:01 PM

1. big 2. small Talk CT1, CT2
1. Books open. Ask students the names of the two
Track
3. pretty characters. (Dan and Tom) Ask students to complete
14 4. thin Dans first sentence and Toms question with the name
of a pet and a describing word. Ask students what Dan
says. (Yes, he is./No, he isnt.)
2. Ask pairs of students to practice the dialog. Ask each pair
5. old 6. young 7. ugly to take turns speaking both parts. Tell students to use all
the new words to complete the dialog in different ways.
9. happy
Listen carefully to students pronunciation, correcting
8. fat errors and offering praise.
10. sad 3. Ask two or more pairs of students to perform the dialog
11. a cat 12. a dog 13. a fish 14. a bird 15. a mouse 16. a turtle for the class.
Talk.
My pets a . Is your pet ?
. This activity gives students practice producing two
similar sounds, /p/ and /b/.
1. Model the sounds. Ask students to listen and
watch carefully. Model the /p/ sound. Walk among
25 the students so they can all see how you make the
sound. Ask, What do I use to make this sound?
024-029_1_LITESB951983_U2.indd 25 4/8/16 2:35 PM
(Your lips.) Encourage students to point to their lips.
Have students practice the /p/ sound with you.
2. Repeat for the /b/ sound. Check that students
5. Divide the class into two groups. Ask Group 1 to read realise the /b/ sound is also made with the lips.
Stars part and Group 2 to read the other parts. Then 3. Explore what happens when these sounds are
ask the groups to swap parts and repeat. made. Tell students to put their hands in front of
6. Divide the class into pairs. Ask each pair of students their mouths as they experiment with each sound.
to take turns speaking the part of Star and the parts Ask, Can you feel your breath on your hand?
of the other charactersTessa, Dan, and Emma. Walk (Yes.) Tell students to put their hands on their
around the classroom, visiting each pair of students necks as they continue to experiment with the
and correcting any pronunciation errors. sounds. Ask, Can you feel anything? (No, with
/p/. Yes, with /b/.)
7. Books closed. Say, Lets practice some pet words.
Introduce each pet word on page 25, one by one. First, 4. Write the following words on the boardpet/bet
model a word as you show the picture on the matching and big/pig. Put the /p/ words in the first column
flash card. Keep the written word covered. Ask students and the /b/ words in the second column. Model the
to repeat the word with you several times. Then show /p/ sounds, then the /b/ sounds. Now model each
the word, model it one more time, and leave the card pair of words to show the different sounds. Ask
on display. Repeat for the describing words on page 25, students to practice each pair with you.
but write each word on the board as you model it.
8. Say, Lets practice our describing words and our
Track
pet words again. This time, close your eyes and
14 listen carefully to the voice on the CD. Play CD
Track 14. Pause as necessary for practice. Extra activities CT5
9. Return to the opening scene. Arrange the pairs of 1. Activity Book. Ask students to complete
students into groups of four. Ask each pair to perform activity D on page AB17.
the scene for the other pair in their group. 2. Ask students to bring photos of their pets or
magazine pictures of pets to the next class.
056-063_1_LITETB952027_U2.indd 57 4/20/16 4:51 PM

Unit
2 Sing
Sing CT3, CT5
Sing Track
15
1. Books closed. Use the labeled pictures on page
25 to review the last lesson. Ask students to tell
My pets a cat.
you the names of the pets and the describing words.
My pets a cat.
Is your cat pretty? Track
Yes, she is. Shes pretty. 15 Play CD Track 15.
Is your cat young? 3. Second listening. Divide the class into pairs. Give
Yes, she is. Shes young. each pair of students a set of Adjectives game cards
for pretty, young, small, and happy. Ask each pair to
Is your cat small?
arrange the cards in order as they listen to the song.
Yes, she is. Shes small.
Play CD Track 15 again. Ask the class to check that
Is your cat happy? their cards are in the correct order.
Yes, she is. Shes happy. 4. Third listening. Ask students to sing along. Tell
students they can use their cards as prompts. Replay
My pets a cat.
My pets a cat. CD Track 15.
Shes pretty. Shes young. 5. Books open. Ask students to look at the pictures on
Shes small. Shes happy.
page 26. Ask, Who are they? (Star, Stella, Dan, and
My pets a cat.
his cat) Ask students to look at the words. Read the
words of the song with the class.
Replay CD Track 15.
26 A and B on page AB18.
024-029_1_LITESB951983_U2.indd 26 4/8/16 2:35 PM
Lesson preparations
Activity Book: Activities A. B on page AB18; A, B,
and C on page AB19 (CD Tracks 70, 71, 72)
Extras: pictures of pets; one set of four Adjectives
game cardspretty, young, small, happyfor each
pair (see page 145)
Warm-up activity CT1, CT2, CT5

1. Have students introduce their pets to a partner.
They can use the photographs they have
brought from home or a picture you provide.
To prepare students for the activity, show and
talk about your own photograph or picture.
Make sure you model the kinds of structures
and vocabulary you want students to use, for
example: My pets a cat. Hes fat.
58
056-063_1_LITETB952027_U2.indd 58 4/14/16 3:01 PM

Listen
Listen
1. Books open. Say, Lets listen to four questions and
Track
A. Listen and choose. 16 answers about pets. Play One on CD Track 16. Use
c the worked example to model the activity.
a
1
2 16. Pause for students to match the pictures with the
3 d numbered boxes. Check students answers.
b
4
Track
completed task and take turns asking questions and
B. Listen and check a or b . 17 giving affirmative answers. (Are they young? Yes, they
1 2 are. Theyre young.)
a a a 3 a
4
4. Ask four students to each write one answer on the

board.
b b b b 5. Activity Book. Ask students to complete activity A

on page 19 (CD Track 70).
Track
1 2 3
Track
Audio Script
17
Narrator: One
27 Female: Is she big?
Male: Yes, she is. Shes big.
024-029_1_LITESB951983_U2.indd 27 4/8/16 2:35 PM
Narrator: Two
Female: Is he fat?
Male: No, he isnt. Hes thin.
Narrator: Three
Track Female: Is she ugly?
16 Audio Script
Male: No, she isnt. Shes pretty.

Female: Are they young? Female: Is she sad?
Male: Yes, they are. Theyre young. Male: Yes, she is. Shes sad.
Narrator: Two
Female: Is he sad?
Male: Yes, he is. Hes sad. 1. Books open. Ask students to look at the four pairs of
pictures and identify the pets.
Narrator: Three 2. Say, Lets listen to four questions and answers about
Female: Are they old? these dogs and check the boxes for the pictures that
Male: Yes, they are. Theyre old. match what we hear. Play One on CD Track 17. Use
the worked example to model the activity.
Narrator: Four
Female: Is she happy? 3. Check that students know what to do. Play CD Track 17.
Male: Yes, she is. Shes happy. Pause for students to check the picture boxes. Check
students answers.

statements about the dogs. Use the rst checked picture
to write an example on the board: Hes big.
5. Ask three students to each write one answer on the board.
6. Activity Book. Ask students to complete activity B on

59
056-063_1_LITETB952027_U2.indd 59 4/14/16 3:01 PM

Unit
2 Listen
Listen
Track
A. Listen and choose. 16 pictures in exercise C.
c 2. Ask the students about the number of people and
a
1 who they are. (Twoa boy and a girl) Talk about the
2 situation and who is asking the questions. (The girl is
3 d asking questions and the boy is telling her about his cat.)
b
4
pairs. Tell students they will listen to dialogs, and
Track
B. Listen and check a or b . 17 then repeat them. Tell students to listen carefully as
1 2 3 4 you show them what to do. Play One on CD Track 18.
a a a a Role-play the dialog to model the exercise.
b b b b them on the board as necessary.
5. Ask three pairs of students to each perform one
dialog.

Track 6. Activity Book. Ask students to complete activity C
1 2 3
Extra activity CT2

27 1. Ask students to quietly review spelling aloud
pet words and describing words. This will
024-029_1_LITESB951983_U2.indd 27 4/8/16 2:35 PM
prepare them for the warm-up activity in the
next lesson.

Track
Audio Script
18
Narrator: One
Boy: My pets a cat.
Girl: Is she young?
Boy: Yes, she is.
Narrator: Two
Girl: Is she big?
Boy: No, she isnt. Shes small.
Narrator: Three
Girl: Is she thin?
Boy: No, she isnt. Shes fat.
60
056-063_1_LITETB952027_U2.indd 60 4/14/16 3:01 PM

Practice
Practice 3
1. Books open. Tell students to look at the pictures and
identify each pet. Say, Lets match the describing
2
words to the pictures.
4
6 2. Model the exercise, using the worked example. Ask
1
students to match the next word (small) to a picture
box.)
2 fat 6 small 5 ugly students answers by calling out each number and
3 thin 1 pretty 4 big asking the class to say the matching describing word.
B. Read and say. 4. Activity Book. Ask students to complete activity A
This is my pet. on page AB20.
My pets a dog.
Shes small.
Shes happy.
Is your pet happy? 1. Books open. Ask students to name the pet in the
picture and say who it belongs to. (a dog, the boy)
A. Ask and answer. Then ask students to quietly read what the boy says
about his dog.
Is your pet ? Yes, is. .
2. Tell students they will practice reading aloud. Ask
Is your pet ? No, isnt. . them to read the passage aloud together.
28
024-029_1_LITESB951983_U2.indd 28 4/8/16 2:35 PM
to the class.
on page AB20.
Lesson preparations
Starship flash cards 10 to 15: cat, dog, fish, C. Ask and answer CT1, CT2
bird, mouse, turtle 1. Books open. Say, Lets practice speaking. Divide
Activity Book: Activities A and B on pages AB20, the class into pairs, student A and student B. Role-play
AB21 the dialog. As student A, point to the rst question
and ask, Is your pet happy? As student B, point to
Extras: two sets of Pets game cardscat, dog, the first answer and say, Yes, she is. Shes happy.
mouse, turtle, fish, birdyou may need more Step back into the role of student A. Point to the
depending on the size of the class (see page 145) second question and ask students what to say. (Is
your pet _____?) Continue the role-play in this way.
Warm-up activity CT1, CT2 Show how to take turns. Ask questions to check that
students know what to do. Make sure they know to
1. Play an oral spelling game (see How to play ask and answer questions with as many different
Spell It! on page 21) to review pet words and words as they can.
describing words.
61
056-063_1_LITETB952027_U2.indd 61 4/14/16 3:01 PM

Unit
2 Play and learn

Player One points to a picture and says,
My pets a (name of the pet in the picture).
thin fish big dog
Player Two asks a question about the pet,
My pets a cat. using a describing word.
Player One answers the question in the
Is your afrmative, or in the negative, using the
sad dog cat ugly? young bird
correct describing word.
pretty cat small fish
No, shes pretty. 1. Students should work with the partner they found in
the Organizing groups activityone student to be
player One and the other to be player Two. Model the
fat bird old mouse game, using the Star and Stella puppets. As player
One (Star), point to the picture of the cat on the left
and say, My pets a cat. As player Two (Stella), say,
Is your cat ugly? As Star, say, No, shes pretty.
Then model taking turns. As Stella, start the dialog
happy mouse ugly cat again by pointing to a picture on the right.
29
Play the game.
024-029_1_LITESB951983_U2.indd 29 4/8/16 2:35 PM
3. Then ask students from different pairs to perform one

round of the game for the class.
Organizing groups CT1 4. Activity Book. Ask students to complete activities

A and B on page 21.
1. Use pairs of Pets game cards to review the
unit language and regroup students for the 5. To conclude the unit, use ash cards to review the
end-of-unit game. See Organizing groups unit language.
on page 22.
Check that students know what to do by asking
them to tell Stella what to do. They should say
that the aim of the activity is to nd a partner
through matching their Pets cards. For 1. Play a written spelling game (see How
example, a cat with a cat. Encourage students to play Write it! on page 22) using the
to call out their words to nd their partners. vocabulary words on page 25 of the
Once partnered, tell them to sit together. StudentBook.
3. Make sure students are correctly matched.

Pair by pair, have each student complete the
statement, My pets a ______.
62
056-063_1_LITETB952027_U2.indd 62 4/20/16 4:50 PM

Grammar CT2
The focus of this units grammar is adjectives, words that Culture notes CT1, CT2
describe nouns.
This unit focuses on different pets and ways to
Write a sentence on the board and leave a blank for describe them. It is natural that students will make
the adjective: Hes _______. Ask students to fill in the connections between the descriptions and people.
correct word. As students give the names of appropriate This can be used as an opportunity to teach
adjectives, write them on the board. students about appropriate and inappropriate
descriptions of people. The best way to do this is to
Play a game. Use the ash cards of pets that students
start with ideas of empathy.
can describe. For example, show the flash card of the cat.
Students must only say the adjectives and not say any Empathy means understanding and experiencing
other words. how others feel. Start by asking students how
the cats in the labeled picture on page 25 would
feel about being described in different ways. Ask
Statements students to draw happy J faces and sad L faces.
Tell students that some cats will feel happy to be
nouns adjectives called big, pretty, happy, and even young. Other
cats may feel unhappy to be called fat, old, and
My pets a bird. Hes big. sad. ugly. Explain that people often feel the same way.
cat. Shes fat. small. We should not use words that make other people
dog. Theyre happy. thin. unhappy, and we should not use unhappy words
such as ugly to talk about other peoples pets.
fish. old. ugly.
mouse. pretty. young.
turtle.
Questions Extension activities CT1, CT2, CT4, CT5

1. There are many pets in the unit. Ask students to
nouns adjectives count the number of each pet. Pairs of students
can be asked to count different ones.
Is your bird big? sad?
2. Ask students to make a table showing the
cat fat? small?
number of each pet.
dog happy? thin?
3. Ask students to turn the table into a bar chart,
fish old? ugly?
with blocks for each number. This helps teach
mouse pretty? young? English in a cross-curricular way. When students
turtle study math, they will think of English language
ways of expressing ideas.
4. Ask students to survey their pets. Tell them to
adjectives ask each other, Do you have a pet? What is it? Is
it happy/sad/thin ?
Is he big? sad?
5. Ask students to identify their favorite pet in the
Is she fat? small?
unit. This makes students look at the pictures
Are they happy? thin? again and think more carefully about them.
Are your pets old? ugly?
6. Ask students to describe their favorite pets, using
pretty? young? multiple adjectives.
Answers
Yes, he is. No, he isnt.
she is. she isnt.
they are. they arent.
63
056-063_1_LITETB952027_U2.indd 63 4/14/16 3:01 PM

Review
Review
Lesson preparations A. Read and say.
Star and Stella hand puppets (see page 13) This is my mother. This is my father.
Audio CD Track: 19 My pets a

My pets a fish.
bird. Hes small.
Shes pretty.
Activity Book: Activities A, B, C on page AB22
Extras: Warm-up activity worksheet, make
one for each group of four students [a 3-column
table with the headings: Starship characters (6),
family (6), pets (16).]; six questions about the
content of Units 1 and 2 for the Open Book Quiz
This is my grandma.
This is my grandpa.
Warm-up activity CT1, CT2, CT4 Theyre happy.
1. Tell students that todays lesson is a review.

Theyre my sisters.
Use Star and Stella. Ask students to help the Hes my brother.
puppets remember what they learned. Prompt
the students with clues. (In unit 1 we talked
B. Read again and match.
about the Starship characters and families. In
unit 2 we talked about pets.) 1. My pets a bird. a. Theyre happy.
2. Say, Lets write the words we know. Divide
2. My pets a fish. b. Hes small.
the class into groups of four students. Show
students the worksheet. Remind them that: 3. This is my grandma.
c. Shes pretty.
There are 6 Starship character names, for This is my grandpa.
example, Stella. 30
There are 6 words about family, for

030-033_1_LITESB951983_R1-2.indd 30 4/8/16 2:35 PM
example, mother.
There are 16 words about pets, for A. Read and say CT2, CT3
example, cat and happy.
In this exercise, assess areas of your students reading and
3. Ask the groups to think of one word for each speaking skills. First let them silently read the dialogs and
column. Turn to Star and ask, Is this a look at the pictures, then note their reading fluency and
game? Have him nod and say, Yes. Lets do their pronunciation as they read the dialogs in pairs.
this quickly.
1. Introduce the exercise. Use Star to praise students for
4. Give each group a worksheet and check that learning their Starship English words. Say, Lets look at
students know where to write the words. Tell the words weve learned. Lets read them.
them they have 5 minutes to finish the work.
2. Tell students to open their books to page 30. Tell them
Allow more time if necessary.
to look at the pictures, and then read the dialogs quietly
5. The winning team is the first to complete the on their own.
worksheet with correctly spelled words. Check
3. Ask pairs of students to take turns to read the dialogs
spelling and ensure all teams have all the
aloud. Each pair can perform the dialogs at least twice,
words in the correct places. Ask students to
swapping roles each time.
spell different words. Praise correct spelling
and provide any missed words to complete the
worksheet. B. Read again and match CT2, CT3
In this exercise, assess your students skill in reading for
detail, and matching pictures and words.
1. Tell students to read the sentences, read the dialogs
again, and then match the sentences on the left with
those on the right.
2. Check students answers.
064-067_1_LITETB952027_R1-2.indd 64 4/14/16 3:01 PM

In this exercise, test your students listening
Track comprehension skills as they listen to descriptions and
C. Listen and check a or b . 19
match them to pictures.
1 2 3
a a a 1. Say, Lets listen and match. Remind students that they
have done this kind of activity before. Students need
to look carefully at a pair of pictures and then check
picture a or b.
b b b
2. Play Audio Track 19. Pause for students to check the
picture boxes.
4 5 6
a a a
Your turn CT1, CT2
In this exercise, assess your students ability to talk about
b b b
themselves, using the language theyve learned.
reading their introductions to each other. Encourage them
to continue taking turns, using different pet names and
describing words.
My names _____. 2. Move around the class, listening to students
Shes my sister. Her names _____. introductions. Check their pronunciation and encourage
Hes my brother. His names _____. and praise their use of new words.
My pets a _____.
Your My pets _______.
turn Activity Book. Ask students to complete activities A,
B, and C on page AB22. This may be done in class or for
31331 homework.
030-033_1_LITESB951983_R1-2.indd 31 4/8/16 2:35 PM
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
Track End the Review with an Open Book Quiz.
19 Audio Script 1. Divide the class into teams of four and have
them decide on a team name.
Narrator: One
Male: My pets a bird. Shes fat. 2. On the board, draw a table with 7 columns and a
row for each team. Write the team names in the
Narrator: Two first column of the table on the board.
Female: My pets a fish. Hes thin.
3. Describe the quiz to the studentsthere are six
Narrator: Three questions about Units 1 and 2. Tell students they
Male: My pets a dog. Hes sad. can use their student books to search for the
answers. Tell teams that one team member will
Narrator: Four need a pen and paper to write down the teams
Female: My pets a cat. Shes ugly. answers.
Narrator: Five 4. Ask the first question. Limit the time for
Male: My pets a turtle. Hes big. searching for answers. When all the team writers
have written down their teams answer and put
Narrator: Six down their pens, read out the correct answer.
Female: My pets a mouse. Shes old. Award points and write them on the board.
5. Continue the quiz until all the questions have

been asked. Then declare the winning team and
congratulate all students for a great effort.
064-067_1_LITETB952027_R1-2.indd 65 4/14/16 3:01 PM

Learn more
FOCUS Learn more
Theme Numbers, days of the week,
A. Listen and say the numbers. 20
Track
and times of the day
Aim Students learn how to: count cardinal 0

zero
1
one
2
two
3
three
4
four
5
five
numbers to twenty; name the days of

the week; talk about times of the day

Structures Wh- question (What day is it today?)
Short answer (Its Saturday.) One, two,
6 7 8 9 10 three, four,
Statements about times of the day six seven eight nine ten five .
(Its eight oclock in the morning.)

Vocabulary Numbers 0 to 20, Monday, Tuesday,
Wednesday, Thursday, Friday,
Saturday, Sunday, today, morning,
afternoon, evening, oclock
11 12 13 14 15
eleven twelve thirteen fourteen fifteen

16 17 18 19 20
sixteen seventeen eighteen nineteen twenty

32
030-033_1_LITESB951983_R1-2.indd 32 4/8/16 2:35 PM
Listen and say the numbers CT2, CT4

Lesson preparations 1.
Track
Books closed. Tell students to close their eyes
and listen to the numbers 0 through 20. Play
Star and Stella hand puppets (see page 13) 20 CD Track 20.
2. Books open. Ask students to read the numbers as they
Activity Book: Activities A, B, C on page AB23 listen to the CD. Play Track 20 again.
Extras: a calendar, a clock 3. Play a game. Tell students that you will play the CD,
stopping from time to time. Ask students to listen
Warm-up activity CT1, CT2 carefully to the numbers and quickly say the next
number when you stop the CD.
1. Tell students you are going to talk about
numbers and days of the week. This is an 4. Focus on spelling. Ask, How do you spell four? Then
opportunity for students to show what they ask students to write the number in figure and word
already know. Students should know numbers form on the board. Continue randomly for the different
0 through 10, and may also know some numbers.
vocabulary items and structures to talk about 5. Divide the class into pairs. Ask students to take turns
numbers. saying and spelling numbers to each other. Check that
2. Ask students to count to ten. Correct their students know what to do.
pronunciation as necessary.
3. Show students a calendar. Ask if anyone knows
any of the days of the week.
66
064-067_1_LITETB952027_R1-2.indd 66 4/14/16 3:01 PM

Track
Listen and say times of day CT1, CT2, CT3
B. Listen and say the days of the week. 21
1. Books closed. Tell students to close their eyes
Track
and listen to the times of the day.
22 Play CD Track 22.
Sunday Monday Tuesday Wednesday
2. Books open. Ask students to say the three times of day
as they listen to the CD. Play CD Track 22 again.
3. Ask students to spell the different times of day. Say,
Thursday Friday Saturday How do you spell morning?
What day is it today?
Its Saturday. Listen, read, and say CT1, CT2, CT3
C. Listen and say the times of the day. 22
Track 1. Track Books closed. Tell students to close their eyes
and listen to the times of the day.
2. Books open. Ask students to read the times of day as
they listen to the CD. Play CD Track 23 again.
morning afternoon evening
3. Use the clock to talk about different times of day.
Track Indicate morning, afternoon, and evening.
D. Listen, read, and say. 23
Its eight oclock in the morning. saying the times of day to each other.
Activity Book. Ask students to complete activities A, B, and
Its four oclock in the afternoon.
C on page AB23. This may be done in class or for homework.
Its nine oclock in the evening.

33
Grammar CT2
030-033_1_LITESB951983_R1-2.indd 33 4/8/16 2:35 PM
1. Emphasize the capitalization of the days of
the week. Point out that other words are not
Listen and say the days CT1, CT2, CT3 capitalized unless they come at the beginning of
1. Books closed. Ask students to close their eyes a sentence.
Track
and listen to the days of the week. Play CD
21 Track 21.
2. Remind students to use plurals with all numbers
except one when talking about numbers of items.
2. Books open. Ask students to read the days of the As an example, say, I see one book. I see twenty
week as they listen to the CD. Play CD Track 21 again. books.
3. Focus on the spelling. Ask, How do you spell

Monday? Continue randomly for the different days of
the week.
4. Play a game. Play the CD again but stop from time to Extension activities CT2, CT4
time. Students need to listen carefully and quickly say 1. Once students are confident in counting from 1 to
the next day of the week. 20, ask them to count from 20 to 1.
5. Divide the class into pairs. Ask students to take turns 2. Teach the abbreviations for the days of the week:
saying and spelling the days of the week to each other. Sun, Mon, Tues, Wed, Thur, Fri, Sat. Sometimes
Check that students know what to do. the days are written in single letter form, except
6. Use a calendar to indicate different days. Ask, What for Sunday and Thursday, which need to be
day is it today? differentiated from Saturday and Tuesday: Su M T
W Th F S.
3. As a rotating job, ask students to write the day of
the week on the board.
4. Check that students understand different times of
the day. Ask questions such as, When it is time for
breakfast, is it morning or afternoon? (morning)
67
064-067_1_LITETB952027_R1-2.indd 67 4/14/16 3:01 PM

Phonics
Unit
2
Short e C. Listen and circle words Track
P-CD
P-CD with the short e sound. 18

Track
1. elephant 2. desk
3. key 4. pen
5. bell 6. zebra
1. hen 2. eggs

e+t e+n e+d e + nd

et en ed end
wet pen red send
3. bed 4. tent pet hen bed bend
P-CD
Track
net ten fed lend
1. I see a . E. Match the words that sound the same.
2. Here are the . send tell

bell red
3. This is my . net bend
bed ten
4. Here is a . pen wet
34 35
Long e
Unit
Track
X2 B. Listen, fill in the letters ee, and read. 20
The letters ee together make
I see. 1. __ __ l 2. j __ __ p
the long e sound in these words.
3. p__ __ l 4. s __ __d
ee 5. t__ __ th

P-CD
Track
6. b__ __ tle
P-CD 1 2 2
Track seed feel bee
weed feet beetle
3 4 4
three green jeep
tree greed keep
P-CD
Track
1. feet 2. green
1. I have two .
2. This is paint.
3. I see a .
3. bee 4. tree 4. This is a .

