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Teacher’s Book

A1.1

ECUADOR EDITION

Emmie-clare Leckie
Dr. Ken Beatty

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PRESIDENTE DE LA REPÚBLICA
Rafael Correa Delgado

MINISTRO DE EDUCACIÓN
Augusto Espinosa Andrade Copyright © by Houghton Mifflin Harcourt Publishing
Company
Viceministro de Educación
Freddy Peñafiel Larrea All rights reserved. No part of this work may be reproduced
or transmitted in any form or by any means, electronic or
Viceministro de Gestión Educativa mechanical, including photocopying or recording, or by
Wilson Rosalino Ortega Mafla any information storage or retrieval system, without the
prior written permission of the copyright owner unless such
Subsecretario de Fundamentos Educativos (E) copying is expressly permitted by federal copyright law.
Miguel Ángel Herrera Pavo
Permission is hereby granted to individuals to photocopy
Subsecretaria de Administración Escolar copying masters, game cards and the certificate from this
Mirian Maribel Guerrero Segovia publication in classroom quantities for instructional use and
not for resale. Requests for information on other matters
Directora Nacional de Currículo (S) regarding duplication of this work should be addressed
María Cristina Espinosa Salas to Houghton Mifflin Harcourt Publishing Company,  Attn:
Contracts, Copyrights, and Licensing, 9400 South Park
Directora Nacional de Operaciones y Logística Center Loop, Orlando, Florida 32819.
Ada Leonora Chamorro Vásquez
Printed in Ecuador.

ISBN 978-0-544-95203-4

Primera impresión: julio 2016

Ministerio de Educación del Ecuador, 2016


Av Amazonas N34-451 y Atahualpa
www.educacion.gob.ec

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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 Teacher’s Book . . . . . . . . . . . 15 Scope and Sequence . . . . . . . . . . . . . . 158

Teacher’s Book Overview . . . . . . . . . . 16 Answers for Activity Book . . . . . . . . . 162

Phonics Introduction Progress Tests . . . . . . . . . . . . . . . . . . . 164


and Overview . . . . . . . . . . . . . . . . . . . . 24
Alphabet Cards . . . . . . . . . . . . . . . . . . 180
Phonics Sample Lesson . . . . . . . . . . . . . 30
Picture Cards . . . . . . . . . . . . . . . . . . . . 187
Phonics Games and Activities . . . . . . . . 33
Letter Cards . . . . . . . . . . . . . . . . . . . . . 200
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
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 English
The teaching program of Starship English is based on the that helps them progress from dependence on the teacher to
latest research into communicative language teaching but independent language learning. Students who experience
also takes the best parts of several other methodologies. success in language learning learn better and faster.

The language is functional, enabling students to use


A motivating way to learn
the language appropriately. Starship English makes learning fun. Motivation is a key
concern of Starship English. Teachers know that motivated
Students focus on the four skills of reading, listening,
students not only learn better, they find the best ways to
writing, and speaking, both independently and in
learn on their own so they continuously improve their
combination.
English both in and out of the classroom. Activities are
The language is carefully and progressively structured to guarantee an easy progression through the
introduced, in keeping with current research findings materials with continuous opportunities for students to
on how children learn English as a second language. 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, Teacher’s 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 who Star
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

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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. fruit 2. vegetables

What do you want to eat?


students can easily understand. Practice for speaking
Track
Unit
30
3
Look, listen, and talk Track
29
is built into every activity. Each listening, reading, and Hi. What do you want to eat?
3. strawberries 4. carrots 5. potatoes

writing activity provides opportunities for speaking.


I want a pizza and
some French fries, please. 6. grapes 7. tomatoes 8. beans
New vocabulary is presented with illustrations and
9. a chocolate bar 10. fish 11. rice 12. noodles
photographs that provide clear support for the new words. What do you want to drink?

Most of the same photographs and illustrations are used 13. French fries 14. a pizza 15. chicken 16. ice cream

in the flash cards to allow flexible ways to introduce new


vocabulary. I want some water, please.
Talk.
What do you want to eat? I want …, please.
Do you want some chicken?
What do you want to drink?

Presentation: the teacher uses the teaching materials No, thanks. Nothing, thanks.
What do you want
to model essential language functions and vocabulary. to drink?
I want …, please.

Practice: students engage in a variety of activities to 48 49

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the new material. Starship English features a natural


Sing Track
Listen
and early introduction to reading continuous text. 31
Track
A. Listen and choose. 32
Supported by strong visuals, the text allows practice of What do you want to eat? a
1
c

reading skills and revisits the new words. Students also I want some French fries, please. 2
3 d
What do you want to eat?
learn songs and play language games throughout. Some French fries and some
noodles, please.
b
4
5 e

Production: students shift from the receptive skills What do you want to eat? Track
B. Listen and check a or b . 33
Some French fries, some noodles,
and some fish, please. 1 2 3 4
of reading and listening to speaking and writing. What do you want to eat?
a a a a

Students practice these skills in the integrated Some French fries, some noodles,
some fish, and some carrots, please.
b b b b

Activity Book. What do you want to eat?


Some French fries, some noodles,
some fish, some carrots, and
a pizza, please.
C. Listen and say. Track
34
What do you want to eat?
Some French fries, some noodles, 1 2
some fish, some carrots, a pizza,
and some grapes, please.

50 51

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Practice 3 Play and learn


5
A. Look and choose. What do you want to eat?
Do you want a pizza?
2
6 No, thanks.
1 4
I want some vegetables.

potatoes ice cream tomatoes


a chocolate bar fruit noodles

B. Read and say. 1 2 1 2


I want some vegetables, please.
I like potatoes and beans.
I want some fruit, please.
I like strawberries.
Do you like strawberries? 3 4 3 4
What do you want to eat?

C. Ask and answer.

Do you want Yes, please. 5 6 5 6


a ______? I want ….

Do you want No, thanks.


some ______? I want …, please.

52 53

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Unit Planning Guide

Unit 1
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: What’s your • Students learn how to: • Exchange basic personal preferences with peers in order
favorite class? (pp. 4–9) greet; introduce themselves to express likes and dislikes.
Six 45-minute class periods and others with first and/or • Exchange basic introductions and limited personal
family names; ask and answer information in class using simple present tense in order
• Flash Cards 1–12 questions about favorite/least to get to know their peers.
• Star & Stella puppets favorite classes.
• Understand meanings expressed in short dialogues on
• Audio CD: T1–6 • Global Benchmarks: familiar topics, as well as basic spoken instructions and
• Activity Book: Act. A–D (pp. Students can: recognize and simple questions about self, people, animals or things,
AB4–AB5); Act. A–B (p. AB6); understand basic words and especially when spoken slowly and clearly.
Act. A–C (p. AB7); Act. A–B phrases concerning him/herself,
• Read a short simple text and demonstrate understanding
(p. AB8); Act. A–B (p. AB9). family and school; identify basic
of the gist and some basic details of the content.
• Extras: two sets of “Classes” familiar words and phrases in
a new piece of text; give simple • Identify key information such as events, characters, and
game cards (p. 143) for each objects in stories and other age-appropriate literary
pair of students; dice. answers to basic questions
when given time to reply and texts if there is visual support.
the other person is prepared • Generate and expand ideas by responding in a fun
to help; use simple phrases and and playful manner to oral and written texts in order
sentences to describe where to increase enjoyment of the language through TPR,
he/she lives and people he/she playground games, and songs and chants.
knows; copy words and short • Write simple words, phrases and sentences for controlled
phrases that are being learned practice of language items.
in class.

LESSON 2: Where’s the • Students learn to: recognize • Recognize familiar names, words, and short phrases
gym? (pp. 10–15) the letter combinatidentify about simple everyday topics whether heard in isolation
Six 45-minute class periods different places at school; or within short, simple spoken texts describing people
identify teachers of different and objects.
• Flash Cards 13–27 subjects. • Understand the content in simple short written
• Star & Stella puppets • Global Benchmarks: Students environmental print text types, using artwork, symbols
• Audio CD: T7–12 can: understand simple and layout for support.
• Activity Book: Act. A–D (pp. questions and instructions • Demonstrate basic reading comprehension skills by
AB10–AB11); Act. A–B (p. when teachers and other identifying the meaning of individual words, phrases,
AB12); Act. A–C (p. AB13); pupils; speak very slowly and sentences, including simple written instructions.
Act. A–B (p. AB14); Act. A–B and clearly; recognize and
• Collaborate in a friendly manner by sharing classroom
(p. AB15) understand basic signs and
materials and personal objects while participating in
• Extras: three boxes, simple notices in the school;
games and activities in class and on the playground.
numbered 1, 2, and 3; simple ask for directions to another
place nearby in the school; • Understand most of the details of the content of a short
drawing of a school and a simple text.
teacher; two sets of “Places use very limited number of
at school (1) and (2)” game grammatical structures; write • Write simple words, phrases and sentences with correct
cards (pp. 144, 145) for each some labels, words, and short use of standard writing mechanics.
pair of students (p. 145); dice. phrases independently. • Clap, move, chant or sing along with short authentic
English language rhymes or songs, approximating English
rhythm and intonation once familiar with the text.

PHONICS: bl, br; cl, cr; fl, fr; • Students learn to: recognize • Imitate individual English language sounds, especially
dr, tr (pp. 16–23) the letter combinations “bl,” those phonemes which do not exist in the student’s own
Six 45-minute class periods “br; ” “cl,” “cr; ” “fl,” “fr;” “dr,” L1, both in isolation and within key vocabulary items.
“tr” and their pronunciations. • Know how to spell simple English words correctly,
• Letter Cards
• Global Benchmarks: Students demonstrating awareness of sound-letter relationships.
• Phonics Game Cards can: recognize names of letters • Read a short, simple text and demonstrate understanding
of the alphabet and their of the gist and some basic details of the content.
sounds.

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Unit Planning Guide

Unit 2
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: What do you do • Students learn how to: ask • Express curiosity about the world and other cultures by
in the library? (pp. 24–29) about and explain preferences; asking simple WH- questions in class after reading and/
Six 45-minute class periods ask about what you do in or participating in presentations or other group work.
a place. • Exchange basic personal preferences with peers in order
• Flash Cards 28–39
• Global Benchmarks: Students to express likes and dislikes.
• Star & Stella puppets can: recognize and understand • Recognize when to speak and when to listen while
• Audio CD: T13–18 basic words and phrases working in pairs or small groups in class by following
• Activity Book: Act. A–D concerning him/herself, family, classroom instructions.
(pp. AB16–AB17); Act. A–B and school; recognize and
• Communicate to peers and teacher when something is
(p. AB18); Act. A–C (p. understand basic words on a
not understood in class through the use of simple basic
AB19); Act. A–B (p. AB20); simple poster in the classroom;
questions.
Act. A–B (p. AB21). give simple answers to basic
questions when given time to • Exchange specific information with another person,
• Extras: one set of these provided they talk slowly and clearly and are prepared
game cards for each pair of reply and the other person
is prepared to help; use very to help.
students: “Places at school
(2)” (p. 145)–excluding limited number of grammatical • Show the ability to use a simple learning resource.
classroom and computer structures; copy words and • Write simple sentences on familiar topics to
room–and “Teachers” short phrases that are being communicate basic ideas.
(p. 146); two sets “Library” learned in class. • Express emotions and feelings using basic adjectives and
game cards (p. 147) for each related images through written work on the school or
pair of students; dice. class bulletin board.

PHONICS: gl, gr; pl, pr; sc, sk; • Students learn to: recognize • Imitate individual English language sounds, especially
sl, sp (pp. 34–41) the letter combinations “gl,” those phonemes which do not exist in the student’s own
Six 45-minute class periods “gr,” “pl,” “pr;” “sc,” “sk,” “sl,” L1, both in isolation and within key vocabulary items.
“sp,” and their pronunciations. • Know how to spell simple English words correctly,
• Letter Cards
• Global Benchmarks: Students demonstrating awareness of sound-letter relationships.
• Phonics Game Cards can: recognize names of letters • Write simple words, phrases, and sentences with correct
of the alphabet and their use of standard writing mechanics.
sounds.

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Unit Planning Guide

Unit 3
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Let’s Paint • Students learn how to: talk • Ask and answer basic personal information questions,
(pp. 42–47) about colors, shapes, and as well as simple questions about other people, animals,
Six 45-minute class periods patterns; describe what you and possessions, provided the interaction is slow and
see; ask what is done/tell what clear.
• Flash Cards 47–57 one does. • Exchange specific information with another person,
• Star & Stella puppets • Global Benchmarks: Students provided they talk slowly and clearly and are prepared
• Audio CD: T23–28 can: understand simple to help.
• Activity Book: Act. A–D questions and instructions • Read and understand the main ideas in a short simple
(pp. AB24–AB25); Act. A–B when teachers and other text on a cross-curricular topic.
(p. AB26); Act. A–C (p. pupils speak very slowly and
• Enjoy extensive listening in English.
AB27); Act. A–B (p. AB28); clearly; identify basic familiar
Act. A–B (p. AB29). words and phrases in a new • Understand and use basic greetings, leave-taking
piece of text; make basic expressions, and other simple everyday phrases to
• Extras: Starship flash cards facilitate interpersonal interaction, to introduce others,
78 to 87 from Student Book requests in the classroom
or playground and respond and to name things.
Level Pre A1.2; a soft ball
for every six students; one appropriately to the basic • Understand the content of a simple graphic organizer.
set of “Art class activities” requests of others; use very • Write simple sentences on familiar topics to
game cards for each pair of limited number of grammatical communicate basic ideas.
students (p. 148); two sets structures; write some • Express emotions and feelings using basic adjectives and
of “Art class objects” game words and short phrases related images through written work on the school or
cards so there is a card for independently. class bulletin board.
each student (p. 149); dice. • Use audio, video, and pictures to respond to a variety of
literary texts through online or in-class ICT activities.

LESSON 2: What do you • Students learn how to: talk • Express curiosity about the world and other cultures by
want to eat? (pp. 48–53) about lunch preferences; order asking simple WH- questions in class after reading and/
Six 45-minute class periods food and drink. or participating in presentations or other group work.
• Flash Cards 58–73 • Global Benchmarks: Students • Understand and use common expressions of politeness
can: recognize and understand in class while working in pairs or groups on projects.
• Star & Stella puppets basic words and phrases • Identify items of specific information within simple
• Audio CD: T29–34 concerning him/herself, family, messages or from short and simple descriptions about
• Activity Book: Act. A–D (pp. and school; recognize and familiar contexts, especially if visual support is provided.
AB30–AB31); Act. A–B (p. understand basic signs and
• Understand the content in simple short written
AB32); Act. A–C (p. AB33); simple notices in the school;
environmental print text types, using artwork, symbols
Act. A–B (p. AB34); Act. A–B greet, say please and thank
and layout for support.
(p. AB35). you; use very limited number
of grammatical structures; • Understand the content of a simple graphic organizer.
• Extras: Starship flash cards
47 to 60 from Student Book copy short sentences. • Read a variety of simple text-types and graphic
Pre A1.2; a soft ball for organizers used to present cross-curricular information.
every six students; a set of • Write a short simple paragraph to convey some simple
“Food (1)” game cards for facts about people, animals, places, things, yourself or
each pair (p. 150); two sets others, with the support of a model text.
of “Food (1) and (2)” game • Generate and expand ideas by responding in a fun
cards so that there is a card and playful manner to oral and written texts in order
for each student (see pp. 150 to increase enjoyment of the language through TPR,
and 151); dice. playground games, and songs and chants.

PHONICS: sm, sn; st; sw, tw; • Students learn to: recognize • Imitate individual English language sounds, especially
scr, str (pp. 54–61) the letter combinations those phonemes which do not exist in the student’s own
Six 45-minute class periods “sm,” “sm” “sn;” “st;” “sw,” L1, both in isolation and within key vocabulary items.
“tw;” “scr,” “str,” and their • Know how to spell simple English words correctly,
• Letter Cards pronunciations. demonstrating awareness of sound-letter relationships.
• Phonics Game Cards • Global Benchmarks: Students • Write simple words, phrases, and sentences for
can: recognize names of controlled practice of language items.
letters of the alphabet and
their sounds.

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Unit Planning Guide

Unit 4
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Can you play the • Students learn how to: identify • Communicate to peers and teacher when something is
piano? (pp. 62–67) musical instruments; ask about not understood in class through the use of simple basic
Six 45-minute class periods and expressing ability; ask questions.
about preferences; ask about • Recognize when to speak and when to listen while
• Flash Cards Flash Cards what is done/saying what
74–85 working in pairs or small groups in class by following
one does. classroom instructions.
• Star & Stella puppets • Global Benchmarks: Students • Infer who is speaking and what the situation is
• Audio CD: T35–40 can: recognize and understand when listening to short simple texts, especially when
• Activity Book: Act. A–D basic words and phrases accompanied by pictures or other visual aids, or sound
(pp. AB36–AB37); Act. A–B concerning him/herself, family, effects.
(p. AB38); Act. A–C (p. and school; identify basic
• Clap, move, chant or sing along with short authentic
AB39); Act. A–B (p. AB40); familiar words and phrases in
English language rhymes or songs, approximating English
Act. A–B (p. AB41). a new piece of text; give simple
rhythm and intonation once familiar with the text.
• Extras: Warm-up activity answers to basic questions
when given time to reply and • Understand and use basic greetings, leave-taking
flash cards 36, 37, 47, 50; a expressions, and other simple everyday phrases to
picture of a music class; one the other person is prepared to
help; use very limited number facilitate interpersonal interaction, to introduce others,
set of “Musical instruments” and to name things.
game cards (p. 152) for each of grammatical structures;
pair of students; two sets of copy labels on a picture. • Demonstrate basic reading comprehension skills by
“Musical instruments” game identifying the meaning of individual words, phrases, and
cards (p. 152) so there is a sentences, including simple written instructions.
card for each student; dice. • Understand the content in simple short written
environmental print text types, using artwork, symbols
and layout for support.
• Identify the meaning of specific content-based words and
phrases, with the aid of visual support.
• Write simple sentences on familiar topics to
communicate basic ideas.
• 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: spl, spr, squ; ct, ft; • Students learn to: recognize • Imitate individual English language sounds, especially
nd, nt; nk, mp (pp. 72–79) the letter combinations “spl,” those phonemes which do not exist in the student’s own
Six 45-minute class periods “spr,” “squ,” “ct,” “ft,” “nd,” L1, both in isolation and within key vocabulary items.
“nt,” “nk,” “mp,” and their • Know how to spell simple English words correctly,
• Letter Cards pronunciations. demonstrating awareness of sound-letter relationships.
• Phonics Game Cards • Global Benchmarks: Students • Write simple words, phrases, and sentences for standard
can: recognize names of letters writing mechanics.
of the alphabet and their
sounds.

10

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Unit Planning Guide

Unit 5
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: I like to jump! • Students learn how to: talk • Collaborate in a friendly manner by sharing classroom
(pp. 80–85) about what people like to do in materials and personal objects while participating in
Six 45-minute class periods a playground. games and activities in class and on the playground.
• Flash Cards Cards 99–110 • Global Benchmarks: Students • Exchange basic personal preferences with peers in order
can: recognize and understand to express likes and dislikes.
• Star & Stella puppets basic words and phrases • Enjoy extensive listening in English.
• Audio CD: T46–51 concerning him/herself, family,
• Be comfortable taking meaning from spoken texts
• Activity Book: Act. A–D (pp. and school; identify basic
containing words or sections which are not understood.
AB44–AB45); Act. A–B (p. familiar words and phrases in
Be aware that understanding spoken texts does not
AB46); Act. A–C (p. AB47); a new piece of text; give simple
require decoding every single word.
Act. A–B (p. AB48); Act. A–B answers to basic questions
(p. AB49). when given time to reply and • Read a short simple text and demonstrate understanding
the other person is prepared to of the gist and some basic details of the content.
• Extras: Warm-up activity
flash cards 28, 30, 33, 35, help; use very limited number • Write a short simple paragraph to describe yourself or other
61, 63, 67, 69, 76, 78, 81, of grammatical structures; people, animals, places and things, with limited support.
85; picture of a playground; copy words and short phrases • Complete a basic survey or a questionnaire by providing
a set “Playground” game that are being learned in class. personal details.
cards (p. 153) for each pair • Express emotions and feelings using basic adjectives and
of students; two sets of related images through written work on the school or
“Playground” game cards class bulletin board.
(p. 153) so that there is a • Use creative thinking skills to learn how to share and
card for each student; dice. respect all ideas through brainstorming activities and pair
work in class.

LESSON 2: I hurt my nose. • Students learn how to: • Understand meanings expressed in short dialogues on
(pp. 86–91) identify parts of the body, ask familiar topics, as well as basic spoken instructions and
Six 45-minute class periods about and state simple health simple questions about self, people, animals or things,
problems. especially when spoken slowly and clearly.
• Flash Cards 111–135
• Global Benchmarks: Students • Ask and answer basic personal information questions, as
• Star & Stella puppets can: recognize and understand well as simple questions about other people, animals, and
• Audio CD: T52–57 basic words and phrases possessions, provided the interaction is slow and clear.
• Activity Book: Act. A–D (pp. concerning him/herself, family, • Understand the content of a simple graphic organizer.
AB50–AB51); Act. A–B (p. and school; recognize and
• Show understanding of some basic details in short
AB52); Act. A–C (p. AB53); understand basic words on
simple cross-curricular texts by matching, labeling, and
Act. A–B (p. AB54); Act. A–B labels in the classroom; convey
answering simple questions.
(p. AB55). immediate needs; use very
limited number of grammatical • Read a variety of simple text-types and graphic
• Extras: a timer; hat with organizers used to present cross-curricular information.
cards: “Places at school,” structures; write some labels
“Library items,” “Art class independently. • Make a simple learning resource, in order to record and
items,” “Cafeteria food,” practice new words.
“Musical instruments,” • Write a variety of short simple text-types, commonly
“Playground equipment”; one used in print and online, with appropriate language and
set of “Body parts” game layout.
cards (p. 154) for each pair; • Express emotions and feelings using basic adjectives and
two sets of “Body parts” related images through written work on the school or
game cards (p. 154) so there class bulletin board.
is a card for each student.

PHONICS: ang, ing, ong, • Students learn to: recognize • Imitate individual English language sounds, especially
ung; ld, lf, lk, lm, lp, lt; le, el the letter combinations “ang,” those phonemes which do not exist in the student’s own
(pp. 92–97) “ing,” “ong,” “ung,” “ld,” “lf,” L1, both in isolation and within key vocabulary items.
“lk,” “lm,” “lt,” “le,” “el,” and • Know how to spell simple English words correctly,
Six 45-minute class periods
their pronunciations. demonstrating awareness of sound-letter relationships.
• Letter Cards
• Global Benchmarks: Students • Write simple words, phrases, and sentences for
• Phonics Game Cards can: recognize names of letters controlled practice of language items.
of the alphabet and their
sounds.

11

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Unit Planning Guide

Unit 6
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Let’s clean up! • Students learn how to: talk • Recognize ways to relate responsibly to one’s
(pp. 98–103) about things in the classroom surroundings at home and at school by exhibiting
Six 45-minute class periods and what you do with them. responsible behaviors towards the environment.
• Flash Cards 136–150 • Global Benchmarks: Students • Understand and use common expressions of politeness in
can: understand simple class while working in pairs or groups on projects.
• Star & Stella puppets questions and instructions • Collaborate in a friendly manner by sharing classroom
• Audio CD: T58–63 when teachers and other pupils materials and personal objects while participating in
• Activity Book: Act. A–D (pp. speak very slowly and clearly; games and activities in class and on the playground.
AB56–AB57); Act. A–B (p. identify basic familiar words
• Understand meanings expressed in short dialogues on
AB58); Act. A–C (p. AB59); and phrases in a new piece
familiar topics, as well as basic spoken instructions and
Act. A–B (p. AB60); Act. A–B of text; respond nonverbally
simple questions about self, people, animals or things,
(p. AB61). to basic directions to a place
especially when spoken slowly and clearly.
• Extras: a soft ball; a set of nearby in the school when
the other person supplements • Identify items of specific information within simple
seven “Classroom items” messages or from short and simple descriptions about
game cards (p. 155)—pencils, with signs or gestures; use
simple phrases and sentences familiar contexts, especially if visual support is provided.
erasers, desks, whiteboard,
computers, fans, chairs— to describe where he/she lives • Clap, move, chant or sing along with short authentic
for each pair; two sets of and people he/she knows; write English language rhymes or songs, approximating English
“Classroom items” game some words and short phrases rhythm and intonation once familiar with the text.
cards (p. 155) so there is a independently. • Demonstrate basic reading comprehension skills by
card for each student; dice. identifying the meaning of individual words, phrases, and
sentences, including simple written instructions.
• Recognize the differences between where people live
among the regions of the country in order to appreciate
their own environment.
• Understand the content in simple short written
environmental print text types, using artwork, symbols
and layout for support.
• Write a short simple paragraph to convey some simple
facts about people, animals, places, things, yourself or
others, with the support of a model text.
• Apply ICT and/or other resources to communicate
simple thoughts in small groups.

PHONICS: ll, rr, tt; kn, wr, • Students learn to: recognize • Imitate individual English language sounds, especially
mb; cc, ck, soft c, soft g the letter combinations “ll,” those phonemes which do not exist in the student’s own
(pp. 108–115) “rr,” “tt,” “kn,” “wr,” “mb,” L1, both in isolation and within key vocabulary items.
“cc,” “ck,” the letters for • Know how to spell simple English words correctly,
Six 45-minute class periods
soft “c,” soft “g,” and their demonstrating awareness of sound-letter relationships.
• Letter Cards pronunciations.
• Write simple words, phrases, and sentences for standard
• Phonics Game Cards • Global Benchmarks: Students writing mechanics.
can: recognize names of letters
of the alphabet and their
sounds.

12

004-023_2_LITETB952034_INTRO.indd 12 4/21/16 8:46 AM


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

004-023_2_LITETB952034_INTRO.indd 13 4/18/16 1:18 PM


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

004-023_2_LITETB952034_INTRO.indd 14 4/18/16 1:18 PM


Using the Teacher’s Book

Each lesson in the Teacher’s 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 Teacher’s 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 maximizes 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
Star and Stella also feature on a certificate on page 156.
on explanatory talk.
This can be photocopied and awarded to recognize
Ask questions to check that students know what to learning achievement. For example, have Star and Stella
do. Your questions should help them to identify the conduct an award ceremony at the end of a unit. You
aim of the activity, the procedure, and any other could also give certificates to recognize, and thereby
important details of the activity. encourage, positive learning behaviors. Look for particular
When the students have begun work, check that they instances of attentiveness, outstanding effort, and active
are on the right track. and considerate participation in group learning activities.
In other words, think about the behaviors you value in
your classroom and encourage them by rewarding them
with a Starship English certificate.