36 37
68

Unit
Unit
X2
A Head to go hereLong e B. Listen, fill in the letters ea, and read. 24
P-CD
Track
The letters ea together make the

1. l __ __ f 2. p__ __ nut
long e sound in these words.
Thats easy.
ea
3. b__ __ ds 4. s__ __
5. s__ __ l 6. p__ __ s
P-CD
Track
Track
1. 2. 3.
4. 5. 6.
P-CD
Track
1. beans 2. team
1. These are green .
2. This is my .
3. The lion eats .
3. meat 4. read 4. I can books.

38 39
Long e
Unit
Track
X2 B. Listen, fill in the letters ey or y, and read. 28
The letters ey or y at the end of 1. k__ __ 2. wind
wind__
these words make the long e sound.
3. sunn__ 4. cloud__
ey / y Wow!
5. rain__

P-CD
Track
6. hon__ __
P-CD 1 2 3
Track today rainy sunny
cloudy gray money
4 5 6
monkey happy cane
money hay candy
P-CD
Track
1. monkey 2. money
1. This is a .
2. Here is the .
3. She is .
3. happy 4. candy 4. I want , please.

40 41
69

Short e (pages 34, 35)
B. 1 hen, 2 eggs, 3 bed, 4 tent; C. 1, 2, 4, 5; E. send/bend,
bell/tell, net/wet, bed/red, pen/ten; B. 1 hen, 2 eggs, 3
bed, 4 tent; G. 3; H. 1 hen, 2 desk, 3 eggs, 4 tent, 5 bed,
6red; I. red pen, desk.
Long e: ee (pages 36, 37)

B. 16 ee; C. 1 seed, 2 feet, 3 bee, 4 tree, 5 green, 6 jeep;
D. 1 feet, 2 green, 3 bee, 4 tree.
Long e: ea (pages 38, 39)

B. 16 ea; C. 1 meat, 2 leaf, 3 team, 4 sea, 5 beans,
6read; D. 1 beans, 2 team, 3 meat, 4 read.
Long e: ey/y (pages 40, 41)

B. 1 ey, 2 y, 3 y, 4 y, 5 y, 6 ey; C. 1 cloudy, 2 rainy,
3money 4 monkey, 5 happy, 6 candy; D. 1 monkey,
2money, 3 happy, 4 candy.
70

Notes
Write notes here.

Unit
3 I want juice, please.
FOCUS Unit I want juice, please.
Theme Kitchen and food
3
24
Aim Students learn how to: offer food and
Hi, Emma. Tessa, do you want juice?
drink; politely accept and decline
What do you want?
offers of food and drink; politely No, thanks.
express preferences using want I want juice, please. I want water, please.
Structures Wh- questions with do (What do you

want?)
Indenite articles for countable
nouns (an apple, a banana); no
article for uncountable nouns
(milk, soda pop)
Vocabulary a, an, water, milk, juice, soda pop,

Tom, do you want a banana? Star, do you want a banana?
banana, orange, apple, cookie,
mango, hamburger, muffin, Yes, please.
sandwich, donut, hot dog, please,
thanks
No, thanks.
I want an apple, please.
42
042-047_1_LITESB951983_U3a.indd 42 4/8/16 2:36 PM

Lesson preparations 1. Books closed. Talk to students about what happens
when friends come to their homes.
Starship flash cards 47 to 60: apple, orange, milk,
water, banana, mango, soda pop, juice, hamburger, Students may already know some of the unit
muffin, donut, sandwich, cookie, hot dog vocabulary. If so, discuss some of the types of food
Star and Stella hand puppets (see page 13) and drinks they might have together. If not, use
gestures to suggest eating and drinking together.
Next, use the ash cards (words covered) to introduce
Activity Book: Activities A, B on page AB24; juice, water, banana, and apple. Say each word as you
activities C, D, E on page AB25 show the pictures and then leave them on display.
Extras: four sentences written on separate cards Before opening books, say, Lets see what happens
My sisters cat is pretty. Your brothers dog is old. Her when friends come to Dans house.
mothers fish is happy. His fathers mouse is small.
2. Books open. Ask students to look at the opening scene
on page 42.
Warm-up activity CT1, CT2, CT3, CT4
Point to each character and ask, Whos this?
1. Play a dictation game using the sentence cards. (Dan, Emma, Tessa, Tom, Star)
Divide the class into groups of three: two readers
and one writer. The first readers come to the Ask, Whos asking the questions? (Dan) Ask
front, memorise a sentence, then return to their students how many questions Dan asks. Remind
writer and whisper it. The writer writes it down. them to count the question marks.
The second reader takes a turn and the game 3. Play Track 24, frame by frame. Ask students to point to
continues. At the end of the game, the writers each speech bubble on page 42 as each part is spoken.
read out their versions. The winners are the
group with a version closest to the original. 4. Track Play the CD again, frame by frame. Ask the
class to repeat each dialog with you.
24
072-079_1_LITETB952027_U3a.indd 72 4/14/16 3:01 PM

Track
Talk CT1, CT2
25 3. milk
4. water 1. Books open. Ask the students the names of the two
2. an orange
characters. (Tessa and Dan) Say, Who is asking the
1. an apple question? (Tessa) Who is answering the question? (Dan)
2. Draw up three columns on the board: one for nouns
preceded by the article a, one for those preceded by the
8. juice
article an, and the third for those that are not preceded
5. a banana
by an article. Do not write headings on the columns.
6. a mango 7. soda pop
3. Ask students to suggest ways of completing Tessas
9. a hamburger 10. a muffin 11. a donut question to Dan. As suggestions are offered, focus on
the article used (for countable nouns) or not used (for
uncountable nouns). Write the suggested nouns in the
relevant columns on the board.
12. a sandwich 13. a cookie 14. a hot dog
4. Point to the rst column and ask, What small word
must go before these words? (a) Write a at the top
of the rst column. Repeat for the other two columns.
Talk. Write the heading an for the second column but leave
Do you want ? No, thanks. the third column with no heading.
I want , please. 5. Ask students to suggest ways of completing Dans response
to Tessa. Remind them to refer to the work on the board.
pair to take turns speaking both parts. Tell students
to use all the new words to complete the question and
answer. Listen carefully to students pronunciation.
43
7. Ask two or three pairs of students to perform the dialog
for the class.
042-047_1_LITESB951983_U3a.indd 43 4/8/16 2:36 PM 8. Activity Book. Ask students to complete activity C on
page AB25.

Dans part and Group 2 to read the other parts. Then
ask the groups to swap parts and repeat.
Students hear the difference in stress between words
6. Divide the class into pairs. Ask each pair of students spoken in a list and those spoken in a sentence.
to take turns speaking the parts of Dan, Emma, Tessa,
Tom, and Star. Briey visit each pair and correct any 1. Write a list of words down the board: want, apple,
pronunciation errors. I, and an. Ask students to say the words aloud
together. As a list, each word will be read with
7. Books closed. Say, Lets practice some words for even stress.
food and drinks. Introduce each numbered word 2. Say, Make a sentence from the words. Write it
on page 43, one by one. First, model a word as you on the board. (I want an apple.)
show the picture on the matching ash card. Keep the
written word covered. Ask students to repeat the word 3. Say the sentence, but stress each word equally.
with you several times. Then show the word, model it Ask, Does that sound like a sentence? (No.)
one more time, and leave the card on display. Repeat 4. Divide the class into pairs. Have them practice
for the other words on page 43. saying the sentence so that it sounds like a
sentence. Visit each pair and help them recognise
8. Say, Lets practice our food and drink words
Track that some words are strong and some are weak.
again. This time, close your eyes and listen
25 carefully to the voice on the CD. Play CD
Track 25. Pause as necessary for practice.

students into groups of four. Ask each pair to perform Extra activity CT3, CT4
the scene for the other pair in their group. 1. Activity Book. Ask students to complete
10. Activity Book. Ask students to complete activities activities D and E on page AB25.
072-079_1_LITETB952027_U3a.indd 73 4/14/16 3:01 PM

Unit
3 Sing
Sing CT3, CT5
Sing Track
26 1. Books closed. Use the flash cards to review the
units fourteen food and drinks words. Take the
opportunity to provide lots of praise. Remind students
that a or an do not come before the words water, juice,
What do you want?
milk, and soda pop.
What do you want?
Do you want water? Track
No, thanks. No, thanks. 26 Play CD Track 26.
Do you want milk?
No, thanks. No, thanks. 3. Second listening. Divide the class into pairs. Give
Do you want soda pop? each pair a set of eight Food and drinks game cards
No, thanks. No, thanks. (see Extras above). Ask each pair to arrange the
I want juice. cards in order as they listen to the song. Play CD Track
I want juice, please.
26 again. Ask the class to check that their cards are in
I want juice.
the correct order.
Do you want an apple? 4. Third listening. Ask students to sing along. Tell
No, thanks. No, thanks.
them they can use their ordered cards as prompts.
Do you want an orange?
No, thanks. No, thanks.
Replay CD Track 26.
Do you want a banana? 5. Books open. Ask students to look at the pictures on
No, thanks. No, thanks. page 44. Ask, What food and drink items do you
I want a mango.
see? (milk, a banana, an apple, soda pop, juice, and a
I want a mango, please.
I want a mango. mango) Ask students to look at the words. Read the
words of the song with the students.
44 Replay CD Track 26.
7. Activity Book. Have students complete activities A
042-047_1_LITESB951983_U3a.indd 44 4/8/16 2:36 PM
and B on page AB26.
Lesson preparations Encourage their best performance with Star and Stella
Starship flash cards 47 to 60: apple, orange, milk,
water, banana, mango, soda pop, juice, hamburger,
muffin, donut, sandwich, cookie, hot dog
C on page AB27 (CD Tracks 73, 74, and 75)
Extras: one set of eight Food and drinks game
cards (apple, orange, milk, water, banana, mango, soda
pop, juice) for each pair of students (see page 146)

1. Have students conduct an oral survey to find
out what their classmates would like to eat and
drink. Walk up to a student and tell them to ask
you the question, What do you want? Answer,
2. Ask students to move around the classroom asking
and answering questions with different classmates.
question and answer for the class.
74
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Listen
Listen
c 1. Books open. Say, Lets listen to ve questions and
Track
A. Listen and choose. 27 answers about food and drinks. Play One on Track 27.
1 Use the worked example to model the activity.
a d
2
2. Check that students know what to do. Play CD Track 27.
3 Pause for students to match the pictures with the
b
5 e
3. Divide the class into pairs. Have students take turns
asking and answering, What do you want?
Track
1 2 3 4 4. Ask ve pairs to each perform one question and answer.

a a a a
b b b b
Track
Track
28 Audio Script
1 2 3
Narrator: One
Female: What do you want?
Male: I want juice, please.
Narrator: Two
45
Male: Do you want milk?
Female: Yes, please.
042-047_1_LITESB951983_U3a.indd 45 4/8/16 2:36 PM
Narrator: Three
Female: Do you want a hot dog?
A. Listen and choose CT1, CT2 Male: Yes, please.
Track Narrator: Four

27 Audio Script Female: What do you want?
Male: I want a donut, please.
Narrator: One
Male: I want milk, please. 1. Books open. Ask students to look at the four pairs of
pictures and identify the food and drink items.
Narrator: Two
Male: What do you want? 2. Say, Lets listen to four questions and answers, and
Female: I want an orange, please. check the boxes that match what we hear. Play One
on CD Track 28. Model, using the worked example.
Narrator: Three
Male: Do you want a hamburger? 3. Check that students know what to do. Play CD Track
Female: Yes, please. I want a hamburger. 28. Pause for students to check the picture boxes.
Check students answers.
Narrator: Four
4. Write on the board, What do you want? Ask
students to write the answers for dialogs 1 and 4. (I
Male: I want a muffin, please.
want juice, please. I want a donut, please.) Next, write
Narrator: Five on the board, Yes, please. Ask students to write the
Male: Do you want water? questions for dialogs 2 and 3. (Do you want milk? Do
Female: Yes, please. you want a hot dog?)
5. Ask two students to each write one answer and two
students to each write one question on the board.
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Unit
3 Listen
Listen
c 1. Books open. Ask students to look at the three
Track
A. Listen and choose. 27 pictures in exercise C.
1 2. Ask students about the number of people and who
a d
2 they are. (Twoa boy and a girl) Ask students to
3 identify the food and drink items. (soda pop, juice, an
b
4 apple, a sandwich, and a cookie)
5 e
pairs (if possible, have boy-girl pairs). Tell students
Track
they will listen to dialogs, and then repeat them. Tell
1 2 3 4 students to first listen carefully as you show them
a a a a
what do. Play One on CD Track 29. Role-play both
parts of the dialog to model the exercise.
b b b b 29. Pause for students to repeat the dialogs. Write
them on the board if necessary.
5. Ask three pairs of students to each perform one
Track
dialog.
1 2 3
45
Extra activity CT2
042-047_1_LITESB951983_U3a.indd 45 4/8/16 2:36 PM
food and drinks words. This will prepare them
for the warm-up activity in the next lesson.

Track
29 Audio Script
Narrator: One
Male: Do you want soda pop?
Female: No, thanks. I want juice, please.
Narrator: Two
Male: Do you want a sandwich?
Female: No, thanks. I want an apple, please.
Narrator: Three
Male: Do you want a cookie?
Female: Yes, please.
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Practice
Practice 3 1. Books open. Tell students to look at the pictures and
A. Look and choose. 5 identify each food and drink item. Say, Lets match
the words to the pictures.
2
6
1 4 students to match the next word (muffin) to a picture
box.)
5 an apple 3 a muffin 2 juice students answers by calling out each number and
4 an orange 6 a sandwich 1 milk asking the class to say the matching word.
B. Read and say. on page AB28.
Hello. I want milk, please.
I want a sandwich, please.
I want a donut, please. B. Read and say CT2, CT3
I want an apple, please. 1. Books open. Ask students to name the food and
What do you want?
drink items in the picture. (milk, a sandwich, an apple,
C. Ask and answer. a donut) Then ask students to quietly read what the
girl is saying about the food and drink items.
What do you want? I want , 2. Say, Lets practice reading aloud. Ask students to
please. stand up and read the passage aloud together.
46
to the class.
042-047_1_LITESB951983_U3a.indd 46 4/8/16 2:36 PM

on page AB28.
Lesson preparations
Starship flash cards 47 to 60: apple, orange,
milk, water, banana, mango, soda pop, juice, 1. Books open. Say, Lets practice speaking. Divide
hamburger, muffin, donut, sandwich, cookie, hot dog the class into pairs, student A and student B. Role-
play the dialog. As student A, point to the question
Star and Stella hand puppets (see page 13) and ask, What do you want? As student B, point to
Activity Book: Activities A, B on pages AB28, AB29 the answer and say, I want juice, please. Show how
to take turns. Remain in the role of student B, point
Extras: dice for Play and learn; two sets of Food to the question and ask it. Step back into the role of
and drinks game cardsapple, orange, milk, water, student A, point to the answer, and ask students what
banana, mango, soda pop, juice, hamburger, muffin, to say (I want , please.) Ask questions to check that
donut, sandwich, cookie, hot dog (see pages 146, students know what to do. Make sure they know to
147) answer the question with as many different food and
drinks words as they can.
Warm-up activity CT1, CT2 2. Move around the class and listen carefully as students
1. Play an oral spelling game (see How to play practice the dialog.
Spell it! on page 21) to review food and 3. Ask two or three pairs of students to perform the
drinks words. dialog for the class.
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Unit
3 Play and learn
Play and learn

Play and learn CT1, CT2
Do you want a cookie?
No, thanks. Player One rolls the dice and asks a question
I want an apple, please. about a food or drink item, depending on the
number rolled. For example, if a ve is rolled,
player One asks, Do you want a cookie?
Player Two then rolls the dice and answers the
question, depending on the number rolled. For
example, if a three is rolled, player Two answers,
No, thanks. I want an apple, please.
1 2 1 2 Players take turns as player One and Two.
3 4 3 4
Organizing groupsone student to be player One
and the other to be player Two. Show students how
to play through a role-play. As player One (Star), roll
5 6 5 6 the dice then use the matching food or drink item to
ask the question. As player Two (Stella), roll the dice
then use the matching food or drink item to answer
the question. Show how to take turns by remaining as
player Two (Stella) and start the dialog again with a
47
roll of the dice.
042-047_1_LITESB951983_U3a.indd 47 4/8/16 2:37 PM 2. Ask questions to check that students know what to do.
Play the game.
Organizing groups CT1 perform one round of the game for the class.
1. Use pairs of Food and drinks game cards 4. Activity Book. Ask students to complete activities A
to review the unit language and regroup and B on page AB29.
students for the end-of-unit game. (Note: If
5. To end the unit, use ash cards to review the
you have fewer than 28 students, use the
vocabulary words.
game cards that were not used in the Sing
activity.) See Organizing groups on page 22.
Check that students know what to do by
asking them to tell Stella what to do. They
should say that the aim of the activity is to 1. Play a written spelling game (see How
nd a partner through matching their Food to play Write it! on page 22) using the
and drinks cards. Encourage students to call vocabulary on page 43 of the Student Book.
out their words to find their partners. Once
partnered, tell them to sit together.
3. Make sure students are correctly matched by
having them call out their food and drinks
words, pair by pair.
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Grammar CT2
This unit introduces the difference between the indefinite Culture notes CT1
articles a and an, as well as the notion that no article is
This unit introduces a series of food and drinks,
used for uncountable nouns, such as juice. Although we
but does not have any emphasis on which ones
sometimes say Do you want a juice? it is usually meant
are healthy and which ones are not as healthy.
to refer to a specic bottle or box of juice rather than an
You may want to introduce these concepts and make
indefinite drink.
students aware that some foods are better for them
Focus on the role of the comma. Explain that students than others.
should pause when there is a comma. It is useful to ask
them to take a little breath each time they see a comma
and a big breath when they see a period.
Questions
Extension activities CT2, CT5
What do you want? 1. Create a pretend store and let students ask for
different food items. One way to do this is to use
the Starship English ash cards, or you can ask
students to draw pictures of different food items
Do you want an apple? juice?
and use these instead.
a banana? milk?
2. Ask students to talk about their snacks and
a cookie? soda pop?
lunches. Teach them about foods for which they
a donut? water? might not yet have the vocabulary. Students
a hamburger? should be able to talk about the foods and
a hot dog? drinks that they most often eat and drink.
a mango? 3. Ask students to find pictures of different foods
a muffin? from old magazines and bring these to class.
Write the names of them in English and put
an orange?
them on the classroom wall.
a sandwich?
Answers
Yes, please.
No, thanks. I want an apple, juice, please.

a banana, milk,
a cookie, soda pop,
a donut, water,
a hamburger,
a hot dog,
a mango,
a muffin,
an orange,
a sandwich,
79
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Unit
3 Wheres your bedroom?
FOCUS Unit Wheres your bedroom?
Theme Around the home
3
30
Aim Students learn how to: label rooms
This is the dining room.
and describe their location within
Its next to the balcony.
the home; ask and answer questions
about where rooms are located
Structures Wh- questions with BE

(Wheres the living room?)
Prepositions of place Wheres your bedroom? Its between the kitchen
(Its next to the balcony.) and the bathroom.
Prepositional phrases (Here it is!)

Review: Statements with contracted
forms of BE, singular (Its opposite
the kitchen.); possessive adjectives
(This is my bedroom.); demonstrative
pronouns, reference to near things
Wheres the living room? Its opposite the kitchen.
(This is the dining room.) Here it is!
Vocabulary kitchen, living room, bedroom,

dining room, balcony, hall,
bathroom, next to, between, opposite
48
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Lesson preparations 1. Books closed. Draw a sketch of a house on the board,
Starship flash cards 61 to 70: bedroom, living large enough to fit the flash cards for bedroom and
room, dining room, balcony, bathroom, kitchen, hall, kitchen. Say, This is my house.
next to, between, opposite Show students the ash card for bedroom (with the
Star and Stella hand puppets (see page 13) word covered) and say, This is my bedroom. Stick
the card onto the sketch of the house.
Next, show the ash card for kitchen (with the word
Activity Book: Activities A, B on page AB30; covered) and say, This is the kitchen. Stick the
activities C, D, E on page AB31 picture onto the sketch of the house next to the
bedroom picture.
Extras: box and ball
Point to the kitchen, then as you say, Its next to the
Warm-up activity CT2 bedroom, point to the bedroom. Show the flash card
for next to (with the words covered), and then leave it
1. Review the prepositions of place in and on, on display.
and the vocabulary ball and box.
Before opening books, say, Lets take a look at the
2. Hold up the ball and ask, Whats this? (Its a rooms in Toms house.
ball.) Point to the box and ask, Whats that?
(Its a box.) Write ball and box on the board. 2. Books open. Ask students to look at the opening scene
on page 48.
3. Put the ball in the box and ask, Wheres the
Point to each character and ask, Whos this?
ball? (Its in the box.) Place the ball on the box
(Tom, Star, Stella)
and ask, Wheres the ball? (Its on the box.)
Write on and in on the board. Ask students to point to Toms bedroom and the kitchen.
3. Track Play Track 30, frame by frame. Ask students to
point to each speech bubble on page 48 as
80
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Track
31 2. living room 3. dining room Talk CT1, CT2
1. bedroom 1. Books open. Ask students the names of the two
4. balcony characters. (Emma and Dan) Say, Who is asking the
questions? (Emma) Ask, What question word does
she use? (Wheres) Draw students attention to the room
7. hall
6. kitchen words in the questions. (bedroom, bathroom, living room)
2. Ask, Who is answering the questions? (Dan) Draw
5. bathroom students attention to the position words he uses in his
answers. (next to, opposite, between)
pair to take turns speaking both parts. Tell students to
look at the layout of the house on page 49 to complete
Dans answers.

4. Encourage students to use different rooms and

8. next to 9. between 10. opposite prepositions of place. Listen carefully to students
pronunciation, correcting errors and offering praise.
Talk.
5. Ask two or more pairs of students to perform the dialog
Wheres the bedroom? Its next to the . for the class.
Wheres the Its opposite the . 6. Activity Book. Ask students to complete activity C
bathroom? on page AB31. Check students answers. Ask pairs of
Wheres the Its between the

living room? and the .
49 Phonics activity CT2
Students practice the long and short i sounds.
048-053_1_LITESB951983_U3b.indd 49 4/8/16 2:37 PM
1. Draw a two-column table on the board. Write

4. Play the CD again, frame by frame. Ask the class to dining room at the top of the first column and
repeat each dialog with you. living room at the top of the second. Underline
the first i in each word. Model the words
5. Divide the class into two groups. Ask Group 1 to read several times, slowly and clearly. Walk among
Toms part and Group 2 to read Stars part. Then ask the students so they can all see how you produce
the groups to swap parts and repeat. the words. Point to the underlined is and ask,
6. Divide the class into pairs. Ask each pair of students to Do these letters sound the same? (No.)
take turns speaking the parts of Tom and Star. Briefly 2. Write long i above dining room and short
visit each pair and correct any pronunciation errors. i above living room. Say long with your
7. Books closed. Say, Lets practice some words for hands together, then draw them out away from
rooms in a house. Introduce each room word on each other. Do the same for short, bringing
page 49, one by one. Model a word as you show the your hands together as if to clap, but stop and
matching flash card. Keep the written word covered. hold before making contact.
Ask students to repeat the word with you several 3. Model the long and short i sounds, using the
times. Then show the word, model it one more time, hand movements. Ask students to do the same.
and leave the card on display. Repeat for the other
numbered words on page 49, including next to,
between, and opposite.
8. Say, Lets practice our words again. This
Track
31
time, close your eyes and listen carefully Extra activities CT5
to the voice on the CD. Play CD Track 31.
Pause as necessary for practice. 1. Activity Book. Ask students to complete
students into groups of four. Ask each pair to perform 2. Ask each student to bring a photo of the living
the scene for the other pair in their group. room, dining room, bathroom, kitchen, or hall
of their home to the next lesson.
and B on page AB30.
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Unit
3 Sing
Sing CT3, CT5
Sing Track
seven rooms words and three prepositions of place.
Wheres the kitchen? Take the opportunity to provide lots of praise.
Its next to the dining room.
2. Track First listening. Ask students to close
Wheres the dining room?
Its next to the living room.
Wheres the living room? 3. Second listening. Divide the class into pairs. Give
Its next to the bedroom. each pair a set of Rooms game cards. Ask each pair
to arrange their cards in order as they listen to the
Wheres the bedroom? song (kitchen appears at the start and at the end). Play
Its next to the bathroom. CD Track 32 again. Ask the class to check that their
cards are in the correct order. Ask, What place word
Wheres the bathroom? was used in the song? (next to)
Its next to the kitchen.
Here it is! 4. Third listening. Ask students to sing along. Tell
Here it is! students they can use their ordered cards as prompts.
Here it is! Replay CD Track 32.
page 50. Ask, What rooms do you see? (bathroom,
kitchen, bedroom, hall, living room, and dining room) Ask
students to look at the words. Read the words of the
song with the class. Have them point to the rooms in
the picture as they say the words.
048-053_1_LITESB951983_U3b.indd 50 4/8/16 2:37 PM
and B on page 32.
Starship flash cards 61 to 70: bedroom, living
room, dining room, balcony, bathroom, kitchen, hall,
next to, between, opposite
Activity Book: Activities A, B on page AB32;
A, B, C on page AB33 (CD Tracks 76, 77, 78)
Extras: magazine pictures of rooms; a set of six
Rooms game cardskitchen x 2, dining room, living
room, bedroom, bathroomfor each pair (see page
148)

1. Have students talk to a partner about the
location of a room in their home. They can use
their own photograph or a picture you provide.
To prepare students, show and talk about the
location of a room in your own photograph
or magazine picture. Model the structures and
language you want students to use: This is the
living room. Its next to the dining room.
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Listen
Listen
1. Books open. Say, Lets listen to ve statements about
Track
different rooms in a house. Play One on CD Track 33.
c Use the worked example to model the activity.
1
2 2. Check that students know what to do. Play CD Track 33.
a 3 d Pause for students to match the pictures with the
4 e numbered boxes. Check students answers.
5 3. Divide the class into pairs. Have students refer to their
b
Track
completed task and take turns to practice saying the
B. Listen and check a or b . 34 statements.
1
a a 2 a
3
a 4 4. Ask five students to each perform one statement.
b b b b

Track
Track
Audio Script
1 2 3
34
Narrator: One
Female: This is the kitchen.
51
Narrator: Two
Female: This is the hall.
Narrator: Three
048-053_1_LITESB951983_U3b.indd 51 4/8/16 2:37 PM
Female: This is the dining room.
A. Listen and choose CT1, CT2 Narrator: Four

Female: This is the bedroom.
Track
33 Audio Script
Narrator: One 1. Books open. Ask students to look at the four pairs of
Female: This is my bedroom. pictures and identify the rooms.
Narrator: Two 2. Say, Lets listen to four statements about these rooms
Male: This is the bathroom. and check the boxes for the pictures that match what
Narrator: Three we hear. Play One on CD Track 34. Use the worked
Female: This is the kitchen. example to model the activity.
Narrator: Four 3. Check that students know what to do. Play CD Track 34.
Male: This is the living room. Pause for students to check the picture boxes. Check
Narrator: Five students answers.
Male: This is the balcony. 4. Write, This is _____. on the board. Tell students to
refer to their checked pictures and write statements. Use
the first checked picture to provide an example for the
board. (This is the kitchen.)
5. Ask three students to each write one statement
on the board.
83
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Unit
3 Listen
Listen 1. Books open. Ask students to look at the three

Track
pictures in exercise C.
c 2. Ask students which rooms are in the picture. (1a
1
2 balcony, 2a kitchen and a hall, 3a living room,
a 3 d a bathroom, and a dining room) It may help to tell
4
students that the rooms are pictured from above.
e
5 3. Ask what type of questions might be asked on the CD.
b
(Where is questions) Ask what words might be used to
Track
B. Listen and check a or b . 34 answer the questions. (next to, between, opposite)
1 2 3 4
a a a a 4. Say, Lets practice speaking. Divide the class into
repeat it. Tell students to first listen carefully as you
show them what do. Play One on CD Track 35. Role-
b b b b
play both parts of the dialog to model the exercise.
35. Pause for students to repeat the dialogs. Write them
on the board as necessary. Ask students to swap roles
Track
and repeat.
1 2 3
6. Ask three pairs of students to each perform a part
of the dialogs.
51

048-053_1_LITESB951983_U3b.indd 51 4/8/16 2:37 PM
1. Ask students to think about their own homes,

C. Listen and say CT1, CT2 and then write three questions and answers
about the layout of the rooms.
Track
Audio Script 2. Ask students to quietly review spelling aloud
35 words for rooms in a house. This will prepare
them for the warm-up activity in the next
Narrator: One
lesson.
Female: This is the balcony.
Narrator: Two
Male: Wheres the kitchen?
Female: Its next to the hall.
Narrator: Three
Male: Wheres the bathroom?
Female: Its between the dining room and the living
room. Here it is!
84
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Practice
Practice 3
1. Books open. Tell students to look at the pictures and
A. Look and choose.
5 identify each room. Say, Lets match the words to the
pictures.
2
6 2. Use the worked example to model the exercise. Ask
1 4 students to match the next word (bathroom) to a
picture (picture 1). Ask them what to do next. (Write 1
in the box.)
4 balcony 1 bathroom 6 living room students answers by calling out each number and
5 bedroom 3 kitchen 2 dining room asking the class to say the matching word.
Hi. This is my bedroom.
Its between the living room
and the kitchen. B. Read and say CT2, CT3
Its opposite the bathroom. 1. Books open. Ask students to name the room in the
Wheres your bedroom? picture. (a bedroom) Then ask students to quietly read
C. Ask and answer. what the girl says about her bedroom.
Wheres your Its . stand up and read the passage aloud together.
bedroom?
52
to the class.
048-053_1_LITESB951983_U3b.indd 52 4/8/16 2:37 PM

on page AB34.
Lesson preparations C. Ask and answer CT1, CT2

Starship flash cards 61 to 70: bedroom, living 1. Books open. Say, Lets practice speaking. Divide
room, dining room, balcony, bathroom, kitchen, hall, the class into pairs, student A and student B. Role-
next to, between, opposite play the dialog. As student A, point to the question
and ask, Wheres your bedroom? As student B, point
Star and Stella hand puppets (see page 13) to the answer and say, Its opposite the bathroom.
Activity Book: Activities A and B on pages AB34, Show how to take turns. Remain in the role of student
AB35 B, point to the question and ask it. Step back into the
role of student A, point to the answer and ask students
Extras: two sets of Rooms game cards what to say (Its .) Ask questions to check that
kitchen x 2, dining room, living room, bedroom, students know what to do. Make sure they know to
bathroom, balcony, hall (see page 148) answer the question with as many different locations
and rooms as they can.
Warm-up activity CT1, CT2 2. Move around the class and listen carefully as students
1. Play an oral spelling game (see How to play practice the dialog.
Spell it! on page 21) to review the words for
rooms in a house.
85
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Unit
3 Play and learn

Wheres the living room? Its next to the
kitchen. Player One asks a question about where a room
is, for example, Wheres the living room?
Player Two points to the living room in the
picture and answers, Its next to the kitchen.

One (Stella) ask, Wheres the living room? As player
Two (Star), point to the living room in the picture
and say, Its next to the kitchen, then point to the
kitchen. Show how to take turns. Remain as player
Two (Star) and start the dialog again with a question
about a different room.
Play the game.
53 perform one round of the game for the class.
048-053_1_LITESB951983_U3b.indd 53 4/8/16 2:37 PM

5. To end the unit, use flash cards to review the
Organizing groups CT1 vocabulary words.
1. Use pairs of Rooms game cards to review the

unit language and regroup students for the
end-of-unit game. See Organizing groups
on page 22. Extra activity CT1, CT4
2. Hand out one game card to each student. 1. Play a written spelling game (see How
asking students to tell Stella what to do. vocabulary on page 49 of the Student Book.
They should say that the aim of the activity
is to find a partner through matching their
Rooms cards. Encourage students to call
out their words to find their partners. Once
86
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Grammar CT2
Students have already encountered what, and in this Culture notes CT1
unit they learn the use of where. This unit also focuses
Many American homes have storage spaces. In
on the use of this to indicate different parts of the home.
some homes, this space is an underground room
Ask students to use the phrase This is the ________. with
under the house. This is called a basement. The
different objects in the classroom. When students are
storage space can also be in the roof of the house.
confident, try to communicate the difference between
This is called an attic. Within the house, rooms may
the concepts of the and a. This is the . refers to a specific
vary. There may not be a separate dining room.
singular item, suggesting there is only one or there is
Instead, the family may eat at a table in either the
something special about this one; This is a . is used to
kitchen or the living room. Some homes have an
indicate that there is one of many.
informal living area called a family room or rec
This unit also introduces the contraction its for it is and roomrec is the short form of recreation. This is often
the exclamation mark. Use the puppets to explain to where the family will gather in the evening to play
students that it is used to express surprise or happiness. games or watch TV together.
Statements
This is the balcony. Here it is!
bathroom. Extension activities CT2, CT4, CT5
bedroom. 1. Ask students to draw their own homes and
dining room. label the rooms.
hall. 2. Ask students to collect magazine pictures of
kitchen. rooms and put them up on the board. Label
the rooms and, if students are comfortable
living room. with more language, the names of specific
pieces of furniture.
3. Label parts of your school in English to
Questions encourage students to see and recognize the
words in context.
Wheres the balcony?
4. As an art project, ask students to make signs
your bathroom? for their bedrooms. The sign can simply be:
bedroom? My bedroom, or feature the name of the student:
dining room? Janes bedroom. Encourage them to hang their
sign on their door or in their room at home.
hall?
kitchen?
living room?
Answers
Its next to the balcony.
opposite bathroom.
bedroom.
dining room.
hall.
kitchen.
living room.
Its between the _______ and the ________.
87
080-087_1_LITETB952027_U3b.indd 87 4/14/16 3:02 PM

Phonics
Unit
3
Short i C. Listen and circle words
P-CD
Track
P-CD with the short i sound. 33
Track
5
1. pin 2. five

3. tin 4. ink
5. stripes 6. crib
1. milk 2. ring

i+g i+t i+n i + nk

ig it in ink
big fit pin pink
3. swim 4. insect fig sit fin sink
P-CD
Track
dig kit bin wink
1. I like . E. Match the words that sound the same.
2. This is very pretty. fit sink

pink kit
3. I can . big fin
pin bring
4. Here is an . ring dig
54 55
Long i
054-061_1_LITESB951983_PBU3.indd 54 4/19/16 1:48 PM 054-061_1_LITESB951983_PBU3.indd 55 4/19/16 1:48 PM
Unit
Track
X3 B. Listen, fill in the letter e, and read. 35
1. lim____ 2. rid____
helps the letter i to say its name.
5
3. fiv____ 4. tim____
i_e

Just like e
9
helps a. 5. ric____ 6. nin____

P-CD
Track
P-CD 1 2 3
Track rice side lime
ice ride time
4 5 6
hike nine ripe
bike mine stripe
P-CD
Track
1. bike 2. stripes
p
1. This is my .
2. The mat has .
3. I like to fly my .
3. kite 4. slide 4. I play on the .

56 57
88

Unit
Unit
X3
A Head to go here Long i B. Listen, fill in the letters igh, and read.
P-CD
Track
39
The letters igh together make
1. l__ __ __t 2. h__ __ __ 3. r__ __ __t
the long i sound in these words.
I see.
igh
4. n__ __ __t 5. s__ __ __t 6. t__ __ __t
7. m__ __ __t 8. s__ __ __ 9. br__ __ __t
P-CD
Track
C. Listen and write the words. 40
P-CD
Track
A. Look, listen, and say. 38 1. 2. 3.
4. 5. 6.
P-CD
Track
2. night D. Listen, write, and read. 41
1. high
1. He can jump .
2. I can see stars at .
3. Here is the .
3. light 4. right 4. This is left and that is .

58 59
Long i
Unit
Track
X3 B. Listen, fill in the letters ie or y, and read. 43
The letters ie or y in these words 1. t__ __ 2. sk__ 3. p__ __
make the long i sound.
4. Jul__ 5. cr__ 6. cr__ __ d
ie / y Wow!
7. bu__
C. Listen and circle.

8. tr__ __ s
P-CD
Track
44
9. fl__
P-CD 1 2 3
Track dried fly buy
cried July my
4 5 6
tie tries sky
pie pies cry
P-CD
Track
1. tie 2. pie
1. My dads has stripes.
2. I like apple .
3. My birthday is in .
3. July 4. sky 4. The is blue today.

60 61
89

Short i (pages 54, 55)
B. 1 milk, 2 ring, 3 swim, 4 insect; C. 1, 3, 4, 6; E. t/kit,
pink/sink, big/dig, pin/fin, ring/bring; F. 1 milk, 2 ring,
3swim, 4 insect; G. 4; H. 1 swim, 2 insect, 3 milk, 4 ring,
5 pin, 6 crib; I. has, pink crib.
Long i: i_e (pages 56, 57)

B. 16 e; C. 1 rice, 2 ride, 3 time, 4 bike, 5 nine, 6 stripe;
D. 1 bike, 2 stripes, 3 kite, 4 slide.
Long i: igh (pages 58, 59)

B. 19 igh; C. 1 high, 2 bright, 3 night, 4 right, 5 sigh,
6tight; D. 1 high, 2 night, 3 light, 4 right.
long i: ie/y (pages 60, 61)

B. 1 ie, 2 y, 3 ie, 4 y, 5 y, 6 ie, 7 y, 8 ie, 9 y; C. 1 cried,
2July, 3 buy, 4 pie, 5 tries, 6 sky; D. 1 tie, 2 pie, 3 July,
4sky.
90

Notes
Write notes here.

Unit
4 How many robots do you have?
FOCUS Unit How many robots do you have?
Theme Toys
4
36
Aim Students learn how to: name toys;
ask and answer questions about toys One.
What color is it?

Structures Questions with How many Its red.
(How many robots do you have?
How many dinosaurs does he have?)
Questions about color (What color is
it? What color are they?) How many dinosaurs do you have?
Review: colors, numbers, cardinal Seven.

numbers one to eight
Theyre green and yellow.
Vocabulary balls, dolls, cars, trains, animals,

robots, dinosaurs, black, blue, brown,
green, pink, purple, red, white,
orange, yellow, none
How many dinosaurs
does he have? None!
62
062-067_1_LITESB951983_U4.indd 62 4/8/16 2:37 PM

Lesson preparations 1. Books closed. Use the Star puppet to help model the
Starship flash cards 71 to 87: animals, cars, balls, questions and answers from the first frame on page 62.
dinosaurs, dolls, robots, trains, black, brown, green, pink, Show your students one blue toy car or one picture of a blue
purple, red, white, orange, blue, yellow car. Ask Star, Is this your car? Have Star nod his head.
Star and Stella hand puppets (see page 13) Ask Star, How many cars do you have? Tell the class
Audio CD Tracks: 36, 37 his answer: One. Next, ask, What color is it? Tell
the class his answer: Blue. To reinforce meaning, point
out other blue objects around the room and say, Blue.
C, D on page AB37
Extras: Warm-up activity flash cards: 11, 13, 47, 51, Next, show a second blue toy car beside the rst.
78, 80, 84, 86, 87: two blue toy cars or two pictures of Using the same procedure, model the questions and
a blue car answers again, using the plural form. Ask, How
many cars do you have? Answer, Two. Then ask,
Warm-up activity CT2, CT3 What color are they? Answer, Blue.
1. Passage to read: I see a dog. I see a banana. I Before opening books, say, Lets look at some other
see an apple; its red. I see a bird; its green and toys. Write the word toys on the board.
yellow and white and black and blue! 2. Books open. Ask students to look at the opening scene
2. Place the flash cards for the ten underlined words on page 62.
in the passage in a line on the floor in any order.
Ask ten students to stand and display one card Point to each character and ask, Whos this? (Star,
each. Say, Lets put the words in the right order. Tessa, Tom)
Read the first sentence and guide the first one into Ask, Who is asking the questions? (Star) Ask, Who
position. Continue reading. Once in order, read out is answering the questions? (Tessa)
the passage, pausing before each flash card word,
so the class can call it out. 3. Play Track 36, frame by frame. Ask students
Track
to point to each speech bubble on page 62 as
092-099_1_LITETB952027_U4.indd 92 4/14/16 1:45 PM

Talk CT1, CT2
ou have? Track 1. Books open. Use the Stella puppet to help keep your
37 students focused on listening to and answering the
1. animals 2. balls 3. cars 4. dinosaurs following questions. Remind students that Stella is trying
1. animals 2. cars
3. balls to learn English names but she needs some help. Say,
5. dolls 6. robots 7. trains Ill ask some questionswill you help Stella answer
them? (Yes.) Ask, What are the names of the two
characters? (Dan and Tessa) Who is asking the questions?
(Dan) What is he asking about? (Tessas cars)
5. dolls 2. Ask, Who is answering the questions? (Tessa) Tell
6. robots 7. trains students to complete Tessas dialog by lling in the gap
8. black 9. brown 10. green 11. pink 12. purple with any of the color words.
13. red 14. white 15. orange 16. blue 17. yellow pair to take turns speaking both parts.
4. Encourage students to use different toys, numbers,
and colors. Listen carefully to students pronunciation,
Talk. correcting errors and offering praise.
How many cars
do you have? Three. 5. Ask two or three pairs of students to perform the dialog
for the class.
What color are they? Theyre . 6. Activity Book. Ask students to complete activity C
63

062-067_1_LITESB951983_U4.indd 63 4/8/16 2:37 PM
Students practice producing the /r/ and /l/ sounds in

the following tongue twister: Yellow robots, red balls.
4. Play the CD again, frame by frame. Ask the class to 1. Write the two sounds on the board and model
repeat each dialog with you. them separately. Walk among the students so
they can all see how you make the sounds. Ask
questions to make sure students understand how
Stars part and Group 2 to read Tessas part. Then ask
the sounds are made. Have students repeat the
the groups to swap parts and repeat.
sounds with you.
2. Write the tongue twister on the board. Tell
take turns speaking the parts of Star and Tessa. Briey
students to listen carefully. Recite the tongue
twister slowly three times. Emphasize the /r/ and
7. Books closed. Say, Lets practice some words for toys /l/ sounds. Tell students to repeat the tongue
and colors. Introduce each numbered word on page twister with you three times, slowly.
39, one by one. First, model a word as you show the 3. Tell students to listen carefully again. Recite the
matching flash card. Keep the written word covered. Ask tongue twister clearly as quickly as you can,
students to repeat the word with you several times. Then three times. Ask students to repeat it with you in
show the word, model it one more time, and leave the the same way.
card on display. Repeat for the other words on page 63.
Track close your eyes and listen carefully to the
Extra activities CT1, CT3, CT4
9. Return to the opening scene. Arrange the pairs of 1. Activity Book. Ask students to complete
students into groups of four. Ask each pair to perform activity D on page AB37.
2. Ask students to bring a toy to the next class.
092-099_1_LITETB952027_U4.indd 93 4/14/16 1:45 PM

Unit
4 Sing
Sing CT3, CT5
Sing Track
toys and color words. Take the opportunity to provide
lots of praise.
How many robots Track
do you have? 38 Play CD Track 38.
One, two, three.
What color are they? 3. Second listening. Divide the class into pairs. Give
Theyre purple.
each pair a set of Toys and Colors game cards.
How many animals
Ask students to use the correct colors to color in the
do you have? shapes on the purple, brown, and green cards. Ask each
One, two. pair to arrange the cards in order as they listen to the
What color are they? song. Play CD Track 38 again. Ask the class to check
Theyre brown. that their cards are in the correct order.
How many cars 4. Third listening. Ask students to sing along. Tell
do you have? students they can use their ordered cards as prompts.
One. Replay CD Track 38.
What color is it?
Its green. 5. Books open. Ask students to look at the pictures on
page 64. Ask, What toys do you see? (robots, animals,
How many dinosaurs a car) Ask students to look at the words. Read the song
do you have? with the class. Have them point to each picture as they
None! say the matching words.
Replay CD Track 38.
64
and B on page AB38.
062-067_1_LITESB951983_U4.indd 64 4/8/16 2:37 PM


dinosaurs, dolls, robots, trains, black, brown, green, pink,
Extras: one set of Toys and Colors game cards
for each pair of studentsanimals, cars, dinosaurs,
robots, purple, brown, green (see page 149)

1. Have students conduct an oral survey to find
out how many toys their classmates have. Tell a
student to ask you, How many animals do you
have? Answer, I have six animals.
2. Ask students to move around, asking and
answering questions about different toys.
94
092-099_1_LITETB952027_U4.indd 94 4/20/16 4:53 PM

Listen
1. Books open. Ask students to identify the toys. Say, Lets
listen to five questions and answers. Play One on CD
Listen Track 39. Model, using the worked example.
Track
A. Listen and choose. 39 2. Check that students know what to do. Play CD Track
a 1 c 39. Pause for students to match the pictures with the
3
d 3. Divide the class into pairs. Have students refer to their
b 4 e completed task and take turns asking and answering
5
questions about the color of the toys in each picture.
Track
B. Listen and check a or b . 40 4. Ask five pairs to each perform one question and answer.
1 2 3 4
a a a a 5. Activity Book. Ask students to complete activity A on
b b b b
Track
41 40 Audio Script
1 2 3 4
Narrator: One
Female: How many dinosaurs does he have?
Male: Eight.
Narrator: Two
65 Female: How many cars do you have?
Male: One.
062-067_1_LITESB951983_U4.indd 65 4/8/16 2:38 PM
Female: What color is it?
Male: Its red.
Narrator: Three
Track
Audio Script Female: How many animals do you have?
39 Male: Four.

Girl: How many cars do you have? Female: How many trains does he have?
Boy: Two. Male: Two.
Girl: What color are they?
Boy: Theyre black and yellow.
Narrator: Two
Boy: How many dinosaurs do you have? 1. Books open. Ask students to look at the four pairs of
Girl: Three.
Boy: What color are they? pictures and identify the toys.
Girl: Theyre red and yellow.
2. Say, Lets listen to four questions and answers and
Narrator: Three check the boxes that match what we hear. Play One
Girl: How many trains do you have? on CD Track 40. Model, using the worked example.
Boy: One.
Girl: What color is it? 3. Check that students know what to do. Play CD Track
Boy: Its black and red.
Narrator: Four students answers.
Boy: How many dolls do you have?
Girl: Three. 4. Write, How many _____ do you have? on the board.
Boy: What color are they? Tell students to refer to their checked pictures and write
Girl: Theyre green and orange.
Narrator: Five
Boy: How many balls do you have? 5. Ask four students to each write one question and
Girl: Four. answer on the board.
Girl: Theyre purple and white. 6. Activity Book. Ask students to complete activity B on
95
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Unit
4 Listen
Listen
1. Books open. Ask students to look at the four pictures
Track
A. Listen and choose. 39 in exercise C.
a 1 c 2. Ask students about the toys in the pictures. (1trains,
2 2robots, 3a dinosaur, 4cars) Ask students what
3 questions they might hear on the CD. (How many and
4
d What color questions)
b e
Track
B. Listen and check a or b . 40 then repeat it. Tell students to listen carefully as you
1 2 3 4 show them what do. Play One on Track 41. Role-play
a a a a
both parts of the dialog to model the exercise.
4. Check that students know what to do. Tell students to
listen carefully, and then play CD Track 41. Pause for
b b b b students to repeat the parts of dialog. Write them on
the board as necessary. Ask students to swap roles and
repeat.
5. Ask four pairs of students to each perform one dialog.
41
1 2 3 4

65
1. Ask students to think about their own toys
062-067_1_LITESB951983_U4.indd 65 4/8/16 2:38 PM
at home, and then write three questions and
answers about them.
2. Ask students to review spelling aloud words
C. Listen and say CT1, CT2 for colors and toys. This will prepare them for
the warm-up activity in the next lesson.
Track
Audio Script
41
Narrator: One
Boy: How many trains do you have?
Girl: Two.
Girl: Theyre green and yellow.
Narrator: Two
Girl: How many robots do you have?
Boy: Four.
Narrator: Three
Boy: How many dinosaurs does he have?
Girl: One.
Boy: What color is it?
Girl: Its brown and black.
Narrator: Four
Girl: How many cars do you have?
Boy: Five.
96
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Practice
Practice 1. Books open. Tell students to look at the pictures
A. Look and choose. and identify the pictured toy. (a ball/balls) Then, tell
them to look at the words and identify the word
group. (colors) Say, Now, lets match the words to the
3
1
2
4 pictures.
5 6 7 8 students to match the next word (blue) to a picture
(picture 6). Ask them what to do next. (Write 6 in
the box.)
1 pink 6 blue 4 brown 3 red
5 green 8 orange 2 yellow 7 purple 3. Ask students to complete the exercise alone. Check
B. Read and say. asking the class to say the matching color.
This is my robot. 4. Activity Book. Ask students to complete activity A
Its yellow and black. on page AB40.
C. Ask and answer. 1. Books open. Ask students to name the toy in the
How many picture and say who it belongs to. (a robot, the girl)
do you have? . Then ask students to quietly read what the girl says
about her robot.
What color Theyre
are they? and .
66 3. Divide the class into pairs. Ask students to take turns

062-067_1_LITESB951983_U4.indd 66 4/8/16 2:38 PM
to the class.
5. Books open. Ask students to complete activity B on
Lesson preparations page AB40.
Starship flash cards 71 to 87: animals, cars,
balls, dinosaurs, dolls, robots, trains, black, brown,
green, pink, purple, red, white, orange, blue, yellow
1. Books open. Say, Lets practice speaking. Divide
Star and Stella hand puppets (see page 13) the class into pairs, student A and student B. Role-play
Activity Book: Activities A, B on pages AB40, the dialog. As student A, point to the first question
AB41 and ask, How many dolls do you have? As student
B, point to the first answer and say, Two. Step back
Extras: two sets of Toys and Colors game into the role of student A. Point to the second question
cardsanimals, cars, dinosaurs, robots, purple, and ask students what to say. (What color are they?)
brown, green (see page 149) Continue the role-play in this way. Show taking turns.
Ask questions to check that students know what to do.
Warm-up activity CT1, CT2 Make sure they know to answer the questions with as
many different toys, numbers, and colors as they can.
Spell it! on page 21) to review words for 2. Move around the class and listen carefully as students
colors and toys. practice the dialog.
97
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Unit
4 Play and learn
Play and learn Game for two players

Player One asks a question about a group of the
toys pictured, for example, How many cars do
you have?
Player Two answers the question, for example,
Seven.
Player One then asks, What color are they?
Player Two answers, Theyre red and black.
How many cars do you have?
Seven.