Concluding an activity
The way an activity is concluded can help to maximize
learning. Depending on the activity, you may need to
check answers as a whole class, or to choose students to
write answers on the board, or ask pairs of students to
perform in front of the class. There may also be extension
tasks or references to an Activity Book exercise. At this
stage, it is a good idea to assess students’ progress.

15

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Teacher’s Book Overview
Unit
5 I like to jump!
FOCUS Unit I like to jump!
Theme In the playground
5 Track

Look, listen, and talk 46


Aim Students learn how to: talk
What do you like to do I like to play
I like to play
in the boat.
about what people like to do in a in the playground? on the jungle gym.
playground

Structures • Wh- questions with like to do (What


do you like to do in the playground?)
• Answers with like + infinitive (I like to
play on the jungle gym.) Do you like to play on the swings?
Yes, I do.
• Intransitive verbs (I like to play.) I like to play
on the swings.
Review: preferences, prepositions

Vocabulary slide, swings, jungle gym, net, rope,

Warm-up activity
No, I don’t.
climb, run, jump, boat, playground,
tunnel, house, play
I like to run!
I like to jump!

The warm-up activity promotes a positive learning


I like to run

attitude and enables students to immediately begin and jump!

80

communicating in English. Students can talk using 080-085_2_LITESB951990_U5a.indd 80 4/8/16 8:31 AM

familiar language, often from the previous lesson. Look, listen, and talk CT00, CT00
Lesson preparations 1. Books closed. Talk to your students about playgrounds
Make these activities fun and minimize corrections. Starship flash cards 99 to 110: house, jungle gym,
and show a picture. Introduce the phrase playground
equipment. Model it, then write it on the board.
tunnel, swings, rope, slide, net, boat, climb, play, run, jump
You can use Star and Stella to help prepare students Star and Stella hand puppets (see page 7)
• Preview some of the language from the opening scene
on page 48. Talk about three playground items: one
Audio CD Tracks: 46 and 47 you play on, one you play in, and one you climb. As
for these activities. Activity Book: Activities A and B on page 44; you talk about each item, show the flash card with the
word covered. Encourage students to repeat each word
C and D on page 45
with you several times. Show the word, model it one
Extras: Warm-up activity flash cards 28, 30, 33, 35, more time, and leave the card on display.
61, 63, 67, 69, 76, 78, 81, 85; picture of a playground
• Before opening books, say, “Let’s see what our other
Warm-up activity CT00, CT00 Starship English friends do in the playground.”

1. Play a memory game. Divide the class into 2. Books open. Ask students to look at the opening scene
pairs and have one student in each pair write on page 48.
the numbers 1 to 12 down the length of a piece • Point to each character and ask, “Who’s this?” (Star,
of paper. Display the flash cards. Emma, Tessa, Tom)
2. Give students one to two minutes to memorise • Ask, “Who’s asking the questions? (Star) “How many
the words. Hide the cards and have the pairs questions does he ask?” (two) Say, “Look at the
write down as many words as they can. answers to the second question. What do they start
3. The winners are the pair who recalls the most with?” (Yes or No)
words. Ask them to read out their list. Complete
3. Track Play CD Track 46, frame by frame. Ask
the list as necessary. Establish the three word
groups: books, food, and musical instruments. 46 students to point to each speech bubble on
page 48 as each part is spoken. Have students
show you how to run and jump.

108 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

108-115_2_LITETB952034_U5a.indd 108 4/13/16 10:09 AM

Look, listen, and talk


Throughout Starship English, new language is Present the language
introduced in the opening dialogs in each Student
Always give your students an opportunity to look over
Book unit. There are directions for first setting the
the opening scene illustrations before playing the CD
scene, then presenting the new language, and then
recording. Ask questions to draw their attention to
practicing it through three controlled repetitions of
useful details. This will help their comprehension as
the dialog.
they listen to and follow the dialog.
Set the scene
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 unit’s 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

004-023_2_LITETB952034_INTRO.indd 16 4/18/16 1:18 PM


Look, listen, and talk Talk
Track
47 1. house Talk CT00, CT00 This activity provides a less controlled opportunity
4. swings 1. Books open. Ask students the names of the three
for students to practice a unit’s vocabulary and
2. jungle gym
characters (Tom, Dan, Emma) and who is asking the
3. tunnel question (Tom). Refer to the question in the third frame
of the opening scene to show how Tom’s question could
be completed. structures. Students still need a great deal of support,
5. rope 2. Say, “If Tom asks ‘Do you like to play on the swings?’,
6. slide
7. net 8. boat
what will Dan’s answer be?” (I like to play on the swings.)
Tell students to look at the fourth frame in the opening
so a lot of the language is supplied, but they get to be
9. climb 10. play 11. run 12. jump
3.
scene to find out how to complete Emma’s answer.
Consider other ways to complete the questions and answers.
a little more independent as they make word choices
Make sure students know which playground equipment
is played “in” and which is played “on.” Also make sure
students know to use climb—followed by neither in nor
to fill the gaps in the lines of dialog.
on—with rope and net. For example, I like to climb the net.

Talk.
4. Ask pairs to take turns asking and answering the question.
Answers must be full yes or no answers. Tell students to
Make sure students realize that they can refer to the
Do you like to …?
Yes, I do.
I like to …. 5.
use as many different playground words as they can.
Listen carefully to students’ pronunciation. Check that
numbered words at the top of the page when making
word choices. You could provide further support by
they are using prepositions correctly.
6. Ask two or three pairs to perform for the class.
No, I don’t.
I like to ….
7. Activity Book. Ask students to complete activity C on
page 45. Check students’ answers. Ask pairs of students reproducing the Grammar tables (see the Grammar
to take turns speaking the two parts.
81
pages within each unit in this book) for display.
080-085_2_LITESB951990_U5a.indd 81 4/8/16 8:31 AM

Phonics activity CT00, CT00


Students hear the difference in stress between words
This activity always starts by asking the names of the
4. Play the CD again, frame by frame. Ask the class to

5.
repeat each part with you.
Divide the class into two groups. Ask group 1 to read
spoken in a list and those spoken in a sentence.
1. Write a list of words down the board: like, play, to,
Starship characters pictured in the modeled dialog. The
aim of this is to signal the start of a familiar activity, but
Star’s part and group 2 to read the other parts. Then ask I. Ask students to say the words aloud together.
the groups to swap parts and repeat. As a list, each word will be read with even stress.
2. Say, “Make a sentence from the words.” (I like
6. Divide the class into pairs. Ask each pair of students to
take turns speaking the parts of Star and the parts of the to play.) Write the sentence on the board. Read
it but stress each word equally. Ask, “Does that
students might find the questions obvious and perhaps
others. Correct any pronunciation errors.
7. Books closed. Say, “Let’s learn some more playground
words.” Introduce the equipment words on page 49,
3.
sound like a sentence?” (No.)
Divide the class into pairs. Have them practice
dull. You can make this routine fun by using one of the
saying the sentence so that it sounds like
excluding those already introduced. Follow the same
process as before, using the flash cards. Introduce the
a sentence. Visit each pair and help them
recognise that the word to is not stressed.
hand puppets. For example, ask the question of Stella, and
words in groups according to the prepositions they use.
Next say, “Let’s practice words for things we can do in
the playground.” Practice the four verbs on page 49.
4. Tell students to ask different classmates, “What
do you like to do?” Students can answer with
have her look to your students for help with the answer.
play, climb, jump, or run.
8. Say, “Let’s practice our playground words
As students practice the dialog in pairs, listen carefully
Track
again. This time, close your eyes and listen
47 carefully to the voice on the CD.” Play CD
Track 47. Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of to their pronunciation. Stella could act as your listening
students into groups of four. Each student takes a part Extra activity CT00, CT00
and they practice performing the scene. Students swap
roles until they have had a turn speaking each part.
1. Activity Book. Ask students to complete
activity D on page 45.
assistant; reinforce your positive comments by nodding
10. Activity Book. Ask students to complete activities A
and B on page 44. her head.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 109

Phonics activity
108-115_2_LITETB952034_U5a.indd 109 4/13/16 10:09 AM

These activities draw attention to pronunciation


features of the unit’s focus language. Most units
Practice the language give students practice in listening for or producing
individual sounds: for example, the sorting activities
Repetition 1—as one group:
in Units 2, 3, and 5; the chant in Unit 3; and the
Students repeat the modeled dialog for the first
minimal pairs activity in Unit 6. Students also get
time as a whole group. Avoid focusing on any one
the chance to work with the stress-timed rhythm of
individual at this stage. Allow your students some
English. See the word-stress sorting activities in Units
space as they start trying out the new language.
1 and 4; and the sentence-stress activity in Unit 5.
Repetition 2—as a dialog between two groups: Further opportunity is provided through the song
Students start practicing the dialog in parts. They are in each unit. In the previous level, students became
still talking in a group, which allows them to build familiar with symbols that represent word stress.
their confidence. These are re-introduced in Unit 1 so that the suggested
Repetition 3—in pairs: routine of focusing on word stressing in each unit can
Students repeat the dialog with a partner. Start be continued. When you introduce the vocabulary in
focusing on pronunciation. Take a quiet, one-on-one, each unit, encourage students to mark the words in
positive approach to correcting errors. Model correct their books using a large circle (O) for a strong syllable
pronunciation, listen to hear the error corrected, offer and a small circle (o) for a weak syllable.
praise, and then move your attention on to the next
student. You could use Star as your listening assistant,
reinforcing your praise by nodding his head and Extra activity
clapping his hands.
Depending on the time you have available at the end
of your class period, this extra activity can either be
done in class or set as homework.

17

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Teacher’s Book Overview
Unit
5 Sing
Sing
Sing Track
48 1. Books closed. Use the flash cards to review the unit’s
What do you like to do?
twelve playground equipment and activity words. Take
What do you like to do? the opportunity to provide lots of praise.
What do you like to do in the playground?
2. First listening. Ask students to close
Track
their eyes and listen to the song. Play CD
I like to play. I like to play.
I like to play on the swings. 48 Track 48.
I like to play. I like to play. 3. Second listening. Divide the class into pairs. Give
I like to play in the boat. each pair a set of three “Playground” game cards. Ask
each pair to arrange their cards in order as they listen to
I like to play. I like to play.
I like to play on the jungle gym.
the song. Play CD Track 48 again. Ask the class to check
that their cards are in the correct order.
I like to play. I like to play.
I like to play in the playground. 4. Third listening. Ask students to sing along. Tell
students they can use their ordered cards as prompts.
Replay CD Track 48.
5. Books open. Ask students to look at the pictures on
page 50. Point to the girl on the swing and ask, “What
does she like to do?” (She likes to play on the swings.)
Continue pointing out children in the picture and
asking questions. Make sure students are using correct
prepositions for different playground equipment. 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 6. Fourth listening. Ask students to sing along again.
Replay CD Track 48.
080-085_2_LITESB951990_U5a.indd 82 4/8/16 8:31 AM
7. Activity Book. Ask students to complete activities A
and B on page 46.

Lesson preparations 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella

Warm-up activity
Starship flash cards 99 to 110: house, jungle gym, as the audience. Play the CD as necessary.
tunnel, swings, rope, slide, net, boat, climb, play, run, jump
Star and Stella hand puppets (see page 7)
Audio CD Tracks: 48, 49, 50, and 51

This activity revises vocabulary and sentence Activity Book: Activities A and B on page 46; A, B,
and C on page 47 (AB CD Tracks 19, 20, and 21)
Extras: a set of three “Playground” game cards—
structures introduced in the previous lesson. You can swings, boat, jungle gym—for each pair (see page 109)

use Star and Stella to engage students, by asking the Warm-up activity
1. Have students conduct an oral survey to find out
puppets a question about the previous lesson. Move what their classmates like to do in the playground.
Walk up to a student and tell them to ask you
the question, “What do you like to do in the
them to show shyness at being asked a question playground?” Answer, “I like to climb the net.”
2. Ask students to move around the classroom asking
and embarrassment at not knowing the answer. and answering questions about what they like to
do in the playground with different classmates.

Acknowledge their reaction with your students. 3. Ask two or three students to each tell what a
classmate likes to do in the playground.

Reassure Star and Stella by telling them that the


110
students are there to help. At this point, tell students
that seeking help from classmates is allowed, even
108-115_2_LITETB952034_U5a.indd 110 4/13/16 10:09 AM

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 lesson’s 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

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Listen A. Listen and choose
Listen 1. Books open. Ask students to identify the pictures. Say,
Depending on how much time you have, and the
needs of your students, you can extend learning
Track c “Let’s choose the pictures that match what we hear.”
A. Listen and choose. 49
Play One on CD Track 49. Ask: “What number did you
a 1
hear?” (one) “What does the girl like to do?” (She likes to

b
2
3
d
play on the swings.) “What picture do you choose?” (a)
“What do you draw between 1 and a?” (a line)
through the speaking practice detailed in steps 3 and 4.
4
5 2. Check that students know what to do. Play CD Track
e
49. Pause for students to match the pictures with the
Track numbered boxes. Check students’ answers.
B. Listen and check a or b . 50
1 2 3 4 3. Divide the class into pairs. Have students refer to
a a a a their completed task and take turns asking and
answering the question, “What do you like to do in the
playground?” (For example: I like to play on the swings.)
b ✓ b ✓ b ✓ b ✓ 4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page 47 (AB CD Track 19).

C. Listen and say. Track


51

B. Listen and check a or b


1 2 3

Track
50 Audio Script

83 Narrator: One
Man: Do you like to play on the slide?
080-085_2_LITESB951990_U5a.indd 83 4/8/16 8:31 AM
Girl: Yes, I do.

Narrator: Two
Man: Do you like to play in the tunnel?
A. Listen and choose Boy: Yes, I do.

B. Listen and check a or b


Track
49 Audio Script Narrator: Three
Man: What do you like to do in the playground?
Girl: I like to climb the rope.
Narrator: One
Woman: What do you like to do in the playground? Narrator: Four
Girl: I like to play on the swings. Man: Do you like to play on the jungle gym?
Narrator: Two
Boy: Yes, I do. In step 4, students extend their learning by using
Woman: What do you like to do in the playground?
Girl: I like to play in the boat.
1. Books open. Ask students to identify each picture.
their checked pictures to practice writing. Depending
on the needs and skills level of your students, you
Narrator: Three
2. Say, “Let’s listen and check the boxes that match what
Woman: What do you like to do in the playground?
we hear.” Play One on CD Track 50. Ask: “What number
Boy: I like to climb the net.
did you hear?” (one) “Does she like to play on the slide?”
Narrator: Four (Yes, she does.) “What box do you check?” (b) may adapt step 4 to a speaking activity or simpler
Woman: What do you like to do in the playground? 3. Check that students know what to do. Play CD Track
Boy: I like to play on the slide. 50. Pause for students to check the picture boxes. Check
students’ answers.
writing activity. Before they start, ask them to suggest
Narrator: Five
Woman: What do you like to do in the playground?
Girl: I like to play in the house.
4. Write on the board: Do you like to play _____? Tell
students to refer to their checked pictures and write an example and then work with this to provide a
questions. For example: Do you like to play on the slide?
5. Ask three students to write an answer on the board. written model on the board. Also, tell students to
6. Activity Book. Ask students to complete activity B on
page 47 (AB CD Track 20). turn to the opening scene and the numbered words
111
on the second page of the lesson for further help with
structure and spelling.
M 108-115_2_LITETB952034_U5a.indd 111 4/13/16 10:09 AM

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 doesn’t know what to do. Can you
tell him?”
2. Address questions to Star and have him turn to
your students for answers.

19

004-023_2_LITETB952034_INTRO.indd 19 4/18/16 1:18 PM


Teacher’s Book Overview
C. Listen and say
Unit
5 Listen
Students listen to, recall, and then practice repeating Listen
1. Books open. Ask students to look at the three pictures
the audio with a partner. To conclude, they perform
Track c
A. Listen and choose. 49 in exercise C.
a 1
2. Ask students to identify what each child likes to do in

the scene to another pair of students.


2 d the playground. (the boy likes to climb the net; the girl likes
3 to play on the slide; the other girl likes to play in the house)
b
4
5 3. Say, “Let’s practice speaking.” Divide the class into
e
pairs. Tell students they will listen to dialogs, and then
Track
repeat them. Tell them to listen carefully as you show
B. Listen and check a or b . 50 them what do. Play One on Track 51. Role-play both
1 2 3 4 parts of the dialog to model the exercise.
a a a a

4. Check that students know what to do. Play CD Track 51.


Pause for students to repeat the dialogs. Write them on
the board as necessary. Ask students to swap roles and
b b b b
repeat.
5. Ask three pairs of students to each perform a dialog.
6. Activity Book. Ask students to complete activity C on
C. Listen and say. Track
51 page 47 (AB CD Track 21).
1 2 3

Extra activities
Extra activities
83
1. Ask students to write three statements about
what they like to do in the playground.
080-085_2_LITESB951990_U5a.indd 83 4/8/16 8:31 AM
2. Ask students to quietly review spelling aloud

Depending on the time you have available at words for playground equipment and activities.
This will prepare them for the warm-up activity
C. Listen and say in the next lesson.
the end of the lesson, students can write the three Track
Audio Script
51
(sometimes two) statements and review spelling for
Narrator: One
the next lesson’s warm-up activity, or this can be Woman: What do you like to do in the playground?
Boy: I like to climb the net.

done for homework. Narrator: Two


Woman: Do you like to play on the swings?
Girl: No, I don’t. I like to play on the slide.

Narrator: Three
Girl: I like to play in the house.

112

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20

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Practice
A. Look and choose
A. Look and choose
Practice
A. Look and choose.
3
5
1. Books open. Tell students to look at the pictures and
identify the playground equipment in each. Say, “Let’s In preparing for this activity, students name what
match the words to the pictures.”
2

6
2. Check that students know what to do. Point to rope they can see in the pictures. You could use Stella to
1 4 and say the word. Ask, “Can you see a picture of a
rope?” (Yes.) “What is the number of the picture?”
(6) Ask them what to do next. (Write 6 in the box next engage students. Use the technique whereby you ask
to the word rope.)
6 rope 1 house 4 slide 3. Ask students to complete the exercise alone. Check the puppet questions, and then have her turn to the
2 tunnel 3 net 5 swings students’ answers by calling out each number and

B. Read and say.


asking the class to say the matching words.
class for the answers. You are showing your students
4. Activity Book. Ask students to complete activity A
I like to play on the slide.
I like to climb the net.
I like to play on the jungle gym.
on page 48.
that you believe they know the answers, which is
B. Read and say
important at this stage in a lesson.
I like to play in the boat.
I like to run and jump.
What do you like to do in the playground? 1. Books open. Ask students to quietly read what the
C. Ask and answer. boy says about what he likes to do in the playground.
After reading, ask: “Does he say, ‘I like to climb the
rope?’ ” Listen to pronunciation when you check students’
What do you I like to …. (No, he doesn’t.)
like to do in the
playground? 2. Say, “Let’s practice reading aloud.” Ask students to
stand up and read the passage aloud together.
responses. Model and repeat any words that might
84 3. Divide the class into pairs. Ask students to take turns
reading to each other.
need further pronunciation practice.
080-085_2_LITESB951990_U5a.indd 84 4/8/16 8:31 AM
4. Ask two or three students to take turns reading aloud
to the class.

Lesson preparations 5. Books open. Ask students to complete activity B on


page 48.
Starship flash cards 99 to 110: house, jungle gym,
tunnel, swings, rope, slide, net, boat, climb, play, run,

B. Read and say


jump C. Ask and answer
1. Books open. Say, “Let’s practice speaking.” Divide
Star and Stella puppets (see page 7)
the class into pairs, student A and student B. Role-
Activity Book: Activities A and B on pages 48 play the dialog. As student A, point to the question
and 49 and ask, “What do you like to do in the playground?”
Extras: two sets of “Playground” game cards—swings,
boat, jungle gym, net, tunnel, house, slide, run, jump—so
As student B, point to the answer and say, “I like to …
[pause and think] run and jump.”
In preparing students to read aloud, establish Star
that there is a card for each student (see page 109) 2. Show how to take turns by remaining as student
B and pointing to the question. Ask your students, and Stella as the audience. Motivate students to
Warm-up activity “What do I say?” (What do you like to do in the

1. Play an oral spelling game (see “How to play


playground?) Step back into the role of student A. Point
to the answer and ask students what to say. Make sure
read clearly and enthusiastically for their visitors
Spell it!” on page 13) to review words for
from space!
they know to answer the question in as many different
playground equipment and activities. ways as they can.
3. Move around the class and listen carefully as students
practice the dialog.
4. Ask two or three pairs of students to perform the
dialog for the class.

113 C. Ask and answer


This activity provides another opportunity for pairs of
students to practice a lesson’s vocabulary and
108-115_2_LITETB952034_U5a.indd 113 4/13/16 10:09 AM

structures. Start the activity by role-playing the dialog


and then, as for the Talk activity, move around the
class monitoring students’ pronunciation.

Warm-up activity
Every third class period starts with a game of “Spell How to play “Spell it!”
it!” Two teams play and points are scored by correctly
spelling aloud vocabulary words from the unit. Keep • The first players in each team stand. The player from
it fun and energetic—it is a warm-up activity, not a team A is asked to spell a word.
test. You could give bonus points to students who are
• If the word is correctly spelled, a point is earned. If
trying really hard, having lots of fun, or being a good
the word is incorrectly spelled, then the first player
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 first 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

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Teacher’s Book Overview
Unit
5 Play and learn

Play and learn Play and learn


I like to play in the house.
What do you like to do Game for two players
in the playground?
• Player One asks “What do you like to do in the
playground?”
• Player Two chooses a picture that represents what
they like to do, points to it, and answers starting
with, “I like to …”
1 2 3 • Players take turns as player One and Two.

1. Students play with the partner they found in the


“Organizing groups” activity—one student to be player
4 5 6 One and the other to be player Two. Show students how
to play through a role-play. As player One (Stella), ask
“What do you like to do in the playground?” As player
Two (Star), point to picture 3 and answer, “I like to play
in the house.” Show how to take turns. Remain as Star
and start the dialog again with the question.
7 8 9
2. Ask questions to check that students know what to do.
Play the game.
3. To conclude, ask students from different pairs to perform
one round of the game for the class.
85
4. Activity Book. Ask students to complete activities A
and B on page 49.
080-085_2_LITESB951990_U5a.indd 85 4/8/16 8:32 AM

Organizing groups
5. To end the unit, use the flash cards to review the unit
vocabulary.
Organizing groups
1. Use pairs of “Playground” game cards to review
the unit language and regroup students for the Extra activity
In most units, this activity involves working with end-of-unit game. See “Organizing groups” on
page 14.
1. Play a written spelling game (see “How to play
Write it!” on page 14) using the vocabulary on

the game cards as a paired pack. You will need to 2. Hand out one game card to each student.
Check that students know what to do by asking
page 49 of the Student Book.

them to tell Stella what to do. They should say


produce enough pairs for each student in your class that the aim of the activity is to find a partner
who likes to do what they like to do in the

to have one card each. In larger classes, this might


playground. As students look for their partners,
have them ask questions that start with, “Do
you like to …?” Once they have found their

mean some pairs are duplicated. If your class size is 3.


partners, have them sit together.
Make sure that students are partnered

small, make selections from the cards based on the according to their matching cards. To do this,
ask each pair, “What do you two like to do in
the playground?” Encourage them to answer
needs of your students. together, starting with, “We like to ….”

Star could be used here to help introduce the


upcoming Play and learn game and the idea of an
114
activity to prepare for play with a different partner.
To do this, use the technique whereby you take 108-115_2_LITETB952034_U5a.indd 114 4/13/16 10:09 AM

his whispered messages and pass them on to your


students.
Use Stella to check that students know how to play Extra activity
the game. Say that Stella was sleeping or not paying If there’s time at the end of your lesson, play one last
attention while you were showing everyone what to game. “Write it!” gives your students a final opportunity
do. Ask your students to explain the game to Stella. to review their spelling of the vocabulary. Keep it fun
and energetic so the lesson ends on a positive note.

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 file 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 first 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 team’s 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 tried hard, had lots of fun, or were
good team players.

22

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Grammar, Culture notes, Extension activities Grammar
Grammar The notes in this section summarize the main
In this unit, students are introduced to two-verb phrases to use a preposition when it comes to climbing something,
that use the infinitive form (to + verb) of the second verb
in the phrase. For example, in the phrase I like to jump,
that is, I climb the net. Note that phrases with to climb
followed by no preposition are modeled and practiced
grammar features in each lesson. In many lessons,
there are also ideas for how to address these features,
the first verb is like and the second verb is to jump. Some later in the unit. You may choose to model the structure
students might be aware of the alternative that uses the earlier (see step 3 in the set-up to the Talk activity), so that
gerund form (verb + ing) of the second verb in the phrase. expressing a preference to climb the net or the rope can be
That is, I like jumping. If it is raised, simply confirm that it
can be used to express a similar meaning.
practiced at this stage as well as in the “Ask and answer”
activity. and potential areas of confusion are noted.
Students also expand on their use of prepositions. In the The use of prepositions may cause some confusion.
context of the playground, they learn that we play on Reproduce and display the relevant grammar tables so
certain equipment and play in others. They also learn not that you and your students can refer to them readily. The grammar tables in this section highlight and
Statements
Culture notes
reinforce the grammatical structures in each lesson.
I like to run.
to jump.
Culture learning is not just about understanding
differences. There are similarities to discover, too.
Statements, questions, and answers are clearly and
Children’s playgrounds are found all over the world,

I like to run and jump.


suggesting that all cultures value places where
children can come together and play. Talk to your
simply presented. You could reproduce the tables on
students about the sorts of games that they play
in the playground. Do they play role-play games, a poster before starting a unit. Display them in the
clapping games, or games with skipping ropes?
Questions Tell them that American children play similar sorts
of games and then introduce them to a simple
classroom and use them to support students or to
What do you like to do in the playground? playground game with a rhyme (see “Extension
activities” below). correct errors. Alternatively, you could lead your class
Do you like to play on the swings?
the jungle gym? to build the tables on the board. You could do this
the slide?
in the house? Extension activities before the “Talk” activity.
the tunnel? 1. Students can apply their new understanding of
the boat? two-verb phrases to language they’ve already
to climb the rope? learned. Put students in pairs and have them
take turns opening a phrase with I like ….
the net? Partners must then complete the phrase with a
verb in the infinitive form.
2. Show pictures of different playgrounds. Have

Culture notes
Answers students identify the play equipment introduced
in this unit and find out if they know the words
I like to play on the swings. for any other equipment. They may know
sandpit, seesaw, and monkey bars. Ask students
the jungle gym.
to draw their favorite playground (real or

in
the slide.
the house.
3.
imagined) and to label the equipment.
If you are able to take the students outside,
Starship English supports an integrated approach to
the tunnel.
the boat.
teach them a traditional jump rope game such
as “Apple, peaches, pears, and plums. Tell me language and culture learning. The four American
to climb — the rope. when your birthday comes!” Students take turns
the net.
skipping. The rhyme continues with a recital of
the months of the year. Skippers jump out as
characters—Dan, Emma, Tessa, and Tom—present
their birth month is called.