What color are they? player One and the other to be player Two. Show
Theyre red and black. students how to play through a role-play. As player
One, ask How many cars do you have? As player
Two, count the cars in the illustration on page 43 and
answer, Seven. Return to the role of player One and
ask, What color are they? As player Two, answer,
Theyre red and black. Show how to take turns.
Remain as player Two and start the dialog again with
a question about a different groups of toys.
67
Play the game.
062-067_1_LITESB951983_U4.indd 67 4/8/16 2:38 PM
1. Use pairs of Toys and Colors game cards 5. To end the unit, use the ash cards to review the unit
to review the unit language and regroup vocabulary.
students for the end-of-unit game. See
Organizing groups on page 22. Note:
Students will need to color the purple, brown,
and green cards in the correct colors. Extra activity CT1, CT4
2. Hand out one game card to each student. 1. Play a written spelling game (see How
asking them to tell Stella what to do. They vocabulary on page 63 of the Student Book.
should say that the aim of the activity is to
nd a partner through matching their Toys
cards. Encourage students to call out their
98
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Grammar CT2
Students have already encountered how in How do you Culture notes CT1, CT2
spell?, but the phrase How many ? is new. Focus on
Most cultures have traditional toys. Ask students
counting and the difference between singular and plural
about toys their parents or grandparents played
when discussing the colors.
with. Are these toys, such as hula-hoops and
This unit also introduces the conjunction and. Play a yo-yos, still popular? In many cultures, children
game. Begin with the first student and say that you see make their own toys.
him and another student, I see (John) and (Mary). Each
Some colors are considered to have meanings in
student practices the format, adding another student until
different cultures and are associated with different
everyone in the class has had a turn.
events. For example, in the United States, white is
Note: Students will learn the place of and in a series later. a color associated with weddings and red is
If more-able students are curious, explain that we separate associated with danger. Explore ideas such as
the first items with commas and only use and before the lucky colors with students.
last item. What color is it? Its black, white, and red.
Questions
How many animals do you have?
balls Extension activities CT2, CT4, CT5
cars 1. Ask students to find magazine pictures or draw
dinosaurs pictures of the toys in this unit. Label them and
dolls put them on the wall for reference.
robots 2. Have students create a color rainbow by

trains bringing in small objects, such as magazine
pictures and disposable packaging, and putting
colors together.
3. For more-able students, introduce the terms
What color is it? light and dark to describe different tints and
are they? shades of colors.
Answers
One. Its black.
Two. Theyre blue.
Three. brown.
Four. green.
Five. red.
Six. orange.
Seven. pink.
Eight. purple.
Nine. white.
Ten. yellow.
None.
Theyre ______ and ______.
99
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Review
Review
Star and Stella hand puppets (see page 13) How many cars do you have?
Eight.
Audio CD Track: 42
one for each group of four students [a 3-column Theyre red and black.
table with the headings: food and drinks (14),
Wheres the kitchen? What do you want?
rooms (10), toys (17).]; six questions about the
content of Units 3 and 4 for the Open Book Quiz

1. Tell students that todays lesson is a review. Its opposite my bedroom.
Use Star and Stella. Ask students to help Here it is. I want milk, please.
the puppets remember what they learned.
Prompt the students with clues. (In unit 3 we B. Read again and match.
talked about food and drinks and rooms. In unit
4 we talked about toys and colors.) Theyre red and black.
2. Say, Lets write the words we know. Divide Wheres the kitchen?
What do you want?
students the worksheet. Remind them that:
I want milk, please.
There are 14 words about food and drinks,
for example, an apple or juice. 68
There are 10 words about rooms, for 068-071_1_LITESB951983_R3-4.indd 68 4/8/16 2:38 PM
example, kitchen and opposite.

There are 7 words about toys, for example, A. Read and say CT2, CT3
dinosaurs, and 10 words about colors, for
example, green. In this exercise, assess areas of your students reading
and speaking skills. First let them silently read the dialogs
3. Ask the groups to think of one word for and look at the pictures, then note their reading fluency
each column. Turn to Star and ask, Is this and their pronunciation as they read the dialogs
a game? Have him nod and say, Yes. Lets in pairs.
do this quickly.
4. Give each group a worksheet and check that learning their Starship English words. Say, Lets look
students know where to write the words. at the words weve learned. Lets read them.
Tell them they have 5 minutes to finish the
work. Allow more time if necessary. 2. Tell students to open their books to page 68. Tell them
to look at the pictures, and then read the dialogs
5. The winning team is the first to complete quietly on their own.
the worksheet with correctly spelled words.
Check spelling and ensure all teams have 3. Ask pairs of students to take turns to read the dialogs
all the words in the correct places. Ask aloud. Each pair can perform the dialogs at least
students to spell different words. Praise twice, swapping roles each time.
correct spelling and provide any missed
words to complete the worksheet.
B. Read again and match CT2, CT3
1. Tell students to read the sentences, read the dialogs

again, and then match the sentences with the pictures
to show who said what.
100103_1_LITETB952027_R3-4.indd 100 4/14/16 3:02 PM

In this exercise, test your students listening
Track
comprehension skills as they listen to descriptions and
match them to pictures.
1 2 3
a a a 1. Say, Lets listen and match. Remind students that
they have done this kind of activity before. Students
need to look carefully at a pair of pictures and then
check picture a or b.
b b b
2. Play Audio Track 42. Pause for students to check the
picture boxes.
4 5 6
a a a
Your turn CT1, CT2
b b b
asking and answering questions. Encourage them to
continue taking turns, using as many different words in
the questions and answers as they can.
2. Move around the class, listening to students asking
Wheres your bedroom? and answering questions. Check their pronunciation and
Wheres the kitchen? encourage and praise their use of new words.
Your How many animals do you have?
turn Activity Book. Ask students to complete activities A,
B and C on page AB42. This may be done in class or
693
6969 for homework.
068-071_1_LITESB951983_R3-4.indd 69 4/8/16 2:38 PM
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
Track Audio Script End the Review with an Open Book Quiz.
42
1. Divide the class into teams of four and have
Narrator: One them decide on a team name.
Male: How many hamburgers do you have?
Female: Two. 2. On the board, draw a table with 7 columns and
a row for each team. Write the team names in
Narrator: Two
the first column of the table on the board.
Female: How many trains do you have?
Male: One. 3. Describe the quiz to the studentsthere are six
Female: What color is it? questions about Units 3 and 4. Tell students
Male: Its green and yellow. they can use their student books to search for
Narrator: Three the answers. Tell teams that one team member
Male: Wheres the bedroom? will need a pen and paper to write down the
Female: Its next to the bathroom. teams answers.
Narrator: Four 4. Ask the first question. Limit the time for
Female: Wheres the kitchen? searching for answers. When all the team writers
Male: Its between the living room and the dining room. have written down their teams answer and put
Narrator: Five down their pens, read out the correct answer.
Male: How many dinosaurs do you have? Award points and write them on the board.
Female: Three.
Narrator: Six been asked. Then declare the winning team and
Female: Do you want milk? congratulate all students for a great effort.
Male: No, thanks. I want water, please.
100103_1_LITETB952027_R3-4.indd 101 4/14/16 3:02 PM

Learn more
FOCUS Learn more
Theme Ordinal and cardinal numbers A. Listen and say the numbers. 43
Track
20 21 22 23
Aim Students learn how to: count cardinal
twenty twenty-one twenty-two twenty-three
numbers 20 to 100 and ordinal
numbers 1 to 31

Structures Statement about order (She is first!) 24 25 26 27

twenty-four twenty-five twenty-six twenty-seven

Vocabulary Cardinal numbers 20 to 100, ordinal
numbers 1st to 31st

28 29 30 31
twenty-eight twenty-nine thirty thirty-one

40 forty 50 fifty 60 sixty 70 seventy

80 eighty 90 ninety 100 one hundred

70
068-071_1_LITESB951983_R3-4.indd 70 4/8/16 2:38 PM

Lesson preparations 1.
Track
Books closed. Tell students to close their
eyes and listen to the numbers 20 through
Star and Stella hand puppets (see page 13) 43 100. Play CD Track 43.
Audio CD Tracks: 43 and 44
2. Books open. Ask students to read the numbers as
Activity Book: Activities A, B, C on page AB43 they listen to the CD. Play Track 43 again.
Extras: countable objects 3. Play a game. Tell students that you will play the CD,
carefully to the numbers and quickly say the next
Warm-up activity CT2 number when you stop the CD.
1. Tell students you are going to talk about
4. Focus on spelling. Ask, How do you spell twenty?
numbers. This is an opportunity for students
Then ask students to write the number in figure and
to show what they already know. Students
word form on the board. Continue randomly for the
should know numbers 0 through 20, and
different numbers.
may also know some vocabulary items and
structures to talk about numbers. 5. Divide the class into pairs. Ask students to take turns
saying and spelling numbers to each other. Check
2. Ask students to count to twenty. Correct their
that students know what to do.
pronunciation as necessary.
3. Ask students to count different objects
in the class.
102
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Track
B. Listen and say the numbers. 44
She is first! Grammar CT2
1. Emphasize the pattern of first, second, third,
fourth in the 20s: 21st, 22nd, 23rd, 24th up
to 31st.
2. Remind students to use plurals with all
numbers except one when talking about
numbers of items. As an example, say, I see
one book. I see twenty books.
first second third fourth
1st first 17th seventeenth

2nd second 18th eighteenth
3rd third 19th nineteenth
4th fourth 20th twentieth Extension activities CT2
5th fifth 21st twenty-first
1. Once students are confident in counting from
6th sixth 22nd twenty-second
7th seventh 23rd twenty-third
20 to 100, ask them to count backwards from
8th eighth 24th twenty-fourth 100 to 20.
9th ninth 25th twenty-fifth 2. Revise the days of the week by asking about
10th tenth 26th twenty-sixth
the first to seventh days of the week.
11th eleventh 27th twenty-seventh
12th twelfth 28th twenty-eighth 3. Find groups of objects that students can use to
13th thirteenth 29th twenty-ninth count in steps to 100, for example, 20 pencils
14th fourteenth 30th thirtieth and 100 pebbles. For more able students,
15th fifteenth 31st thirty-first
encourage them to count to higher numbers.
16th sixteenth
7171
068-071_1_LITESB951983_R3-4.indd 71 4/8/16 2:38 PM

1. Books closed. Ask students to close their eyes and
listen to the numbers. Play CD Track 44.
2. Track Books open. Ask students to read
the numbers as they listen to the CD.
44 Play Track 44 again.
3. Play a game. Tell students that you will play the CD,
carefully to the numbers and quickly say the next
number when you stop the CD.
4. Focus on spelling. Ask, How do you spell first?
Then ask students to write the number in figure and
word form on the board. Continue randomly for the
different numbers.
saying and spelling numbers to each other. Check
Activity Book. Ask students to complete activities A,
B, and C on page AB43. This may be done in class or for
homework.
103
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Phonics
Unit
4
Short o C. Listen and circle words Track
P-CD
P-CD with the short o sound. 48

Track
1. box 2. dots
3. mop 4. potato
5. log 6. hose
1. dog 2. ddoll

o+d o+p o+t o + ck

od op ot ock
cod hop cot lock
3. fox 4. socks rod top hot sock
P-CD
Track
nod mop pot rock
1. Here is my . E. Match the words that sound the same.
2. This is her . mop cot

rock fox
3. The is brown. cod lock
hot top
4. These are my . box rod
72 73
Long o
Unit
Track
Oh! 1. to____ 2. con____
helps the letter o to say its name.
3. ros____ 4. rop____
o_e/oe 5. ho____

P-CD
Track
6. hos____
P-CD 1 2 3
Track cone hose robe
bone pose rope
4 5 6
hoe rose smoke
toe nose choke
P-CD
Track
1. nose 2. smoke
1. This is my .
2. I see .
3. My is red and blue.
3. robe 4. bone 4. The dog has a big .

74 75
104

Unit
Unit
X4
A Head to go here Long o B. Listen, fill in the letters oa, and read. 54
P-CD
Track
The letters oa together make

1. t__ __st 2. c__ __l
the long o sound in these words.
Okay.
oa
3. s__ __p 4. t__ __d
5. __ __ts 6. c__ __t
P-CD
Track
C. Listen and write the words. 55
P-CD
Track
1. 2. 3.
4. 5. 6.
P-CD
Track
2. road D. Listen, write, and read. 56
1. boat
1. I play with my .
2. The car is on the .
3. I on my back.
3. float 4. goat 4. This is brown.

76 77
Long o
Unit
Track
X4 B. Listen, fill in the letters ow, and read. 58
The letters ow together make the 1. b__ __ 2. yell__ __
long o sound in these words.
I see.
3. pill__ __ 4. arr__ __
ow 5. cr__ __

P-CD
Track
6. bl__ __
P-CD 1 2 3
Track blow yellow elbow
crow pillow arrow
4 5 6
rainbow bow snow
shadow mow flow
P-CD
Track
1. elbow 2. snow
1. This is my .
2. The is on the trees.
3. The is in the sky.
3. rainbow 4. shadow 4. She can see her .

78 79
105

Short o (pages 71, 72)
B. 1 dog, 2 doll, 3 fox, 4 socks; C. 1, 2, 3, 5; E. mop/top,
rock/lock, cod/rod, hot/cot, box/fox; F. 1 dog, 2 doll, 3
fox, 4 socks; G. 5; H. 1 fox, 2 doll, 3 socks, 4 rock, 5 dots,
6log; I. socks, on, box.
Long o: o_e/oe (pages 73, 74)

B. 16 e; C. 1 bone, 2 hose, 3 rope, 4 toe, 5 nose, 6 smoke;
D. 1 nose, 2 smoke, 3 robe, 4 bone.
Long o: oa (pages 75, 76)

B. 16 oa; C. 1 goat, 2 road, 3 toast, 4 soap, 5 coat,
6toad; D. 1 boat, 2 road, 3 float, 4 goat.
Long o: ow (pages 77, 78)

B. 16 ow; C. 1 crow, 2 pillow, 3 elbow, 4 shadow, 5 bow,
6 snow; D. 1 elbow, 2 snow, 3 rainbow, 4 shadow.
106

Notes
Write notes here.

Unit
5 What time is it, please?
FOCUS Unit What time is it, please?
Theme Telling time
5
45
Aim Students learn how to: ask for and
What time is it, please? What time is it, please?
tell the time (from both analog and
digital clocks); name daily activities
associated with certain times of the
day
Structures Wh- questions with BE Its seven oclock.

Its time for breakfast.
Its eight oclock.
(What time is it, please?) Its time for school.
What time is it, please?
Review: Statements with BE Its ten fifteen.
(Its seven oclock.) Its time for recess.
Vocabulary time, breakfast, lunch, dinner,

oclock, school, recess, homework,
bed
What time is it, please? What time is it, please?
Its twelve thirty. Its six forty-five.

Its time for lunch. Its time for dinner.
80
080-085_1_LITESB951983_U5a.indd 80 4/8/16 2:39 PM

Lesson preparations 1. Books closed. Preview some language on pages 80
and 81. Draw a clock on the board, or show a real clock.
Starship flash cards: twelve flash cards from
If necessary, ask questions to establish that this is a
previous lessons
clock and that clocks keep time.
Write the word clock on the board. Draw in the clock
Audio CD Tracks: 45, 46 hands, or move the hands on the clock, to the nearest
hour to the current time.
C, D, E on page AB45 Use the Star puppet to model the question and answer.
Ask Star, What time is it, please? Have Star look
Extras: an analog clock uncertain and then help him with the answer: Its ___
oclock.
Warm-up activity CT1, CT2, CT4 2. Books open. Ask students to look at the opening scene
1. Play a memory game. Divide the class into pairs on pages 80 and 81.
and have one student in each pair write the Point to each character and ask, Whos this? (Star, Dan)
numbers from 1 to 12 down the length of a piece
of paper. Display the flash cards. Ask, Who is asking the questions? (Star) Who is
answering the questions? (Dan)
2. Give students one to two minutes to memorise
the words. Hide the cards and have the pairs 3. Play Track 45, frame by frame. Ask students
Track
write down as many words as they can. to point to each speech bubble on pages 80
45 and 81 as each part is spoken. Point out
3. The winners are the pair who recalls the most that when Dan answers Stars questions,
words. Ask them to read out their list. Complete he first tells the time on the clock and then
the list as necessary. Ask three or four students names the activity.
to use one of their words in a sentence.
4. Play the CD again, frame by frame. Ask the class
to repeat each dialog with you.
108-115_1_LITETB952027_U5a.indd 108 4/20/16 4:55 PM

Talk CT1, CT2
What time is it, please? What time is it, please? 1. Books open. Ask students the names of the two characters.
(Emma and Tom) Ask, Who is asking the question?
(Emma) What does she want to know? (the time)
2. Say, Look at Tom. Whats he doing? (answering Emmas

questions) Ask, How many answers does he give?
Its seven fifteen.
Its nine oclock. (Twothe time on the clock and the daily activity its time
Its time for homework. for) Discuss the daily activities that Tom could mention.
Its time for bed.
Track (breakfast, school, recess, lunch, dinner, homework, bed)
46
1. one oclock 2. one fifteen 3. Ask pairs of students to practice the dialog. Ask each
pair to take turns speaking both parts. Students can look
1:00 1:15 at clock times and activities on pages 80 and 81 for ideas.
3. one thirty 4. one forty-five
4. Encourage students to use different times and daily
activities. Listen carefully to students pronunciation,
1:30 1:45 correcting errors and offering praise.
Talk. 5. Ask two or three pairs to perform the dialog for the class.
What time is it, please? Its . 6. Activity Book. Ask students to complete activity C
Its time for .

81
1. In a list on the board write: 1. one oclock, 2. one
fifteen, 3. one thirty, 4. one fortyfive. Leave space
for stress symbols to be added above at a later
080-085_1_LITESB951983_U5a.indd 81 4/8/16 2:39 PM
stage.
5. Divide the class into two groups. Ask Group 1 to read 2. Say, One oclock. Draw in stress circles
Stars part and Group 2 to read Dans part. Then ask above the phrase on the board (O o o). Say the
the groups to swap parts and repeat. phrase again, this time with the accompanying
gesturesclap, click, click. Say, Lets see if Im
right. Play the rst recording on CD Track 46.
take turns speaking the parts of Star and Dan. Briey
Confirm with your students that your stress
pattern is correct.
7. Books closed. Say, Lets practice some times on the
clock. Introduce the four time phrases on page 81, 3. Say, Now its your turn. Divide the class into
one by one. First, model a time phrase as you show pairs. Tell them to work out the stress pattern
the time on your clock. Ask students to repeat the for one fifteen. Encourage them to say the
phrase with you several times. Then write the time phrase aloud, use gestures, and write down the
phrase on the board and model it one more time. symbols. Play the audio recording on Track 46
and allow pairs time to make any revisions. Ask
8. Say, Lets practice our times on the clock for a volunteer to draw the stress pattern above
Track
again. This time, close your eyes and listen the phrase on the board. Correct as necessary.
46 carefully to the voice on the CD. Play CD Continue this process with the remaining two
Track 46. Pause as necessary for practice. clock times.
A and B on page AB44. Extra activity CT3, CT4
108-115_1_LITETB952027_U5a.indd 109 4/14/16 3:02 PM

Unit
5 Sing
Sing CT3, CT5
Sing Track
47 1. Books closed. Use an analog clock or a clock drawn
on the board to review times that fall on the hour,
fifteen minutes past the hour, thirty minutes past the
hour, and forty-five minutes past the hour. To do this,
show different times on your clock. When you show a
different time, ask, What time is it, please? Take the
Its seven oclock.
Thanks. Its time for breakfast.
opportunity to provide lots of praise.
2. First listening. Ask students to close their
What time is it, please? Track
eyes and listen to the song.
Its ten fifteen. 47 Play CD Track 47.
Thanks. Its time for recess.
What time is it, please? each pair a set of Times game cards. Ask each pair
Its twelve thirty.
to arrange their cards in order as they listen to the
Thanks. Its time for lunch.
song. Play CD Track 47 again. Ask the class to check
What time is it, please? that their cards are in the correct order.
Its six forty-five. 4. Third listening. Ask students to sing along. Tell
Thanks. Its time for dinner.
students they can use their ordered cards as prompts.
What time is it, please? Replay CD Track 47.
Its nine oclock. Its time for bed. 5. Books open. Ask students to look at the pictures on
Its nine oclock. Its time for bed. page 50. Ask, What do you see? (five children doing
different daily activities) Ask students to look at the
words. Read the song with the students. Have them
point to each activity in the pictures as they say the
matching words.
82
080-085_1_LITESB951983_U5a.indd 82 4/8/16 2:39 PM
Replay CD Track 47.
and B on page AB46.
Lesson preparations 8. Ask the class to stand up and sing the song together.
Star and Stella hand puppets (see page 13) Encourage their best performance with Star and Stella
Audio CD Tracks: 47, 48, 49, and 50
Extras: a set of Times and Daily activities game
cardsseven oclock, ten fifteen, twelve thirty, six forty-
five, nine oclock, breakfast, recess, lunch, dinner, bed
for each pair (see pages 150 and 151)

1. Have students conduct an oral survey to find out
what time it is. Walk up to a student and tell them
to ask you the question, What time is it, please?
Answer, Its eight oclock. Its time for school.
2. Ask students to move around the classroom
asking and answering questions about different
times and daily activities with different
classmates.
110
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Listen
Listen
1. Books open. Ask students to identify the times on the
c
A. Listen and choose. Track five clocks. (anine forty-five, beight oclock, cfour
48
a
fifteen, dtwo oclock, eeleven thirty) Say, Lets listen to
1 d ve questions and answers about the time. Play One
2
on CD Track 48. Use the worked example to model the
3 exercise.
4
2. Check that students know what to do. Play CD Track 48.
b 5 e
Pause for students to match the pictures with the
Track numbered boxes. Check students answers.
1 3. Divide the class into pairs. Have students refer to their
a a 2 a
3
a 4 completed task and take turns asking and answering
questions about the time shown in each picture. (For
example, 1b: What time is it, please? Its eight oclock.)
b b b b 4. Ask five pairs to each perform one question and answer.

50
1 2 3
Track
49 Audio Script
83
Narrator: One
080-085_1_LITESB951983_U5a.indd 83 4/8/16 2:39 PM
Boy: What time is it, please?
Girl: Its ten fteen. Its time for recess.
Narrator: Two
A. Listen and choose CT1, CT2 Girl: What time is it, please?
Male: Its nine thirty. Its time for bed.
Track Narrator: Three
48 Audio Script Girl: What time is it, please?
Female: Its twelve forty-ve. Its time for lunch.
Boy: What time is it, please? Boy: What time is it, please?
Girl: Its eight oclock. Male: Its eight oclock. Its time for homework.
Narrator: Two
Girl: What time is it, please?
Boy: Its eleven thirty.
Narrator: Three
pictures and identify the daily activities in each.
Girl: What time is it, please?
Boy: Its four fteen. 2. Say, Lets listen to four questions and answers and
Narrator: Four check the boxes that match what we hear. Play One
Girl: What time is it, please? on CD Track 49. Model, using the worked example.
Boy: Its nine forty-ve. 3. Check that students know what to do. Play CD Track 49.
Narrator: Five Pause for students to check the picture boxes. Check
Boy: What time is it, please? students answers.
Girl: Its two oclock. 4. Tell students to refer to their checked pictures and write
statements about the time of day. Use the first one to
write an example on the board: Its time for recess.
5. Ask three students to each write one answer on the board.
6. Activity Book. Ask students to complete activity B on
111
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Unit
5 Listen
Listen
c
A. Listen and choose. Track pictures in exercise C.
48
a 1 d 2. Ask students to identify the daily activities in each
2 picture. (breakfast, lunch, dinner)
4 pairs. Tell students they will listen to dialogs, and then
b 5 e
repeat them. Tell students to listen carefully as you
Track
show them what do. Play One on Track 50. Role-play
B. Listen and check a or b . 49 both parts of the dialog to model the exercise.
1 2 3 4
a a a a 4. Check that students know what to do. Play CD Track
them on the board as necessary. Ask students to swap
roles and repeat.
b b b b
5. Ask three pairs of students to each perform a dialog.
50
1 2 3

1. Ask students to think about the times they
83
eat their main meals at home, and then have
them write three questions and answers about
080-085_1_LITESB951983_U5a.indd 83 4/8/16 2:39 PM
them.
words for telling the time and daily activities.
C. Listen and say CT1, CT2 This will prepare them for the warm-up
activity in the next lesson.
Track
Audio Script
50
Narrator: One
Female: What time is it, please?
Male: Its eight thirty.
Female: Its time for breakfast.
Narrator: Two
Male: Its twelve thirty.
Female: Its time for lunch.
Narrator: Three
Male: Its six forty-ve.
Female: Its time for dinner.
112
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Practice
Practice 1. Books open. Tell students to look at the pictures and
A. Look and choose. identify the times on each of the four pairs of clocks.
(1four fifteen, 2four oclock, 3four thirty, 4four
3
forty-five) Say, Now lets match the words to the
1 WILL
pictures.
PLATE
EM
2 4 THIS T ED FOR
ESIGN
BE R 2. H U
E D Model
N IT the exercise, using the worked example. Ask
EAC students to match the next time (four forty-five) to a
picture (picture 4). Ask them what to do next. (Write 4
2 four oclock 4 four forty-five in the box.)
3 four thirty 1 four fifteen 3. Ask students to complete the exercise alone. Check
B. Read and say. asking the class to say the matching written time.
7:00 Its time for breakfast. 4. Activity Book. Ask students to complete activity A
8:00 Its time for school.
on page AB48.
12:30 Its time for lunch.
6:15 Its time for dinner.
9:00 Its time for bed. B. Read and say CT2, CT3
1. Books open. Ask students to look at the pictures.
C. Ask and answer.
Let them know that the book is called a diary. Ask
What time is it, please? Its . students to quietly read what the girl writes besides
the times in her diary. (She writes the daily activities that
Thanks. Its time for . happen at the different times.)
84
080-085_1_LITESB951983_U5a.indd 84 4/8/16 2:39 PM
to the class.
Lesson preparations 5. Books open. Ask students to complete activity B on
Star and Stella hand puppets (see page 13) page AB48.
Activity Book: Activities A and B on pages AB48

and AB49 C. Ask and answer CT1, CT2
Extras: two sets of Times game cardsseven 1. Books open. Say, Lets practice speaking. Divide
oclock, ten fifteen, twelve thirty, six forty-five, nine the class into pairs, student A and student B. Role-play
oclock (see page 150); dice for Play and learn the dialog. As student A, point to the first question
and ask, What time is it, please? As student B, point
to the answer and say, Its seven oclock.
2. Step back into the role of student A. Point to the
1. Play an oral spelling game (see How to play statement and ask students what to say. (Thanks.
Spell it! on page 21) to review words for Its time for breakfast.) Show how to take turns. Ask
telling the time and daily activities. questions to check that students know what to do.
Make sure they know to answer the question with as
many different times as they can, and to respond to
the answer by noting the daily activity that matches
the time.
113
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Unit
5 Play and learn
Play and learn Play and learn CT1, CT2, CT3

What time is it, please? Game for two players
Its six fifteen.
Its time for dinner. Player One asks What time is it, please? and
L
TE WIL rolls the dice.
H IS T EMPLA F O R
T D
ESIGNE
BE RED H UNIT Player Two answers the question, depending on
EAC the number showing on the dice. For example, if a
two is rolled, player Twos answer needs to match
the pictures marked 2Its six fteen. Its time
for dinner.
1 2
6:15 1. Students play with the partner they found in the

3 4 player One and the other to be player Two. Show
8:30 One (Stella), roll the dice to 2 and show your
students. Ask, What time is it, please? As player Two
(Star), point to picture 2 and answer, Its six fteen.
5 6
Its time for dinner. Show how to take turns. Remain
as player Two (Star) and start the dialog again with a
8:00 roll of the dice.
85
Play the game.
080-085_1_LITESB951983_U5a.indd 85 4/8/16 2:39 PM 3. To conclude, ask students from different pairs to
1. Use pairs of Times game cards to review the 5. To end the unit, use the times on the game cards to
unit language and regroup students for the review the unit vocabulary.
end-of-unit game. See Organizing groups
on page 22.
2. Hand out one game card to each student. Extra activity CT1, CT4
asking them to tell Stella what to do. They 1. Play a written spelling game (see How
should say that the aim of the activity is to to play Write it! on page 22) using the
nd a partner through matching times. As vocabulary on page 81 of the Student Book.
students look for their partners, have them
ask, What time do you have? Once they
have found their partners, have them sit
together.
3. Make sure that students are partnered
according to their matching cards. To do this,
ask each pair, What time is it, please?
114
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Grammar CT2
This unit introduces time in terms of the hours and the Culture notes CT1
quarter hours. Students have already learned its, but
When asking the time, there are several answers
remind them that it is a contraction of it is. The word
one might receive other than the time on the clock.
oclock is also a contraction, but the full form of the clock,
These might include terms like noon and midnight as
is no longer used.
well as responses such as Its time for a break.
Use the puppets and a clock to practice substitutions with Or Its early. Or Its late.
the students. Encourage them to identify both the time on
the clock and what specific activity it is time for.
Questions
What time is it, please? Extension activities CT2, CT5
1. Each day, fit a reference to the time into usual
activities. Ask students what time it is before its
time for different subjects (Its time for math.),
Answers recess, and lunch. Never be afraid to teach
students new vocabulary when they need it.
Its one oclock. 2. Ask students to create a large paper clock for
two fifteen. the classroom with moveable hands. Have them
three thirty. draw pictures of different activities and paste
four forty-five. them around the clock according to when these
activities occur.
five
six
seven
eight
nine
ten
eleven
twelve
Its time for breakfast.

school.
recess.
lunch.
homework.
dinner.
bed.
115
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Unit
5 Birthday party!
FOCUS Unit Birthday party!
Theme Age and birthdays
5
51
Aim Students learn how to: ask and
answer questions about birthdays Whens your birthday? How old are you?
and age; express birthday greetings; Its September 16th. Im eight.
give and receive a gift; name Its my birthday today.
birthday party items
Structures Wh- questions with BE (Whens your

birthday? How old are you?)
Short answers (Im eight.)
Review: Statements with BE (Its
September 16th.)
Vocabulary January, February, March, April,

May, June, July, August, September,
October, November, December, Happy birthday!
Heres a birthday present.
birthday party, birthday card, Thank you.
birthday present, birthday cake,
party hat, balloon
Youre welcome.
86
086-091_1_LITESB951983_U5b.indd 86 4/8/16 2:39 PM

Lesson preparations 1. Books closed. Preview the language on page 86. Hold
up a calendar and ask, Whats this? Write the word
Starship flash cards 118 to 135: January, February,
calendar on the board. Turn the calendar to the month
March, April, May, June, July, August, September, October,
of your birthday and display it.
November, December, balloon, birthday party, birthday
cake, birthday card, party hat, birthday present Use the Star puppet to model the rst question. Ask
Star and Stella hand puppets (see page 13) Star, Whens your birthday? Communicate the
meaning of the word birthday by showing the birthday
Audio CD Tracks: 51, 52 party flash card (word covered). Leave it on display.
Activity Book: Activities A, B on page AB50; C, D,
Ask Star the question again and tell the class his
E on page AB51
answer, Its June 8th. Turn the calendar pages to
Extras: a hat holding cards on which are written themonth of June.
Family, Drinks, Pets, Toys, Colors, and
Rooms; a timer; a calendar; soft balls Say, Lets nd out about someone elses birthday.
2. Books open. Ask students to look at the opening scene

Warm-up activity CT1, CT2 on page 86.
1. Review sets of words from previous units. Divide
the class into groups. Each group takes turns to Point to each character and ask, Whos this? (Star,
draw a card from a hat and brainstorm as many Emma, Tom)
related words they can in half a minute.
Ask, Who is asking the questions? (Star) Ask, Whose
2. Start the timer from the moment a group birthday it? (Emmas)
member draws a card. As each team calls out
words, write them on the board. 3. Play CD Track 51, frame by frame. Ask students
Track
to point to the matching speech bubble on
3. Give a point for each word. 51 page 86 as each part is spoken. Point out that
Star asks Emma a second question.
116123_1_LITETB952027_U5b.indd 116 4/14/16 3:03 PM

1. January 3. March Talk CT1, CT2
2. February 4. April 1. Books open. Say, Lets practice speaking. Divide the
Track
class into pairs, student A and student B. Role-play the
52 7. July 8. August dialog. As student, A point to the rst question and ask,
5. May 6. June How old are you? As student B, point to the second
answer and say, Im _____. Continue the role-play
9. September 11. November 12. December in this way. Show how to take turns. Ask questions to
10. October check that students know what to do. Make sure they
know to answer the questions with as many different
ages and birthday dates as they can.
13. a balloon 14. a birthday party 15. a birthday cake
16. a birthday card 17. a party hat 18. a birthday present 3. Ask two or three pairs to perform the dialog for the
class.
Talk. students to take turns speaking the two parts.
How old are you? Im .

Whens your Its .
birthday?
Students practice producing pairs of similar sounds: /
th/ as in throw and /th/ as in the; /t/ as in to and /d/
as in second. You will need two to four soft balls.
1. Make a circle with your students. Point to
87
yourself and say rst, then count-off around
the circle using ordinals.
086-091_1_LITESB951983_U5b.indd 87 4/8/16 2:39 PM
2. Turn to the person next to you. Throw a ball and

4. Play the CD again, frame by frame. Ask the class to say, The rst throws to the second. Emphasize
repeat each dialog with you. the underlined sounds.
5. Divide the class into two groups. Ask Group 1 to read 3. Say, The second throws to the Pause as
the parts of Star and Emma in the rst two frames and the second student throws to the third student,
Group 2 to read the parts of Tom and Emma in the last saying, The second throws to the third.
frame. Then ask the groups to swap parts and repeat.
4. Continue playing around the circle. Encourage
6. Divide the class into pairs. Ask each pair of students to take students to speak with you.
turns speaking the parts of Star, Emma, and Tom. Briefly
visit each pair and correct any pronunciation errors. 5. Play another round of the game in groups of
about six. Make sure students know what to
7. Books closed. Say, Lets practice the months of the do. Tell them that the game is to continue once
year. Introduce each month on page 87, one by one. the ball arrives back to the rst. If it is a group
First, model a month as you show the matching flash of six, on the second round the rst will be the
card. Keep the written word covered. Ask students to seventh, the second will be the eighth, and so
repeat the word with you several times. Then show the on. Move around the groups and listen carefully
word, model it one more time, and leave the card on to pronunciation of the sounds. Correct as
display. Repeat this routine for the birthday phrases. necessary.
8. Say, Lets practice our months of the year and 6. Ask one group to perform the ball game for the class.
Track birthday phrases again. This time, close your Encourage the whole class to report on the action.
52 eyes and listen carefully to the voice on the
CD. Play CD Track 52. Pause as necessary for
practice.
the scene for the other pair in their group. 1. Activity Book. Ask students to complete
and B on page AB50.
116123_1_LITETB952027_U5b.indd 117 4/14/16 3:03 PM

Unit
5 Sing
Sing CT3, CT5
Sing Track
53 1. Books closed. Ask students, Whens Emmas
birthday? (September 16th) and How old is she?
How old are you? (eight) Say, Lets listen to a song about some other
Im six. children who are telling us their ages and birthdays.
Whens your birthday?
January, February, March. 2. First listening. Ask students to close
Track
Its March 21st. their eyes and listen to the song.
How old are you?
Im seven. 3. Second listening. Divide the class into pairs. Give
Whens your birthday? each pair a set of Ages and Dates game cards. Ask
April, May, June. each pair to arrange the cards in order as they listen
Its June 22nd. to the song. Play CD Track 53 again. Ask the class to
check that their cards are in the correct order.
How old are you?
Im eight. 4. Third listening. Ask students to sing along. Tell
Whens your birthday? students they can use their ordered cards as prompts.
July, August, September. Replay CD Track 53.
Its September 23rd.
How old are you? page 88. Ask, How many children are there? (four)
Im nine. Ask students to look at the words. Ask, How many
Whens your birthday? groups of words (verses) are there? (four) Point out
October, November, December. that there is a verse for each child. Read the song with
Its December 24th.
the students. Have them point to each child as they
read the matching verse.
086-091_1_LITESB951983_U5b.indd 88 4/8/16 2:39 PM
Starship flash cards 118 to 135: January, February,
March, April, May, June, July, August, September, October,
November, December, balloon, birthday party, birthday
cake, birthday card, party hat, birthday present
Activity Book: Activities A and B on page AB52; A,
B, and C on page AB53 (CD Tracks 85, 86, 87)
Extras: one set of Ages and Dates game cards
for each pairsix, seven, eight, nine, March 21st, June
22nd, September 23rd, December 24th (see page 152)

the ages and birthdays of their classmates.Walk
up to a student and tell them to ask you, How
old are you? Answer, Im years old.
Tell them to ask you, Whens your birthday?
Answer, Its .
2. Ask students to move around asking and
answering questions about ages and birthdays.
118
116123_1_LITETB952027_U5b.indd 118 4/20/16 4:56 PM

Listen
Listen
1. Books open. Ask students to count and write down the
Track
numbers of candles on each birthday cake. (asix, b
a 1. January 31st
seven, cfive, dnine, eeight) Say, Lets listen to ve
d questions and answers about birthdays, then match the
b
2. February 22nd
dates to the birthday cakes. Play One on CD Track 54.
3. October 2nd Use the worked example to model the activity.
4. August 13th e
c 2. Check that students know what to do. Play CD Track 54.
5. November 3rd
Pause for students to match the pictures with the
Track numbered boxes. Check students answers.
1 2 3 4 3. Divide the class into pairs. Have students refer to their
a a a a
completed task and take turns asking and answering
M ar ch M ar ch M ar ch M ar ch
the second question, How old are you?
31st 23rd 11th 2nd
4. Ask ve pairs to each perform one question and answer.
b b b b
M ar ch M ar ch M ar ch M ar ch 5. Activity Book. Ask students to complete activity A on
21st 3rd 10 th 22 nd page AB53 (CD Track 85).

56
1 2 3 B. Listen and check a or b CT1, CT2
Track Audio Script

55
12
Narrator: One
89 Girl: Whens your birthday?
Boy: Its March thirty-rst.
086-091_1_LITESB951983_U5b.indd 89 4/8/16 2:39 PM
Narrator: Two
Boy: Whens your birthday?
A. Listen and choose CT1, CT2 Girl: Its March third.
Track Narrator: Three
Audio Script
54 Girl: Whens your birthday?
Boy: Its March eleventh.
Boy: Whens your birthday? Girl: Whens your birthday?
Girl: Its January thirty-rst.
Boy: Its March twenty-second.
Boy: How old are you?
Girl: Im nine.
Narrator: Two
Girl: Whens your birthday? 1. Books open. Read each pair of dates aloud. Tell
Boy: Its February twenty-second.
students that the pairs of dates sound almost the same
Girl: How old are you?
Boy: Im ve. and that they need to listen carefully.
Narrator: Three 2. Say, Lets listen to four questions and answers about
Boy: Whens your birthday? birthdays and check the boxes to match what we hear.
Girl: Its October second. Play One on CD Track 55. Use the worked example to
Boy: How old are you? model the activity.
Girl: Im eight.
Narrator: Four 3. Check that students know what to do. Play CD Track 55.
Girl: Whens your birthday? Pause for students to check the boxes. Check students
Boy: Its August thirteenth. answers.
Girl: How old are you?
4. Tell students to refer to their checked pictures and write
Boy: Im six.
statements. Use the rst checked picture to provide an
Narrator: Five
example for the board: His birthdays March thirty-rst.
Girl: Its November third. 5. Ask three students to each write one statement.
Girl: Im seven. 6. Activity Book. Ask students to complete activity B
119
116123_1_LITETB952027_U5b.indd 119 4/14/16 3:03 PM

Unit
5 Listen
Listen
1. Books open. Ask students to look at the three pictures
Track
in exercise C.
a 1. January 31st d 2. As they look at each picture, ask What might be said
b
2. February 22nd here? (1Heres a birthday present; 2Its July 23rd; 3
3. October 2nd Whens your birthday?)
4. August 13th e 3. Say, Lets practice speaking. Divide the class into
c
5. November 3rd pairs. Tell students they will listen to dialogs, and
Track
then repeat them. Tell students to listen carefully as
B. Listen and check a or b . 55 you show them what do. Play One on CD Track 56.
1 2 3 4 Role-play both parts of the dialog to model the exercise.
a a a a
M ar ch M ar ch M ar ch M ar ch 4. Check that students know what to do. Play CD Track
31st 23rd 11th 2nd 56. Pause for students to repeat the dialogs. Write them
on the board as necessary. Ask students to swap roles
b b b b and repeat.
M ar ch M ar ch M ar ch M ar ch
21st 3rd 10 th 22 nd 5. Ask three pairs of students to each perform one dialog.
56
1 2 3

12
1. Ask students to write an age and birthday

89
statement about each person in their family.
For example: This is my sister. Shes three. Her
086-091_1_LITESB951983_U5b.indd 89 4/8/16 2:39 PM
birthdays May 10th.
the months of the year. This will prepare them
C. Listen and say CT1, CT2 for the warm-up activity in the next lesson.
Track
Audio Script
56
Narrator: One
Girl: Happy birthday. Heres a birthday present.
Boy: Thank you.
Narrator: Two
Girl: Its July twenty-third.
Girl: Im eight.
Narrator: Three
Girl: Its January sixteenth. Its my birthday today.
Girl: Im twelve.
120
116123_1_LITETB952027_U5b.indd 120 4/14/16 3:03 PM

Practice
Practice 1. Books open. Tell students to look at the three
A. Look and choose. pictures and identify them. (1a birthday cake; 2a
birthday present; 3a birthday card) Say, Now lets
2 3
1 match the sentences to the pictures.
2. Model the exercise, using the worked example. Tell
students to choose a picture for the next two birthday
statements. Ask students to complete the exercise
3 Happy birthday! Heres a birthday card. alone.
1 Happy birthday! Heres a birthday cake. 3. Check students answers by calling out each number
2 Happy birthday! Heres a birthday present. and asking the class to say the matching statements.
Its April 19th.
Its my birthday today.
Im eight.
This is my birthday 1. Books open. Ask students to look at the picture. Ask
cake. them to quietly read what the girl in the picture says.
Ask, Whens her birthday? (April 19th) and How old
C. Ask and answer.
is she? (eight)
Whens your Its .
birthday? stand up and read the passage aloud together.
Heres a . Thank you.
90
to the class.
086-091_1_LITESB951983_U5b.indd 90 4/8/16 2:39 PM

on page AB54.
Lesson preparations
Starship flash cards 118 to 135: January,
February, March, April, May, June, July, August, 1. Ask students and Star to look at the pictures. Ask Star
September, October, November, December, balloon, to point to the boy on the left and then turn to the
birthday party, birthday cake, birthday card, party hat, students to ask, What does he want to know? (the
birthday present date of the other boys birthday) Ask students to give
some possible dates that the boy on the right might
Star and Stella hand puppets (see page 13) give. Ask, Whats the boy on the left giving to his
Activity Book: Activities A and B on pages AB54 friend? (a birthday present or a birthday card)
and AB55 2. Divide the class into pairs. Say, Lets have this
Extras: die for Play and learn conversation with our partners.
Warm-up activity CT1, CT2 dialog for the class.
Spell it! on page 21) to review the names of
the months.
121
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Unit
5 Play and learn

Whens his birthday?
Its April 10th.
Player One rolls the dice and asks a question,
How old is he? depending on the number showing on the dice.
Hes six. For example, if a three is rolled, the question
needs to match the person in picture 3: Whens
1 2 his birthday?
Player Two answers, with the answer matching the
other part of picture 3, Its April 10th.
Player One then asks, How old is he?
Player Two nds the clue in picture 3 (the number
3 4 of candles on the cake) and answers, Hes six.
5 6 Play and learn CT1, CT2, CT3

91 One (Stella), roll the dice to 3 and show your
students. Point to the boy in picture 3 and ask
086-091_1_LITESB951983_U5b.indd 91 4/8/16 2:40 PM
Whens his birthday? As player Two (Star), point to
the calendar in picture 3 and answer, Its April 10th.
Return to the role of player One (Stella) and ask How
old is he? As player Two (Star), count the candles
Organizing groups CT1 on the cake and answer, Hes six. Show how to
1. Have students review the unit language and take turns. Remain as player Two (Star) and start the
regroup for the end-of-unit game by establishing dialog again with a roll of the dice.
their birthday order. Tell students that they 2. Ask questions to check that students know what to do.
are going to arrange themselves in a line from Play the game.
left to right across the front of the classroom,
starting from those born in January to those 3. To conclude, ask students from different pairs to
born in December. Show students what to perform one round of the game for the class.
do. Tell your birthday and then stand in the 4. Activity Book. Ask students to complete activities
appropriate place. Tell Stars birthday and have A and B on page AB55.
a student position him accordingly. Do the same
with Stella. 5. To end the unit, use the ash cards to review the unit
vocabulary.
2. Check that students know what to do by asking
a student, Whens your birthday? Once the
student has answered, ask him or her to move
into place. Repeat this step a couple of times,
before getting all students up and asking and
answering the question to nd their place. 1. Play a written spelling game (see How
Remove yourself, Star, and Stella from the line. to play Write it! on page 22) using the
3. Make sure students are correctly ordered by
having them call out their birthdays, starting
from the earliest birth date in the year. Pair
students while they stand in line and then tell
them to take a seat with their new partners.
122
116123_1_LITETB952027_U5b.indd 122 4/20/16 4:57 PM

Grammar CT2
Explain the contraction Heres as Here is and practice the Culture notes CT1
different sentences using the Starship English flash cards
Different cultures have different ways of celebrating
to practice the substitutions.
birthdays. The traditional way for children in the
Students have the opportunity to practice both cardinal US is with cards, gifts, and a birthday cake with
numbers (1, 2, 3 ) and ordinal numbers (1st, 2nd, 3rd candlesone candle for each year of age. Children
). Play a game. Write these two sentences on the board: sometimes have partieseither a family party or a
Im _____. and Its January _____. Point to one of the party with friends at which games are played.
sentences and numbers on the board or use the Starship
English flash cards. Students must use the correct ordinal
or cardinal form of each number.
Statements
Happy birthday. Heres a balloon. 1. It is natural for students to associate different
birthday cake. seasons with different holidays and activities.
birthday card. You may want to create a calendar with students
drawing or collecting pictures to show each
birthday present.
season.
party hat.
2. Add each students birthday to the calendar or
under months. Some teachers have a monthly
birthday party for all students born in that
month.
Thank you. Youre welcome.
3. Each day, ask students to announce the date,
using the month and day.
Questions
Whens your birthday? How old are you?
birthday party?
Answers
Its January 1st. Im eight.
February __.
March __.
April __.
May __.
June __.
July __.
August __.
September __.
October __.
November __.
December __.
123
116123_1_LITETB952027_U5b.indd 123 4/14/16 3:03 PM

Phonics
Unit
5
Short u C. Listen and circle words
P-CD
Track
P-CD with the short u sound. 63
Track
1. slug 2. June
3. bus 4. flute
5. mug 6. truck
1. run 2. drum
dru

u+t u+g u+n u + mp

ut ug un ump
nut jug run jump
3. duck 4. jump hut mug sun lump
P-CD
Track
cut slug fun bump
1. I like to . E. Match the words that sound the same.
2. This is a . jug run

nut truck
3. The is yellow. bump mug
sun cut
4. I can . duck lump
92 93
Long u
Unit
Track
The e at the end of these words helps 1. mul____ 2. dun____
Wow!
the letter u to make a long u sound.
3. prun____ 4. fus____
u_e 5. tub____

P-CD
Track
6. bugl____
P-CD 1 2 3
Track use tune tube
fuse dune cube
4 5 6
cute rule prune
flute mule June
P-CD
Track
1. cute 2. cube
1. My lizard is .
2. This is an ice .
3. My birthday is 19th.
3. June 4. flute 4. I play the .

94 95
124

Unit
Unit
X5
A Head to go here Long u B. Listen, fill in the letters ue, and read. 69
P-CD
Track
The letters ue together make a

1. gl__ __ 2. bl__ __ 3. tiss__ __
long u sound in these words.
Okay.
4. c__ __ 5. tr__ __ 6. resc__ __
ue 7. h__ __ 8 cl__ __
P-CD
9. aven__ __
Track
Track
1. 2. 3.
4. 5. 6.
P-CD
Track
2. blue D. Listen, write, and read. 71
1. glue
1. Here is my .
2. This paint is .
3. Here is the box.
3. tissue 4. cue 4. This is a .