Yes, I do.
a way of life and a world of values, attitudes, and
No, don’t.
beliefs for students to explore and compare with their
115
own culture. The notes in this section highlight and
explain selected cultural content from each unit.
There are also practical suggestions for how you
M 108-115_2_LITETB952034_U5a.indd 115 4/13/16 10:09 AM

can support culture learning as you teach language


Extension activities skills. Many of these suggestions involve getting your
students to identify differences and similarities. With
These extension activities are suggestions for how to young learners at this level, it is reasonable to allow
reinforce the learning in each lesson. In many cases, discussion in their own language.
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

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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 from in memory.
the beginning to form words and figure The design of this series ensures easy use
out unknown words by blending the letter for students and teachers, helping to make
sounds. the learning of phonics efficient, effective,
engaging, educational, and entertaining.

24 © Houghton Mifflin Harcourt Publishing Company

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Phonics Level A1.1

Level Overview
Starship English Level A1.1 covers consonant The Reviews monitor students’ grasp of
clusters. Consonant clusters (or blends) the content. They provide students with
are two or three consonants combined. exercises for them to apply what they have
Consonant clusters present a pronunciation learned and to help them memorize the
challenge for students. Pronunciation is content and concepts. There are practice
best learned at an early age so students exercises and a reading passage and
can get a lot of practice, especially in comprehension exercise. Students gain a
forming sounds that might not appear sense of achievement from being able to
in their mother tongue. The goal of this read, understand, and enjoy the story.
level is to give students adequate practice
in recognizing and producing the sounds
made by consonant clusters.

In this level, students will review the


single letter phonemes as well as the
short and long vowel sounds from the
previous two levels.

Each phonics lesson contains a set of


contrasting consonant clusters, which
can be learned more easily when they
are compared with similar, yet different
consonant clusters. The sets of contrasting
consonant clusters might sound similar but
are very different in terms of the shape of
the mouth when pronouncing the sound.

© Houghton Mifflin Harcourt Publishing Company 25

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Phonics A1.1 Overview

Phonics

A. Look, listen,
and say.
Unit
1
bl br
P-CD
This exercise presents two anchor A. Look, listen, and say.
Track
1
words for each consonant cluster. The
four anchor words should be read
aloud by the students and the teacher.

1. block 2. blanket

3. brain 4. brush
P-CD
Track
B. Listen and fill in the missing letters. 2
B. Listen and fill in
the missing letters. 1. ____ ____ue 2. ____ ____ead

This exercise aims to expand students’


vocabulary and listening sensitivity 3. ____ ____ick 4. ____ ____ack
practice. Students have to listen
carefully to identify which consonant 5. ____ ____own 6. ____ ____ossom
cluster is used in which word. Since
the consonant clusters in a lesson 16
are similar but different, students’
listening skills are practiced
and refined. 016-023_2_LITESB951990_PBU1.indd 16 4/14/16 3:30 PM 0

Audio Support
The corresponding audio track is
indicated by the P-CD icon, which
shows the track number on the
P-CD for ease of use.

26 © Houghton Mifflin Harcourt Publishing Company

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Phonics A1.1 Overview

P-CD C. Listen, write,


and read.
Track
C. Listen, write, and read. 3
1. Here is a . This exercise gives the students an
example of the anchor words as they
2. The is blue. are used in the context of a sentence.
It is an exercise that gets students to
3. This is a . listen and identify the words, write out
the words, and then read each word in
4. Here is my . a full sentence. The sentence patterns
are correlated with the Starship English
D. Look at the pictures and write the words. course. This will help to reinforce the
content and give the students extra
bl br practice in reading familiar sentences.

D. Look at the
pictures and
P-CD

E. Listen and chant. Track


4
Bricks and Blocks write the words.
Bricks and blocks. This exercise focuses students’
Bricks and blocks. attention on the difference between
Black, brown, and blue.
the contrasting consonant clusters. It
There are black bricks.
also reinforces the vocabulary learned
There are brown blocks.
in exercises A and B of the lesson. The
There are blue bricks too.
use of photographs supports students’
17
understanding of the meaning of words.

M 016-023_2_LITESB951990_PBU1.indd 17 4/14/16 3:30 PM

E. Listen and Chant.


This short reading passage is often in the form of a chant, which
encourages students to read rhythmically, and with expression and
intonation. Reading fluency is a key part of the reading process,
and these chants serve to guide the students to read more fluently.
The ability to read words and sentences fluently will be a major
motivating factor in getting students to read for pleasure.

© Houghton Mifflin Harcourt Publishing Company 27

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Phonics A1.1 Review Overview

Phonics Review
A. Listen and write
the number.
P-CD
This exercise gives students a Track
A. Listen and write the number. 91
summary of the words they have
learned in the preceding units, puzzle king belt elk
providing practice in integrating their
hanger wolf elm lungs
listening and reading skills. Another
important reading skill that is tunnel help field strong
introduced here is that of skimming.
Skimming requires students to look B. Write el, le, lt, lp, ld, lf, lk, or lm
through a set of words looking for and read the words.
clues to help them find the word they
1. mi____ ____ 2. fi____ ____ 3. myse____ ____
are looking for.
4. me____ ____ 5. jew____ ____ 6. eag____ ____
7. ke____ ____ 8. co____ ____ 9. kenn____ ____
B. Write el, le, lt, P-CD
C. Listen and write the words.
lp, ld, lf, lk, or
Track
92
lm and read the 1.

words. 2.

This exercise tests students’ decoding 3.


ability and their phonemic awareness.
Phonemic awareness is an essential 4.
skill in learning to spell new words.
5.
116

C. Listen and write


the words.
116-120_2_LITESB951990_PBR1-6.indd 116 4/14/16 4:01 PM 1

This is a dictation/spelling exercise


that tests students’ ability to spell
words after hearing them. Students
will practice hearing the spoken
word and then breaking it up into
individual phonemes within the word.
Then they need to assign a grapheme
to each phoneme and write the
graphemes down to create a word, thus
transforming an auditory word into
a written word. This skill is extremely
important to help students learn to
spell words and will enable them to
spell many more words than they
would be able to if they relied solely on
memorizing the spelling of vocabulary.

28 © Houghton Mifflin Harcourt Publishing Company

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Phonics A1.1 Review Overview

P-CD
D. Read the story.
Track
D. Read the story. 93 This exercise is the culmination of
A Jewel for the King the decoding skills the students have
A young man sees a jewel in a field. been acquiring and practicing in the
He uses it to make a ring for the king. regular lessons. Being able to read and
He goes a long way to give it to the king. understand the story is one of the
He rides a camel on Sunday. key objectives in learning phonics.
He rides a wolf on Monday. In the story, students will encounter
Then he rides an eagle on Tuesday. the vocabulary from the preceding
At last, he gives the ring to the king units in context. Students thus progress
on Wednesday. The king is happy from single words, to sentences, to text
and he sings a song. passages, and finally to meaning in the
form of a story.

E. Read again and write the missing words. E. Read again


1. A young man sees a jewel in a . and write the
2. He makes a ring for the .
missing words.
In this exercise, students are required
3. He rides a on Sunday. to apply their understanding of the
story to fill in the missing words.
4. He rides an on Tuesday. Students should be encouraged to
reread the story and then cover it up.
5. The king sings a . Students should then read the sentences
in this exercise and fill in the missing
117
words from what they remember from
the story.
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© Houghton Mifflin Harcourt Publishing Company 29

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Unit
1 Sample Lesson With Teaching Notes
LESSON 2
Aim To introduce the consonant clusters
“cl” and “cr” and their pronunciation
Unit
1
cl cr
P-CD
To introduce two anchor words for Track
A. Look, listen, and say. 5
the consonant cluster “cl”: class, clap,
and two anchor words for the
consonant cluster “cr”: creek, crocodile

Materials Letter Cards for the consonant


clusters “bl,” “br,” “cl,” and “cr,”
Starship English Student Book 1. class 2. clap

Time 30–40 minutes

Warm-up activities CT2


1. Revise the consonant clusters “bl” and “br” from the
previous lesson. Show the students the Letter Cards for
“bl” and ask them to say the phoneme for the two- 3. creek 4. crocodile
letter cluster. Repeat for the blend “br”. P-CD
Track
2. Say a word from the previous lesson and ask the B. Listen and fill in the missing letters. 6
students if the word begins with “bl” or “br”. Repeat
this step several times with words the previous lesson 1. ____ ____ane 2. ____ ____oud
as well as other words containing “bl” and “br” that
students might not yet have learned. 3. ____ ____am 4. ____ ____ab

3. Hold up the Letter Cards for “br” and have the students
say a word that starts with that blend. Repeat for the 5. ____ ____ow 6. ____ ____ock
blend “bl”. 18

016-023_2_LITESB951990_PBU1.indd 18 4/14/16 3:30 PM 016

5. Repeat steps 1 to 4 for the consonant cluster “cr”.


Presentation 6. Draw lines from the letters “cl” and “cr” on the board
(as shown in the picture below) and write the ending
Due to the aural and pronunciation difficulties these of each focus word from the phonics book at the end of
phonemes present, students should be explicitly shown how each line. Ask the student to decode the word endings.
the two sounds move from one part of the mouth to another,
and then focus on how the letters combine to create a
blended sound. It is helpful to have the students extend the
sound of each letter to hear and feel how the sounds blend
cl ap
together, for example, bbbbblllll. Students should be given
plenty of time to model and practice the sounds. Introducing
ass
the letter synthesis with Letter Cards before using the Student
Book helps students to focus their attention on both the sound
of the blend and the visual representation of it in English.

cr eek
1. Hold up the Letter Cards for “cl”,
cover the letter “l” and say,
Teacher: This letter can say /c/.
ocodile
Students: /c/
2. Now, cover the letter “c” and say,
Teacher: This letter can say /l/. Point to the letters “ap” and say,
Students: /l/ Teacher: How do you say this?
3. With the cards held up, say, Students: /ap/
Teacher: Now, let’s try putting these two sounds Point to the consonant cluster and then the end of the word
together. /c/ /l/ /c/ /l/ “cl” and say,
Students: /c/ /l/ /c/ /l/ “cl” Teacher: Can you put the two parts together in one
4. When you are confident that the students can produce word?
the phoneme, write the letters “cl” on the board. Students: clap

30 © Houghton Mifflin Harcourt Publishing Company

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s Sample Lesson With Teaching Notes
A. Look, listen, and say. CT1, CT2, CT3

1. Play the P-CD Track 5. Ask the students to point to the


C. Look and write the words. words as they listen.
1 2 1 2
2. Play Track 5 again. Have students repeat the words
3
after the P-CD.
4
3 4
3. Use each of the four focus words in a sentence. Say the
sentence with the start of the target word for the
4 5 students to complete, for example,
5

Teacher: cl/ass – This is our English cl_____.


P-CD
Students: class
Track Teacher: cl/ap – I use my hands to cl_____.
D. Listen, write, and read. 7
Students: clap
1. My favorite is English. Teacher: cr/eek – I can see two rocks in the cr_____.
Students: creek
2. I can my hands. Teacher: cr/ocodile – At the zoo I can see a cr_____.
Students: crocodile
3. This is a .

4. It’s a big
P-CD
.
Practice
Track
E. Listen and chant. 8
In the Creek B. Listen and fill in the missing letters. CT2, CT3, CT4
Clap, clap, clap.
Clam is in the creek. 1. Explain to students that they will listen to the P-CD
Crocodile comes to eat him. and fill in missing letters.
Creep, creep, creep.
19 2. Play the P-CD Track 6. Have students point to the pictures
as they hear each word.
016-023_2_LITESB951990_PBU1.indd 19 4/14/16 3:30 PM
3. Play Track 6 again. Have students fill in the missing letters
7. Repeat this process for class, creek, and crocodile. as they hear the words.
8. Write each word in full on the board (as shown in the 4. Play Track 6 a third time. Have students repeat the words
picture below) and ask students to read the words aloud 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.

cl ap clap
ass class 6. Ask individual students to read the words by saying,
Teacher: How do you say number 3 in English?
Student: clam
7. Call out the numbers in random order and have the

cr eek creek class read out the word, for example,

ocodile crocodile Teacher: Number 6.


Students: clock
Teacher: Number 1.
Students: crane
Teacher: Number 4.
Step 2 Students: crab
1. Have students open their books to page 18. Ask the
students to look at the anchor words and read them
aloud. Students should be expected to be able to read
the focus words by combining the letters and sounding
out the words. Students should be encouraged to
combine the focus letter combination into a blended
sound, for example, clap should be read as “cl-ap –
clap”, not “c-l-a-p – clap”. This is an important step to
reading proficiency.

© Houghton Mifflin Harcourt Publishing Company 31

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Sample Lesson With Teaching Notes
C. Look and write the words. CT3, CT4

1. Explain to students that they must fill in the


Production
crossword, using the picture clues on the right.
Complete the first clue with the students, pointing out E. Listen and chant. CT1, CT2
the direction of the number arrow. 1. Play the P-CD Track 8 and have the students listen and
2. Ask the students to work out the answers for read along silently from their books.
themselves. 2. Play Track 8 again and ask the students to read/chant
3. When they have finished, check each answer with the along with the P-CD.
whole class and write the answer on the board as they 3. Have students read the chant silently a few times until
spell it out, for example, they can read it fluently and with expression as on the
Teacher: What’s 1 down? P-CD.
Students: cloud
Teacher: How do you spell cloud? 4. Divide the class into pairs and ask students to take
Students: c-l-o-u-d turns reading/chanting the passage to their partner.

Variation
While the students are completing the crossword, walk
around the class and ask individual students to identify
one of the crossword pictures in exercise A or B and read
the word. This will give you a good indication of whether
the students are acquiring the decoding skills they have
been taught.

D. Listen, write, and read. CT2, CT3, CT4

1. Explain to students that they will listen to the P-CD,


fill in the missing words, and then read the sentences.
2. Ask students to close their books. Play the P-CD Track
7. Have students listen to the sentences, repeating
each one before listening to the next sentence.
3. Ask students to open their books at page 7. Play Track
7 again, pausing between sentences to allow students
time to write their answers. Replay each sentence if
necessary.
4. Play Track 7 a third time. Have students listen again
and check their answers. Pause after each missing word
and ask students to spell that word as you write it on the
board.
Variation 1
Before playing the P-CD, ask the students to silently read
all the sentences. When they come to the blank space
where they will write the missing words, they just say
“mmmmmm”, for example, “ My favorite mmmmm is
English.”
Encourage the students to try to work out what anchor
word would make sense in the sentence by thinking about
the meaning of the rest of the sentence.
Variation 2
Once you have listened to the audio track three times,
and the students have filled in all the missing words,
choose four students to each read one of the sentences to
the class, then ask the class what the sentence means in
their first language.

32 © Houghton Mifflin Harcourt Publishing Company

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Games and Activities

1. Hangman
u y
You will need a whiteboard and markers.
1. Choose a word from a previously studied phonics
lesson and draw a dash for each letter on the
h
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
isn’t, you will add a line to the gallows. The students
must guess all the letters for the word before you finish
drawing the gallows. 3. Word Hunt
3. Have the students call out letters. Fill in the dash with
You will need a set of Word Hunt Cards (page 210) in a
a correct letter or write an incorrect letter on the board,
container. Students can have their copy of Starship English
and draw one line of the gallows (as per the numbers
Student Book on their desks.
in the example below).
1. Divide the class into two teams. Write Team 1 and
4. Continue this process until the students determine the
Team 2 on the board to record their points.
word or until you have completed the drawing of the
gallows and the hanging stick man. 2. Ask a student from Team 1 to come to the front of
the class and choose a card from the container. The
student reads the consonant cluster (NOT the word)
3 aloud to the class.

jf
3. Team 2 has to try to guess the word on the card. If the
4 first guess is correct, the team gets 4 points; 3 points
for a correct second guess, 2 points for a correct third

a
guess, or 1 point for a correct fourth guess. (You can
2 allow students to use their Phonics Books if you think
6 it necessary.)
4. If Team 2 has not guessed the word within four
guesses, their turn ends without gaining any points.
1 5. A student from Team 2 now takes a turn to come to
the front of the class, choose a Word Hunt Card, and

b l o s s om
read the consonant cluster (NOT the word) to Team 1.
6. The team with the most points at the end of the game
is the winner.

2. Sound
You will need a whiteboard and markers.
1. Divide the class into two teams.
2. Write a word on the board, for example, blanket. Ask
a student from Team 1 to say the word and identify
the letters that make the consonant cluster in the
word. (bl)
3. If the student does not answer correctly, ask a student
from Team 2 to answer. A point is awarded to the
team that answers both parts correctly.
4. Continue the game, alternating the teams, using
words that represent each of the consonant clusters in
the units already studied.

© Houghton Mifflin Harcourt Publishing Company 33

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Games and Activities

4. Typhoon 5. Word Spell


You will need the Typhoon Teacher’s Grid (page 210) You will need 1 die with different consonant clusters for
and a whiteboard and markers. each team (pages 211 and 212) and a piece of paper and
pencil for each student.
1. Draw the Typhoon Grid on the board, leaving the
squares blank. 1. Divide the class into teams of four or five students.
2. Divide the class into two teams. 2. A student in each group takes the first turn by rolling
the die. When the die stops rolling, all the students
3. Team 1 begins by calling out any square’s coordinates,
in the group look at the consonant cluster facing
for example, C4.
upwards and say a word beginning with that cluster,
4. Read out the word in the C4 square of the teacher’s for example, if the die shows “br”, correct words would
grid, swims. be brick, brain, brush, bread, or brown.
5. A student from Team 1 comes to the board and writes 3. The first student who says a correct word must then
the word swims in the correct square. spell the word and everyone in the group must write it
on their paper. If the student spells the word correctly,
6. If the student spells it correctly, look at the number he/she scores a point for the team, and throws the die
under the word swims on the teacher’s grid (2) and for the next turn. If the student cannot spell the word,
draw the first two lines of a house (see sample house he/she must check the spelling in Starship English
below) on Team 1’s side of the board. Student Book, so everyone can write it down, and the
7. If the student does not spell the word correctly, erase next turn is taken by the student on the right of the
the word and continue the game, with Team 2 taking last student who rolled the die.
the next turn. 4. Once a word has been used and written down, it
8. If a team calls out the coordinates of a “T” square, cannot be used again.
for example, D1, call out “TYPHOON!” and erase all 5. The team with the highest score is the winner.
the houses accumulated by that team.
10. The team with the most houses after all the word
squares have been filled in is the winner.

5 6

1
2 3

34

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Notes
Write notes here.

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Unit
1 What’s your favorite class?
FOCUS
Theme Introductions, Names, Favorite
Unit What’s your favorite class?
1
classes Look, listen, and talk Track
1

Aim Students learn how to: greet; My name’s Mrs. Brown.


I’m your English teacher.
introduce themselves and others with What’s your name?
first and/or family names; ask and
answer questions about favorite/least
favorite classes.
My name’s Tom Bean.
I’m a student.
Structures • Wh- questions with BE (What’s your/
his/her name? What’s your favorite/ What’s your favorite class?

least favorite class?) It’s English.


What’s your least favorite class?
• Possessive adjectives (He’s our
Math.
librarian.)
Review: contracted forms of BE,
present tense, statement and answers
(My name’s Mrs. Brown. It’s English.);
possessive adjectives (My name’s Tom
What’s his name? What’s her name?
Bean. What’s your/his/her name?)

Vocabulary English, math, art, music, science,


computer(s), P.E., class, teacher,
principal, librarian, nurse, janitor,
least favorite, Mr., Mrs., Miss
His name’s Mr. Jones. Her name’s Miss Wilson.
Review: favorite He’s our librarian. She’s our nurse.
4

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Preview some language from the first
two frames in the opening scene on page 4.
Starship flash cards 1 to 12: teacher, principal,
librarian, nurse, janitor, English, math, art, music, • Say, “My name’s Mrs./Mr. _____. I’m your English
science, computers, P.E. teacher.” Hold up the Star puppet and say, “His
Star and Stella hand puppets (see page 13) name’s Star. He’s a student.” Move around the class
with Star and focus on three or four other students.
Audio CD Tracks: 1 and 2
Have Star whisper in your ear and then say, “Yes,
Activity Book: Activities A, B on page AB4; C, D
you’re right, Star. He’s/She’s a student.”
on page AB5
• Turn to Star and ask, “What’s your favorite class?” As
Warm-up activity CT1, CT2 you ask the question, show a happy expression and
1. Play a memory name game. Arrange the class use the thumbs-up gesture. Have Star whisper in your
in a circle. Stand in the middle and introduce ear and then turn to the class and say, “It’s English.”
yourself: “My name’s Mrs./Mr./Miss _____.” • Turn to Star again and ask, “What’s your least favorite
• Ask a student in the circle, “What’s my class?” Emphasise the word least, frown, and use the
name?” (Mrs./Mr./Miss _____.) Then ask, thumbs-down gesture. Have Star whisper in your ear
“What’s your name?” (My name’s _____.) and then turn to the class and say, “Math.”
• Ask the second student in the circle, “What’s 2. Books open. Ask students to look at the pictures on
my name?” Gesture to the first student and page 4. Point to Tom and ask, “Who’s the boy?” (Tom) Ask,
ask, “What’s his/her name?” (His/Her name’s “Where is he?” (at school) Say, “Let’s listen to the questions
_____.) Then ask, “What’s your name?” that Tom’s teacher, Mrs. Brown, and Star ask Tom.”
Continue the game until everyone has
3. Track Play CD Track 1, frame by frame. Ask students
answered the questions to preceding students.
to point to the matching speech bubble on
2. Divide the class into pairs and tell students to take 1 page 4 as each dialog is spoken.
turns to name everyone. (Her/ His name’s______.)
4. Play the CD again, frame by frame. Ask the class to
repeat each part with you.

36 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

036-043_2_LITETB952034_U1a.indd 36 4/18/16 1:19 PM


Look, listen, and talk
3. librarian
Talk CT1, CT2
ass? Track
2
2. principal
4. nurse
5. janitor 1. Books open. Ask students the names of the two
characters. (Tom and Tessa) Ask, “Who’s asking the
1. teacher questions?” (Tom) “Who’s answering the questions?”
(Tessa)
2. Ask students to complete Tessa’s answers by filling in the
gaps with the names of classes. Provide an example of
each answer on the board.
3. Ask pairs of students to practice the dialog, with each
6. English 7. math 8. art pair taking turns to speak both parts. Tell students to
use all the words for different classes to complete Tessa’s
answers in as many different ways as they can. Listen
9. music 10. science 11. computers 12. P.E. carefully to students’ pronunciation, correcting errors
and offering praise as appropriate.
4. Have two or three pairs of students perform the dialog
for the class.
Talk.
5. Activity Book. Ask students to complete activity C on
What’s your favorite class?
page AB5. Check students’ answers. Ask pairs of students
to take turns speaking the two parts.
It’s .
What’s your least favorite class?
.
Phonics activity CT2
Students identify the word-stress patterns for the
5 occupations of people who work in a school.
1. Write teacher on the board. Model the word with
004-009_2_LITESB951990_U1a.indd 5 4/8/16 8:25 AM
clap–click to represent the word-stress pattern.
Write the word-stress symbols above the word
(Oo). Repeat the word with the associated
5. Divide the class into two groups. Ask group 1 to read gestures. Ask students to repeat with you.
Mrs. Brown’s and Star’s parts and group 2 to read Tom’s
2. Write principal, librarian, nurse, and janitor in
part. Then ask the groups to swap parts and repeat.
a list on the board under teacher. Ask pairs of
6. Divide the class into pairs. Ask each pair of students to students to work together to identify the strong
take turns speaking the parts of Mrs. Brown and Star and weak sounds in each word. Tell them to
and the part of Tom. Correct pronunciation errors. write the symbols for each word in their books
7. Books closed. Say, “Tom introduced us to the librarian above the labels on page 5.
and the nurse. Let’s practice these words.” Model each 3. To check responses, ask four students to each
word as you show the picture on the flash card. Keep the write the symbols for a word on the board:
written word covered. Ask students to repeat the word principal—Ooo; librarian—oOoo; nurse—O;
with you several times. Then show the word, model it janitor—Ooo. Note that the word-stress pattern
one more time, and leave the card on display. Say, “We for principal and janitor is the same.
also met Mrs. Brown, Tom’s English teacher.” Introduce
teacher as above, then principal and janitor. Remind 4. Say, “Watch and then say the word.” Model
students that Tom’s favorite class is English and introduce clap–click for teacher. Continue this for all the
the word English. Next, introduce Tom’s least favorite, occupations. Note that a clap–click–click could
math. Repeat for art, music, science, computer, and P.E. either be principal or janitor.
8. Say, “Let’s practice our new words again. This
Track
time, close your eyes and listen carefully to the
2 voice on the CD.” Play CD Track 2. Pause as
necessary for practice.
9. Return to the opening scene. Arrange the pairs of Extra activity CT3, CT4
students into groups of four. Ask each pair to perform 1. Activity Book. Ask students to complete
the scene for the other pair in their group. activity D on page AB5.
10. Activity Book. Ask students to complete activities A
and B on page AB4.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 37

036-043_2_LITETB952034_U1a.indd 37 4/18/16 1:19 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
Hi! Hello! names of the subjects.
What’s your name?
My name’s Tessa Lee. 2. First listening. Ask students to close
Track
their eyes and listen to the song.
What’s your favorite class?
Art! 3 Play CD Track 3.
Computers!
English! 3. Second listening. Divide the class into pairs. Give
Math! each pair a set of “Classes” game cards. Ask each pair
Music! to arrange the cards in order as they listen to the song.
P.E.!
Science!
Play CD Track 3 again. Ask the class to check that their
What’s your favorite class? cards are in the correct order.
4. Third listening. Ask students to sing along. Tell them
they can use their ordered cards as prompts. Replay CD
Track 3.
5. Books open. Ask students to look at the pictures
on page 6. Ask them to point to the pictures as they
practice saying the matching words. Next, read the
words of the song with the class, pointing to the pictures
as you say the matching words.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 3.
7. Activity Book. Ask students to complete activities A
and B on page AB6.
6

8. Ask students to stand up and sing the song together.


004-009_2_LITESB951990_U1a.indd 6 4/8/16 8:25 AM
Encourage their best performance with Star and Stella
as the audience. Play the CD as necessary.