96 97
Long u
Unit
Track
X5 B. Listen, fill in the letters ui, and read. 73
The letters ui together make
a long u sound in these words. 1. s__ __t 2. fr__ __t 3. j__ __ce
Yes.
4. br__ __se 5. j__ __cy 6. cr__ __se
ui 7. fr__ __ty 8. wets__ __t
P-CD
9. recr__ __t
Track
C. Listen and write. 74
P-CD
Track
1. 2. 3.
4. 5. 6.
P-CD
Track
1. fruit 2. juice
1. I like to eat .
2. Ill have , please.
3. I have a on my arm.
3. br
bruise 4. suit 4. My dad has a .
98 99
125

Short u (pages 92, 93)
B. 1 run, 2 drum, 3 duck, 4 jump; C. 1, 3, 5, 6; E. jug/
mug, nut/cut, bump/lump, sun/run, duck/truck; F. 1 run,
2 drum, 3 duck, 4 jump; G. 3; H. 1 drum, 2 jug, 3 duck,
4sun, 5 jump, 6 truck; I. duck, jump, drum.
Long u: u_e (pages 94, 95)

B. 16 e; C. 1 fuse, 2 dune, 3 tube, 4 cute, 5 rule, 6 June;
D. 1 cute, 2 cube, 3 June, 4 flute.
Long u: ue (pages 96, 97)

B. 16 ue; C. 1 true, 2 clue, 3 blue, 4 rescue, 5 glue, 6 hue;
D. 1 glue, 2 blue, 3 tissue, 4 cue.
Long u: ui (pages 98, 99)

B. 16 ui; C. 1 fruit, 2 bruise, 3 recruit, 4 wetsuit, 5 cruise,
6 juicy; D. 1 fruit, 2 juice, 3 bruise, 4 suit.
126

Notes
Write notes here.

Unit
6 Whats your favorite season?
FOCUS Unit Whats your favorite season?
Theme Talking about weather and seasons
6
57
Aim Students learn how to: ask and tell
Whats your favorite season?
about weather; identify seasons; ask
and tell about seasons and preferred
activities
Structures Wh- questions with BE (Whats your My favorite season is winter.

favorite season?) I like ice-skating.
Statements with BE (Its cold and Whats the weather like today?
snowy.) and Y/N questions (Is it cold Its cold and snowy.
today?)
Review: Affirmative and negative
short answers (Yes, it is. No, it isnt.)
Vocabulary favorite, season, weather, today,

like, winter, spring, summer, fall,
hiking, ice-skating, skateboarding,
swimming, sunny, cloudy, rainy, Is it cold today? No, it isnt.
windy, foggy, snowy, hot, cold, Its warm and sunny today.
cool, warm
100
100-105_1_LITESB951983_U6.indd 100 4/8/16 2:40 PM

Lesson preparations 1. Books closed. Preview the language in the first two
frames on page 100.
Starship flash cards 136 to 153: spring, hiking,
summer, swimming, fall, skateboarding, winter, ice- Ask Star, Whats your favorite season? Tell the
skating, sunny, cloudy, rainy, windy, foggy, snowy, hot, class his answer: My favorite season is summer.
warm, cool, cold Ilike swimming. Ask Star: Whats the weather
like today? Again, tell the class his answer: Its hot
and sunny. As you ask and answer these questions,
Audio CD Tracks: 57, 58 show the flash cards for summer, swimming, hot, and
sunny (words covered). Leave the cards on display.
C , D on page AB57 Say, Lets nd out someone elses favorite season.
Extras: a Bingo board for each student (see page 155) 2. Books open. Ask students to look at the opening
scene on page 100.
Warm-up activity CT1, CT2, CT4 Ask, Whose favorite season is winter? (Toms)
1. Review the months of the year through a game Whos asking Tom the questions? (Star)
of Bingo. Each student will need a Bingo board. Who is Star talking to in the last frame? (Emma)
2. Students move around the room, asking others, 3. Play CD Track 57, frame by frame. Ask
Is your birthday in [month]? If the answer is Track
students to point to the matching speech
Yes, it is, that students name is written on the 57 bubble on page 100 as each part is spoken.
Bingo board, in the same square as the month.
The aim is to get five positive responses in a 4. Play the CD again, frame by frame. Ask the class to
roweither down, across, or on a diagonal. repeat each dialog with you.
3. The game ends when the first person to get five
the parts of Star and Tom in the first two frames and
positive responses in a row calls out Bingo!
Group 2 to read the parts of Star and Emma in the last
frame. Then ask the groups to swap parts and repeat.
128-135_1_LITETB952027_U6.indd 128 4/14/16 3:03 PM

1. spring
Talk CT1, CT2
eason? 1. Books open. Ask students the names of the two
Track
characters. (Tessa and Dan) Ask, Who is asking the
58 2. hiking 4. swimming question? (Tessa) What does she want to know?
3. summer
(Dans favorite season) Ask students to complete Dans
dialog by filling in the gap with the name of a season.
(summer, fall, winter, spring)
2. Ask pairs of students to practice the dialog. Ask
5. fall 6. skateboarding 7. winter 8. ice-skating each pair to take turns speaking both parts, and to
9. sunny 10. cloudy 11. rainy 12. windy 13. foggy 14. snowy choose different seasons. Listen carefully to students
pronunciation, correcting errors and offering praise.
3. Ask two or more pairs of students to perform the
15. hot 16. warm 17. cool 18. cold dialog for the class.
Talk.
Whats your My favorite season is .
favorite season?
Phonics activities CT2

Students practice the /f/ and /v/ sounds in the following
tongue twister: Ive five very fat fish for five favorite friends.
1. Write the two sounds on the board. Model the
/f/ sound. Walk among the students so they can
101
all see how you make the sound. Ask, What do
I use to make this sound? (teeth on lips) Have
100-105_1_LITESB951983_U6.indd 101 4/8/16 2:40 PM
students practice the /f/ sound with you.
2. Repeat with the /v/ sound. Check that students
realise the /v/ sound is also made with the teeth
6. Divide the class into pairs. Ask each pair of students
and lips.
to take turns speaking the parts of Star, Tom, and
Emma. Visit each pair of students and correct any 3. Tell students to put their hands in front of their
pronunciation errors. mouths as they make each sound. Ask, Can
you feel your breath on your hand? (Yes.)
7. Books closed. Say, Lets practice words for seasons
Tell students to put their hands on their necks
and seasonal activities. Introduce the numbered
as they make the sounds. Ask, Can you feel
words on page 101, one by one. First, model a word as
anything? (No, with /f/. Yes, with /v/.)
you show the matching flash card. Keep the written
word covered with your hand. Ask students to repeat 4. Write the tongue twister on the board. Tell
the word with you several times. Then show the word, students to listen carefully. Say the tongue
model it one more time, and leave the card on display. twister slowly three times. Emphasize /f/ and /v/
Repeat for the weather conditions and temperatures. sounds. Tell students to repeat the tongue twister
with you three times, slowly.
Track 3. Tell students to listen carefully again. Say the tongue
close your eyes and listen carefully to the
58 voice on the CD. Play CD Track 58. Pause as twister three times, clearly and quickly. Ask
necessary for practice. students to repeat it with you in the same way.
and B on page AB56. Extra activity CT3, CT4
activity D on page AB57.
128-135_1_LITETB952027_U6.indd 129 4/14/16 3:03 PM

Unit
6 Sing
Sing CT3, CT5
Sing Track
eight weather words. Provide lots of praise. Say,
Lets listen to a song about what the weather is like
Whats the weather like today? today.
Its cool and foggy. 2. First listening. Ask students to close their
Its cool and foggy. Track
eyes and listen to the song.
Its cool and foggy today. 59 Play CD Track 59.
Whats the weather like today?
each pair a set of Weather game cards. Ask each
Its hot and sunny.
Its hot and sunny.
pair to arrange the cards in order as they listen to the
Its hot and sunny today. song. Play CD Track 59 again. Ask the class to check
that their cards are in the correct order.
4. Third listening. Ask students to sing along.
Its windy and cloudy. Tell students they can use their cards as prompts.
Its windy and cloudy. Replay CD Track 59.
Its windy and cloudy today.
page 102. Talk about the weather conditions in the
Whats the weather like today? pictures and point out that there is a picture for every
Its cold and snowy. verse in the song. Read the song with the students.
Its cold and snowy. Have them point to each picture as they read the
Its cold and snowy today. matching verse.
Replay CD Track 59.
102
and B on page AB58.
100-105_1_LITESB951983_U6.indd 102 4/8/16 2:40 PM


summer, swimming, fall, skateboarding, winter, ice-
skating, sunny, cloudy, rainy, windy, foggy, snowy, hot,
warm, cool, cold
Activity Book: Activities A, B on page AB58; A, B, C
on page AB59 (CD Tracks 88, 89, 90)
Extras: a set of Weather game cardscool, foggy,
hot, sunny, windy, cloudy, cold, snowyfor each pair (see
page 153)

their classmates favorite seasons and what they
like to do. Walk up to a student and tell them
to ask you the question, Whats your favourite
season? Answer, My favorite season is summer.
I like swimming.
2. Ask students to move around the classroom
asking and answering questions about favorite
seasons with different classmates.
130
128-135_1_LITETB952027_U6.indd 130 4/20/16 4:58 PM

Listen
Listen 2. Check that students know what to do. Play CD Track

60. Pause for students to match the pictures with the
A. Listen and choose. 60 Track
numbered boxes. Check students answers.
a 1 c
2 completed task and take turns asking and answering
the question, Whats your favorite season?
b 3 d
4. Ask four students to each perform one question and
4
answer.
B. Listen and check a or b . Track
61 5. Activity Book. Ask students to complete activity A
1 2 3 4 on page AB59 (CD Track 88).
a a a a
b b b b B. Listen and check a or b CT1, CT2
Track
61 Audio Script
62 Narrator: One
1 2 3 4 Male: Is it rainy today?
Female: Yes, it is.
Narrator: Two
Female: Whats the weather like today?
Male: Its cold and snowy.
103 Narrator: Three
Male: Is it windy today?
100-105_1_LITESB951983_U6.indd 103 4/8/16 2:40 PM Female: No, it isnt. Its cloudy today.
Narrator: Four
Female: Whats the weather like today?
A. Listen and choose CT1, CT2 Male: Its cool and foggy.
Track
60 Audio Script
Narrator: One pictures and identify the different weather conditions.
Boy: Whats your favorite season? 2. Say, Lets listen to four questions and answers about
Girl: My favorite season is summer. I like swimming. weather and check the boxes to match what we hear.
Narrator: Two Play One on CD Track 61. Use the worked example to
Girl: Whats your favorite season? model the activity.
Boy: My favorite season is winter. I like ice-skating. 3. Check that students know what to do. Play CD Track 61.
Narrator: Three Pause for students to check the boxes. Check students
Boy: Whats your favorite season? answers.
Girl: My favorite season is spring. I like hiking. 4. Ask four students to write on the board. Ask the first
Narrator: Four and third students to write the questions and answers
Girl: Whats your favorite season? to the picture pairs in 1 and 3. (1Is it rainy today? Yes,
Boy: My favorite season is fall. I like skateboarding. it is. 3Is it windy today? No, it isnt. Its cloudy today) Ask
the second and fourth students to write the questions
and answers to the picture pairs in 2 and 4. (2Whats
the weather like today?/Its cold and snowy. 4Whats the
1. Books open. Ask students to identify the seasons and weather like today?/Its cool and foggy.)
activities in each of the four pictures. (aspring/hiking, 5. Activity Book. Ask students to complete activity B on
bfall/skateboarding, csummer/swimming, dwinter/ice- page AB59 (CD Track 89).
skating) Say, Lets listen to four questions and answers
about peoples favorite seasons. Play One on CD Track
60. Use the worked example to model the activity.
131
128-135_1_LITETB952027_U6.indd 131 4/14/16 3:03 PM

Unit
6 Listen
Listen 1. Books open. Ask students to look at the four pictures

A. Listen and choose. 60 Track in exercise C.
a 1 c 2. As students look at each picture, ask, What can you

say about this picture? Have them consider season,
2 activities, and weather conditions.
b 3 d 3. Say, Lets practice speaking. First, listen to me.
Tell students they will listen to statements, and then
4
repeat them. Tell students to listen carefully as you
B. Listen and check a or b . Track show them what do. Play One on CD Track 62, and
61
1 2 3 4
then repeat the statements.
a a a a
62. Pause for students to repeat the sentences. Write
them on the board as necessary.
b b b b
5. When students have completed the exercise, work
with them to suggest questions for each picture. (1
Whats your favorite season? 2 to 4Whats the weather
like today?) Divide the class into pairs and have them
62 take turns to say the questions and answers.
1 2 3 4
7. Activity Book. Have students complete activity C
103
100-105_1_LITESB951983_U6.indd 103 4/8/16 2:40 PM

1. Ask students to write statements about
their family members favorite seasons. For
C. Listen and say CT1, CT2 example: My sisters favorite season is fall. She
likes skateboarding.
Track
62 Audio Script 2. Ask students to quietly review spelling aloud
words for the seasons, activities, and weather
Narrator: One conditions. This will prepare them for the
Boy: My favorite season is fall. I like skateboarding. warm-up activity in the next lesson.
Narrator: Two
Girl: Its hot and sunny today.
Narrator: Three
Girl: Its cool and rainy.
Narrator: Four
Boy: Its cloudy and windy today.
132
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Practice
Practice 3 1. Books open. Tell students to look at the six pictures
and identify what they show. (different weather
conditions) Say, Lets match the words to the pictures.
2
6
1 4 students to match the next weather condition (snowy)
to a picture (picture 1). Ask them what to do next.
(Write 1 in the box.)
2 cloudy 1 snowy 4 windy students answers by calling out each number and
6 cold 3 sunny 5 rainy asking the class to say the matching words.
Is it cool and cloudy today?
No, it isnt. Its warm and sunny.
My favorite season is fall. B. Read and say CT2, CT3
I like skateboarding.
Whats your favorite season? 1. Books open. Ask students to quickly look at the
passage to find out what activity the boy likes.
C. Ask and answer. (skateboarding) Ask students to quietly read what the
boy in the picture says. Ask, What does he say the
weathers like today? (warm and sunny) Whats his
Whats the weather Its . favorite season? (fall)
like today?
104 3. Divide the class into pairs. Ask students to take turns
100-105_1_LITESB951983_U6.indd 104 4/8/16 2:41 PM
to the class.
Lesson preparations on page AB60.
summer, swimming, fall, skateboarding, winter, ice-
skating, sunny, cloudy, rainy, windy, foggy, snowy, hot,
warm, cool, cold 1. Books open. Say, Lets practice speaking. Divide
the class into pairs, student A and student B. Role-play
Star and Stella hand puppets (see page 13) the dialog. As student A, point to the question and
Activity Book: Activities A, B on pages AB60, ask, Whats the weather like today? As student B,
AB61 point to the answer and say, Its windy. Show how
to take turns. Remain in the role of student B, point
Extras: a set of Seasons game cardswinter, to the question, and ask it. Step back into the role
spring, summer, fallfor each pair (see page 154); of student A, point to the answer, and ask students
dice for Play and learn what to say. (Its _____.) Ask questions to check that
students know what to do. Make sure they know to
Warm-up activity CT1, CT2 answer the question with as many different weather
conditions as they can.
1. Play an oral spelling game (see How to
play Spell it! on page 21) to review seasons, 2. Move around the class and listen carefully as students
activities, and weather conditions. practice the dialog.
133
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Unit
6 Play and learn
Play and learn

Play and learn CT1, CT2, CT3
1
sunny Player One rolls the dice and asks, Whats the
weather like today?
Whats the weather
like today? Player Two answers the question, depending on
2
the number showing on the dice. For example, if a
cool and windy
two is rolled, player Two needs to choose the words
on the right that match picture 2cloudy and
rainy. Player Two then uses those words to answer
3
Its cloudy and rainy.
warm and cloudy
4 Its cloudy and rainy.

cold and snowy
5 player One and the other to be player Two. Show
cloudy and rainy
One (Stella), roll the dice to 2 and show your
students. Point to picture 2 and ask, Whats the
6 weather like today? As player Two (Star), point to the
foggy cloudy and rainy word box on the right and answer,
Its cloudy and rainy. Show how to take turns.
Remain as player Two (Star) and start the dialog
105 again with a roll of the dice.
100-105_1_LITESB951983_U6.indd 105 4/8/16 2:41 PM

Play the game.
Organizing groups CT1 perform one round of the game for the class.
1. Use pairs of Seasons game cards to review 4. Activity Book. Ask students to complete activities A
the unit language and regroup the students and B on page AB61.
for the end-of-unit game. See Organizing 5. To end the unit, use ash cards to review the units
groups on page 22. vocabulary.
asking them to tell Stella what to do. They
should say that the aim of the activity is to Extra activity CT1, CT4
nd a partner through matching their cards.
1. Play a written spelling game (see How
To nd their partners, tell students to ask
to play Write it! on page 22) using the
others, Whats your favorite season? Once
3. Make sure that students are partnered
according to their matching cards. To do this,
ask each student, pair by pair, Whats your
favorite season?
134
128-135_1_LITETB952027_U6.indd 134 4/20/16 4:59 PM

Grammar CT2
This unit introduces the idea of preferences with the Culture notes CT1, CT2
question Whats your favorite ______? It also features
Discussing the weather is a common conversational
an answer that uses the core words from the question:
gambit used to fill in time and make small talk. For
My favorite season is _____. Students will increasingly
this reason, speakers will often state the obvious,
encounter versions of this structure in future levels of
noting the rain when two people are standing
Starship English books.
looking at it. It is a polite conversation filler.
Practice the questions and answers asking students to
substitute the seasons and the adjectives describing the
weather.
Statements
My favorite season is fall.
1. Ask students to draw or find magazine
spring. pictures of different types of weather. Label
summer. the pictures and display on a classroom wall.
winter. 2. Keep a graph to show the weather each day.
You may want to add thermometers showing
that each day is cold, cool, hot, or warm.
I like hiking.
3. As a rotating job, ask students to give a
ice-skating.
weather report each day. They can talk about
skateboarding. the weather and use any visual aids in the
swimming. class or Starship English flash cards.
Questions
Is it cloudy rainy today?

cold snowy
cool sunny
foggy warm
hot windy
Answers
Yes, it is.
No, it isnt. cold and cloudy today.

Its cool foggy
hot rainy
warm snowy
sunny
windy
135
128-135_1_LITETB952027_U6.indd 135 4/14/16 3:03 PM

Review
Review
What time is it, please? Whats the weather like today?
Audio CD Track: 63
one for each group of four students [a 3-column
Its eight thirty.
table with the headings: time (11), birthdays Its time for school.
Its warm and sunny.
(18), seasons and weather (18).]; six questions
about the content of Units 5 and 6 for the Open Hi. Whens your birthday?
Book Quiz Its June 1st.
Its today!

Happy birthday!
1. Tell students that todays lesson is a review.

Use Star and Stella. Ask students to help B. Read again and match.
the puppets remember what they learned.
Prompt the students with clues. (In unit 5 we Happy birthday!
talked about time and birthdays. In unit 6 we
talked about seasons and weather.) Its warm and sunny.
2. Say, Lets write the words we know. Divide

Its time for school.
students the worksheet. Remind them that: 106
There are 4 words about time, for example,

one oclock, and 7 words about what its 106-109_1_LITESB951983_R6.indd 106 4/8/16 2:41 PM
time for, for example, breakfast and recess.

A. Read and say CT2, CT3
There are 12 words about months, for
In this exercise, assess areas of your students reading and
example, January, and 6 words about
speaking skills. First let them silently read the dialogs and
birthdays, for example, balloon.
look at the pictures, then note their reading fluency and
There are 4 words about seasons and what their pronunciation as they read the dialogs in pairs.
you like, for example, spring and hiking,
and 10 words about weather, for example,
learning their Starship English words. Say, Lets look
sunny and hot.
at the words weve learned. Lets read them.
3. Ask the groups to think of one word for each
2. Tell students to open their books to page 106. Tell
column. Turn to Star and ask, Is this a game?
them to look at the pictures, and then read the dialogs
Have him nod and say, Yes. Lets do this quickly.
quietly on their own.
4. Give each group a worksheet and check that 3. Ask pairs of students to take turns to read the dialogs
students know where to write the words. Tell aloud. Each pair can perform the dialogs at least
them they have 5 minutes to finish the work. twice, swapping roles each time.
Allow more time if necessary.
5. The winning team is the first to complete the B. Read again and match CT2, CT3
worksheet with correctly spelled words. Check
spelling and ensure all teams have all the
words in the correct places. Ask students to
spell different words. Praise correct spelling 1. Tell students to read the sentences, read the dialogs
and provide any missed words to complete again, and then match the sentences with the pictures
the worksheet. to show who said what.
136-137_1_LITETB952027_R5-6.indd 136 4/14/16 3:03 PM

In this exercise, test your students listening comprehension
Track skills as they listen to descriptions and match them to
pictures.
1 2 3
a a a 1. Say, Lets listen and match. Remind students that
they have done this kind of activity before. Students
need to look carefully at a pair of pictures and then
check picture a or b.
b b b 2. Play Audio Track 63. Pause for students to check the
picture boxes.
a
4
a
5
a
6 Your turn CT1, CT2, CT3
b b b
asking and answering questions. Encourage them to
continue taking turns, using as many different words in
the questions and answers as they can.
2. Move around the class, listening to students asking and
answering questions. Check their pronunciation and
encourage and praise their use of new words.
How old are you?
Your Whens your birthday?
turn Whats your favorite season? Activity Book. Ask students to complete activities A,
B, and C on page AB62. This may be done in class or
1073
107
107 for homework.
106-109_1_LITESB951983_R6.indd 107 4/8/16 2:41 PM
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT3, CT4
End the Review with an Open Book Quiz.
Track
Audio Script
63 1. Divide the class into teams of four and have
them decide on a team name.
Narrator: One
2. On the board, draw a table with 7 columns and
Male: What time is it, please?
a row for each team. Write the team names in
Female: Its four forty-five.
the first column of the table on the board.
Narrator: Two 3. Describe the quiz to the studentsthere are six
Female: How old are you? questions about Units 5 and 6. Tell students
Boy: Im nine. they can use their student books to search for
Narrator: Three the answers. Tell teams that one team member
Female: Is it rainy today? will need a pen and paper to write down the
Male: Yes, it is. teams answers.
4. Ask the first question. Limit the time for
Narrator: Four
searching for answers. When all the team
writers have written down their teams answer
Male: Its seven fifteen. Its time for homework.
and put down their pens, read out the correct
Narrator: Five answer. Award points and write them on the
Male: Whats the weather like today? board.
Female: Its cold and snowy.
Narrator: Six been asked. Then declare the winning team
Female: What time is it, please? and congratulate all students for a great effort.
Male: Its six oclock. Its time for dinner.
136-137_1_LITETB952027_R5-6.indd 137 4/14/16 3:03 PM

About me
About me
Lesson preparations
Read, write, and draw.
it
Activity Book: Activity on page AB63 Hello. My names .
l.e
ca
My birthday is
s
Extras: pictures of family members and famous
Im
ey .
people such as a king or queen.
My favorite season isgr

to
.
Warm-up activity CT2
d
1. Tell students you will ask questions about
them. This is an opportunity for students to nee
show what they already know.
2. Ask students about their names, pets, relatives,
and birthdays.
3. Ask students to interview each other with This is my .
This is me. Her names .
similar questions.
This is my . This is my pet.

His names . Its a .
108
106-109_1_LITESB951983_R6.indd 108 4/8/16 2:41 PM
Read, write, and draw CT2, CT3, CT4, CT5

1. Books open. Ask students to look at the page and Extension activities CT2, CT4, CT5
explain what they must do. These are exercises for
students to write about themselves. They also need to 1. In language students can understand, talk about
draw pictures. pictures of family members or famous people.
Show some pictures and ask students questions
2. Play a game. Give different students one minute each about them. For example, show pictures of a king
to draw a picture of a pet or a person on the board. or queen and ask students to describe the pictures.
Let other students guess who or what the picture Students may use terms like king and queen if they
shows. have learned them elsewhere, but they might also
3. Focus on spelling. Ask, How do you spell favorite? talk about the pictured persons place in a family
Then ask students to write the word on the board. (such as mother or father), clothing, colors, and
Continue randomly for the different vocabulary items. so on.
4. Divide the class into pairs. Ask students to take turns 2. Discuss pets and encourage students to make a
saying and spelling the words to each other. Check list of unusual pets.
5. Ask students to complete the exercises, drawing
the pictures and filling in the blanks.
Activity Book. Ask students to complete the activity on
page AB63. This may be done in class or for homework.
138-138_1_LITETB952027_ABOUTME.indd 138 4/14/16 3:03 PM

Phonics Pre A1.2 Review Units 12
Phonics Review
P-CD
C. Do the words sound the same?
Track
A. Listen and circle. 76 Write Yes or No.
1 2 3 1 ran / man ______ 2 grain / cane ______
frame tap hand
fat tail hay 3 tap / tape ______ 4 gray / day ______
4 5 6
pad mat rain 5 date / play ______ 6 frame / paint ______
play mate ran
7 8 9
D. Write ai, ay, or a_e and read the words.
can play sail
1. cr__n__ 2. gr__ __n 3. tr__ __
cane airplane spray
4. sn__ __l 5. g __t__ 6. t__p__
B. Say and match. 7. spr__ __ 8. m__ __l 9. subw__ __

b P-CD
a E. Read the story. 77 Track
1. cake
Playing a Game
2. gray Kate and Sam play a game.
3. stamp Sam has a bat.
Kate has a ball and a cap.
c 4. train d Sam hits the ball with the bat.
Kate catches it in her cap.
Oh, no. I see rain.
No games today.
110 111
Phonics Review
110-120_1_LITESB951983_PBR1-5.indd 110 4/19/16 1:48 PM 110-120_1_LITESB951983_PBR1-5.indd 111 4/19/16 1:48 PM
P-CD
C. Fill in the word that sounds the same.
Track
A. Listen and circle. 78
read meat sunny sea bend tree
1 2 3
feel sea happy 1. feet ______________ 2. send ______________
seal peas candy
3. bead ______________ 4. monkey ______________
4 5 6
team windy seed 5. three ______________ 6. pea ______________
meat sunny read
D. Write ee, ea, ey, or y and read the words.
7 8 9
wet money lend
1. gr__ __ n 2. s__ __ l 3. wind __
pet honey send
4. l__ __ f 5. t __ __ th 6. hon__ __
B. Say and match. 7. rain __ 8. t__ __ m 9. b __ __ tle

b P-CD
Track
a E. Read the story. 79
1. jeep
A Sunny Weekend
2. candy It is the weekend.
It is a sunny day.
3. desk
We go to the sea in a jeep.
c 4. peanut d I see three seals in the sea.
The seals want to play with me.
I am so happy! Yippee!
112
112 113
113
139
139-142_1_LITETB952027_PBR1-5.indd 139 4/19/16 1:53 PM

Phonics Pre A1.2 Review Units 34
Phonics Review
P-CD
Track
dried cry time slide right high
1 2 3
right tie lime 1. lime ______________ 2. tried ______________
night pie time
3. ride ______________ 4. night ______________
4 5 6
cry rice fly 5. sigh ______________ 6. try ______________
try ice sky
D. Write i_e, igh, ie, or y and read the words.
7 8 9
dried kite high 1. t__m__ 2. n__ __ __t 3. m__
dry bike sigh
4. t__ __ 5. f__v__ 6. str__p__
7. dr__ 8. p__ __ 9. l__ __ __t
B. Say and match.
b P-CD
Track
a E. Read the story. 81
1. crib
Flying High
2. rice It is a windy day today.
Mike and I will fly our kites.
3. light
Mike has a red kite.
c 4. pie d I like my pink kite.
Mikes kite flies high in the sky.
My kite flies higher.
114
114 115
115
Phonics Review
P-CD
Track
goat fox crow yellow rock rose
1 2 3
boat bow hose 1. snow ____________ 2. nose ____________
float blow rose
3. elbow ____________ 4. coat ____________
4 5 6
toe cone sock
5. lock ____________ 6. socks ____________
hoe bone rock
7 8 9 D. Write oa, ow, or o_e and read the words.

smoke pose toast
choke nose oats 1. g__ __t 2. c__n__ 3. yell__ __
4. h__s__ 5. bl__ __ 6. fl__ __t

B. Say and match. 7. elb__ __ 8. r__ __d 9. r__ p__
b
a P-CD
1. socks Track
E. Read the story. 83
2. arrow At the Pond
3. rope Its hot today.
I can play with my boat.
c 4. coat d It has a rope.
It floats on the pond.
I see a shadow on the pond.
Its a toad on a log!
116
116 117
117
140

Phonics Pre A1.2 Review Unit 5
Phonics Review
P-CD
Track
truck suit cruise lump glue June
1 2 3
flute mug juice 1. blue ______________ 2. tune ______________
cute jug juicy
3. duck ______________ 4. fruit ______________
4 5 6
true tube fruit 5. bruise ______________ 6. bump ______________
clue cube suit
7 8 9 D. Write u_e, ui, or ue and read the words.
prune jump tune
June drum dune 1. s__ __t 2. m__l__ 3. tiss__ __
4. aven__ __ 5. f__s__ 6. fr__ __t
B. Say and match.
7. resc__ __ 8. b__gl__ 9. br__ __se
b
a
1. truck P-CD
Track
2. cue
E. Read the story. 85
3. fruit Making Music

Sue has a drum.
c 4. prune d She has a flute and a bugle too.
Sue can play a tune on her flute.
She can play a tune on her bugle too.
But Sue likes to bang on her drum!
118
118 119
119
141

Phonics Pre A1.2 Review Units 15 Answers
Unit 1 (pages 110, 111)
A. 1 frame, 2 tail, 3 hay, 4 play, 5 mate, 6 rain, 7 cane,
8airplane, 9 sail; B. 1 c, 2 d, 3 a, 4 b; C. 1 Yes, 2 Yes,
3No, 4 Yes, 5 No, 6 No; D. 1 a_e, 2 ai, 3 ay, 4 ai, 5 a_e,
6a_e, 7 ay, 8 ai, 9 ay.
Unit 2 (pages 112, 113)

A. 1 seal, 2 sea, 3 happy, 4 meat, 5 sunny, 6 seed, 7 wet,
8 honey, 9 send; B. 1 c, 2 d, 3 a, 4 b; C. 1 meat, 2 bend,
3read, 4 sunny, 5 tree, 6 sea; D. 1 ee, 2 ea, 3 y, 4 ea, 5 ee,
6 ey, 7 y, 8 ea, 9 ee.
Unit 3 (pages 114, 115)

A. 1 night, 2 tie, 3 time, 4 cry, 5 rice, 6 sky, 7 dried, 8 kite,
9 sigh; B. 1 b, 2 d, 3 a, 4 c; C. 1 time, 2 dried, 3 slide,
4right, 5 high, 6 cry; D. 1 i_e, 2 igh, 3 y, 4 ie, 5 i_e, 6 i_e,
7y, 8 ie, 9 igh.
Unit 4 (pages 116, 117)

A. 1 float, 2 blow, 3 hose, 4 hoe, 5 bone, 6 sock, 7 smoke,
8 nose, 9 toast; B. 1 b, 2 d, 3 a, 4 c; C. 1 crow, 2 rose,
3yellow, 4 goat, 5 rock, 6 fox; D. 1 oa, 2 o_e, 3 ow, 4 o_e,
5ow, 6 oa, 7 ow, 8 oa, 9 o_e.
Unit 5 (pages 118, 119)

A. 1 flute, 2 jug, 3 juicy, 4 true, 5 cube, 6 suit, 7 June,
8jump, 9 dune; B. 1 c, 2 d, 3 b, 4 a; C. 1 glue, 2 June,
3truck, 4 suit, 5 cruise, 6 lump; D. 1 ui, 2 u_e, 3 ue, 4 ue,
5 u_e, 6 ui, 7 ue, 8 u_e, 9 ui.
142

Xx playing cards
Characters game cards
Tessa Dan Emma
Tom Star Stella
Houghton Mifflin Harcourt Publishing Company
143
143-155_1_LITETB952027_GAMECARDS.indd 143 4/14/16 3:04 PM

Family game cards
mother father grandma
sister brother grandpa
sisters brothers family

144

Pets and Adjectives game cards
a cat a dog a fish
a bird a mouse a turtle
pretty small
young happy
145

Food and drinks game cards
an apple an orange milk
water a banana a mango
soda pop juice

146

Food and drinks game cards
a hamburger a muffin a donut
a sandwich a cookie a hot dog
147

Rooms game cards
kitchen dining room living room
bedroom bathroom balcony
hall kitchen
148

Toys and Colors game cards
animals cars dinosaurs
robots purple brown
green
149

Times game cards
seven oclock ten fifteen twelve thirty
six forty-five nine oclock
150

Daily activities game cards
breakfast recess lunch
dinner bed
151

Ages and Dates game cards
six seven eight

March June
21st 22 nd

nine March 21st June 22nd
Septemb Decemb
er er
23 rd 2 4 th
September 23rd December 24th

152

Weather game cards
cool foggy hot
sunny windy cloudy
cold snowy
153

Seasons game cards
spring summer winter
fall
154

Bingo board
January October July May February
August February March April July
March December FREE September April
June March May August January
December July October February November
155

Well Done
This certificate is awarded to
for
signed:
156
156-160_1_LITETB952027_WORDLIST.indd 156 4/18/16 3:02 PM

Word list
A does hello N seventh twenty-eight

dog her seventy twenty-eighth
a name
dolls here she twenty-fifth
afternoon names
donut heres shes twenty-first
and next to
hes skateboarding twenty-five
animals nice
E hi sister twenty-four
apple nine
eight hiking sisters twenty-fourth
April nineteen
eighteen his six twenty-nine
an nineteenth
eighteenth homework sixteen twenty-ninth
are ninth
eighth hot sixteenth twenty-one
arent ninety
eighty hot dog sixth twenty-second
August no
eleven how sixty twenty-seven
none
small twenty-seventh
B eleventh
I November
snowy twenty-six
evening
balcony soda pop twenty-sixth
balloon
I O spell twenty-third
F ice-skating
balls oclock spring twenty-three
fall Im
banana October summer twenty-two
family in
bathroom old Sunday two
fat is
bed one sunny
father isnt
bedroom
it
one hundred swimming U
between favorite opposite
February its ugly
big orange T
bird fifteen
J ten W
birthday fifteenth P tenth
birthday cake fifth January want
party hat thanks
birthday card fifty juice warm
pet thank you
birthday party first July water
pets the
birthday present fish June weather
pets they
black five Wednesday
pink theyre
blue foggy K welcome
please thin
breakfast for kitchen what
pretty third
brother forty whats
purple thirteen
brothers forty-five L whens
four thirteenth wheres
brown R
fourteen like thirtieth white
living room rainy thirty
C fourteenth
thirty-first
who
fourth lunch recess whos
cars red thirty-one
Friday windy
cat M robots this winter
cloudy three
G mango
cold S Thursday
good-bye many Y
color time
grandma March sad yellow
cookie to
grandpa May sandwich yes
cool today
green meet Saturday you
too
milk school
D trains young
H Monday season your
day Tuesday
morning second youre
December hall turtle
mother September
dining room hamburger twelfth
mouse seven Z
dinner happy twelve
muffin seventeen
dinosaurs have twentieth zero
my seventeenth
do he twenty
157

Scope and sequence
Unit 1
Theme Functions Structure Language Items Vocabulary
Welcome to Starship English!
Introductions Greetings Contracted forms of BE, Hi. Hello. Words
Names Introducing present tense, statements Whats his/her/your name? hi, hello, my, name, names,
Starship English oneself and and questions How do you spell _____? whats, his, her, your, good-
kids others Wh- questions with BE His/her/my names____. bye, how, do, you, spell,
Asking (Whats) Good-bye. letters of the alphabet
and telling Possessive adjectives: my,
someones your, his, her
name
This is my family.
Families Greetings, BE statements (singular This is my family. Words
formal and plural) Whos he/she? sister(s), brother(s), mother,
introductions Wh- questions with BE Who are they? father, grandma, grandpa
Introducing (Whos, Who are) Shes my mother.
family Subject pronouns: she, he, Hes my grandpa.
Theyre my sisters.
members they
This is my brother.
Asking about Possessive adjectives and
Its nice to meet you.
people nouns Its nice to meet you, too.
Phonics
Short a, Long a a_e, Long a ai, Long a ay
Unit 2
Is she happy?
Characteristics Describing Statements and questions My pets a mouse. Words
and emotions characteristics with BE (singular and Hes pretty. big, small, pretty, ugly,
and emotions plural) Yes, he is. thin, fat, young, old,
(using pets) Predicate adjectives Is your cat/Are your pets happy, sad, bird, fish, cat,
Affirmative and negative sad? dog, mouse, turtle
No, she isnt. No, they
short answers (singular
arent.
and plural)
Is she/Are they happy?
Yes, she is. Shes happy.
Yes, they are. Theyre
happy.
Phonics
Short e, Long e ee, Long e ea, Long e ey/y
158

Unit 3
Kitchen and Asking about Wh- questions with do What do you want? Words
food and expressing Indefinite articles a, an I want juice, please. a, an, water, milk, juice,
preferences ____, do you want juice/a soda pop, banana, orange,
Talking about banana? apple, cookie, mango,
different food No, thanks, I want water/an hamburger, muffin,
apple, please. sandwich, donut, hot dog,
Yes, please. please, thanks
Wheres your bedroom?

Around the Asking about Wh- questions with BE This is the dining room. Words
home places (Wheres) Its next to the balcony. kitchen, living room,
Describing Prepositions of place Wheres your bedroom/the bedroom, dining room,
locations Prepositional phrases living room? balcony, hall, bathroom,
Its between the kitchen and next to, between, opposite
the bathroom.
Its opposite the kitchen.
Phonics
Short i, Long i i_e, Long i igh, Long i ie/y
Unit 4
Toys Asking about Questions with how How many robots/ Words
toys many dinosaurs do you have? balls, dolls, cars, trains,
Questions about color One/Seven. animals, robots, dinosaurs,
What color is it? Its red. black, blue, brown, green,
What color are they? pink, purple, red, white,
Theyre green and yellow. orange, yellow, none
How many dinosaurs does
he have?
None!
Phonics
Short o, Long o o_e/oe, Long o oa, Long o ow
159

Unit 5
Telling time Asking and Wh- questions (What) What time is it, please? Words
telling time with BE Its seven/eight/nine oclock. time, breakfast, lunch,
Digital time Statements with BE Its time for breakfast/ dinner, oclock, school,
Analog time school/ bed/ recess/ lunch/ recess, homework, bed
dinner/ homework.
Its ten fifteen/ twelve
thirty/ six forty-five/ seven
fifteen.
Birthday party!
Age and Birthday Wh- questions (how old, Whens your birthday? Words
birthdays greetings when) with BE and short Its September 16th. months of the year,
Asking and answers Its my birthday today. birthday party, card,
telling about How old are you? present, cake, hat, balloon
age Im eight.
Expressions
Happy birthday!
Identifying Happy birthday,
Heres a birthday present.
ones birthday Thank you,
Thank you.
Youre welcome
Youre welcome.
Phonics
Short u, Long u u_e, Long u ue, Long u ui
Unit 6
Talking about Asking and Wh- questions (Whats) Whats your favorite Words
weather and telling about with BE season? favorite, season, weather,
seasons the weather Statements with BE and My favorite season is today, like, winter, spring,
Identifying Y/N questions. winter. summer, fall, hiking, ice-
seasons I like ice-skating. skating, skateboarding,
Whats the weather like swimming, sunny, cloudy,
Asking and
today? rainy, windy, foggy, snowy,
telling about
Its cold and snowy. hot, cold, cool, warm
seasons and Is it cold today?
preferred No, it isnt. Its warm and
activities sunny today.
Phonics
Review: Short and Long Vowels
160

Notes
Write notes here.
156-161_1_LITETB952027_WORDLIST.indd 161 7/4/16 8:38 AM

Activity Book Pre A1.2 Answers
Unit 1 Welcome to Starship Page AB15: A. Review Units 1, 2

English!
x c s f a t h e r a Page AB22: A. 1 Hello. My name is
Page AB4: A. 1 c; 2 a; 3 f; 4 b; 5 d; 6 e Tom. 2 Hes my grandfather. 3 This is
B. a; B; d; e; F; H; j; m; P; R; t; w; Y; z v g r a n d m a x c my turtle. B. 1 e, u; 2 e; 3 h C. 1 your;
a d s s r c a y o d 2 happy; 3 she; 4 Is; 5 sad; 6 isnt
Page AB5: C. 2; 1; 4; 3 D. 1 Star; 2
Emma E. Answers will vary. s s i s t e r s b z
Page AB6: A. 1 My; 2 Hello; 3 her; 4 f n g r a n d p a a Learn more
names; 5 His; 6 Good-bye B. Tessa
m o t h e r v s d m Page AB23: A. 1 twenty; 2 thirteen;
Page AB7: A. 1 d; 2 a; 3 c; 4 b B. 1 3 one; 4 8; 5 16 B. Sunday, Monday,
C. a 6; b 2; c 4; d 1; e 5; f 3 q e r t y u i o p r Tuesday, Wednesday, Thursday, Friday,
a b r o t h e r s t Saturday C. nine, three, seven
Page AB8: A. 1 o, y; 2 e; 3 i; 4 e
B. 1 Whats your name? 2 Whats her d f g h j k l n x t
name? 3 Her names Stella.
u t h e y y t r z f Unit 3 I want juice, please.
C. Stella, Star
m y t v a z b s h e Page AB24: A. 1 d; 2 c; 3 e; 4 f; 5 a; 6
Page AB9: A.
b B. an apple, a muffin, a mango
how
name
B. 1 a; 2 o; 3 e; 4 r; 5 t; 6 d Page AB25: C. 3, 1, 2 D. 1 a, a, l; 2 o,
her
you o, a; 3 o, a, a; 4 n, i, a E. Answers will
vary.
Unit 2 Is she happy?
his
Page AB26: A. 1 water; 2 milk; 3

hello do
your
Page AB16: A. 1 a; 2 e; 3 d; 4 b; 5 c; 6 orange; 4 apple; 5 hot dog; 6 cookie B.

f B. 1 a, p; 2 e; 3 a; 4 g; 5 i; 6 u; 7 l; 8 a orange, banana, milk
spell Page AB17: C. 3, 2, 1 D. 1 No, she

isnt. 2 Are your pets happy? 3 Yes,
they are. 4 No, they arent. 5 My pets
a dog. 6 Is your pet young?
Page AB27: A. 1 a; 2 d; 3 e; 4 b; 5 c
B. 1 C. 1 b; 2 d; 3 a; 4 c
Page AB28: A. 1 want; 2 orange; 3
No; 4 please B. a sandwich, a cookie,
B. Page AB18: A. 1 turtle; 2 cat; 3 dog; soda pop, a hot dog
h i s 4 fish; 5 bird; 6 mouse B. bird
Page AB29: A. Across 1 mango; 4
d e p Page AB19: A. 1 b; 2 d; 3 e; 4 c; 5 a apple; 5 water; Down 1 milk; 2 orange;
B. 3 C. a 1; b 2; c 5; d 4; e 3; f 6 3 sandwich B. thanks
y o u r e
Page AB20: A. 1 My; 2 dog; 3 pretty;
l y 4 Shes B. happy (dog), fat (cat), pretty
Unit 3 Wheres your bedroom?
(fish), big (turtle).
h e l l o Page AB30: A. 1 e; 2 c; 3 b; 4 f; 5 a; 6
Page AB21: A.
d B. 1 Wheres; 2 dining room; 3 next
i u
to
a bird
Page AB31: C. 2, 3, 1 D. 1 Wheres
your bedroom? 2 Its next to the living
Unit 1 This is my family. a cat room. 3 Wheres the dining room?
Page AB10: A. 1 c; 2 b; 3 d; 4 a; 5 f; 6 E. Answers will vary.
a dog
e B. 1 i, s; 2 s, i, e, o; 3 h, y m Page AB32: A. 1 bedroom; 2 living
Page AB11: C. 3, 1, 2 D. Answers will room; 3 dining room; 4 bathroom;
vary. 5 kitchen; 6 balcony
a fish
Page AB12: A. 1 father; 2 mother; Page AB33: A. 1 c; 2 d; 3 b; 4 a B. 2
a turtle a mouse
3 grandma; 4 grandpa; 5 brother; C. 1 opposite; 2 next to; 3 opposite;
6 sisters 4 between
B. My pets old.
Page AB13: A. 1 a; 2 c; 3 e; 4 b; 5 d Page AB34: A. 1 balcony; 2 opposite,
B. 1 C. a 1; b 4; c 6; d 3; e 2; f 5 room B. living room, kitchen, balcony
Page AB14: B. mother, father, brother
162
161-163_1_LITETB952027_ANS.indd 162 4/18/16 3:04 PM

Page AB35: A. 3 Do you want juice? 4 I want water, Page AB53: A. 1 d; 2 f; 3 a; 4 c; 5 b; 6
please. B. 1 e, e, e, i, e; 2 e, o, i, o; e B. 3 C. 1 1st; 2 30th; 3 3rd; 4 21st;
b a t h r o o m f
C. 1 you; 2 mango; 3 thanks; 4 apple 5 23rd
h o p p o s i t e Page AB54: A. April, birthday, eight,
s g h i j k c w q Learn more
old B. a birthday card, a birthday
cake, a party hat
d k i t c h e n f Page AB43: A. sixty-one 61; twenty-
Page AB55: A.
d b s e s b p o z three 23; twenty-third 23rd; seventy-
first 71st; ninety-nine 99; eighty-
b e d r o o m a c second 82nd B. 51, fifty-two, fifty-
three, 54, 55, fifty-six, 57, fifty-eight,
b d s e s n r b s 59, sixty C. first, second, third, fourth a party hat
d g b a l c o n y
e a d k x d b e s Unit 5 What time is it, please? a birthday cake a birthday card
s b e t w e e n x Page AB44: A. 1 b; 2 f; 3 d; 4 c; 5 e; 6
a B. 1 h, i, e, l; 2 t, c; 3 h; 4 r, e, r a balloon a birthday present
B. 1 h, i, m; 2 i, s, i, o; 3 e, e, i; 4 e, t
Page AB45: C. 3, 1, 2 D. Answers will
B. 1 January, 2 February, 3 March,
vary. E. 10:00, 9:30, 6:15
4 April, 5 May, 6 June, 7 July, 8
Unit 4 How many robots do Page AB46: A. 1 eight oclock; 2 August, 9 September, 10 October, 11
you have? school; 3 ten fifteen; 4 recess; 5 nine November, 12 December
oclock; 6 bed B. six forty-five
Page AB36: A. 1 f; 2 a; 3 c; 4 b; 5 e; 6
d B. 1 o, m, o, o, o, v; 2 e; 3 h, o, e; 4 Page AB47: A. 1 c; 2 a; 3 e; 4 b; 5 d
Unit 6 Whats your favorite
l, o, n, l B. 1 C. 1 nine oclock; 2 4:45; 3 6:15;
season?
4 twelve thirty; 5 10:15; 6 seven oclock
Page AB37: C. 1 How many robots
Page AB56: A. 1 f; 2 b; 3 a; 4 e; 5 c; 6
do you have? 3 How many dinosaurs Page AB48: A. twelve, lunch, six
d B. 1 My favorite season is summer.
do you have? 4 Two. 2 Three. D. thirty, time B. breakfast, lunch, dinner
2 Whats the weather like today?
Answers will vary.
Page AB49: A. 3 Its hot and sunny.
Page AB38: A. 1 animals; 2 Three;
Page AB57: C. 1, 4, 2, 3 D. 1 i, o, l; 2
3 color; 4 Black; 5 red
s, o, a; 3 t, l, a
Page AB39: A. 1 d; 2 e; 3 c; 4 a; 5 b three fifteen two oclock Page AB58: A. 1 sunny; 2 windy;
B. 3 C. 1 2; 2 6; 3 5; 4 3; 5 1; 6 4
3 rainy; 4 snowy
Page AB40: A. dinosaurs, Nine, six forty-five
Page AB59: A. 1 a; 2 d; 3 c; 4 b B. 1
color, Red, yellow B. a car, a train, a one thirty
C. a 1; b 4; c 3; d 2; e 5
dinosaur
twelve thirty eleven forty-five eight fifteen Page AB60: A. weather, windy, today,
Page AB41: A.
favorite B. fall, spring, summer, winter
B. Its time for bed.
Page AB61: A. a rainy; b cloudy;
c snowy; d sunny B. ice-skating
a ball
a train a dinosaur Unit 5 Birthday party!
a robot
Page AB50: A. 1 c; 2 b; 3 a; 4 f; 5 d; Review Units 5, 6
6 e B. 1 r; 2 h; 3 a; 4 c, b; 5 l; 6 e, m; 7
Page AB62: A. 1 Whats the weather
e; 8 p
a car like today? 2 Its warm and sunny. 3
a doll
Page AB51: C. 2, 1, 3 D. 1 Whens What time is it? 4 Its twelve oclock.
B. dinosaurs your birthday? 2 How old are you? B. 1 l, u, t; 2 n C. 1 time; 2 thirty; 3
E. Answers will vary. breakfast
Page AB52: A. 1 balloon; 2 birthday
Review Units 3, 4 card; 3 birthday present; 4 birthday
About me
Page AB42: A. 1 Where is your cake B. eight
bedroom? 2 Its next to the kitchen. Page AB63: Answers will vary.
163
161-163_1_LITETB952027_ANS.indd 163 4/20/16 5:02 PM

Progress test Pre A1.2 Units 1, 2
A. Read and match.

1 a bird
a 2 mother
d
3 brother
b
4 a mouse e
5 grandma
c 6 grandpa
f
B. Write the missing words. Read the chant.