Lesson preparations
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 3, 4, 5, 6
Activity Book: Activities A, B on page AB6; A, B, C
on page AB7 (CD Tracks 65, 66, and 67)
Extras: one set of “Classes” game cards—art,
computers, English, math, music, P.E., science—for each
pair of students (see page 143)

Warm-up activity CT1, CT2


1. Have students conduct an oral survey to find
out their classmates’ favorite and least favorite
classes. Walk up to a student and tell them to
ask you, “What’s your favorite class?” Answer,
“It’s _____.” Tell them to ask you, “What’s your
least favorite class?” Answer, “_____.”
2. Ask students to move around the classroom
asking and answering the questions with
different classmates.
3. To conclude, ask three or four students to tell
the favorite and least favorite classes of one
classmate they talked to.

38

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Listen

Listen
Track
1. Books open. Ask students to look at the pictures and
A. Listen and choose. 4 c identify the classes they see. Say, “Let’s listen to students
a 1 name their favorite and least classes and choose the
b 2 pictures that match.” Play One on CD Track 4. Use the
3 worked example to model the activity.
d e
4 2. Check that students know what to do. Play CD Track 4.
5 Pause for students to match the numbered boxes with
the pictures. Check students’ answers.
Track
B. Listen and check a or b . 5 3. Divide the class into pairs. Tell students to take turns to
1 2 3 4 ask, “What’s your favorite class?”, and to answer using
a a ✓ a ✓ a
the pictures as prompts.
He’s our He’s our
What’s your name?
librarian. math teacher. She’s Emma Bird. 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 AB7 (CD Track 65).
She’s our She’s our
What’s her name? principal. English teacher. She’s Mrs. Brown.

C. Listen and say. Track

1
6
2 3
B. Listen and check a or b CT1, CT2

Track
5 Audio Script

Narrator: One
7 Girl: What’s her name?

004-009_2_LITESB951990_U1a.indd 7 4/8/16 8:25 AM


Narrator: Two
Boy: He’s our librarian.

Narrator: Three
A. Listen and choose CT1, CT2 Girl: He’s our math teacher.

Track Narrator: Four


4 Audio Script Boy: She’s Mrs. Brown.

Narrator: One
Man: What’s your favorite class?
1. Books open. Ask students to look at the four pairs of
Boy: Science.
speech bubbles and to identify the differences in each.
Narrator: Two 2. Say, “Let’s listen to four sentences and check the speech
Man: What’s your favorite class? bubbles that match what we hear.” Play One on CD
Boy: Math. Track 5. Use the worked example to model the activity.
Narrator: Three 3. Check that students know what to do. Play CD Track 5.
Man: What’s your least favorite class? Pause for students to check the boxes. Check students’
Girl: Art. answers.

Narrator: Four 4. Divide the class into pairs. Ask students to take turns
Man: What’s your least favorite class? saying the checked speech-bubble sentences.
Girl: Music. 5. Ask four students to each say one checked speech-bubble
sentence to the class.
Narrator: Five
Man: What’s your favorite class? 6. Activity Book. Ask students to complete activity B on
Boy: P.E. page AB7 (CD Track 66).

39

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Unit
1 Listen

Listen
Track
1. Books open. Ask students to look at the three pictures
A. Listen and choose. 4 c in exercise 3.
a 1
2. Ask students to name the occupations of the people
b 2
in the pictures. (1—librarian; 2—nurse, P.E. teacher; 3—
3 d e principal) Tell students to refer to the labeled pictures on
4 page 5 as necessary.
5
3. Say, “Let’s practice speaking.” Tell students they will
Track listen to the CD, and then repeat what they hear. Tell
B. Listen and check a or b . 5 them to first listen carefully as you show them what to
1 2 3 4 do. Play One on CD Track 6. Role-play what Mr. Jones
a a a a
says to model the exercise.
He’s our He’s our
What’s your name?
librarian. math teacher. She’s Emma Bird. 4. Check that students know what to do. Play CD Track 6.
Pause for students to repeat what they hear. Write the
b ✓ b b b
lines of speech on the board as necessary.
She’s our She’s our
What’s her name? principal. English teacher.
5. Ask four students to each perform one line of speech
She’s Mrs. Brown.
(there are two lines for picture 2).
C. Listen and say. Track
6 6. Activity Book. Ask students to complete activity C on
1 2 3 page AB7 (CD Track 67).

Extra activities CT2, CT4


7
1. Ask students to write statements about their
family members’ favorite and least favorite
classes. For example: My sister’s favorite class is
004-009_2_LITESB951990_U1a.indd 7 4/8/16 8:25 AM

computers.
2. Ask students to quietly review spelling aloud
C. Listen and say CT1, CT2 the names of the occupations and classes. This
will prepare them for the warm-up activity in
Track the next lesson.
Audio Script
6
Narrator: One
Mr. Jones: Hello. My name’s Mr. Jones. I’m your
librarian.

Narrator: Two
Girl: Her name’s Miss Wilson. She’s our nurse.
Boy: He’s our P.E. teacher.

Narrator: Three
Girl: She’s our principal.

40

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Practice
A. Look and choose CT1, CT3
Practice 3 1. Books open. Tell students to look at the pictures and
5 identify each occupation.
A. Look and choose.
2 2. Say, “In this exercise, four of the words have matching
6
pictures but there are two words that do not have
1 4 matching pictures. Let’s see which ones match and
which ones don’t.” Model the exercise, using the
worked example. Ask students to look at the next
words, English teacher. Say, “Is there a picture of an
English teacher?” (No.) Say, “Leave the box blank.”
3 science teacher 1 English teacher 5 P.E. teacher
2 math teacher 4 janitor 6 music teacher 3. Ask students to complete the exercise alone. Check
students’ answers by calling out each number and
B. Read and say. asking the class to say the matching word.

Hello. I’m a student. 4. Activity Book. Ask students to complete activity A


My favorite class is P.E. on page AB8.
She’s our P.E. teacher.
What’s your favorite class?
B. Read and say CT2, CT3
C. Ask and answer. 1. Books open. Ask students to point to the student
(pictured on the left) and then the teacher (pictured
What’s his
on the right). Then ask them to quietly read what the
His name’s ______ ______ .
name? He’s our …. student says.
2. Say, “Let’s practice reading aloud.” Ask students to
What’s her Her name’s _____ _____.
She’s our ….
stand up and read the passage together.
name?
8 3. Divide the class into pairs. Ask students to take turns
reading to each other.
004-009_2_LITESB951990_U1a.indd 8 4/8/16 8:25 AM
4. Ask two or three students to take turns reading aloud
to the class.

Lesson preparations 5. Activity Book. Ask students to complete activity B


on page AB8.
Starship flash cards 1 to 12: teacher, principal,
librarian, nurse, janitor, English, math, art, music, science,
computers, P.E. C. Ask and answer CT1, CT2
1. Books open. Say, “Let’s practice speaking.”
Star and Stella hand puppets (see page 13)
Divide the class into pairs, student A and student B.
Activity Book: Activities A, B on pages AB8, AB9 Role-play the dialog. As student A, ask the questions.
As student B, complete the answers by filling the gaps
Extras: two sets of “Classes” game cards—art,
with appropriate words. Show how to take turns by
computers, English, math, music, P.E., science—so there
moving into a second round of the questions and
is a card for each student (see page 143)
answers. Ask questions to check that students know
what to do.
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
occupations and classes. 3. Ask two or three pairs of students to perform the
dialog for the class.

41

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Unit
1 Play and learn

Play and learn Play and learn CT1, CT2


What’s your Game for two players
favorite class?
• Player One asks, “What’s your favorite class?”
English.
What’s your • Player Two points to a picture and answers with
least favorite class?
Music. the name of the class in the picture.
• Player One then asks, “What’s your least favorite
class?”
• Player Two points to a different picture and
1 2 answers with the name of the class in the picture.
• Players take turns as player One and Two.

3 4 1. Students play with the partner they found in the


“Organizing groups” activity—one student to be player
One and the other to be player Two. Show students how
to play through a role-play with Star and Stella. As
player One (Stella), ask, “What’s your favorite class?”
5 6 7 As player Two (Star), point to picture 2 and answer,
“English.” Return to the role of Stella and ask, “What’s
your least favorite class?” As Star, point to picture 1 and
answer, “Music.” Show how to take turns by remaining
as Star and asking the first question.
9
2. Ask questions to check that students know what to do.
Play the game.
004-009_2_LITESB951990_U1a.indd 9 4/8/16 8:25 AM

3. To conclude, 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 AB9.
1. Use two sets of “Classes” game cards to review
the language and regroup the class for a game. 5. To end the exercise, use the flash cards to review the
See “Organizing groups” on page 22. vocabulary.
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
that the aim of the activity is to find a partner Extra activity CT1, CT2, CT4
through matching their “Classes” cards. To find 1. Play a written spelling game using the words for
their partners, students should ask each other, occupations and classes. Divide the class into
“What’s your favorite class?” Once they have groups of six or more students.
found their partners, tell them to sit together.
2. Give one student in each group a sheet of paper.
3. Make sure students are correctly matched by Call out a word and have them write it down.
having them call out their favorite class, pair
3. These students then pass the sheet to the next
by pair.
student in their group 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 in the order that
you called them. Ask groups to swap sheets and
check each other’s answers. Groups score a point
for each correctly spelled word.

42

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Grammar, Culture notes, Extension activities
Grammar CT2
In this unit, some grammar features from Book 1 are revised. because it comes from the proper noun England. The words
Students can continue practicing contracted versions of math, art, music, science, and computers do not come from
what is, name is, I am, he is, she is, and it is. The possessive proper nouns, so they are not capitalized unless they are
adjectives my, your, his, and her are also reviewed and the the first word in a sentence. This unit introduces some titles
possessive adjective our is introduced. Check that students that can appear before a person’s name. These are always
understand the meaning of our. Our refers to two or more capitalized. In American English, there is a full stop after
people: always the speaker; sometimes the person with whom Mr. and Mrs., but not after Miss.
the speaker is talking; and/or sometimes one or more others.
This unit also familiarizes students with the possibility of
Focus on the capitalization of the names of classes. As one-word answers in English, as opposed to an answer in
initials, P.E. (for physical education) is capitalized and there sentence form. They learn that the answer to the question
are full stops after each letter. English is always capitalized “What’s your favorite class?” can simply be “Math.”

Statements
Culture notes CT1
I’m your English teacher.
Mr,. Mrs., and Miss are titles used in English-
She’s our math speaking cultures to refer to men, married women,
He’s art and unmarried women respectively. They are
music used to show respect in interactions other than
science those between friends or family members. The title
computers comes before a person’s family name, for example,
P.E. Mrs. Brown. Students might ask how to spell the
expanded versions of Mr. and Mrs. Although these
titles don’t come from these words, Mr. could be
written as Mister and Mrs. as Missus or Missis.
I’m a student.
In English-speaking cultures, teachers are never
called Teacher. They are usually called Mr., Mrs., or
She’s our principal. Miss and their family name.
He’s librarian.
nurse.
janitor.

Questions Extension activities CT1, CT2, CT4


1. The question What’s your favorite _____? was
What’s your name? introduced in the previous level. It can be
his used with many different vocabulary sets. For
her example, you could ask pairs of students to ask
each other about any of the following: their
favorite pet, day of the week, time of day, food,
What’s your favorite class? room in their house, toy, or color. Alternatively,
least favorite create a simple survey form. Students interview
a partner and fill in the responses. They can
illustrate their forms and display them on a
classroom wall.
Answers
2. Some students may be familiar with the words
My name’s Tom Bean. It’s English. cleaner for janitor and headmaster or headmistress
His Mrs. Brown. math. for principal. Always find out if students know
Her Mr. Jones. art. different words from the ones you are teaching.
For example, they might know the British
Miss Wilson. music.
equivalents (such as cleaner, headmistress,
science. headmaster) or synonyms, or they may have
computers. accidentally learned an incorrect word.
P.E.

43

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Unit
1 Where’s the gym?
FOCUS Unit Where’s the gym?
Theme Places at school
1
Look, listen, and talk Track
7
Aim Students learn how to: identify
different places at school; identify What does she teach?
Where’s the art room?
teachers of different subjects

Structures • Wh- questions with BE (What does


she/he teach? Where’s the art room?)
She teaches art. It’s on the third floor.
• Possessive apostrophe (Where’s the
nurse’s room?) Where’s the library?

• Third person singular subject-verb


agreement (She teaches art.)
Review: subject pronouns (Who’s
she?); BE statements (It’s on the third
floor.); contracted forms of BE, present It’s on the second floor.

tense, questions and answers (Where’s


the nurse’s room? It’s on the first floor.)
Where’s the nurse’s room?

Vocabulary office, nurse’s room, gym, library,


lunchroom, art room, music room, I’m sorry. I don’t know.

computer room, washroom, science


room, janitor’s room, classroom,
floor, teach
I know.
It’s on the first floor.
10

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Use the Star puppet and your drawing of
a school and a teacher to preview some of the language
Starship flash cards 13 to 27: first floor, second from the opening scene on page 10.
floor, third floor, classroom, music room, washroom,
library, janitor’s room, nurse’s room, gym, office, • Show your drawing and say, “This is a school and
lunchroom, science room, art room, computer room this is a teacher.” Have Star point to the teacher in
your drawing and then turn to you. Tell the students
Star and Stella hand puppets (see page 13) his question, “What does she teach?” Answer, “She
Audio CD Tracks: 7 and 8 teaches art.” Have Star look closely at your drawing
and then whisper in your ear. Tell the students his
Activity Book: Activities A and B on page AB10;
question, “Where’s the art room?” Answer, “I’m sorry. I
C and D on page AB11
don’t know.” Then add, “Let’s ask Dan.”
Extras: three boxes, numbered 1, 2, and 3; 2. Books open. Ask students to look at the pictures on
simple drawing of a school and a teacher page 10.
• Point to Dan and say, “There’s Dan”, then point to
Warm-up activity CT2, CT3 Tessa and ask, “Who’s this?” (Tessa)
1. Introduce the three numbered boxes as “the first • Ask students how many questions Star asks. (four)
box,” “the second box,” and “the third box.” Remind them to count the question marks.
Have students call out “first/second/third box”
3. Play CD Track 7, frame by frame. Ask students
as you point to them. Track
to point to the matching speech bubble on
2. Hold up the Stella puppet. Ask, “What’s her
7 page 10 as each part is spoken.
name?” (Her name’s Stella.) Put Stella in the first 4. Play the CD again, frame by frame. Ask the class to
box and ask, “Where’s Stella?” (She’s in the first repeat each part with you.
box.) Repeat, putting Stella in different boxes, as
well as under and on the boxes. 5. Divide the class into two groups. Ask group 1 to read
Star’s part and group 2 to read Dan’s and Tessa’s parts.
Then ask the groups to swap parts and repeat.

44 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

044-051_2_LITETB952034_U1b.indd 44 4/18/16 1:19 PM


Look, listen, and talk
Talk CT1, CT2
1. third floor 2. classroom 3. music room 1. Books open. Ask students the names of the two
Track characters. (Dan and Tessa) Ask them to complete Dan’s
8 question by filling in the gap with any school room. Ask
6. library them to complete Emma’s answer by filling in the gap
4. second floor
5. washroom with a floor number.
8. janitor’s room
9. nurse’s room 2. Ask pairs of students to practice the dialog. Each pair
7. first floor
should take turns speaking both parts, filling the gaps
with as many different words as they can from the
10. gym 11. office 12. lunchroom labeled pictures on page 11. Listen carefully to students’
pronunciation, correcting errors and offering praise.
3. Ask two or more pairs of students to perform the dialog
13. science room 14. art room 15. computer room for the class.
4. Activity Book. Ask students to complete activity C
on page AB11. Check students’ answers. Ask pairs of
students to practice the dialog—one student points to a
Talk. picture and asks the question and the other answers.

Where’s the …?
Phonics activity CT2
It’s on the floor. Students practice producing “th” sounds (voiced as
in third and unvoiced as in the) and the “f” sound in
the following tongue twister: The first floor to the third
floor. The third floor to the first floor.
11
1. Write the sounds on the board and model them
010-015_2_LITESB951990_U1b.indd 11 4/8/16 8:26 AM
separately. Walk among your students so they
can all see how you make the sounds. Ask
questions to make sure students understand
6. Divide the class into pairs. Ask each pair of students how the sounds are made. Have students repeat
to take turns speaking Star’s part, and Dan’s and the sounds with you.
Tessa’s parts. Briefly visit each pair and correct any 2. Write the tongue twister on the board. Tell
pronunciation errors. students to listen carefully. Recite the tongue
7. Books closed. Say, “Let’s practice the names of places twister slowly three times. Emphasize the “th”
at school.” Start with the places introduced in the dialog and “f” sounds. Tell students to repeat the
on page 10 (art room, library, nurse’s room). Model each tongue twister with you three times, slowly.
word as you show the picture on the flash card. Keep 3. Tell students to listen carefully again. Recite the
the written word covered. Ask students to repeat the tongue twister as quickly as you can, three times.
word with you several times. Then show the word, model it Ask students to repeat it with you in the same way.
one more time, and leave the card on display. Continue
with the numbered words on page 11. Start with the
names of the rooms (classroom, music room, washroom,
janitor’s room, gym, office, lunchroom, science room,
computer room) and conclude with the references to the
three different floors (first floor, second floor, third floor). Extra activities CT3, CT4, CT5
1. Activity Book. Ask students to complete
8. Say, “Let’s practice the names of places at activity D on page AB11.
Track
school again. This time, close your eyes and
8 listen carefully to the voice on the CD.” Play 2. Ask students to design a school. On the board,
CD Track 8. Pause as necessary for practice. draw a grid with three rows and four columns
and a triangle on top for the roof. Use your
9. Return to the opening scene. Arrange the pairs of sketch to show that their schools will have
students into groups of four. Ask each pair to perform twelve rooms over three floors. They can put
the scene for the other pair in their group. rooms wherever they like and they can illustrate
their design.
10. Activity Book. Ask students to complete activities A
and B on page AB10.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 45

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Unit
1 Sing
Sing CT3, CT5
Sing Track
9 1. Books closed. Use the flash cards to review the unit’s
fifteen vocabulary items.
2. Track First listening. Ask students to close
9 their eyes and listen to the song.
Play CD Track 9.
Where’s the science room?
Where’s the science room?
It’s on the third floor.
3. Second listening. Divide the class into pairs. Give
each pair a set of seven “Places at school (1)” game
cards. Ask each pair to arrange the cards in order as
they listen to the song. Play CD Track 9 again. Ask the
Where’s the washroom? class to check that their cards are in the correct order.
Where’s the washroom?
It’s on the second floor. 4. Third listening. Ask students to sing along. Tell
students they can use their ordered cards as prompts.
Replay CD Track 9.
Where’s the art room?
Where’s the art room?
5. Books open. Ask students to look at the pictures on
It’s on the first floor. page 12. Tell them to point to each sign as they read
it aloud. Ask students to look at the words of the song.
Read the words of the song and point to the signs in
the pictures with the class.
Where’s the lunchroom?
Where’s the lunchroom? 6. Fourth listening. Ask students to sing along again.
I’m sorry.
Replay CD Track 9.
I don’t know!
I don’t know! 7. Activity Book. Ask students to complete activities A
I don’t know!
and B on page AB12.
12 8. Ask students to stand up and sing the song together.
Encourage their best performance with Star and Stella
010-015_2_LITESB951990_U1b.indd 12 4/8/16 8:26 AM as the audience. Play the CD as necessary.

Lesson preparations
Starship flash cards 13 to 27: first floor, second
floor, third floor, classroom, music room, washroom,
library, janitor’s room, nurse’s room, gym, office,
lunchroom, science room, art room, computer room
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 9, 10, 11, 12
Activity Book: Activities A,B on page AB12; A, B,
C on page AB13 (CD Tracks 68, 69, 70)
Extras: students’ school designs from the previous
lesson; one set of “Places at school (1)” game cards
for each pair of students (see page 144)

Warm-up activity CT1, CT2


1. Students ask and answer three questions about
the locations of rooms in the schools they
have designed. Divide the class into pairs. One
student asks, “Where’s the _____ room?” The
other answers, “It’s on the _____ floor.”
2. Make sure students know to ask and answer
three questions about the locations of rooms in
one student’s design before moving to the other.
3. Ask two or three pairs to perform for the class.
They each ask and answer one question.

46

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Listen

Listen
1. Books open. Ask students to look at the pictures and
Track
A. Listen and choose. 10 c identify the five places at school. Say, “Let’s listen to
1 people asking and answering questions and choose the
a
2 places we hear.” Play One on CD Track 10. Ask: “What
3 number did you hear?” (one) “What picture do you
d choose?” (b) “What do you draw between 1 and b?”
4
b
5
e (a line) Ask students to draw a line from 1 to b.
2. Check students know what to do. Play CD Track 10. Pause
B. Listen and check a or b .
Track
11 for students to match boxes with pictures. Check answers.
1
a a ✓2 a
3
a ✓4 3. Divide the class into pairs. Have students refer to their
completed task and take turns to ask and answer
the question, “Where’s the _____?” When answering,
students should refer to the school layout on page 11.
b ✓ b b ✓ b
4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB13 (CD Track 68).
Track
C. Listen and say. 12
1 2 3

B. Listen and check a or b CT1, CT2

Track
Audio Script
11
13

Narrator: One
010-015_2_LITESB951990_U1b.indd 13 4/8/16 8:26 AM Woman: What does she teach?
Boy: She teaches art.

Narrator: Two
A. Listen and choose CT1, CT2 Woman: What does he teach?
Girl: He teaches music.
Track
10 Audio Script
Narrator: Three
Woman: Who’s she?
Narrator: One Boy: She’s the P.E. teacher.
Man: Where’s the nurse’s room?
Boy: I know. It’s on the first floor. Narrator: Four
Woman: What does he teach?
Narrator: Two Girl: He teaches computers.
Man: Where’s the janitor’s room?
Girl: It’s on the first floor.

Narrator: Three 1. Books open. Ask students to look at the four pairs of
Man: Where’s the library? pictures and identify the teachers.
Girl: It’s on the second floor. 2. Say, “Let’s listen to four questions and answers and
check the boxes that match what we hear.” Play One on
Narrator: Four CD Track 11. Check that students have checked b.
Man: Where’s the gym? 3. Check that students know what to do. Play CD Track 11.
Boy: It’s on the third floor. Pause for students to check boxes. Check answers.
Narrator: Five 4. Ask students to refer to their checked pictures and write
Man: Where’s the science room? questions and answers. Write the first example on the
Girl: I’m sorry. I don’t know. board: What does she teach? She teaches art.
5. Ask three students to each write one question and
answer on the board.
6. Activity Book. Ask students to complete activity B on
page AB13 (CD Track 69).

47

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Unit
1 Listen

Listen
1. Books open. Ask students to look at the three
Track
A. Listen and choose. 10 c pictures in exercise C.
1
a 2. Ask students about the places shown in pictures 1 and
2 2. (a washroom and an art room) Point to the teacher in
3 picture 3 and ask, “Who’s she?” (She’s a P.E. teacher.)
d
4
b e 3. Say, “Let’s practice speaking.” Divide the class into
5
pairs. Tell students they will listen to dialogs, and
Track then repeat them. Tell students to first listen carefully
B. Listen and check a or b . 11 as you show them what do. Play One on CD Track
1 2 3 4 12. Role-play both sides of the dialog to model the
a a a a
exercise.
4. Check that students know what to do. Play CD Track
12. Pause for students to repeat the dialogs. Write
b b b b
them on the board as necessary.
5. Ask three pairs of students to each perform a part of
dialog.
Track
C. Listen and say. 12 6. Activity Book. Ask students to complete activity C
1 2 3 on page AB13 (CD Track 70).

Extra activities CT2, CT4


13 1. Ask students to write three statements about the
location of three rooms at school.
010-015_2_LITESB951990_U1b.indd 13 4/8/16 8:26 AM

2. Ask students to quietly review spelling aloud


the unit’s words. This will prepare them for the
warm-up activity in the next lesson.
C. Listen and say CT1, CT2
Track
Audio Script
12
Narrator: One
Boy: Where’s the washroom?
Girl: I know. It’s on the third floor.

Narrator: Two
Boy: Where’s the art room?
Girl: It’s on the second floor.

Narrator: Three
Boy: What does she teach?
Girl: She teaches P.E.

48

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Practice
A. Look and choose CT1, CT3
Practice 3
1. Books open. Tell students to look at the pictures and
5
identify the room in each. Say, “Let’s match the words
A. Look and choose.
to the pictures.”
2
6 2. Check that students know what to do. Point to gym
4
1 and say the word. Ask, “Can you see a picture of a
gym?” (Yes.) “What is the number of the picture?”
(2) Ask them what to do next. (Write 2 in the box next
to the word gym.)
2 gym 3 library 6 janitor’s room 3. Ask students to complete the exercise alone. Check
4 lunchroom 1 office 5 science room their answers by calling out each number and asking
the class to say the matching word.
B. Read and say.
Where’s the music room?
4. Activity Book. Ask students to complete activity A
It’s on the third floor. on page AB14.
Where’s the washroom?
It’s on the second floor.
Where’s the janitor’s room? B. Read and say CT2, CT3
I know. It’s on the first floor.
1. Books open. Ask students to name the Starship
C. Ask and answer. character in the picture. (Stella) Then ask them to
quietly read the questions Stella asks the girl and the
answers she receives.
Where’s the _____? It’s ….
2. Say, “Let’s practice reading aloud.” Ask students to
stand up and read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
14 reading to each other.
4. Ask two or three students to take turns reading aloud
to the class.
010-015_2_LITESB951990_U1b.indd 14 4/8/16 8:26 AM

5. Activity Book. Ask students to complete activity B


Lesson preparations on page AB14.

Starship flash cards 13 to 27: first floor, second


floor, third floor, classroom, music room, washroom, C. Ask and answer CT1, CT2
library, janitor’s room, nurse’s room, gym, office, 1. Books open. Say, “Let’s practice speaking.” Divide
lunchroom, science room, art room, computer room the class into pairs, student A and student B. Role-
Star and Stella hand puppets (see page 13) play the dialog. As student A, point to the question
and ask, “Where’s the janitor’s room?” As student B,
Activity Book: Activities A, B on pages AB14 point to the answer and say, “It’s on the first floor.”
and AB15 Show how to take turns. Ask questions to check that
Extras: two sets of “Places at school (1) and (2)” students know what to do. Make sure they know to
game cards—science room, washroom, art room, ask questions with as many different words for places
lunchroom, first floor, second floor, third floor, classroom, at school as they can.
music room, library, janitor’s room, nurse’s room, gym, 2. Move around the class and listen carefully as students
office, computer room—so that there is a card for each practice the dialog.
student (see pages 144 and 145)
3. Ask two or three pairs of students to perform the
dialog for the class.
Warm-up activity CT1, CT2
1. Play an oral spelling game (see “How to play
Spell it!” on page 21) to review the unit’s words.

49

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Unit
1 Play and learn

Play and learn Play and learn CT1, CT2


Where’s the computer room? Game for two players
• Player One chooses a room on the picture of the
school and asks, “Where’s the _____?”
• Player Two looks at the picture of the school and
answers, “It’s on the _____ floor.”
• Players take turns as player One and Two.

It’s on the
1. Students play with the partner they found in the
second floor. “Organizing groups” activity—one student to be
player One and the other to be player Two. Show
students how to play through a role-play with Star
and Stella. As player One (Star), ask, “Where’s the
computer room?” As player Two (Stella), look at the
picture of the school and point to the computer room.
Answer, “It’s on the second floor.” Show how to take
turns. Remain as Stella, and start the dialog again by
asking about another room. Return to the role of Star
and answer the question.
2. Ask questions to check that students know what to do.
Play the game.
15 3. To conclude, ask students from different pairs to
perform one round of the game for the class.
4. Activity Book. Ask students to complete activities A
010-015_2_LITESB951990_U1b.indd 15 4/8/16 8:26 AM

and B on page AB15.

Organizing groups CT1 5. To end the unit, use the flash cards to review the unit
vocabulary.
1. Use pairs of “Places at school” game cards to
review the unit language and regroup the class
for the end-of-unit game. See “Organizing
groups” on page 22. Extra activity CT1, CT3, CT4
2. Hand out one game card to each student. 1. Play a written spelling game (see “How to play
Check that students know what to do by asking Write it!” on page 22) using the vocabulary on
them to tell Stella what to do. They should say page 11 of the Student Book.
that the aim of the activity is to find a partner
through matching their “Places at school” 2. Tell students to review their words for places at
cards. Encourage students to call out their words school and teachers for the next lesson.
to find their partners. Once partnered, tell them
to sit together.
3. Make sure students are correctly matched by
having them call out their “Places at school”
words, pair by pair.

50

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Grammar, Culture notes, Extension activities
Grammar CT2
In this unit, students practice using the preposition on as room that belongs to the nurse?) Follow up by asking different
they give the location of rooms in a school with three floors. students, “Is it your room?” Encourage the full answer: “No,
They also practice ordinal numbers. it isn’t. It is the nurse’s room.”
A different use of ’s (apostrophe s) is introduced. Draw Check that students recall that don’t is the contracted
attention to the question Where’s the nurse’s room? Compare version of do not.
the ’s in the phrases Where’s and nurse’s room. In Where’s,
Note: To be polite, people from English-speaking cultures
the ’s is the contracted version of is, while in nurse’s room
often apologize when they don’t know the answer to a
the ’s shows that the room belongs to the nurse. To check
question. For example, the answer to “Where’s the nurse’s
that students understand the difference, ask them to write
room?” would be “I’m sorry. I don’t know.”
the long version of Where’s the nurse’s room? (Where is the

Statements
Culture notes CT1, CT2
She teaches art. While students will find aspects of the school
environment presented in Starship English quite
familiar, some elements will be culturally different.
They may not yet have the language to talk fluently
Questions about the similarities and differences, but it’s likely
they will have noticed them. Make time to explore
What does she teach? your students’ observations and any cultural
he knowledge they may have. Consider the following:
• Students may have come across different words
to refer to the early years of school. American
Where’s the music room? children go to elementary school (sometimes also
washroom? called grade school), whereas in Britain and
library? Australia, the same place is called primary school.
janitor’s room? • Turn attention to the word lunchroom. Find out if
nurse’s room? your students know any other words for the place
where school meals are eaten. They may have
gym?
heard canteen or cafeteria used in this context.
office?
• Talk about the practice of school-provided
lunchroom?
lunches with your students. Does this happen
science room? at their school? Explore the idea that it doesn’t
art room? happen in all cultures. In Australia, most
computer room? primary school children bring their lunch to
school from home.

Answers
She teaches art.
He Extension activities CT2, CT4, CT5
1. Ask students to identify their favorite room in
their school and then have them find out their
It’s on the first floor. classmates’ favorite rooms.
second floor.
2. Ask students to look over the unit and count
third floor. how many pictures there are for each room. For
example, there are five pictures of art rooms,
including the two illustrations of art room doors.
I’m sorry. I don’t know. Have students put the numerical information
into a table.

51

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Phonics A1.1 Unit 1

Phonics

Unit
1
bl br C. Listen, write, and read.
P-CD
Track
3
P-CD
Track 1. Here is a .
A. Look, listen, and say. 1
2. The is blue.

3. This is a .

4. Here is my .
1. block 2. blanket
D. Look at the pictures and write the words.

bl br

3. brain 4. brush
P-CD
Track
B. Listen and fill in the missing letters. 2 P-CD

E. Listen and chant. Track


4
1. ____ ____ue 2. ____ ____ead
Bricks and Blocks
Bricks and blocks.
3. ____ ____ick 4. ____ ____ack Bricks and blocks.
Black, brown, and blue.
There are black bricks.
5. ____ ____own 6. ____ ____ossom There are brown blocks.
There are blue bricks too.
16 17

cl cr
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Unit
1 C. Look and write the words.
P-CD 1 2 1 2
Track
A. Look, listen, and say. 5 3

4
3 4

4 5
5

1. class 2. clap
P-CD
Track
D. Listen, write, and read. 7

1. My favorite is English.

2. I can my hands.

3. creek 4. crocodile 3. This is a .


P-CD
Track
B. Listen and fill in the missing letters. 6 4. It’s a big .
P-CD
Track
1. ____ ____ane 2. ____ ____oud E. Listen and chant. 8
In the Creek
3. ____ ____am 4. ____ ____ab Clap, clap, clap.
Clam is in the creek.
Crocodile comes to eat him.
5. ____ ____ow 6. ____ ____ock Creep, creep, creep.
18 19

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52

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Phonics A1.1 Unit 1

Unit
1
fl fr C. Listen and fill in the missing letters. 11
P-CD
Track

P-CD
Track 1. ____ ____og 2. ____ ____ute
A. Look, listen, and say. 9

3. ____ ____ag 4. ____ ____ask

5. ____ ____ame 6. ____ ____ea

1. flowers 2. fly D. Write the words.


2

3
4
3. friends 4. fruit
P-CD
Track
B. Listen, write, and read. 10

1. I like . P-CD
E. Listen and chant. Track
12
2. The is black. Flea and Frog
Flea and Frog are friends.
They play with Fly on Friday.
3. I play games with my .
Flea brings fruit.
Frog brings flowers.
4. We eat . And they float and play all day.
20 21

dr tr
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Unit P-CD
Track
1 C. Listen, write, and read. 15
P-CD
Track 1. She is the .
A. Look, listen, and say. 13
2. This is a .

3. Here is a .

4. It’s a big .
1. driver 2. dragon
D. Look at the pictures and write the words.

dr tr

3. train 4. tree
P-CD

B. Listen and fill in the missing letters. Track


14 P-CD

E. Listen and chant. Track


16
1. ____ ____uck 2. ____ ____ess
On a Train
I go on a train
3. ____ ____um 4. ____ ____umpet and what do I see?
I see a dragon in a dress
and a dragon with a drum.
5. ____ ____unk 6. ____ ____ill A dragon with a trumpet
and a dragon in a tree.
22 23

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53

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Phonics A1.1 Unit 1 Answers
bl br (pages 16, 17)
B. 1 bl, 2 br, 3 br, 4 bl, 5 br, 6 bl; C. 1 block, 2 blanket,
3 brain, 4 brush; D. bl blanket, blossom, block, br brick,
brown, bread.

cl cr (pages 18, 19)


B. 1 cr, 2 cl, 3 cl, 4 cr, 5 cr, 6 cl; C. down 1 cloud, 2 crow,
3 clock, 4 clam, across 4 crocodile, 5 creek; D. 1 class,
2 clap, 3 creek, 4 crocodile.

fl fr (pages 20, 21)


B. 1 flowers, 2 fly, 3 friends, 4 fruit; C. 1 fr, 2 fl, 3 fl, 4 fl,
5 fr, 6 fl; D. 1 flowers, 2 friends, 3 fruit, 4 fly.

dr tr (pages 22, 23)


B. 1 tr, 2 dr, 3 dr, 4 tr, 5 tr, 6 dr; C. 1 driver, 2 dragon,
3 train, 4 tree; D. dr drum, dragon, dress; tr train,
trumpet, truck.

54

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Notes

Write notes here.

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Unit
2 What do you do in the library?

FOCUS Unit What do you do in the library?


2
Theme The library Look, listen, and talk Track
13
What do you do in the library?
Aim Students learn how to: ask about and I read books.
explain preferences; ask about what
What books do you like?
you do in a place I like storybooks
and comic books.
Structures • Wh- questions with do and like
(What books do you like?)
• Yes/No questions with do and like Do you like
(Do you like comic books?) comic books?
No, I don’t.
I don’t like comic books.
• Yes/No answers with do and don’t
(Yes, I do. No, I don’t.)
• Statements with subject + verb +
object (I read books.)

Vocabulary read books, use atlases, look at What do you do I look at posters.
posters, listen to stories, dictionaries, in the library? I use dictionaries and atlases.
storybooks, comic books, puzzle I listen to stories.
books, science books, magazines Do you listen to stories?
Review: like, too

Yes, I do.

24

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Introduce the books in the opening
scene using the flash cards for storybooks, comic books,
Starship flash cards 28 to 39: magazines,
dictionaries, and atlases. Say each word as you show the
dictionaries, atlases, storybooks, posters, comic books,
picture and then leave the cards on display.
science books, puzzle books, read books, use atlases,
look at posters, listen to stories • Establish that we see these books in the library. To
do this, use your voice, tone, and facial expressions
Star and Stella hand puppets (see page 13)
as you jokingly ask, “Do we see these books in the
Audio CD Tracks: 13, 14 washroom?” “Do we see these books in the lunchroom?”
You could direct the questions to Star, then have him
Activity Book: Activities A, B on page AB16; turn to your students for the obvious answers.
C, D on page AB17
• Ask, “What do we do in the library?” and tell students
Extras: one set of these game cards for each pair to open their books to page 24.
of students: “Places at school (2)” (page 145)—
excluding classroom and computer room— 2. Books open. Ask students to look at the opening scene
and “Teachers” (page 146) on page 24.
• Point to each character and ask, “Who’s this?” (Star,
Warm-up activity CT1, CT2, CT3 Tessa, Tom, Stella)
1. Divide the class into pairs. Give a set of cards to • Ask, “Who’s asking the questions”? (Star and Tom) Ask
each pair. Ask each pair to work together to sort students how many questions are asked. Remind them
their cards into pairs as quickly as they can, for to count the question marks.
example, music room and music teacher.
3. Play CD Track 13, frame by frame. Ask students
Track
2. Write on the board: I see the … in the …. Have to point to each speech bubble on page 24 as
pairs take turns making statements using their 13 each part is spoken.
paired cards and the structure on the board.
4. Play the CD again, frame by frame. Ask the class to
repeat each part with you.

56 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

056-063_2_LITETB952034_U2.indd 56 4/18/16 1:19 PM


Look, listen, and talk
1. magazines Talk CT1, CT2
4. storybooks
library? 3. atlases 1. Books open. Ask the students the names of the two
Track
14 2. dictionaries characters. (Tessa and Emma) Ask, “Who’s asking the
question?” (Tessa) “Who’s answering the question?”
(Emma) Ask students to complete Emma’s four possible
answers by filling in the gaps.
2. Ask pairs of students to practice the dialog, taking turns
5. posters to speak both parts. Tell students to use all the new words
to complete the answers. Listen carefully to students’
6. comic books 7. science books 8. puzzle books
pronunciation, correcting errors and offering praise.
9. read books 10. use atlases 11. look at 12. listen to
posters stories 3. Ask two or more pairs of students to perform the dialog
for the class.
4. Activity Book. Ask students to complete activity C
on page AB17. Check students’ answers. Ask pairs of
students to take turns speaking the two parts.

Talk.
What do you do
in the library?
Phonics activity CT2
Students practice producing two similar sounds: “s”
and “z.”
I listen to ______ .
I read ______ . 1. Place your hand on your throat and model the
I look at ______ .
I use ______ .
“s” sound. Ask students to do the same. Ask,
“Can you feel anything?” (No.) Repeat for the
25
“z” sound. Ask, “Can you feel anything?” (Yes.)
2. Write “s” and “z” on the board. With hand on throat,
024-029_2_LITESB951990_U2.indd 25 4/12/16 1:49 PM
point to the “s,” model poster, then write it on the
board under the “s.” Repeat for “z ,” using magazine.

5. Divide the class into two groups. Ask group 1 to read 3. With hand on throat, model listen and point to
Star’s part and group 2 to read the other parts. Then ask the two sounds on the board. Ask, “Where does
the groups to swap parts and repeat. listen go?” (under the “s”) Write listen in the “s”
column, under poster. Repeat with puzzle. Write
6. Divide the class into pairs. Ask each pair of students it in the “z” column, under magazine.
to take turns speaking the part of Star and the parts of
Tessa, Tom, and Stella. Correct pronunciation errors. 4. Say, “I use dictionaries” and then, with hand
on throat, model use. Ask students to say the
7. Books closed. Say, “Let’s practice our library words.” word with you with their hands on their throat.
Start with the books introduced in the dialog on page Point to the two sounds on the board and ask,
24 (storybooks, comic books, dictionaries, atlases). Model “Where does use go?” (under the “z”) Write use in
each word as you show the picture on the matching the “z” column under puzzle. Point out that use
flash card. Keep the written word covered. Ask students is spelled with an s but the sound is “z.”
to repeat the word with you several times. Then show
the word, model it one more time, and leave the card on 5. Repeat the process for dictionaries (“z” column)
display. Continue with the other labeled words on page and books (“s” column; leave a space so that the
25. First introduce the items (magazines, posters, science word appears opposite dictionaries, not use).
books, puzzle books), then the four activities (read books, 6. As a whole class, read the “s” words and then
use atlases, look at posters, listen to stories). the “z” words.
8. Say, “Let’s practice our library words again.
Track
This time, close your eyes and listen carefully
14 to the voice on the CD.” Play CD Track 14.
Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of Extra activity CT3, CT4
students into groups of four. Ask each pair to perform
the scene for the other pair in their group. 1. Activity Book. Ask students to complete
activity D on page AB17.
10. Activity Book. Ask students to complete activities A
and B on page AB16.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 57

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Unit
2 Sing
Sing CT3, CT5
Sing Track
15 1. Books closed. Use the flash cards to review the unit’s
twelve “library” vocabulary items.
2. Track First listening. Ask students to close
What do you do in the library? their eyes and listen to the song.
I read books. I read books. 15 Play CD Track 15.
What books do you like?
I like comic books, storybooks, 3. Second listening. Divide the class into pairs. Give
puzzle books, and science books. each pair a set of five “Library” game cards. Ask each
I like books, pair to arrange the cards in order as they listen to the
books,
books,
song. Play CD Track 15 again. Ask the class to check
books, that their cards are in the correct order.
books!
4. Third listening. Ask students to sing along. Tell them
they can use their ordered cards as prompts. Replay CD
Track 15.
5. Books open. Ask students to look at the pictures on
page 26. Ask, “What books do you see?” (a puzzle book,
a science book, a storybook, a comic book) Ask students to
look at the words. Read the words of the song with the
students.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 15.
7. Activity Book. Have students complete activities A
and B on page AB18.
26 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
024-029_2_LITESB951990_U2.indd 26 4/12/16 1:49 PM
as the audience. Play the CD as necessary.

Lesson preparations
Starship flash cards 28 to 39: magazines,
dictionaries, atlases, storybooks, posters, comic books,
science books, puzzle books, read books, use atlases, look
at posters, listen to stories
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 15, 16, 17, and 18
Activity Book: Activities A and B on page AB18; A,
B, C on page AB19 (CD Tracks 71, 72, 73)
Extras: one set of “Library” game cards—read
books, comic books, storybooks, puzzle books, science
books—for each pair of students (see page 147)

Warm-up activity CT1, CT2


1. Have students conduct an oral survey to find out
what their classmates do in the library. Walk up to a
student and tell them to ask you the question, “What
do you do in the library?” Answer, “I listen to stories.”
2. Ask students to move around the classroom
asking and answering questions with classmates.
3. To conclude, ask two or three students to tell
what one of their classmates does in the library.

58

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Listen

Listen 1. Books open. Ask students to look at the five pictures


A. Listen and choose. 16
Track
and identify the books. Say, “Let’s listen and choose the
c
a 1 books we hear.” Play One on CD Track 16. Ask: “What
2 d number did you hear?” (one) “What picture do you
3 choose?” (c) “What do you draw between 1 and c?” (a
4
line) Check that students have drawn a line from 1 to c.
b
e
5 2. Check that students know what to do. Play CD Track 16.
Pause for students to match the numbered boxes with
Track the pictures. Check students’ answers.
B. Listen and check a or b . 17
1 2 3 4 3. Divide the class into pairs. Have students look at pictures b,
a ✓ a ✓ a ✓ a
c, and d and take turns asking and answering, “Do you like
magazines/comic books/storybooks?” For pictures a and e,
they ask and answer, “Do you use dictionaries/atlases?”
b b b b ✓ 4. Ask five pairs to each perform one answer and question.
5. Activity Book. Ask students to complete activity A on
page AB19 (CD Track 71).
Track
C. Listen and say. 18
1 2 3
B. Listen and check a or b CT1, CT2

Track
Audio Script
17
27
Narrator: One
Man: What do you do in the library?
024-029_2_LITESB951990_U2.indd 27 4/12/16 1:49 PM

Boy: I look at posters.

Narrator: Two
A. Listen and choose CT1, CT2 Man: Do you like science books?
Girl: Yes, I do.
Track
16 Audio Script Narrator: Three
Man: What books do you like?
Narrator: One Boy: I like puzzle books.
Woman: What do you do in the library?
Girl: I read comic books. Narrator: Four
Man: What do you do in the library?
Narrator: Two Girl: I listen to stories.
Woman: Do you like storybooks?
Boy: Yes, I do. I like storybooks.
1. Books open. Ask students to look at the four pairs of
Narrator: Three pictures and say what they can see.
Woman: Do you use dictionaries?
Girl: No, I don’t. I don’t use dictionaries. 2. Say, “Let’s check the boxes that match what we hear.”
Play One on CD Track 17. Check that students have
Narrator: Four checked picture a.
Woman: Do you like magazines?
Boy: No, I don’t. I don’t like magazines. 3. Check that students know what to do. Play CD Track 17.
Pause for them to check the picture boxes. Check answers.
Narrator: Five
Woman: Do you use atlases? 4. Write on the board, “What do you do in the library?”
Girl: Yes, I do. Students write an answer for 1 (I look at posters.) and 4 (I listen
to stories.) Write, “What books do you like?” They write an
answer for 2 (I like science books.) and 3 (I like puzzle books.).

5. Activity Book. Ask students to complete activity B on


page AB19 (CD Track 72).

59

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Unit
2 Listen

Listen
Track
1. Books open. Ask students to look at the three pictures
A. Listen and choose. 16 c in exercise C.
a 1
d
2. Ask students to identify the books in the pictures. (1—
2
comic books or storybooks; 2—science books; 3—atlases)
3
b 4 3. Say, “Let’s practice speaking.” Divide the class into
5 e pairs. Tell students they will listen to dialogs, and then
repeat them. Tell students to first listen carefully as you
Track show them what do. Play One on CD Track 18. Role-
B. Listen and check a or b . 17 play 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 18.
Pause for students to repeat the dialogs. Write them on
the board as necessary.
b b b b 5. Ask three pairs of students to each perform a part of
dialog.
6. Activity Book. Ask students to complete activity C on
page AB19 (CD Track 73).
Track
C. Listen and say. 18
1 2 3

Extra activities CT2


1. Ask students to write three statements about
27 what they do in the library.
2. Ask students to quietly review spelling aloud
024-029_2_LITESB951990_U2.indd 27 4/12/16 1:49 PM
the unit’s words. This will prepare them for the
warm-up activity in the next lesson.

C. Listen and say CT1, CT2


Track
18 Audio Script

Narrator: One
Woman: What do you do in the library?
Boy: I read comic books and storybooks.

Narrator: Two
Woman: Do you read storybooks?
Boy: No, I don’t. I read science books.

Narrator: Three
Woman: Do you use atlases?
Girl: Yes, I do.

60

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Practice
A. Look and choose CT1, CT3
Practice 3 1. Books open. Tell students to look at the pictures and
5 identify the books. Say, “Let’s match the words to the
A. Look and choose. pictures.”
2
6
2. Check that students know what to do. Point to puzzle
1 4 books and say the words. Ask, “Can you see a picture
of puzzle books?” (Yes.) “What is the number of the
picture?” (6) Ask them what to do next. (Write 6 in the
box next to the words puzzle books.)
6 puzzle books 5 atlases 2 comic books 3. Ask students to complete the exercise alone. Check
3 dictionaries 4 science books 1 storybooks students’ answers by calling out each number and
asking the class to say the matching word.
B. Read and say.
4. Activity Book. Ask students to complete activity A
I read science books and puzzle books. on page AB20.
Do you like puzzle books and science books?
Do you like storybooks?
Do you use dictionaries and atlases?
What books do you like?
B. Read and say CT2, CT3
1. Books open. Ask students to quietly read what the
boy says.
C. Ask and answer.
2. Say, “Let’s practice reading aloud.” Ask students to
What do you do stand up and read the passage aloud together.
in the library? I ….
3. Divide the class into pairs. Ask students to take turns
What books do I like …. reading to each other.
you like?
4. Ask two or three students to take turns reading aloud
28
to the class.

024-029_2_LITESB951990_U2.indd 28 4/12/16 1:49 PM


5. Activity Book. Ask students to complete activity B
on page AB20.

Lesson preparations C. Ask and answer CT1, CT2, CT3


Starship flash cards 28 to 39: magazines, 1. Books open. Say, “Let’s practice speaking.” Divide
dictionaries, atlases, storybooks, posters, comic books, the class into pairs, student A and student B. Role-
science books, puzzle books, read books, use atlases, look play the dialog. As student A, point to the first
at posters, listen to stories question and ask, “What do you do in the library?”
Star and Stella hand puppets (see page 13) As student B, point to the answer and say, “I … [pause
to think] read books.” As student A, point to the
Activity Book: Activities A and B on pages second question and ask, “What books do you like?”
AB20 and AB21 As student B, point to the answer and say, “I like …
Extras: two sets of four “Library” game cards— comic [pause to think] storybooks.” Show how to take turns.
books, storybooks, puzzle books, science books—so that Remain in the role of student B, point to the first
there is a card for each student (see page 147) question, and ask it. Step back into the role of student
A, point to the answer, and then start checking that
students know what to do by asking them what to
Warm-up activity CT1, CT2 say. (I ….) Make sure they know to answer the first
1. Play an oral spelling game (see “How to play question with different library activities and the
Spell it!” on page 21) to review the unit’s words. second with different types of books.
2. Move around the class and listen carefully as students
practice the dialog.
3. Ask two or three pairs of students to perform the
dialog for the class.

61

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Unit
2 Play and learn

Play and learn Play and learn CT3


What do you do
I listen to Game for two players
in the library?
stories.
• Player One asks, “What do you do in the library?”
• Player Two points to a picture and answers. For
example, player Two might point to picture 2 and
1 2 answer, “I listen to stories.”
• Players take turns as player One and Two.

1. Students play with the partner they found in the


“Organizing groups” activity—one student to be
3 4 5 player One and the other to be player Two. Show
students how to play through a role-play with Star
and Stella. As player One (Stella), ask the question,
“What do you do in the library?” As player Two (Star),
point to picture 2 and answer, “I listen to stories.”
Show how to take turns by remaining as player Two
6 7 8 (Star) and starting the dialog again by asking, “What
do you do in the library?”
I …. 2. Ask questions to check that students know what to do.
I like ….
Play the game.
3. To conclude, ask students from different pairs to
29 perform one round of the game for the class.
4. Activity Book. Ask students to complete activities A
024-029_2_LITESB951990_U2.indd 29 4/12/16 1:49 PM
and B on page AB21.
5. To end the unit, use flash cards to review the
vocabulary words.
Organizing groups CT1
1. Use pairs of “Library” game cards to review
the unit language and regroup students for the
end-of-unit game. See “Organizing groups” on Extra activity CT1, CT4
page 22.
1. Play a written spelling game (see “How to play
2. Hand out one game card to each student. Write It!” on page 22) using the vocabulary on
Check that students know what to do by asking page 25 of the Student Book.
them to tell Stella what to do. They should say
that the aim of the activity is to find a partner
through matching their “Library” cards. Tell
students to ask, “What books do you like?” to
find their partners. Once partnered, tell them to
sit together.
3. Make sure students are correctly matched by
asking each pair, “What books do you like?”

62

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Grammar, Culture notes, Extension activities
Grammar CT2 Statements
This unit further explores the way we talk about
preferences. In Unit 1, students revised asking and I don’t like storybooks.
answering questions about favorite and least favorite comic books.
things.
science books.
In this unit, they learn to talk about things they like and puzzle books.
don’t like. In the first frame of the opening scene, the
following question and answer is modeled: What books do
you like? I like storybooks and comic books. Highlight that it
is possible to like more than one thing. Questions
With the conjunction and, students are introduced to
What do you do in the library?
compound sentence types. This conjunction will be
practiced further in the following level.
What books do you like?

Culture notes CT1, CT2 Do you like storybooks?