My pets a
My pets a .

l
My pets a .
My pets a .

l
l
164-179_1_LITETB952027_PRGTST.indd 164 4/18/16 3:05 PM

C. Unscramble the sentences.

1. sad? Is bird your
2. name? his Whats
3. family. This my is
4. Tessa? spell do How you
D. Write the missing letters.
1 g _ od-b _ e 4 si_ t_ rs
2 fat_ e_ 5 you _ g
3 pr_ tt_ 6 h _ pp _

A. Read and match.

1 a doll
a 2 milk
d
3 a hamburger
b
4 a robot e
5 a car
c 6 an apple
f
B. Read and write the words.

cookie color next bananas
1. How many do you have?

2. I want a , please.
3. The hall is to the bedroom.
4. What is your car?


1. cookies How have? do many you
2. color What it? is
3. room. opposite Its dining the
4. balcony. Its to next the
D. Write the missing letters.
1 b _ dro _ m 4 ma _ go
2 sa _ dwi _ h 5 a _ imal _
3 d _ no _ aurs 6 ki _ ch _ n

A. Read and match.
1 sunny
a 2 a birthday card
d
3 a balloon
b
4 a birthday cake e
5 cloudy
c 6 windy
f
B. Write the missing letters.

1 Its ti _ e f_r br _ ak_ ast.
2 W _ ens yo _ r b _ r th_ ay?
3 My fa _ o _ ite se _ s _ n is s _ m _ er.
4 W _ at t _ me is it, ple _ s _ ?


1. birthday a card. Heres.
2. today? like the Whats weather
3. my Its today. birthday
4. for time school. Its.
5. warm it today? Is
6. Its snowy. cold and
D. Look and choose.

3
1 4
2
one thirty four forty-ve

nine oclock one forty-ve

Mid-term test Pre A1.2
A. Read and match.
1 a hamburger
a 2 mother
d
3 a mouse
b
4 a turtle e
5 father
c 6 a donut
f
B. Write the missing letters.

1 Th_ s is my f_ mi_ y.
2 I w_ nt m_ lk, p_ eas_ .
3 W_ ats hi_ n_ me?
4 My p_ ts a bi_ d.


1. in one Its the afternoon. oclock
2. you an want orange? Do
3. is grandpa. This my
4. cat your Is pretty?
5. you. Its meet to nice
6. spell How Star? you do
D. Write the words.

1 2 3 4
sh brothers water soda pop


E. Number the sentences. 1
Whos he? 2
Hes my grandpa.
Who are they?

Theyre my sisters. 3
Whos she? 4
Shes my mother.
Whos he?
Hes my brother.
F. Read and write the words.

do old nice morning name want
1. Is your turtle ?
2. Its seven oclock in the .
3. I a sandwich, please.
4. What you want?
5. Whats her ?
6. Its to meet you.

G. Write the missing words. Read the chant.

1. I want a , please.
2. Do you want a ?
3. I want an , please.
4. Do you want an ?
H. Look and choose.

5
1 3
2 4 6
mango banana
juice water
sandwich hot dog

Final test Pre A1.2
A. Read and match.

1 bedroom
a 2 a mufn
d
3 animals
b
4 a party hat e
5 father
c 6 rainy
f
B. Read and write the words.

your weather opposite want
1. Whats the like today?

2. Its the kitchen.
3. Do you a mango?
4. Is dog young?

Final test Pre A1.2
C. Draw a line.
20th twenty-second
nineteenth
eighteenth
17th 21st
D. Unscramble the sentences.

1. recess. time Its for
2. you Its nice meet to too.
3. your Wheres room? dining
4. do many have? you How dinosaurs

Final test Pre A1.2
E. Look and choose.
1 3
2
4
ice-skating hiking
swimming skateboarding
F. What time is it?

Its oclock in the morning.
Its .
Its in the evening.
Its in the morning.
four forty-ve eight eight thirty ten fteen

Final test Pre A1.2
G. Write the missing words. Read the chant.

This is my .
This is my .

l This is my .
This is my .
This is my .

l This is my !

l
l
l
l
H. Write the missing letters.
1 F_ br_ ary 4 Dec_ m_ er
2 Thu_ sd_ y 5 Wed_ e_ day
3 S_ tur_ ay 6 S_ pt_ m_ er

Progress tests Pre A1.2
Progress tests
Units 1, 2: A. 1 b; 2 d; 3 a; 4 e; 5 f; 6 c B. 1 sh;
2 dog; 3 turtle; 4 cat C. 1 Is your bird sad? 2 Whats
his name? 3 This is my family. 4 How do you spell
Tessa? D. 1 o, y; 2 h, r; 3 e, y; 4 s, e; 5 n; 6 a, y
Units 3, 4: A. 1 b; 2 a; 3 d; 4 c; 5 f; 6 e B. 1 bananas;
2 cookie; 3 next; 4 color C. 1 How many cookies
do you have? 2 What color is it? 3 Its opposite the
dining room. 4 Its next to the balcony. D. 1 e, o; 2 n,
c; 3 i, s; 4 n; 5 n, s; 6 t, e
Units 5, 6: A. 1 d; 2 a; 3 b; 4 f; 5 c; 6 e B. 1 m, o, e, f;
2 h, u, i, d; 3 v, r, a, o, u, m; 4 h, i, a, e C. 1 Heres a
birthday card. 2 Whats the weather like today? 3
Its my birthday today. 4 Its time for school. 5 Is it
warm today? 6 Its cold and snowy. D. 3 one thirty;
4 nine oclock; 2 four forty-ve; 1 one forty-ve
Mid-term test
A. 1 b; 2 f; 3 e; 4 a; 5 c; 6 d B. 1 i, a, l; 2 a, i, l, e; 3
h, s, a; 4 e, r C. Its one oclock in the afternoon. 2
Do you want an orange? 3 This is my grandpa. 4
Is your cat pretty? 5 Its nice to meet you. 6 How
do you spell Star? D. 1 soda pop; 2 brothers; 3 sh;
4 water E. 4; 3; 1; 2 F. 1 old; 2 morning; 3 want; 4
do; 5 name; 6 nice G. 1 cookie; 2 mufn; 3 apple; 4
orange H. 1 mango; 4 juice; 3 sandwich; 2 banana; 6
water; 5 hot dog
Final test
A. 1 b; 2 a; 3 f; 4 e; 5 d; 6 c B. 1 weather; 2 opposite;
3 want; 4 your C. Line should be drawn from 17th to
eighteenth to nineteenth to 20th to 21st to twenty-
second. D. 1 Its time for recess. 2 Its nice to meet
you too. 3 Wheres your dining room? 4 How many
dinosaurs do you have? E. 1 ice-skating; 4 swimming;
2 hiking; 3 skateboarding F. eight; four forty-ve;
eight thirty; ten fteen G. 1 birthday card; 2 birthday
present; 3 party hat; 4 balloon; 5 birthday cake; 6
birthday party H. 1 e, u; 2 r, a; 3 a, d; 4 e, b; 5 n, s; 6 e,
e, b

Tests Photo Credits Pre A1.2
1 brother ArtisticCaptures/iStockphotos, bird Dreamstime/Dreamstime,

grandpa LdF/iStockphotos, mother KemterKemter/iStockphotos, mouse
Isselee/Dreamstime, grandma Maliketh/iStockphotos, sh
Isselee/Dreamstime, dog Dreamstime/Dreamstime, turtle Brandon Tucker/
Dreamstime, cat Tatiana Lebedeva/Dreamstime, 3 milk carton
diane39diane39/iStockphotos, doll Dreamstime/Dreamstime, hamburger
Mikko Pitknen/Alias Studiot Oy/Dreamstime, apple Dreamstime/Dreamstime,
car Vincent Giordano/Dreamstime, 5 card Agau/Dreamstime, balloon
Marek Kosmal/Dreamstime, clouds Gregor Kervina/Dreamstime, sun 2003-
2011 Shutterstock Images LLC, windy fstockfoto/Dreamstime, cake Jiri
Vaclavek/Dreamstime, 6 clock 1:30 www.imagesource.com/iStockphotos, 7
turtle Brandon Tucker/Dreamstime, burger Dreamstime/Dreamstime, father
Dreamstime/Dreamstime, donut Hauntedtoys/Dreamstime, mouse Isselee/
Dreamstime, mother micheldenijs/iStockphotos,
8 soda pop avajjon/iStockphotos, brothers Thomas Perkins/Dreamstime, sh
Isselee/Dreamstime, water Tom Schmucker/Dreamstime, 9 mother
KemterKemter/iStockphotos, brother sonyae/iStockphotos, sister
ROMAOSLO/iStockphotos, grandpa LdF/iStockphotos, 10 cookie Piotr
Kozikowski/Dreamstime, mufn Dreamstime/Dreamstime, apple Cecgodoy/
Dreamstime, orange RedHelga/iStockphotos, mango Caroline Klapper/
Dreamstime, banana Jiri Jura/Dreamstime, sandwich Barbara Helgason/
Dreamstime, milk Heike Brauer/Dreamstime, hotdog Dreamstime/
Dreamstime, water magnetcreative/iStockphotos, 11 mufn Piotr Kozikowski/
Dreamstime, bedroom vicnt/iStockphotos, rain Maxim Kazitov/Shutterstock
Images LLC, father 2011 iStockphoto LP/Shutterstock Images LLC,
party hat Michael Flippo/Dreamstime, cow Kevin Tavares/Shutterstock
Images LLC, goat Anke van Wyk/Shutterstock Images LLC, sheep Anke van
Wyk/Shutterstock Images LLC, 14 present Daniel Hughes/Dreamstime, party
hat Stacy Barnett/iStockphotos, balloon pixelmaniak/iStockphotos, cake
Jiri Vaclavek/Dreamstime, party Bryngelzon/iStockphotos

Alphabet Cards
Aa Cc
Bb Dd
180-218_1_LITETB952027_PBGMECARDS.indd 180 4/18/16 3:07 PM

Alphabet Cards
Ee Gg
Ff Hh

Alphabet Cards
Ii Kk
Jj Ll

Alphabet Cards
Mm O o
Nn Pp

Alphabet Cards
Qq Ss
Rr Tt

Alphabet Cards
U u Ww
Vv Xx

Alphabet Cards
Yy
Zz

Picture Cards
ball
fold
apple
fold

Picture Cards
duck
fold
cat
fold

Picture Cards
frog
fold
eggs
fold

Picture Cards
hat
fold
goat
fold

Picture Cards
jar
fold
insect
fold

Picture Cards
lizard
fold
kite
fold

Picture Cards
nose
fold
monkey
fold

Picture Cards
panda
fold
orange
fold

Picture Cards
robot
fold
queen
fold

Picture Cards
turtle
fold
snake
fold

Picture Cards
violin
fold
umbrella
fold

Picture Cards
fox
fold
watch
fold

Picture Cards
zebra
fold
yo-yo
fold

Letter Cards
a b
c d

Letter Cards
e f
g h

Starship English Phonics Teachers Book
Letter Cards
i j
k l

Starship English Phonics Teachers Book
Letter Cards
m n
o p

Letter Cards
q r
s t

Letter Cards
u v
w x

Letter Cards
y z

Letter Squares
a a b c
d e e f
g g h h
i i j k
l l m m

Letter Squares
n n o o
p p q r
r s s t
t u u v
w x y z

Word Hunt Cards
ing sing cl cloud

sp sport gl glass
tw twig squ square
scr scrub ck ticket
ft left lk milk
nd pond mp lamp
el kennel sn snacks
mb lamb dr dress

Typhoon Teachers Grid
A B C D E
plum ball belt scrub
1 3 1 2 4
pink help song

2 2 5 1
black slug plants

3 4 3 2
brick swims split lamb

4 1 2 3 4
sing comb glass

5 2 5 1

Consonant Cluster Die
bl
br fr
fl
cl fold
cr
Houghton Mifflin
Houghton Harcourt
Mifflin Publishing
Harcourt Company
Publishing Company 211

Consonant
Xx Cluster Die Template
fold

Domino Cards
I have a Who has an I have a Who has a

elephant? farm?
I have a Who has a I have a Who has

computer? shorts?
I have Who has a I have a Who has a

whale? fish?
I have a Who has I have Who has a

noodles? shop?
I have a Who has a I have a Who has a

motorcycle? horse?

mountain? flowers?

doctor? ship?

Domino Cards

wheel? clown?

chair? gloves?

hamburger? sculpture?

harmonica? hare?

book? spider?

waterfall? carrots?
I have Who has an I have an Who has a

umbrella? bath?

Word Race Game
weather
coins
famous
yawn
vacation
zebra
STOP
lunch
park
picture
GO
lion
division
moon
stairs
dirty

Syllables in Space Game
FINISH
START

Syllables in Space Word Cards
father chair
alphabet dirty
hair spider
photograph cook
square noodles
mountain elephant
oyster soil
oven astronaut

Syllables in Space Word Cards
magazine motorcycle
alligator hamburger
bear pets
pony jacket
butterfly window
computer airplane
hamster basket
circus bicycle

Flash Cards
Unit 1 Card 1 Unit 1 Card 2 Unit 1 Card 3
family grandma grandpa

SB1_FC_U1b_ECU.indd 1 4/12/16 9:25 AM SB1_FC_U1b_ECU.indd 2 4/12/16 9:25 AM SB1_FC_U1b_ECU.indd 3 4/12/16 9:25 AM
mother father brother

brothers sister sisters

219-235_1_LITETB952027_FLASHCARDS.indd 219 4/18/16 3:08 PM

Flash Cards
a cat a dog a fish

SB1_FC_U2_ECU.indd 10 4/12/16 9:25 AM SB1_FC_U2_ECU.indd 11 4/12/16 9:25 AM SB1_FC_U2_ECU.indd 12 4/12/16 9:25 AM
a bird a mouse a turtle

Learn more Card 16 Learn more Card 17 Learn more Card 18
0 zero 1 one 2 two

SB1_FC_RLM123_ECU.indd 16 4/12/16 11:51 AM SB1_FC_RLM123_ECU.indd 17 4/12/16 11:51 AM SB1_FC_RLM123_ECU.indd 18 4/12/16 11:51 AM

Flash Cards
3 three 4 four 5 five

6 six 7 seven 8 eight


9 nine 10 ten 11 eleven

Flash Cards
12 twelve 13 thirteen 14 fourteen

15 fifteen 16 sixteen 17 seventeen

18 eighteen 19 nineteen 20 twenty


Flash Cards
Sunday Monday Tuesday Sunday Monday Tuesday Sunday Monday Tuesday
Wednesday Thursday Friday Wednesday Thursday Friday Wednesday Thursday Friday
Saturday Saturday Saturday
Sunday Monday Tuesday

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

Sunday Monday Tuesday
Wednesday Thursday Friday
Saturday
Saturday morning afternoon


Flash Cards
Learn more Card 46 Unit 3 Card 47 Unit 3 Card 48
evening an apple an orange

SB1_FC_RLM123_ECU.indd 46 4/12/16 11:51 AM SB1_FC_U3a_ECU.indd 47 4/12/16 9:24 AM SB1_FC_U3a_ECU.indd 48 4/12/16 9:24 AM
milk water a banana

SB1_FC_U3a_ECU.indd 49 4/12/16 9:24 AM SB1_FC_U3a_ECU.indd 50 4/12/16 9:24 AM SB1_FC_U3a_ECU.indd 51 4/12/16 9:24 AM
a mango soda pop juice


Flash Cards
a hamburger a muffin a donut

a sandwich a cookie a hot dog

bedroom living room dining room


Flash Cards
balcony bathroom kitchen


hall next to between

opposite animals cars

SB1_FC_U3b_ECU.indd 70 4/12/16 9:24 AM SB1_FC_U4_ECU.indd 71 4/12/16 9:24 AM SB1_FC_U4_ECU.indd 72 4/12/16 9:24 AM

Flash Cards
balls dinosaurs dolls

robots trains black

brown green pink


Flash Cards
purple red white

orange blue yellow

20 twenty 21 twenty-one 22 twenty-two


Flash Cards
23 twenty-three 24 twenty-four 25 twenty-five

26 twenty-six 27 twenty-seven 28 twenty-eight

29 twenty-nine 30 thirty 31 thirty-one


Flash Cards
40 forty 50 fifty 60 sixty

70 seventy 80 eighty 90 ninety

Learn more Card 106 Unit 5 Card 107 Unit 5 Card 108
100 one hundred breakfast school

SB1_FC_RLM456_ECU.indd 106 4/12/16 11:51 AM SB1_FC_U5a_ECU.indd 107 4/12/16 9:06 AM SB1_FC_U5a_ECU.indd 108 4/12/16 9:06 AM

Flash Cards
recess lunch dinner

1:00
homework bed one oclock

1:15 1:30 1:45
one fifteen one thirty one forty-five


Flash Cards
March
January February
3 4 5 6 7 1 2 3 4 5 6 7
1 2 3 4 5 6 7 1 2
11 12 13
14 8 9 10 11 12 13 14
8 9 10 11 12 13 14 8 9 10
18 19 20
21 15 16 17 18 19 20 21
15 16 17 18 19 20 21
15 16 17
28 22 23 24 25 26 27 28
22 23 24 25 26 27 28 25 26 27
22 23 24 29 30 31
29 30 31
January February March

Ma y
April 1 2 3 4
June 6 7
4 5
1 2 3 4 5 6 7
5 6 1 2 3
14
8 9 10 1 7 1 12 13
1 12 8 9 10 1
8 9 10 11 12 13 14
15 16 1
13 19 20
21
7 18 1 1 4 15 16
17 18
28
15 16 17 18 19 20 21 9 20 26 27
24 25
22 23 24 21 22 23
22 23 24 25 26 27 28 25 26
29 30 29 30 31 27 29 3 0
28
April May June

July 1 2 3
August September
4 5 6
7 1 2 3 4 5 6 7
8 9 10
11 12 13
15 16 17 14 8 9 10 11 12 13 14
18 19 20
22 23 24 21 15 16 17 18 19 20 21
25 26 27
28 22 23 24 25
29 30 31 26 27 28
29 30
July August September


Flash Cards
October
1 2 3 4 1 2 3 4 5 6 7 1 2 3 4 5 6 7
5 6 7
8 9 10 11 8 9 10 11 12 13 14
12 13 14 8 9 10 11 12 13 14
15 16 17 18
22 23 24
19 20 21
15 16 17 18 19 20 21 15 16 17 18 19 20 21
25 26 27
29 30
31
28 22 23 24 25 26 27 28 22 23 24 25 26 27 28
29 30 29 30 31
October November December

a balloon a birthday party a birthday cake

a birthday card a party hat a birthday present


Flash Cards
spring hiking summer

swimming fall skateboarding

winter ice-skating sunny


Flash Cards
cloudy rainy windy

foggy snowy hot

warm cool cold


MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
SCHOOL LOGO NAME OF THE SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
236-240_1_LITETB952027_MCPL.indd 236
1. INFORMATIONAL DATA
Teacher: Name of the teacher Area/Subject: Grade: Class:
who enters the
information
Unit No. Unit Title: Unit Specific Objectives:
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
The learning skills with performance criteria (SPC) are described below
as the current curricular documents to require.
Some SPC are set out according to the specifics of the subject, which
have to be developed throughout the school year, so they may be
repeated as many times as necessary.
It is important to consider that all subjects have some skills and
performance criteria connected; therefore, for the planning of different
subjects there may be more than one SPC repeated to be developed.
7/6/16 8:16 AM
TRANSVERSAL AXES: Those selected to be PERIODS: The number of hours required to work this INITIAL WEEK: According to the number of
developed in the Unit Plan. skill with students will be calculated based on weeks established in the annual
the total of teaching hours allocated to each curriculum.
teaching unit and the number of selected skills.
236-240_1_LITETB952027_MCPL.indd 237
Methodological Strategies Resources Performance Indicators Evaluation Activities/Techniques/Instruments
Methodology and Resources needed to develop Indicators needed to assess the progress of students in Description of the techniques and specific
strategies proposed to the students skills with acquiring skills with performance criteria as proposed in instruments/tools that will be used to assess learning
develop the selected skills performance criteria. the unit plan. achievement through the proposed indicators.
with performance criteria,
taking into account the
Activities that will demonstrate and validate student
scope of each one of these
learning.
skills, the articulation
of the activities and the
different moments for
their development.
7/6/16 8:16 AM
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
236-240_1_LITETB952027_MCPL.indd 238
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Area Director: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO NAME OF THE SCHOOL SCHOOL YEAR
7/6/16 8:16 AM
Notes
Write notes here.
236-240_1_LITETB952027_MCPL.indd 239 7/4/16 8:39 AM

Notes
Write notes here.
236-240_1_LITETB952027_MCPL.indd 240 7/4/16 8:39 AM

EFL PreA1.2 Guía PDF

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Educacin General Bsica

ENGLISH - Pre A1.2 - EGB Level

001-003_1_LITETB952027_FM.indd 1 4/21/16 9:36 AM

Primera impresin: julio 2016

Ministerio de Educacin del Ecuador, 2016

001-003_1_LITETB952027_FM.indd 2 7/12/16 3:07 PM

Introduction . . . . . . . . . . . . . . . . . . . . . . . 4 Game Cards . . . . . . . . . . . . . . . . . . . . . 143

Unit Planners . . . . . . . . . . . . . . . . . . . . . . 7 Well Done! Certificate . . . . . . . . . . . . 156

Star and Stella Puppets . . . . . . . . . . . . . 13 Word List . . . . . . . . . . . . . . . . . . . . . . . 157

Using the Teachers Book . . . . . . . . . . . 15 Scope and Sequence . . . . . . . . . . . . . . 158

Teachers Book Overview . . . . . . . . . . 16 Answers for Activity Book . . . . . . . . . 161

Phonics Introduction and Overview . . 24 Progress Tests . . . . . . . . . . . . . . . . . . . 164

Phonics Sample Lesson . . . . . . . . . . . . . 32 Alphabet Cards . . . . . . . . . . . . . . . . . . 180

Phonics Games and Activities . . . . . . . . 34 Picture Cards . . . . . . . . . . . . . . . . . . . . 187

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Letter Cards . . . . . . . . . . . . . . . . . . . . . 200

001-003_1_LITETB952027_FM.indd 3 4/20/16 4:43 PM

Welcome to Starship English

Learning English with a Why students love Starship English

004-023_1_LITETB952027_INTRO.indd 4 4/14/16 2:59 PM

004-023_1_LITETB952027_INTRO.indd 5 4/14/16 2:59 PM

The six teaching units

New vocabulary is presented with illustrations and 5. old 6. young 7. ugly

are used in the flash cards to allow flexible ways to

Practice: students engage in a variety of activities 024-029_1_LITESB951983_U2.indd 24-25 4/11/16 4:08 PM

to establish both their understanding and mastery

natural and early introduction to reading continuous

Is your cat young?

throughout. Is your cat small?

Is your cat happy?

of reading and listening to speaking and writing. My pets a cat.

024-029_1_LITESB951983_U2.indd 26-27 4/11/16 4:10 PM

Practice 3 Play and learn

2 fat small ugly Is your

B. Read and say.

A. Ask and answer.

Is your pet ? Yes, is. .

024-029_1_LITESB951983_U2.indd 28-29 4/11/16 4:11 PM

004-023_1_LITETB952027_INTRO.indd 6 4/14/16 2:59 PM

004-023_1_LITETB952027_INTRO.indd 7 4/21/16 8:43 AM

004-023_1_LITETB952027_INTRO.indd 8 4/21/16 8:43 AM

004-023_1_LITETB952027_INTRO.indd 9 4/21/16 8:43 AM

004-023_1_LITETB952027_INTRO.indd 10 4/21/16 9:40 AM

004-023_1_LITETB952027_INTRO.indd 11 4/21/16 8:43 AM

004-023_1_LITETB952027_INTRO.indd 12 4/21/16 8:43 AM

Houghton Mifflin Harcourt Publishing Company 13

004-023_1_LITETB952027_INTRO.indd 13 4/14/16 2:59 PM

14 Houghton Mifflin Harcourt Publishing Company

004-023_1_LITETB952027_INTRO.indd 14 4/14/16 2:59 PM

Each lesson in the Teachers Book starts with a list of preparations

The Teachers Book Overview (see pages 16 to 23) provides

Preparing students Using Star and Stella

004-023_1_LITETB952027_INTRO.indd 15 4/14/16 2:59 PM

What color is it?

Review: colors, numbers, cardinal Seven.

Vocabulary balls, dolls, cars, trains, animals,

The warm-up activity promotes a positive learning

communicating in English. Students can talk using 062-067_1_LITESB951983_U4.indd 62 4/8/16 2:37 PM

Look, listen, and talk CT1, CT2, CT3

092-099_1_LITETB952027_U4.indd 92 4/14/16 1:45 PM

Look, listen, and talk

004-023_1_LITETB952027_INTRO.indd 16 4/14/16 2:59 PM

in making word choices.

Phonics activity CT2

1. crn 2. gr n 3. tr

4. sn l 5. g t 6. tp