Public libraries are found in most countries. Access comic books?
to information in public libraries is usually free. science books?
Americans of all ages and all backgrounds visit
public libraries to read and borrow books and to
puzzle books?
find information. Many elementary schools in
America have their own libraries where children
learn basic library skills. Talk to your students about Do you listen to stories?
their own library experiences. Do they have one at look at posters?
their school or near to where they live? Do they visit read books?
their library?
use atlases?
dictionaries?

Extension activities CT2, CT3 Answers


1. Some students may have the language to I read books.
express other common library activities, for
example, “I use computers.” Encourage them to
use atlases.
share as much as they can with the class. dictionaries.
2. If students have storybooks in English at home,
look at posters.
have them take turns to bring their favorite one listen to stories.
to class. Set aside time in your classroom for
reading these storybooks to the students. Use
lots of voices and facial expressions. Even if your
I like storybooks and storybooks.
students can’t follow the narrative completely,
you will engage their attention, and their don’t comic books comic books.
listening and pronunciation skills will benefit. like science books science books.
3. If you are teaching in a dedicated English puzzle books puzzle books.
classroom, you could set up a library corner: a
shelf or two, a couple of chairs around a table
or some floor cushions, and a sign saying “The Yes, I do.
Library.” The books brought in by the students
No, don’t.
can be temporarily stored on the shelves. Use
the library corner to support realistic role-plays
that practice the unit’s language. Students who
complete classroom work before time can use
books from the library corner.

63

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Review
Review
Lesson preparations A. Read and say.
Star and Stella hand puppets (see page 13)
What does he teach? Where’s the library.
Audio CD Track: 19
Activity Book: Activities A, B, C on page AB22
Extras: Warm-up activity worksheet—make
He’s our librarian.
one for each group of four students [a 3-column His name’s Mr. Jones.
table with the headings: classes (7), rooms in
The library’s between
school (12), library items (8)]; six questions What do you do in the library? the music room and
about the content of Units 1 and 2 for the Open the computer room.
Book Quiz What books do you like?

Warm-up activity CT1, CT2, CT4 I like storybooks.


1. Tell students that today’s lesson is a review. I read books and
Do you like storybooks?
Use Star and Stella. Ask students to help I listen to stories. Yes, I do!
the puppets remember what they learned.
B. Read again and match.
Prompt the students with clues. (In Unit 1 yes no
we talked about our favorite and least favorite
classes and named different places at school.
1. Mr. Jones is the librarian. ✓
In Unit 2 we talked about what we do in the 2. The library is next to the lunchroom. ✓
library and we talked about books we like and
don’t like.)
3. The boy listens to stories in the library. ✓
2. Say, “Let’s work in groups to remember
4. The girl doesn’t like storybooks. ✓
30
some of the words we’ve learned.” Divide
the class into groups of four students. Show
students the worksheet. Remind them that:
030-033_2_LITESB951990_R1-2.indd 30 4/8/16 8:27 AM

• There are 7 words for the different classes, A. Read and say CT2, CT3
for example, English.
In this exercise, assess areas of your students’ reading and
• There are 12 words for the rooms in the speaking skills. First let them silently read the dialogs and
school, for example, classroom. look at the pictures, then note their reading fluency and
their pronunciation as they read the dialogs in pairs.
• There are 8 words for the different library
items, for example, magazines. 1. Introduce the exercise. Use Star to praise students for
learning their Starship English words. Say, “Let’s look
3. Ask the groups to think of one word for
again at the words we’ve learned and see how well you
each column. Turn to Star and ask, “Is this
can read them in dialogs.”
a game?” Have him nod. Say, “Yes. Let’s do
this quickly.” 2. Tell students to open their books to page 30. They look at
the pictures, and then read the dialogs quietly on their own.
4. Give each group a worksheet and check that
students know where to write the words. Tell 3. Ask pairs of students to take turns to read the dialogs
them they have five minutes to finish the aloud. Each pair will need to perform the dialogs twice,
work. Allow more time as necessary. swapping roles after the first performance.

5. The winning team is the first to complete


the worksheet with correctly spelled words. B. Read again and match CT2, CT3
Make sure all teams have the words in the In this exercise, assess your students’ developing skills in
correct places. Check spelling by asking reading for detail.
students to spell different words. Praise 1. Tell students to read the sentences, read the dialogs
accurate spelling and provide any missed again, and then check “yes” or “no” for each sentence.
words to complete the worksheet.
2. Check students’ answers.
3. Extension: ask students to make the statements into
questions. (For example, Is Mr. Jones the librarian?) In
pairs, students can practice asking and answering the
questions. Encourage full-sentence answers.

64 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

064-067_2_LITETB952034_R1-2.indd 64 4/18/16 1:20 PM


In this exercise, test your students’ listening comprehension
C. Listen and check a or b . 19
Track skills as they listen to questions and answers and match
them to pictures.
1 2
a ✓ b a b ✓ 1. Say, “Let’s listen and check the boxes for the pictures
that match what we hear.” Remind students that they
have done this kind of activity before. Ask students
to tell you what they will do. (Listen, look at a pair of
pictures, and check a or b.)
3 4
a ✓ b a ✓ b 2. Play CD Track 19. Pause for students to check the
picture boxes.
3. Check students’ answers.

5 6 Your turn CT1, CT2


a b ✓ a ✓ b
In this exercise, assess your students’ ability to talk about
themselves, using language they have learned.
1. Divide the class into pairs. Ask students to take turns
presenting information about themselves to each other.
Encourage them to continue taking turns, completing
the statements using different words for classes, rooms at
My favorite class is ________.
My least favorite class is ________. school, library activities, and books.
My classroom is next to ….
I like ... in the library.
2. Move around the class, listening to the students. Check
Your I like _____ books. their pronunciation, and encourage and praise their use
turn of new words.

313
31
Activity Book. Ask students to complete activities A, B, and
C on page AB22, either in class or for homework.
030-033_2_LITESB951990_R1-2.indd 31 4/8/16 8:27 AM

C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
End the Review with an Open Book Quiz.
Track
Audio Script
19 1. Divide the class into teams of four and have
them each decide on a team name.
Narrator: One
Girl: Hello. What’s your favorite class? 2. On the board, draw a table with seven columns
Boy: Music. and a row for each team. Write the team names
in the first column of the table on the board.
Narrator: Two
Girl: Where’s the nurse’s room? 3. Describe the quiz to the students—there are six
Boy: It’s next to the office. questions about Units 1 and 2. Tell students they
can use their student books to search for the
Narrator: Three answers. Tell teams that one team member will
Boy: What do you do in the library? need a pen and paper to write down the team’s
Girl: I use atlases. answers.
Narrator: Four 4. Ask the first question. Limit the time for
Boy: Do you like comic books? searching for answers. When all the team
Girl: Yes, I like comic books. writers have written down their team’s answer
Narrator: Five and put down their pens, read out the correct
Girl: What’s your least favorite class? answer. Award points and write them on the
Boy: Science. board.

Narrator: Six 5. Continue the quiz until all the questions have
Girl: What does she teach? been asked. Then declare the winning team and
Boy: She’s our P.E. teacher. congratulate all teams for a great effort.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 65

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Learn more
FOCUS Learn more
Theme Completing a form (personal details);
A. Listen, read, and say. 20
Track
the parts of a room; prepositions
inside and outside What’s your name?
My first name is Emma.
My family name is Bird.
Aim Students learn how to: provide their
personal details; identify different
parts of a room; ask for permission
to enter and leave a room (from
someone within the room)

Structures Wh- questions with BE (What’s


Fam
your name?) ily n
Bird ame
:
Long answers (My first name is Emma.)
Questions and statements with BE First
n
(Is this a door? It’s a window.) Emmame:
a
Affirmative and negative short Add
ress
answers (No, it isn’t. It’s a window./ 7 Li :
ttle
Yes, it is.) Str
Phon eet
693 e number , St
Questions with CAN (Can I come arto
7 69 : wn
inside? Can I go outside?) 733
Scho
ol:
3
Sta
rtow
Vocabulary family name, first name, address, n El
phone number, ceiling, wall, window, Tea eme
cher ntar
door, floor, flag, flagpole, inside, Mrs : y
. Br
outside, come, go own

32

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Listen, read, and say CT1, CT2, CT3


Lesson preparations 1.
Track
Books closed. Tell students to close their eyes
and listen to Mrs. Brown asking Emma for her
Star and Stella hand puppets (see page 13) 20 personal details. Play CD Track 20.
Audio CD Tracks: 20, 21, 22
2. Books open. Ask students to read the form as they
Activity Book: Activities A and B on page AB23 listen to the CD. Play Track 20 again.
Extras: a personal details form, a box to fit Star 3. Tell the students that you will play the CD, stopping
and Stella in from time to time. Ask them to follow the form to
complete the question Mrs. Brown is asking when you
Warm-up activity CT1, CT2, CT3 stop the CD. Play Track 20 again, stopping before
“Address,” “Phone number,” “School,” and “Teacher.”
1. Write your full name on the board and ask,
4. Ask, “How do you spell address?” Have the whole class
“What’s this?” (Your name.) Point to the two
spell the word aloud and then choose a volunteer
parts of your name to encourage students to
to write it on the board. Continue for the different
show they know “first name” and “family
personal details words. If time permits, you could also
name.” Ask, “What do we ask when we want to
focus on the spelling of words in Emma’s answers.
know someone’s name?” (What’s your name?)
2. Divide the class into pairs. Say, “Let’s practice 5. Revise saying numbers aloud. Ask for two or three
asking for and giving this personal detail.” Tell volunteers to come to the board. Tell them to listen
them to take turns asking, “What’s your name?” to their classmates and write the numbers they hear.
Check that they know to answer the question in Ask the whole class, “What’s Emma’s phone number?”
two parts: first name and family name. (6937 697333)

3. Show students a personal details form. Ask them 6. Divide the class into pairs. Ask students to take turns
to suggest what other personal details might go asking for and providing personal details. Check that
on to such a form. (age, address, phone number) students know what to do. Check their progress and
then have one pair to perform a round of asking for
and providing details.

66

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Track
Listen, read, and say CT1, CT2, CT3
B. Listen and say. 21
1. Books closed. Tell students to close their eyes
1. ceiling Track
and listen to Star and Stella ask and answer
22 questions. Play CD Track 22.

2. wall 2. Books open. Ask students to point to each part and


6. flag read aloud as they listen to the CD. Play CD Track 22
3. window 4. door again, pausing as necessary.
3. Focus on the questions and answers in the first two
7. flagpole frames. Use the picture in the first frame to show how
5. floor different words for places in the room can be substituted
Track to ask and answer different questions. Point to the wall
C. Listen, read, and say. 22
and ask, “Is this a window?” and then answer, “No, it
Is this a door? No, it isn’t. Is this a door? isn’t. It’s a wall.” Next, point to the wall and ask, “Is
It’s a window. Yes, it is. this a wall?” Encourage students to answer. (Yes, it is.)
Repeat, substituting different places.
4. Divide the class into pairs to take turns asking and
answering questions about places in the room. Check
that they know what to do. Check progress and then
have two or three pairs perform for the class.
Can I come inside?
5. Focus on the questions in the last frame. Make sure
Can I go outside? students recognize that in asking, “Can I come inside?”
and “Can I go outside?”, we are directing the question to
someone who is inside. Tell your students to look at the
first question in the last frame. Ask, “Is Star asking Stella
the question?” (Yes. She’s asking either Stella or someone
33
else inside the room.) Next tell your students to look
at the second question. Ask, “Is Stella asking Star the
030-033_2_LITESB951990_R1-2.indd 33 4/8/16 8:27 AM
question?” (No. She’s asking someone else inside the room.)
Activity Book. Ask students to complete activities A and B
Listen and say CT1, CT2 on page AB23. This may be done in class or for homework.
1. Books closed. Tell students to close their eyes
Track
and focus on listening to the new words. Play
21 CD Track 21.
2. Books open. Ask students to point to the labels on the
Grammar CT2
picture and read aloud the words as they listen to the 1. Emphasize capitalization. To do this, ask
CD. Play CD Track 21 again, pausing as necessary. students to highlight or circle all the capital
letters on page 24. This will show that, as well
3. Focus on the spelling. Ask, “How do you spell ceiling?” as words that start sentences, first names, family
Continue randomly for the other words. names, titles (such as Mrs.), street names,
4. Point to the words flag and flagpole. Ask, “Are these suburbs, and place names are all capitalized.
places in a room?” (No.) Then say, “The flag and
flagpole are outside.” Show the meaning of the word Extension activity CT2, CT5
outside, by pointing through the door in the last frame
1. Use a box, Star, and Stella to further reinforce
at the bottom of the page. Ask “Are we outside?” (No.)
the concept of come and go. Establish two
Say, “We’re inside.”
places: inside and outside. Put the puppets
5. Books closed. Play a game. Tell students to listen inside the box and ask, “Stella wants to be
again and point to places in the room as they hear outside, so what question does she ask Star?”
each word spoken. Play the CD again, pausing as (Can I go outside?) Put Stella outside the box and
necessary to check students are all pointing to the ask, “She now wants to be inside, so what
correct places. question does she ask Star?” (Can I come inside?)
Repeat the process, randomly changing the
6. Divide the class into pairs to take turns with two roles: character asking the question. As students gain
saying places in the room and pointing to the correct confidence, ask for individual volunteers to
place. Check that students know what to do. Check provide the question that needs to be asked.
progress and then have five volunteers each call out a
different word for their classmates to respond to.

67

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Phonics A1.1 Unit 2

Phonics

Unit
2
gl gr C. Say the word for each picture
P-CD and circle the beginning letters.
Track
A. Look, listen, and say. 17 1 2 3
gl gl gl
gr gr gr

4 5 6
gl gl gl
gr gr gr
1. glove 2. glass P-CD

D. Listen, write, and read. Track


19
1. Here is my .

2. My juice is in a .

3. gray 4. grasshopper 3. This paint is .

P-CD 4. This is a .
Track
B. Listen and fill in the missing letters. 18 Track
E. Listen and chant. 20 P-CD

1. ____ ____apes 2. ____ ____obe


The Green Grasshopper
The green grasshopper
jumps onto the grass.
3. ____ ____ue 4. ____ ____een He jumps onto my glove.
He jumps onto my globe.
The green grasshopper
5. ____ ____ains 6. ____ ____asses jumps into my glass!
34 35

pl pr
034-041_2_LITESB951990_PBU2.indd 34 4/14/16 3:32 PM 034-041_2_LITESB951990_PBU2.indd 35 4/14/16 3:32 PM

Unit P-CD
Track
2 C. Listen and fill in the missing letters. 23
P-CD
Track 1. ____ ____ants 2. ____ ____une
A. Look, listen, and say. 21

3. ____ ____inter 4. ____ ____ug

5. ____ ____ate 6. ____ ____esent

1. play 2. plum D. Write the words.


2
1

$27

4
3. price 4. press
P-CD
Track
B. Listen, write, and read. 22
P-CD
1. We like to games.
E. Listen and chant. Track
24
2. I'll eat the . Press to Play
Please
Please press
3. The of the rocket is $95.
Please press the button
Please press the button to play
4. He can the button. Please press the button to play the game!
36 37

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68

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Phonics A1.1 Unit 2

Unit
2
sc sk C. Listen, write, and read.
P-CD
Track
27
P-CD
Track 1. He is on the .
A. Look, listen, and say. 25
2. The is 15 to 13.

3. The is blue.

4. Here is a .
1. scales 2. score
D. Look at the pictures and write the words.

sc sk

3. sky 4. skeleton
P-CD
Track
B. Listen, fill in the missing letters, and read. 26 P-CD

E. Listen and chant. Track

sc
28
A Wet Day
1. ___ ___oop 2. ___ ___arf 3. ___ ___anner Scott puts on his scarf to go and play.
He looks at the sky, but the sky is gray.
Too wet for his skateboard.

sk 4. ___ ___is 5. ___ ___unk 6. ___ ___ateboard


Too wet for his skis.
Scott can’t go out and play today.

38 39

sl sp
034-041_2_LITESB951990_PBU2.indd 38 4/14/16 3:32 PM 034-041_2_LITESB951990_PBU2.indd 39 4/14/16 3:32 PM

Unit
2 C. Look and write the words.
P-CD 1 2 1 2
Track
A. Look, listen, and say. 29
3
2 3

1. sleep 2. slide
P-CD
Track
D. Listen, write, and read. 31
1. It’s time to go to .

2. I like to play on the .

3. spray 4. spider 3. I can the fly.

P-CD
Track 4. The is on a web.
B. Listen and fill in the missing letters. 30 P-CD

E. Listen and chant. Track


32
1. ____ ____ed 2. ____ ____ade
Time to Sleep
I play on the slide, then go inside
3. ____ ____oon 4. ____ ____eeve when it’s time to go to sleep.
There’s a slug on my sleeve
and a spider in my bed.
5. ____ ____ug 6. ____ ____acecraft I cannot go to sleep!
40 41

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69

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Phonics A1.1 Unit 2 Answers
gl gr (pages 34, 35)
B. 1 gr, 2 gl, 3 gl, 4 gr, 5 gr, 6 gl; C. 1 gl, 2 gr, 3 gl, 4 gr,
5 gl, 6 gr; D. 1 glove, 2 glass, 3 gray, 4 grasshopper.

pl pr (pages 36, 37)


B. 1 play, 2 plum, 3 price, 4 press; C. 1 pl, 2 pr, 3 pr, 4 pl,
5 pl, 6 pr; D. 1 price, 2 play, 3 press, 4 plum.

sc sk (pages 38, 39)


B. 1 sc, 2 sc, 3 sc, 4 sk, 5 sk, 6 sk; C. 1 scales, 2 score,
3 sky, 4 skeleton; D. sc scales, scoop, scarf, sk skeleton,
skunk, skateboard.

sl sp (pages 40, 41)


B. 1 sl, 2 sp, 3 sp, 4 sl, 5 sl, 6 sp; C. down 1 spade,
2 sleeve, 3 sled, across 2 slide, 3 spacecraft; D. 1 sleep,
2 slide, 3 spray, 4 spider.

70

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Notes
Write notes here.

068-071_2_LITETB952034_PBU2.indd 71 7/4/16 8:43 AM


Unit
3 Let’s paint!
FOCUS
Theme Art class
Unit Let’s paint!
3
Look, listen, and talk Track
23
Aim Students learn how to: talk about
What do you do in art class?
colors, shapes, and patterns; describe
what they see; ask what is done/tell
what one does
I draw red cars
Structures • Wh- questions with do (What do you and blue cars. I use scissors.
I cut paper.
do in art class? What do you see?)
• Indefinite articles for countable I use a paintbrush.
nouns (a paintbrush, a pencil, a I paint pictures.
Let’s paint a picture.
marker, a crayon); no article for
uncountable nouns (scissors, paper)
Review: statements with subject +
verb + object (I use scissors); colors as
adjectives; making suggestions using
Let’s (Let’s paint pictures.)
I see a purple bird.
Vocabulary draw, paint, glue, cut, paper, picture, What do you see? I see a fish.
paintbrush, scissors, crayon, marker, It’s red, orange, and yellow.

pencil

42

042-047_2_LITESB951990_U3a.indd 42 4/8/16 8:28 AM

Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Preview some of the language from the
opening scene on page 42, by talking about what you
Starship flash cards 47 to 57: draw, glue, paint, do in art class. Say, “I draw,” “I cut paper,” and “I paint
cut, picture, scissors, paintbrush, paper, pencil, marker, pictures.”
crayon
• Use the flash cards (with the words covered) to introduce
Star and Stella hand puppets (see page 13) the verbs draw, cut, and paint. Say each word as you
Audio CD Tracks: 23 and 24 show the pictures and then leave them on display.
Activity Book: Activities A and B on page AB24; • Before opening books, say, “Let’s see what our Starship
C and D on page AB25 English friends do in art class.”
Extras: Starship flash cards 78 to 87 from Student 2. Books open. Ask students to look at the opening scene
Book Level Pre A1.2; a soft ball for every six students on page 42.
• Point to each character and ask, “Who’s this?” (Star,
Warm-up activity CT1, CT2, CT3 Tom, Emma, Dan, Stella)
• Ask, “Who’s asking the questions?” (Star) Ask students
1. Recall colors using the color flash cards from
how many questions Star asks. Remind them to count
Book 1. Write the colors on the board.
the question marks.
2. Say, “My favorite color’s blue.” Call out a
3. Play CD Track 23 , frame by frame. Ask
student’s name then throw a ball to them. Track
students to point to each speech bubble on
Ask, “What’s your favorite color?” The student 23 page 42 as each part is spoken.
answers, “My favorite color’s _____.”, then calls
out another student’s name, throws the ball, 4. Play the CD again, frame by frame. Ask the class to
and asks, “What’s your favorite color?” repeat each part with you.
3. Play the game in groups of six. 5. Divide the class into two groups. Ask group 1 to read
Star’s part and group 2 to read the parts of Tom, Emma,
and Dan. Then ask the groups to swap parts and repeat.

72 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

072-079_2_LITETB952034_U3a.indd 72 4/18/16 1:20 PM


Look, listen, and talk
1. picture Talk CT1, CT2
Track
24 1. Books open. Ask the students the names of the two
characters. (Emma and Tessa) Ask, “Who’s asking the
question?” (Emma) “Who’s answering the question?”
(Tessa) Consider Tessa’s first answer, “I draw ….”
Brainstorm some colors that Tessa might use. Write
2. draw
4. paint them on the board. Next, brainstorm some things Tessa
might draw. Ask students to complete Tessa’s answers by
3. glue
5. cut
filling in the gaps, for example, “I paint pictures.” or “I
paint purple birds and pink fish.”
6. scissors 7. a paintbrush 8. paper
2. Ask pairs of students to practice the dialog. Each pair
should take turns speaking both parts, using as many
different words as they can. They can refer to the colors
9. a pencil 10. a marker 11. a crayon and items on the board. Listen carefully to students’
pronunciation, correcting errors and offering praise.
3. Ask two or more pairs of students to perform the dialog.
Talk. 4. Activity Book. Ask students to complete activity C
on page AB25. Check students’ answers. Ask pairs of
What do you do students to take turns speaking the two parts.
in art class?

I draw ….
I paint ….
Phonics activity CT2
Students practice producing “ch” and “sh.”

43 1. Write the sounds on the board. Model and


practice them separately. Say that the tongue’s
042-047_2_LITESB951990_U3a.indd 43 4/8/16 8:28 AM
action makes “ch” sound different from “sh.”
Introduce a different gesture for each sound.
2. Tell students to use the correct gesture to show
6. Divide the class into pairs. Ask each pair of students the sound they hear when you say, “shoes,”
to take turns speaking the part of Star and the parts of then “choose.” Randomly repeat the words at
Tom, Emma, and Dan. Briefly visit each pair and correct a quickening pace. Write choose and shoes on
any pronunciation errors. the board under “ch” and “sh.” Have students
practice the words and gestures.
7. Books closed. Say, “Let’s practice some art class
words.” Start with the verbs introduced in the opening 3. Repeat for sandwich, paintbrush, lunchroom,
scene on page 42 (draw, cut, paint). Model each word washroom, picture, and dictionaries. Write the
as you show the picture on the matching flash card. word on the board under the matching sound.
Keep the written word covered. Ask students to repeat Underline the letters that represent the sounds.
the word with you several times. Then show the word,
4. Ask pairs of students to practice saying and
model it one more time, and leave the card on display.
hearing the sounds in the eight words on the
Repeat for the verb glue and then for the numbered
board. Make sure they have their backs to the
nouns on page 43.
board when taking their turn to show with a
8. Say, “Let’s practice our art class words again. gesture the sound they have heard.
Track
This time, close your eyes and listen carefully
24 to the voice on the CD.” Play CD Track 24.
5. To conclude, ask two or three students to lead
the class through a round of the activity.
Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of
students into groups of four. Give each student a part
(Star, Tom, Emma, or Dan). Ask them to practice
performing the scene. Encourage them to take turns
with different parts. Ask a group to perform for the
Extra activity CT3, CT4
class. 1. Activity Book. Ask students to complete
activity D on page AB25.
10. Activity Book. Ask students to complete activities A
and B on page AB24.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 73

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Unit
3 Sing
Sing CT3, CT5
Sing Track
25 1. Books closed. Use the flash cards to review the unit’s
eleven “art class” words. Take the opportunity to provide
lots of praise.
2. First listening. Ask students to close
Track
their eyes and listen to the song. Play CD
25 Track 25.
3. Second listening. Divide the class into pairs. Give
each pair a set of four “Art class activities” game cards.
Ask each pair to arrange the cards in order as they listen
What do you do in art class? to the song. Play CD Track 25 again. Ask the class to
What do you do in art class?
I paint. I paint.
check that their cards are in the correct order.
I draw. I draw. 4. Third listening. Ask students to sing along. Tell them
I cut. I cut.
I glue. I glue.
they can use their ordered cards as prompts. Replay CD
Track 25.
What do you do in art class?
What do you do in art class? 5. Books open. Ask students to look at the pictures on
We paint and draw and cut and glue! page 44. Ask, “What does he/she do?” and “What does
We paint and draw and cut and glue! he/she use?” for each pictured character. (She paints.
She uses a paintbrush./He draws. He uses a pencil./She cuts.
She uses scissors./He glues. He uses paper.) Ask students to
look at the words. Read the words of the song with the
students.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 25.
44
7. Activity Book. Have students complete activities A
and B on page AB26.
042-047_2_LITESB951990_U3a.indd 44 4/8/16 8:28 AM

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.

Starship flash cards 47 to 57: draw, glue, paint, cut,


picture, scissors, paintbrush, paper, pencil, marker, crayon
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 25, 26, 27, 28
Activity Book: Activities A, B on page 26; A, B, C
on page AB27 (CD Tracks 74, 75, and 76)
Extras: one set of “Art class activities” game cards—
draw, glue, paint, cut—for each pair of students (see
page 148)

Warm-up activity CT1, CT2


1. Have students conduct an oral survey to find
out what their classmates do in art class.
Walk up to a student and tell them to ask you
the question, “What do you do in art class?”
Answer, “I paint pictures. I use a paintbrush.”
2. Ask students to move around the classroom asking
and answering questions with different classmates.
3. To conclude, ask two or three students to each tell
what one of their classmates does in art class.

74

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Listen

Listen
Track
1. Books open. Ask students to look at the pictures and
A. Listen and choose. 26 c
identify what they see. Say, “Let’s listen and choose the
1 pictures that match what we hear.” Play One on Track
a 2
26. Ask: “What number did you hear?” (one) “What
b d picture do you choose?” (b) “What do you draw between
3
e the number 1 and picture b? (a line)
4
5 2. Play CD Track 26. Pause for students to match the
numbered boxes with the pictures. Check answers.
B. Listen and check a or b . 27
Track
3. Divide the class into pairs. Have students refer to their
1 2 3 4 completed task and take turns asking and answering
a ✓ a a a ✓ the question, “What do you do in art class?”
4. Ask five pairs to each perform one answer and question.

b b ✓ b ✓ b 5. Activity Book. Ask students to complete activity A on


page AB27 (CD Track 74).

Track
C. Listen and say. 28
1 2 3 4
B. Listen and check a or b CT1, CT2

Track
27 Audio Script

Narrator: One
45 Man: What do you see?
Girl: I see a green dinosaur.
042-047_2_LITESB951990_U3a.indd 45 4/8/16 8:28 AM

Narrator: Two
Man: What do you do in art class?
Boy: I use a paintbrush.
A. Listen and choose CT1, CT2
Narrator: Three
Track
26 Audio Script Man: What do you do in art class?
Boy: I cut paper. I glue paper.
Narrator: One Narrator: Four
Woman: What do you do in art class? Man: What do you do in art class?
Girl: I use scissors. I cut paper. Girl: I use markers. I draw pictures.
Narrator: Two
Woman: What do you do in art class?
Boy: I use a paintbrush. I paint pictures. 1. Books open. Ask students to look at the four pairs of
pictures and identify what they see.
Narrator: Three
Woman: What do you do in art class? 2. Say, “Let’s listen and check the boxes that match what
Girl: I use crayons. I draw dinosaurs. we hear.” Play One on CD Track 27. Ask: “What number
did you hear?” (one) “What does she see?” (a green
Narrator: Four dinosaur) “What box do you check?” (a)
Woman: What do you do in art class?
3. Play CD Track 27. Pause for students to check the picture
Girl: I glue paper.
boxes. Check students’ answers.
Narrator: Five 4. Write on the board, “What do you do in art class?” Ask
Woman: Let’s paint a picture. students to refer to their checked pictures in pairs 2, 3,
Boy: Let’s paint a train. and 4 and write answers. Replay the CD as necessary.
5. Ask three students to each write an answer on the board.
6. Activity Book. Ask students to complete activity B on
page AB27 (CD Track 75).

75

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Unit
3 Listen

Listen
Track
1. Books open. Divide the class into pairs, student A
A. Listen and choose. 26 c
and student B. Ask pairs to look at the four pictures in
1 exercise C. Tell them to take turns asking and answering
a 2
the question, “What do you see?”
b d
3
e
2. Say, “Let’s practice speaking.” Tell students they will
4 listen to and then repeat the statements that go with the
5 pictures. Tell them to first listen carefully as you show
them what do. Play One on CD Track 28, and then say,
B. Listen and check a or b . 27
Track “I use a paintbrush.”
1 2 3 4 3. Check that students know what to do. Play CD Track
a a a a
28 from the start. Pause for students to repeat the
statements. Write them on the board as necessary.
4. Tell students to practice saying each statement in pairs.
b b b b Ask four students to each perform one statement.
5. Activity Book. Ask students to complete activity C on
page AB27 (CD Track 76).
Track
C. Listen and say. 28
1 2 3 4
Extra activities CT2, CT4
1. Ask students to write three statements about
what they do in art class.

45
2. Ask students to quietly review spelling aloud
art class words. This will prepare them for the
042-047_2_LITESB951990_U3a.indd 45 4/8/16 8:28 AM
warm-up activity in the next lesson.

C. Listen and say CT1, CT2


Track
Audio Script
28
Narrator: One
Boy: I use a paintbrush.

Narrator: Two
Boy: I use scissors. I cut paper.

Narrator: Three
Girl: I paint birds.

Narrator: Four
Girl: I use a pencil. I draw cars.

76

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Practice
A. Look and choose CT1, CT3
Practice 3 1. Books open. Tell students to look at the pictures
5 and identify each art class item. Say, “Let’s match the
A. Look and choose. words to the pictures.”
2
6
2. Check that students know what to do. Point to pencil
1 4 and say the word. Ask, “Can you see a picture of a
pencil?” (Yes.) “What is the number of the picture?”
(2) Ask them what to do next. (Write 2 in the box next
to the word pencil.)
2 a pencil 3 paper 6 a crayon 3. Ask students to complete the exercise alone. Check
5 scissors 4 a paintbrush 1 a marker students’ answers by calling out each number and
asking the class to say the matching word.
B. Read and say.
4. Activity Book. Ask students to complete activity A
I draw pictures. I draw dinosaurs. on page AB28.
I use scissors. I cut paper. I glue paper.

B. Read and say CT2, CT3


I use a paintbrush. I paint pictures.
I paint cars and trains.
What do you do in art class?
1. Books open. Ask students to name the art class items
C. Ask and answer. that the boy in the picture is holding. (paintbrushes,
paper) Then ask students to quietly read what the boy
says about what he does in art class.
What do you do I cut ….
in art class? I use .… 2. Say, “Let’s practice reading aloud.” Ask students to
I glue …. stand up and read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
46 reading to each other.
4. Ask two or three students to take turns reading aloud
042-047_2_LITESB951990_U3a.indd 46 4/8/16 8:28 AM
to the class.
5. Activity Book. Ask students to complete activity B
Lesson preparations on page AB28.

Starship flash cards 47 to 57: draw, glue, paint, cut,


picture, scissors, paintbrush, paper, pencil, marker, crayon C. Ask and answer CT1, CT2
1. Books open. Say, “Let’s practice speaking.” Divide
Star and Stella hand puppets (see page 13)
the class into pairs, student A and student B. Role-
Activity Book: Activities A and B on pages AB28 play the dialog. As student A, point to the question
and AB29 and ask, “What do you do in art class?” As student
B, point to the three answer prompts. Say, “I cut …
Extras: two sets of “Art class objects” game cards—
[pause to think] paper.” Continue modeling this way
scissors, paintbrush, paper, pencil, marker, crayon—so
with I use … and I glue …. Show how to take turns.
there is a card for each student (see page 149); dice
Remain in the role of student B, point to the question,
for Play and learn
and ask it. Step back into the role of student A, point
to the answer prompts and ask students what to say.
Warm-up activity CT1, CT2 (I cut paper, etc.) Ask questions to check that students
know what to do. Make sure they know to answer the
1. Play an oral spelling game (see “How to play
question with as many different art class words as
Spell it!” on page 21) to review art class words.
they can.
2. Move around the class and listen carefully as students
practice the dialog.
3. Ask two or three pairs of students to perform the
dialog for the class.

77

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Unit
3 Play and learn

Play and learn Play and learn CT1, CT2


What do you see? Game for two players
• Player One rolls the dice and asks “What do you
I see one car. see?”
It’s green.
• Player Two refers to the picture number that
matches the number on the dice and answers the
1 2 question. For example, if a 2 is rolled, player Two
answers, “I see one car. It’s green.”
• Players take turns as player One and Two.

3 4 1. Students play with the partner they found in the


“Organizing groups” activity—one student to be player
One and the other to be player Two. Show students
how to play through a role-play with Star and Stella.
As player One (Stella), roll the dice then ask “What
do you see?” As player Two (Star), look at the number
5 6 on the dice, point to the corresponding picture, and
answer the question. Show how to take turns by
remaining as player Two (Star), rolling the dice, and
asking the question.
2. Ask questions to check that students know what to do.
Play the game.
47

3. To conclude, ask students from different pairs to perform


042-047_2_LITESB951990_U3a.indd 47 4/8/16 8:29 AM
one round of the game for the class.
4. Activity Book. Ask students to complete activities A
and B on page AB29.
Organizing groups CT1 5. To end the unit, use flash cards to review the vocabulary
1. Use pairs of “Art class objects” game cards to words.
review the unit language and regroup students
for the end-of-unit game. See “Organizing
groups” on page 22.
2. Hand out one game card to each student. Extra activity CT1, CT4
Check that students know what to do by asking 1. Play a written spelling game (see “How to play
them to tell Stella what to do. They should Write It!” on page 22) using the vocabulary on
say that the aim of the activity is to find a page 43 of the Student Book.
partner through matching their “Art class
objects” cards. Tell students to move around
the classroom saying what they use (e.g. I use
scissors) until they find their partners. Once
partnered, tell them to sit together.
3. Make sure students are correctly matched
by having them call out what they use, pair
by pair.

78

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Grammar, Culture notes, Extension activities
Grammar CT2
In Book 1, students learned how to ask and answer display on a classroom wall with the nouns sorted into a
questions about the color of things. In this unit, students two-column table. Your students can refer to this poster to
revise colors and extend their use of these words by using help them structure answers, and you can use it to correct
them as adjectives, for example, I see a purple bird. Reinforce any errors.
word order. On the board, write the scrambled sentence: a
Note that in Unit 2 students practiced asking a similar
bird see purple I. Ask students to unscramble the sentence.
question, What do you do in the library? In this unit, there is
Repeat the exercise with similar sentences as necessary.
a small shift: they ask about what is done in a particular
Students get further practice with unscrambling sentences
class rather than in a location—What do you do in art class?
on page AB24.
rather than What do you do in the art room? Make sure that
The focus vocabulary in this unit extends knowledge of students do not put an article before art class.
countable and non-countable nouns. Create a poster for

Statements
Culture notes CT1, CT2
Let’s paint a picture. Most cultures have their own unique art forms. Take
the opportunity to explore art across cultures. Start
by showing students some Western art. You could
It’s red orange and yellow. produce a slide show from pictures online or simply
show pictures from a book. Encourage responses.
Students will be able to express preferences, talk
about shape and color, and use some adjectives
Questions (pretty, ugly, big, small, sad, happy, old, young) to
describe either a part or the whole of a picture.
What do you do in art class? Follow up this activity by asking students to tell you
about different art forms from their culture. They
may like to bring in some pictures or examples.
What do you see?

Answers
I use scissors. Extension activities CT2, CT4, CT5
(Let’s) cut paper.
1. Ask students to copy the countable and
glue a paintbrush. uncountable nouns table. Ask them to extend
a pencil. the uncountable nouns list with other words
a marker. they’ve learned.
a crayon. 2. You can give students additional practice in
using colors as adjectives by asking them to tell
you what they can see around the classroom.
Make sure they identify the color of the object
I draw red cars and blue cars.
they see and use the correct word order.
(Let’s) paint pictures.
3. Ask students to draw a colorful picture.
Alternatively, provide coloring-in or color-
by-number worksheets for students to choose
I see a purple bird. from. Many of these are available online for
a fish. free. Have students take turns to present their
completed pictures and ask the question, “What
do you see?” Display the pictures on the wall.
4. Discuss the different meanings associated with
colors across cultures. For example, white in
American culture is associated with weddings, but
is associated with funerals in Chinese culture.

79

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Unit
3 What do you want to eat?
FOCUS Unit What do you want to eat?
Theme Eating at the cafeteria
3
Look, listen, and talk Track
29
Aim Students learn how to: talk about
lunch preferences; order food and Hi. What do you want to eat?

drink
I want a pizza and
Structures • Wh- questions with do (What do you some French fries, please.
want to eat/drink?)
• Yes/No questions with do (Do you
want some chicken?)
What do you want to drink?
• Uncountable nouns with some (I
want some water, please.)
• Countable plural nouns with some
(I want some carrots, please.)
I want some water, please.
Review: statements and questions
with like
Do you want some chicken?
Vocabulary some French fries, pizza, ice cream, What do you want to drink?
fish, chicken, chocolate bar, grapes, No, thanks. Nothing, thanks.
rice, strawberries, vegetables,
noodles, beans, fruit, potatoes,
carrots, tomatoes

48

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Ask students if there is a place at school
where they can get food and drinks. Introduce the word
Starship flash cards 58 to 73: fruit, vegetables,
cafeteria. Model the word, have your students repeat it
strawberries, carrots, potatoes, grapes, tomatoes, beans,
with you, and then write it on the board.
chocolate bar, fish, rice, noodles, French fries, pizza,
chicken, ice cream • Introduce the words pizza, French fries, and chicken, one
by one. First, say “Tom wants a pizza.” Model the word
Star and Stella hand puppets (see page 13)
as you show the matching flash card. Keep the written
Audio CD Tracks: 29, 30 word covered. Encourage your students to repeat the
Activity Book: Activities A, B on page AB30; word with you several times. Show the word, model
C, D, E on page AB31 it one more time, and then leave the card on display.
Extras: Starship flash cards 47 to 60 from Student Repeat for French fries (start with “He also wants some
Book Pre A1.2; a soft ball for every six students French fries.”) and chicken (start with “Does Emma
want some chicken?”).
Warm-up activity CT1, CT2, CT3 • Before opening books, say, “Let’s see what our Starship
English friends want to eat in their school cafeteria.”
1. Recall food and drinks words using flash cards
(words covered) from Book 1. Display the cards 2. Books open. Ask students to look at the opening scene
in two groups: words with articles and words on page 48.
without. Above the cards, write: I want _____,
• Point to each character and ask, “Who’s this?” (Star,
please. What do you want?
Tom, Dan, Emma)
2. Call out a student’s name, throw a ball to them, say
what you want, and then ask the question. They can • Ask students to look at the pictures and identify the
refer to the board for their answer. Divide the class drinks. (milk, water, soda pop, juice)
into groups and give each a ball. Check students 3. Play Track 29, frame by frame. Ask students to
Track
know to play until everyone has had a turn.
29 point to each speech bubble on page 48 as
each part is spoken.

80 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

080-087_2_LITETB952034_U3b.indd 80 4/18/16 1:20 PM


Look, listen, and talk
1. fruit 2. vegetables Talk CT1, CT2
Track
30 1. Books open. Ask students the names of the two
characters. (Tom and Tessa) Say, “Who’s asking the
questions?” (Tom) “Who’s answering the questions?”
3. strawberries 4. carrots 5. potatoes (Tessa)
2. Ask pairs of students to practice the dialog. Ask each
pair to take turns speaking both parts. Tell students
6. grapes 7. tomatoes 8. beans to refer to the numbered words on page 49 for help in
completing Tessa’s answers.
9. a chocolate bar 10. fish 11. rice 12. noodles 3. Encourage students to complete Tessa’s answers with as
many different words as they can. Listen carefully to
students’ pronunciation, correcting errors and offering
13. French fries 14. a pizza 15. chicken 16. ice cream praise.
4. Ask two or more pairs of students to perform the dialog
for the class.

Talk. 5. Activity Book. Ask students to complete activity C


What do you want to eat?
on page AB31. Check students’ answers. Ask pairs of
I want …, please.
students to take turns speaking the two parts.

What do you want


to drink?
I want …, please. Phonics activity CT2
Students practice the long “e” sound in the following
chant:
49
Strawberries, please and beans, please.
Ice cream, please and pizza, please.
048-053_2_LITESB951990_U3b.indd 49 4/8/16 8:29 AM

1. Model the sound. Tell the students they need


to show their biggest, friendliest smiles to
4. Play the CD again, frame by frame. Ask the class to make this sound. Repeat the sound: point to
repeat each part with you. the corners of your mouth as you make a wide
smile. Have your students practice making
5. Divide the class into two groups. Ask group 1 to read the sound with you. Encourage wide smiles
Star’s part and group 2 to read Tom, Dan, and Emma’s by focusing your attention and praise on
parts. Then ask the groups to swap parts and repeat. their efforts.
6. Divide the class into pairs. Ask each pair of students 2. Write the chant on the board. Tell your students
to take turns speaking the part of Star and the parts of to watch and listen carefully. Recite the chant
Tom, Dan, and Emma. Correct pronunciation errors. slowly three times. Emphasize your smile by
pointing to the corners of your mouth each
7. Books closed. Say, “Let’s learn some more words for
time you produce the long “e” sound. Tell the
food.” Introduce the fruits and vegetables on page 49,
students to repeat the chant with you three
one by one. Model a word as you show the matching
times, slowly.
flash card. Keep the written word covered. Ask students
to repeat the word with you several times. Show the 3. Tell the students to watch and listen carefully
word, model it one more time, and then leave the card again. Recite the chant three times, clearly and
on display. Introduce the remaining food items. as quickly as you can. Ask your students to
repeat it with you in the same way.
8. Say, “Let’s practice our cafeteria food words
Track again. This time, close your eyes and listen
30 carefully to the voice on the CD.” Play CD
Track 30. Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of
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
activity D on page AB31.
10. Activity Book. Ask students to complete activities A
and B on page AB30.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 81

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Unit
3 Sing
Sing CT3, CT5
Sing Track
31 1. Books closed. Use the flash cards to review the unit’s
sixteen “food” words. Take the opportunity to provide
lots of praise.
What do you want to eat?
I want some French fries, please. 2. First listening. Ask students to close
Track
their eyes and listen to the song. Play CD
What do you want to eat? 31 Track 31.
Some French fries and some
noodles, please. 3. Second listening. Divide the class into pairs. Give
each pair a set of six “Food (1)” game cards. Ask each
What do you want to eat? pair to arrange their cards in order as they listen to the
Some French fries, some noodles,
and some fish, please. song. Play CD Track 31 again. Ask the class to check
that their cards are in the correct order.
What do you want to eat?
Some French fries, some noodles, 4. Third listening. Ask students to sing along. Tell
some fish, and some carrots, please. students they can use their ordered cards as prompts.
Replay CD Track 31.
What do you want to eat?
Some French fries, some noodles, 5. Books open. Ask students to look at the pictures on
some fish, some carrots, and page 50. Ask, “What food do you see?” ([some]French
a pizza, please. fries, [some] noodles, [some] fish, [some] carrots, a pizza,
What do you want to eat? [some] grapes) Ask students to look at the words. Read
Some French fries, some noodles, the words of the song with the class. Have them point to
some fish, some carrots, a pizza, the food pictures as they say the words.
and some grapes, please.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 31.
7. Activity Book. Ask students to complete activities A
50
and B on page AB32.
048-053_2_LITESB951990_U3b.indd 50 4/8/16 8:29 AM
8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
as the audience. Play the CD as necessary.
Lesson preparations
Starship flash cards 58 to 73: fruit, vegetables,
strawberries, carrots, potatoes, grapes, tomatoes, beans,
chocolate bar, fish, rice, noodles, French fries, pizza,
chicken, ice cream
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 31, 32, 33, and 34
Activity Book: Activities A, B on page AB32; A, B,
C on page AB33 (CD Tracks 77, 78, 79)
Extras: a set of six “Food (1)” game cards—French
fries, noodles, fish, carrots, pizza, grapes—for each pair
(see page 150)

Warm-up activity CT1, CT2


1. Play a memory chain game to revise the unit’s
food words. Arrange students in small groups. Use
one group to show the class how to play. Ask them
to make a circle. Choose a student to go first.
The first student says, “I want some strawberries,
please.” The next student in the circle says, “I want
some strawberries and a chocolate bar, please.”
2. Check that students know to continue taking
turns, adding another food item with each turn.
3. To conclude, play a round of the game as a
whole group.

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Listen

Listen
1. Books open. Ask students to identify the pictures.
Track
A. Listen and choose. 32 c Say, “Let’s listen and choose the pictures that match
1 what we hear.” Play One on CD Track 32. Ask: “What
a number did you hear?” (one) “What food did you hear?”
2
3 d (strawberries) “What picture do you choose?” (d) “What
do you draw between number 1 and picture d?” (a line)
4
b e
5 2. Check that students know what to do. Play CD Track
32. Pause for students to match the pictures with the
Track
B. Listen and check a or b . 33 numbered boxes. Check students’ answers.
1 2 3. Divide the class into pairs. Write the closed question Do
a a a ✓3 a ✓4 you want some strawberries? on the board. Ask students
how to answer this question. (No, thanks. or Yes, please.)
Have students refer to their completed task and take
b ✓ b ✓ b b turns asking and answering this question.
4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB33 (CD Track 77).
C. Listen and say. Track
34
1 2

B. Listen and check a or b CT1, CT2

Track
33 Audio Script
51

Narrator: One
048-053_2_LITESB951990_U3b.indd 51 4/8/16 8:29 AM
Man: What do you want to drink?
Woman: I want some milk, please.

Narrator: Two
A. Listen and choose CT1, CT2 Man: Do you want some chicken?
Woman: No, thanks. I want some carrots, please.
Track
32 Audio Script
Narrator: Three
Man: Do you want some rice?
Narrator: One Woman: Yes, please.
Woman: Do you want some strawberries?
Girl: Yes, please. Narrator: Four
Man: What do you want to eat?
Narrator: Two Woman: I want some grapes, please.
Woman: What do you want to drink?
Girl: I want some juice, please.

Narrator: Three 1. Books open. Ask students to identify the pictures.


Woman: What do you want to eat? 2. Say, “Let’s listen and check the boxes that match what
Boy: I want a pizza and some French fries, please. we hear.” Play One on CD Track 33. Ask: “What number
did you hear?” (one) “What does she want to drink?”
Narrator: Four (some milk) “What box do you check?” (b)
Woman: What do you want to eat?
Girl: I want some vegetables, please. 3. Check that students know what to do. Play CD Track
33. Pause for students to check the picture boxes. Check
Narrator: Five students’ answers.
Woman: Do you want a chocolate bar?
4. Tell students to refer to their checked pictures and write
Boy: Yes, please.
statements, for example: I want some milk, please.
5. Ask three students to each write a statement on the board.
6. Activity Book. Ask students to complete activity B on
page 33 (CD Track AB78).

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Unit
3 Listen

Listen 1. Books open. Ask students to look at the picture in


A. Listen and choose. 32
Track
exercise C.
c
1 2. Point to the boy and ask students what he wants to eat.
a
2 (some chicken) Point to the girl and ask what she wants
3 d to eat. (some fish) Ask what she wants to drink. (some
4 soda pop) Point to the waiter and ask who he is. (the
b
5 e waiter) Ask students to suggest what questions he will
ask. (What do you want to eat? What do you want to drink?)
Track
B. Listen and check a or b . 33 3. Say, “Let’s practice speaking.” Divide the class into pairs.
1 2 3 4 Tell students they will listen to a dialog, and repeat it.
a a a a
Tell students to first listen carefully as you show them
what do. Play One on CD Track 34. Role-play both parts
of the dialog to model the exercise.
b b b b 4. Check that students know what to do. Play CD Track 34.
Pause for students to repeat parts of dialog. Write them
on the board as necessary. Ask students to swap roles
and repeat.
C. Listen and say. Track
34 5. Ask two or three pairs of students to each perform the
1 2 scene.
6. Activity Book. Ask students to complete activity C on
page 33 (CD Track AB79).

51

Extra activities CT2, CT4


048-053_2_LITESB951990_U3b.indd 51 4/8/16 8:29 AM

1. Ask students to write two statements: one about


what they want to eat and the other about what
they want to drink.
C. Listen and say CT1, CT2 2. Ask students to quietly review spelling aloud the
Track unit’s food words. This will prepare them for the
Audio Script warm-up activity in the next lesson.
34
Narrator: One
Waiter: Hello. What do you want to eat?
Boy: I want some chicken, please.
Waiter: What do you want to drink?
Boy: Nothing, thanks.

Narrator: Two
Waiter: What do you want to eat?
Girl: I want some fish, please.
Waiter: Do you want some soda pop?
Girl: Yes, please.

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Practice
A. Look and choose CT1, CT3
Practice 3
1. Books open. Tell students to name the food in each
5 picture. Say, “Let’s match the words to the pictures.”
A. Look and choose.
2 2. Check that students know what to do. Point to potatoes
6 and say the word. Ask, “Can you see a picture of
4
1 potatoes?” (Yes.) “What is the number of the picture?”
(2) Ask them what to do next. (Write 2 in the box next
to potatoes.)
3. Ask students to complete the exercise alone. Check
2 potatoes 5 ice cream 3 tomatoes students’ answers by calling out each number and
1 a chocolate bar 4 fruit 6 noodles asking the class to say the matching word.

B. Read and say. 4. Activity Book. Ask students to complete activity A on


I want some vegetables, please. page AB34.
I like potatoes and beans.
I want some fruit, please.
I like strawberries. B. Read and say CT2, CT3
Do you like strawberries? 1. Books open. Ask students to name the food in the
What do you want to eat?
picture. (some strawberries, some potatoes, some beans)
C. Ask and answer. Smile and say “I like strawberries,” as you rub your
stomach.
Do you want Yes, please. 2. Ask students to quietly read what the girl says about
a ______? I want …. the food. Follow up with two questions: “What does she
Do you want No, thanks. want?” (She wants some vegetables and some fruit.) “What
some ______? I want …, please. does she like?” (She likes potatoes, beans, and strawberries.)
52 3. Say, “Let’s practice reading aloud.” Ask students to stand
up and read the passage aloud together.
4. Divide the class into pairs. Ask students to take turns
048-053_2_LITESB951990_U3b.indd 52 4/8/16 8:29 AM

reading to each other.

Lesson preparations 5. Ask two or three students to take turns reading aloud to
the class.
Starship flash cards 58 to 73: fruit, vegetables,
strawberries, carrots, potatoes, grapes, tomatoes, beans, 6. Activity Book. Ask students to complete activity B on
chocolate bar, fish, rice, noodles, French fries, pizza, page AB34.
chicken, ice cream
Star and Stella hand puppets (see page 13) C. Ask and answer CT1, CT2
Activity Book: Activities A and B on pages AB34 1. Books open. Say, “Let’s practice speaking.” Divide the
and AB35 class into pairs, student A and student B. Role-play the
dialog. As student A, point to the question and ask, “Do
Extras: dice for Play and learn; two sets of “Food (1) you want a … [pause and think] pizza?” As student
and (2)” game cards—French fries, noodles, fish, carrots, B, point to the answer and say, “Yes, please. I want a
pizza, grapes, beans, chocolate bar, tomatoes, rice, pizza.” As student A, ask, “Do you want some … [pause
strawberries, potatoes, chicken, ice cream—so that there and think] ice cream?” As student B, point to the answer
is a card for each student (see pages 150 and 151). If and say, “No, thanks. I want … [pause and think] some
your class size is smaller than 24, make sure to use fruit, please.” Show how to take turns. Remain in the
the cards that weren’t used in the Sing activity. role of student B, point to the first question, and ask it.
Step back into the role of student A, point to the answer,
Warm-up activity CT1, CT2 and ask students what to say. (Yes, please ….) Ask
questions to check that students know what to do. Make
1. Play an oral spelling game (see “How to play sure they know to answer the questions with as many
Spell it!” on page 21) to review the food words. different food items as they can.
2. Move around the class and listen carefully as students
practice the dialog.
3. Ask two or three pairs of students to perform the dialog
for the class.

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Unit
3 Play and learn

Play and learn Play and learn CT1, CT2, CT3


What do you want to eat? Game for two players
Do you want a pizza?
• Player One asks, “What do you want to eat?”
No, thanks. and rolls a dice. Player One then asks another
I want some vegetables. question, depending on the number showing on
the dice. For example, if a 2 is rolled, player One
refers to picture 2 on the left and asks, “Do you
want a pizza?”
• Player Two rolls a dice and answers the question,
depending on the number showing on the dice.
For example, if a 1 is rolled, player Two refers to
1 2 1 2
picture 1 on the right and answers, “No, thanks. I
want some vegetables.”
• Players take turns as player One and Two.
3 4 3 4

1. Students play with the partner they found in the


“Organizing groups” activity—one student to be player
One and the other to be player Two. Show students how
5 6 5 6
to play through a role-play using Star and Stella. As
player One (Star), ask, “What do you want to eat?” and
then roll a dice. Use the number rolled (e.g. 2) to then
choose a numbered picture on the left. Point to the food
53 item in picture 2 and ask, “Do you want a pizza?” As
player Two (Stella), roll a dice. Use the number rolled
048-053_2_LITESB951990_U3b.indd 53 4/8/16 8:29 AM (e.g. 1) to choose a numbered picture on the right. Point
to the food item in picture 1 and answer, “No thanks.
I want some vegetables.” Show how to take turns.
Remain as player Two (Stella) and start the dialog with
Organizing groups CT1 the question, “What do you want to eat?”
1. Use pairs of “Food” game cards to review the
2. Ask questions to check that students know what to do.
unit language and regroup students for the
Play the game.
end-of-unit game. See “Organizing groups”
on page 22. 3. To conclude, ask students from different pairs to perform
one round of the game for the class.
2. Hand out one game card to each student.
Check that students know what to do by asking 4. Activity Book. Ask students to complete activities A
them to tell Stella what to do. They should say and B on page AB35.
that the aim of the activity is to find a partner
5. To end the unit, use flash cards to review the vocabulary
through matching their “Food” cards. Students
words.
should ask “Do you want …?” to find their
partners. They are looking for someone who has
the same card. Once partnered, tell them to sit
together.
Extra activity CT1, CT4
3. Make sure students are correctly matched by
1. Play a written spelling game (see “How to play
asking them, pair by pair, “What do you want?”
Write it!” on page 22) using the vocabulary on
They can answer together using “We.”
page 49 of the Student Book.

86

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Grammar, Culture notes, Extension activities
Grammar CT2
This unit continues exploring countable and uncountable Extension activity CT1, CT2
nouns. Students learn that some can be used in the place 1. Build on the countable and uncountable nouns
of no article so that I want water, please can be expressed as table created during the previous unit. Ask students
I want some water, please. They also learn that some can be to extend their lists with the words they’ve learned
used with countable nouns in referring to an unspecified in this unit. Refer to your displayed table or have
number greater than 1, for example, I want some tomatoes, students refer to their own versions when it comes
please. Therefore, some can refer to an uncountable quantity to asking questions about nouns that follow some.
or an unspecified amount.

Answers
Culture notes CT1, CT2
This unit expands on the food items introduced in No, thanks.
the previous level. Again, the concept of healthy
and unhealthy foods is not emphasized so you may Nothing, thanks.
want discuss the issue and explore what foods are
better for us than others.
I want some strawberries and some strawberries.
The cafeteria setting in the opening scene shows an
occasion on which polite language is used. This is some grapes some grapes.
shown by the use of politeness markers, please and some carrots some carrots.
thanks. Students might be familiar with the term some potatoes some potatoes.
thank you as an alternative to thanks. In general, some tomatoes some tomatoes.
it is regarded as a more formal expression of some beans some beans.
thankfulness.
a chocolate bar a chocolate bar.
a pizza a pizza.
some fish some fish.
Questions some rice some rice.
some noodles some noodles.
What do you want to eat? some French fries some French fries.
to drink? some chicken some chicken.
some ice cream some ice cream.

Do you want some strawberries?


some grapes? I want some strawberries, please.
some carrots? some grapes,
some potatoes? some carrots,
some tomatoes? some potatoes,
some tomatoes,
some beans?
some beans,
a chocolate bar?
a chocolate bar,
a pizza?
a pizza,
some fish?
some fish,
some rice? some rice,
some noodles? some noodles,
some French fries? some French fries,
some chicken? some chicken,
some ice cream? some ice cream,
some water,
some milk,
some juice,
some soda pop,

87

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Phonics A1.1 Unit 3

Phonics

Unit
3
sm sn C. Listen and fill in the missing letters.
P-CD
Track
35
P-CD
Track 1. ____ ____ake 2. ____ ____ash
A. Look, listen, and say. 33

3. ____ ____elly 4. ____ ____ail

5. ____ ____owman 6. ____ ____ile

1. smoke 2. small D. Write the words.


1 2

4
3. sneakers 4. snacks
P-CD
Track
B. Listen, write, and read. 34

1. I can see .
P-CD
Track
E. Listen and chant. 36
2. The baby cat is .
Snake’s Smile
3. I put on my feet. Snake sees Snail and smiles.
Snake eats snails for a snack.
But Snail hides in his small shell
4. I like to eat . and he isn’t coming back!
54 55

st
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Unit P-CD
Track
3 C. Listen, write, and read. 39
P-CD
Track 1. Here is the sports .
A. Look, listen, and say. 37
2. The car has to .

3. This is a shopping .

4. There are in the library.


1. store 2. stop
D. Look at the pictures and write the words.

st– – st

3. list 4. posters
P-CD

B. Listen and fill in the missing letters. Track


38
P-CD
Track
E. Listen and chant. 40
1. ____ ____apler 2. toa____ ____
Stan’s Shopping List
Stan has a shopping list.
3. ____ ____airs 4. ____ ____ove He’s going to the store.
He’s buying stamps
and a stapler
5. fore____ ____ 6. ____ ____amp and a poster for his door.

56 57

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88

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Phonics A1.1 Unit 3

Unit
3
sw tw C. Look and write the words.
P-CD 1 2 1 1

12
Track
A. Look, listen, and say. 41
3
2 3

3 4

1. swim 2. sweep 4

P-CD

D. Listen, write, and read. Track


43
1. I like to in the sea.

2. He can up the papers.

3. twins 4. twist 3. Those sisters are .


P-CD
Track 4. I’ll the blanket.
B. Listen and fill in the missing letters. 42
Track
12 E. Listen and chant. 44 P-CD
1. ____ ____elve 2. ____ ____an
Windy Day
★★★★
★★★★
★★★★

Twigs are falling.


3. ____ ____ing 4. ____ ____ig Swings are twisting.
Twins are sweeping.
Swans are swimming.
5. ____ ____eater 6. ____ ____eezers It’s very windy today!
58 59

scr str
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Unit P-CD
Track
3 C. Listen and fill in the missing letters. 47
P-CD
Track 1. ____ ____ ____ing 2. ____ ____ ____ibble
A. Look, listen, and say. 45

3. ____ ____ ____ew 4. ____ ____ ____ipes

5. ____ ____ ____een 6. ____ ____ ____eet

1. scrub 2. scrape D. Write the words.


2
1

3. stretch 4. strong
P-CD
Track
B. Listen, write, and read. 46

1. He can the dirt off. Track


E. Listen and chant. 48 P-CD

2. She can the paint off the chair. Scrubbing the Street
A strong man
A strong man scrapes
3. He can it.
A strong man scrapes and scrubs
A strong man scrapes and scrubs the street.
4. This man is very .
60 61

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89

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Phonics A1.1 Unit 3 Answers
sm sn (pages 54, 55)
B. 1 smoke, 2 small, 3 sneakers, 4 snacks; C. 1 sn, 2 sm,
3 sm, 4 sn, 5 sn, 6 sm; D. 1 sneakers, 2 snacks, 3 small,
4 smoke.

st (pages 56, 57)


B. 1–6 st; C. 1 store, 2 stop, 3 list, 4 posters; D. st_ stapler,
stamp, stove, _st list, poster, toast.

sw tw (pages 58, 59)


B. 1 tw, 2 sw, 3 sw, 4 tw, 5 sw, 6 tw; C. down 1 twelve,
2 sweep, 3 swing, across 1 twist, 3 sweater, 4 twig;
D. 1 swim, 2 sweep, 3 twins, 4 twist.

scr str (pages 60, 61)


B. 1 scrub, 2 scrape, 3 stretch, 4 strong; C. 1 str, 2 scr,
3 scr, 4 str, 5 scr, 6 str; D. 1 scrub, 2 scrape, 3 strong,
4 stretch.

90

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Notes
Write notes here.

088-091_2_LITETB952034_PBU3.indd 91 7/4/16 8:43 AM


Unit
4 Can you play the piano?
FOCUS Unit Can you play the piano?
Theme Music class
4
Look, listen, and talk Track
35
Aim Students learn how to: identify
musical instruments; ask about and What do you do
in music class?
express ability; ask about preferences;
ask about what is done/saying what
one does We listen to music and we sing songs.

Structures • Wh- questions with do (What do you


do in music class?)
What do you do in music class?
• Ability questions with can (Can you
play the piano?)
• Statements with and joining two
noun phrases (We listen to music We play the violin and the piano.
and we sing songs.)
Review: Yes/No questions with do (Do
you like music?)
Can you play the piano? Do you like music?

Vocabulary piano, violin, guitar, drums, Yes, I can.


recorder, triangle, hand bell, kazoo,
tambourine, cymbals, xylophone,
harmonica, listen to, sing songs, Yes, I do.

music, play (an instrument), can, No, I can’t.


can’t
62

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Talk to the students about music class.
Use a magazine picture or photo to establish the place.
Starship flash cards 74 to 85: piano, violin, Introduce the phrase musical instruments. Model the
drums, tambourine, guitar, xylophone, harmonica, hand phrase, have your students repeat it with you, and then
bell, kazoo, recorder, triangle, cymbals write it on the board. Preview some of the language
Star and Stella hand puppets (see page 13) from the opening scene on page 62 as follows.
Audio CD Tracks: 35 and 36 • Introduce the words violin and piano. Show the flash
cards (with the words covered) as you say, “Emma
Activity Book: Activities A and B on page AB36; C
and Tom play the violin and the piano.” Model violin
and D on page AB37
as you continue showing the picture. Encourage your
Extras: Warm-up activity flash cards 36, 37, 47, 50; students to repeat the word with you several times.
a picture of a music class Show the word, model it one more time, and then
leave the card on display. Repeat for piano.
Warm-up activity CT1, CT2, CT3 • Before opening books, say, “Let’s see what our other
1. Read out this passage: Tessa reads books. Tom Starship English friends do in music class.”
uses atlases. Dan draws cars. Emma cuts paper.
2. Books open. Ask students to look at the opening scene
2. Place the flash cards on the floor in any order. on page 62.
Ask four students to stand and display one card.
As you read the passage, have the students • Point to each character and ask, “Who’s this?” (Star,
stand in the correct order. Say, “When we talk Tessa, Dan, Emma, Tom)
about what other people do, we add an s.” Say, • Ask, “Who’s asking the questions?” (Star) Ask, “Who’s
“I read books. Tessa reads books.” Read out answering the questions?” (Tessa, Dan, Emma, Tom)
the passage again. Pause for the card holders to
raise their cards and the class to say the verbs. 3. Play CD Track 35, frame by frame. Ask students
Track
to point to each speech bubble on page 62 as
35 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_2_LITETB952034_U4.indd 92 4/18/16 1:21 PM


Look, listen, and talk
1. a piano
Talk CT1, CT2
1. Books open. Ask, “What are the names of the three
Track
36 characters?” (Star, Tessa, Tom) “Who’s asking the
question?” (Star)

2. a violin
2. Ask pairs of students to practice the dialog by taking
turns to speak both parts. In asking the question,
3. drums 6. a xylophone students choose different musical instruments pictured
5. a guitar on page 63. Make sure they know that the replaces a.
4. a tambourine
In answering the question, students can respond with
7. a harmonica 8. a hand bell 9. a kazoo either Yes, I can or No, I can’t.
3. Listen carefully to students’ pronunciation, correcting
errors and offering praise.
10. a recorder 11. a triangle 12. cymbals 4. Ask two or three pairs of students to perform the dialog
for the class.
5. Activity Book. Ask students to complete activity C
Talk. on page AB37. Check students’ answers. Ask pairs of
students to take turns speaking the two parts.
Can you play the ?

Yes, I can.

No, I can’t. Phonics activity CT2


Students identify word-stress patterns.
1. On the left side of the board, write “Two sounds”
and draw a two-column table underneath.
63
Write oO above the first column and Oo above
the second column.
062-067_2_LITESB951990_U4.indd 63 4/8/16 8:30 AM

2. Tell the students to listen carefully. Say guitar.


Ask them to count the number of sounds.
4. Play the CD again, frame by frame. Ask the class to Repeat the word slowly, emphasizing the two
repeat each part with you. syllables. Tell students to listen carefully again
as you say four more words. Tell them to listen
5. Divide the class into two groups. Ask group 1 to read for the word that doesn’t have two sounds: hand
Star’s part and group 2 to read the other parts. Then ask bell, kazoo, harmonica, and cymbals. (harmonica)
the groups to swap parts and repeat. Write the four two-syllable words on the right
6. Divide the class into pairs. Ask each pair of students to take side of the board.
turns speaking the parts of Star and the parts of the others. 3. Point to the word guitar and then use clap-click
Briefly visit each pair and correct any pronunciation errors. gestures (not the words) to ask, “Is it clap-click or
7. Books closed. Say, “Let’s learn some more words for is it click-clap? (click-clap) Write guitar in the oO
musical instruments.” Look at each numbered word column. Ask pairs of students to sort the other
on page 63, one by one, excluding the previously two-sounded words into the table. Check their
introduced words—violin and piano. First, model a word answers.
as you show 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 card on display.
8.
Track
Say, “Let’s practice our words again. This
time, close your eyes and listen carefully to
Extra activity CT3, CT4
36 the voice on the CD.” Play CD Track 36. Pause 1. Activity Book. Ask students to complete
as necessary for practice. activity D on page AB37.
9. Return to the opening scene. Arrange the pairs of
students into groups of four. Ask each pair to perform
the scene for the other pair in their group.
10. Activity Book. Ask students to complete activities 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

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Unit
4 Sing
Sing CT3, CT5
Sing Track
37 1. Books closed. Use the flash cards to review the
unit’s twelve “musical instruments” words. Take the
What do you do? opportunity to provide lots of praise.
What do you do?
What do you do in music class? 2. Track First listening. Ask students to close
their eyes and listen to the song. Play CD
We play the guitar. 37 Track 37.
We play the piano.
We play the tambourine. 3. Second listening. Divide the class into pairs. Give
We play the drums.
each pair a set of six “Musical instruments” game cards.
We play the cymbals. Ask each pair to arrange the cards in order as they listen
We play the xylophone. to the song. Play CD Track 37 again. Ask the class to
check that their cards are in the correct order.
What do you do?
What do you do? 4. Third listening. Ask students to sing along. Tell
What do you do in music class? students they can use their ordered cards as prompts.
Replay CD Track 37.
5. Books open. Ask students to look at the pictures on
page 64. Ask, “What instruments do you see?” (a guitar,
a piano, drums, a xylophone, tambourines, cymbals) Ask
students to look at the words. Read the song with the
class. Have them point to each picture as they say the
matching words.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 37.
7. Activity Book. Ask students to complete activities A
64
and B on page AB38.
062-067_2_LITESB951990_U4.indd 64 4/8/16 8:30 AM
8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
as the audience. Play the CD as necessary.
Lesson preparations
Starship flash cards 74 to 85: piano, violin,
drums, tambourine, guitar, xylophone, harmonica, hand
bell, kazoo, recorder, triangle, cymbals
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 37, 38, 39, and 40
Activity Book: Activities A, B on page AB38; A, B,
C on page AB39 (CD Tracks 80, 81, 82)
Extras: one set of six “Musical instruments”
game cards for each pair of students—guitar, piano,
tambourine, drums, cymbals, xylophone (see page 152)

Warm-up activity CT1, CT2


1. Have students conduct an oral survey to find
out what musical instruments their classmates
can play. Walk up to a student and tell them
to ask you, “Can you play the piano?” Answer,
“Yes, I can.”
2. Ask students to move around the classroom
asking and answering questions about whether
classmates can play different instruments.

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Listen

Listen 1. Books open. Ask students to identify the pictures. Say,


“Let’s listen and choose the pictures that match what we
A. Listen and choose. 38 Track
c hear.” Play One on CD Track 38. Ask, “What number
1
b did you hear?” (one) “What instrument name did you
2 d
a hear?” (triangle) “What picture do you choose?” (a)
3
“What do you draw between 1 and a?” (a line)
4 e
5 2. Check that students know what to do. Play CD Track
38. Pause for students to match the pictures with the
numbered boxes. Check students’ answers.
B. Listen and check a or b . 39
Track

3. Divide the class into pairs. Have students refer to their


a ✓1 a
2
a ✓3 a ✓4 completed task and take turns asking and answering
questions about what they do in music class. (What do
you do in music class? I play the triangle.)
b b ✓ b b 4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB39 (CD Track 80).
Track
A. Listen and say. 40
1 2 3
B. Listen and check a or b CT1, CT2

Track
Audio Script
39
65
Narrator: One
Woman: Can you play the triangle?
062-067_2_LITESB951990_U4.indd 65 4/8/16 8:30 AM
Boy: Yes, I can.

Narrator: Two
A. Listen and choose CT1, CT2 Woman: What do you do in music class?
Girl: I listen to the drums and the tambourine.
Track
38 Audio Script Narrator: Three
Woman: What do you do in music class?
Narrator: One Boy: I play the harmonica.
Woman: Can you play the triangle? Narrator: Four
Boy: Yes, I can. Woman: Can you play the cymbals?
Narrator: Two Girl: Yes, I can.
Woman: What do you do in music class?
Girl and Boy: We listen to the recorder.
1. Books open. Ask students to look at the four pairs of
Narrator: Three pictures and identify the musical instruments.
Woman: What do you do in music class?
Boy: I play the harmonica. 2. Say, “Let’s listen and check the boxes that match what
we hear.” Play One on CD Track 39. Ask: “What number
Narrator: Four did you hear?” (one) “What instrument can he play?”
Woman: Can you play the drums? (the triangle) “What box do you check?” (a)
Girl: No, I can’t.
3. Check that students know what to do. Play CD Track 39.
Narrator: Five Pause for them to check the boxes. Check their answers.
Woman: Can you play the xylophone? 4. Write, “Can you play the _____?” on the board. Tell
Girl: Yes, I can. students to use their checked pictures to write questions.
5. Ask four students to write a question on the board.
6. Activity Book. Ask students to complete activity B on
page AB39 (CD Track 81).

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Unit
4 Listen

Listen
1. Books open. Ask students to look at the three pictures
A. Listen and choose. Track
38 c in exercise C.
1
b 2. Ask students about the musical instruments in
2 d
a the pictures. (1—no instruments, the boy and girl are
3
listening to music; 2—a kazoo; 3—a piano, a guitar, two
4 e
tambourines) Ask students what questions they might
5 hear on the CD. (What do you do in music class? Can you
play the _____? Do you like music?)
B. Listen and check a or b . 39
Track
3. Say, “Let’s practice speaking.” Divide the class into
1 2 3 4 pairs. Tell students they will listen to a dialog, and then
a a a a
repeat it. Tell students to listen carefully as you show
them what do. Play One on Track 40. Role-play both
parts of the dialog to model the exercise.
b b b b
4. Check that students know what to do. Tell them to listen
carefully, and then play CD Track 40. Pause for students
to repeat the parts of dialog. Write them on the board as
necessary. Ask students to swap roles and repeat.
Track
A. Listen and say. 40
5. Ask three pairs of students to each perform a part
1 2 3 of dialog.
6. Activity Book. Ask students to complete activity C on
page AB39 (CD Track 82).

65

Extra activities CT2, CT4


062-067_2_LITESB951990_U4.indd 65 4/8/16 8:30 AM

1. Ask students to write two statements: one about


what they do in music class and another about
what musical instrument(s) they can play.
C. Listen and say CT1, CT2
2. Ask students to review spelling aloud words for
Track musical instruments. This will prepare them for
Audio Script
40 the warm-up activity in the next lesson.

Narrator: One
Man: What do you do in music class?
Girl and Boy: We listen to music.

Narrator: Two
Man: Can you play the kazoo?
Boy: Yes, I can.

Narrator: Three
Man: What do you do in music class?
Girl: I play the piano.

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Practice
A. Look and choose CT1, CT3
Practice 3 1. Books open. Tell students to look at the pictures and
A. Look and choose. 5 identify the instruments in each. Say, “Let’s match the
2 words to the pictures.”
2. Check that students know what to do. Point to violin
6
1 4 and say the word. Ask, “Can you see a picture of a
violin?” (Yes.) “What is the number of the picture?”
(3) Ask them what to do next. (Write 3 in the box next
to violin.)
3 a violin 1 a guitar 4 a hand bell 3. Ask students to complete the exercise alone. Check
5 cymbals 6 a recorder 2 a triangle students’ answers by calling out each number and
asking the class to say the matching word.
B. Read and say.
4. Activity Book. Ask students to complete activity A
on page AB40.
I listen to music and I sing songs.
I play the violin.
Can you play the violin?
What do you do in music class?
B. Read and say CT2, CT3
1. Books open. Ask students to name the instrument in
C. Ask and answer. the picture and say who it belongs to. (a violin; the girl)
Then ask students to quietly read what the girl says.

What do you do I play …. 2. Say, “Let’s practice reading aloud.” Ask students to
in music class? I listen to . stand up and read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
reading to each other.
66
4. Ask two or three students to take turns reading aloud
to the class.
062-067_2_LITESB951990_U4.indd 66 4/8/16 8:30 AM

5. Activity Book. Ask students to complete activity B


on page AB40.
Lesson preparations
Starship flash cards 74 to 85: piano, violin, drums, C. Ask and answer CT1, CT2
tambourine, guitar, xylophone, harmonica, hand bell, 1. Books open. Say, “Let’s practice speaking.” Divide
kazoo, recorder, triangle, cymbals the class into pairs, student A and student B. Role-
Star and Stella hand puppets (see page 13) play the dialog. As student A, point to the first
question and ask, “What do you do in music class?”
Activity Book: Activities A, B on pages AB40, AB41 As student B, point to the first part of the answer and
Extras: dice for Play and learn; two sets of “Musical say, “I play … [pause and think] the recorder.” Point
instruments” game cards—guitar, piano, tambourine, to the second part of the answer and say, “I listen
drums, cymbals, xylophone, violin, harmonica, hand bell, to …” Pause and think and encourage your students
—so that there is a card for each student (see page 152) to complete the answer. (music) Show taking turns.
Ask questions to check that students know what to
do. Make sure they know to answer the first part of
Warm-up activity CT1, CT2 the question with as many different instruments as
1. Play an oral spelling game (see “How to play they can.
Spell it!” on page 21) to review words for musical 2. Move around the class and listen carefully as students
instruments. practice the dialog.
3. Ask two or three pairs of students to perform the
dialog for the class.

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Unit
4 Play and learn

Play and learn Play and learn CT1, CT2


What do you do in music class? Game for two players
1 2 • Player One asks “What do you do in music class?”
and rolls the dice.
• Player Two refers to the number on the dice, points
to the corresponding picture, and uses it to answer
3
the question.
• Players take turns as player One and Two.
4
I sing songs.
5
1. Students play with the partner they found in the
“Organizing groups” activity—one student is player One
and the other is player Two. Show students how to play
through a role-play using Star and Stella. As player One
(Star), ask “What do you do in music class?” and then
roll the dice. As player Two (Stella), look at the number
6 rolled (e.g. 5), point to picture 5, and answer, “I sing
songs.” Show how to take turns. Remain as Stella and
start the dialog again with the question.
I play ….
I listen to . 2. Ask questions to check that students know what to do.
Play the game.
3. To conclude, ask students from different pairs to perform
67 one round of the game for the class.
4. Activity Book. Ask students to complete activities A
and B on page AB41.
062-067_2_LITESB951990_U4.indd 67 4/8/16 8:30 AM

5. To end the unit, use the flash cards to review the unit
Organizing groups CT1 vocabulary.

1. Use pairs of “Musical instruments” game


cards to review the unit language and
regroup students for the end-of-unit game. See Extra activity CT1, CT4
“Organizing groups” on page 22.
1. Play a written spelling game (see “How to play
2. Hand out one game card to each student. Write it!” on page 22) using the vocabulary on
Check that students know what to do by asking page 63 of the Student Book.
them to tell Stella what to do. They should say
that the aim of the activity is to find a partner
through matching their “Musical instruments”
cards. Students ask the question, “What do you
do in music class?” to find their partners. Once
partnered, tell them to sit together.
3. Make sure students are correctly matched by
asking each pair, “What do you in music class?”
Encourage them to answer together in a full
sentence starting with, “We play the ….”

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Grammar, Culture notes, Extension activities
Grammar CT2
In this unit, students learn to speak to and answer as a The modal auxiliary verb can to express present or general
group rather than an individual. They use you to address ability is introduced in this unit. Some students might
more than one person and we when including others in a know the alternative expression, to be able to. If it is raised,
statement about themselves. In this way, they learn that the simply confirm that it can often be used to express a similar
plural forms of I and you are we and you, respectively. Tell meaning: Can you play the piano?/Are you able to play the
your students to look at the first frame in the opening scene. piano? Find out if students know how to spell the expanded
Cover Dan and clarify that Star is only asking Tessa the form of the negative contraction can’t. There are two
question. Have them show that they know how the question acceptable spellings: cannot and can not. Tell them that
would be asked and answered in this instance. cannot is more common.

Questions
Culture notes CT1, CT2
What do you do in music class? Most cultures have traditional instruments. Ask
students about those that are played in their culture.
Do you like music? Find out if they know the English words that are
commonly used to name them. For example, there is
Can you play the piano? a range of xylophone-like instruments in traditional
music across Eastern cultures and the variety of plucked
the violin? string instruments are broadly referred to as zithers.
the drums?
the tambourine? Find out how much your students know about the
unit’s twelve instruments. The kazoo may be the
the guitar?
least familiar. The vibrating sound that comes out of
the xylophone? a kazoo is produced by singing into the instrument.
the harmonica? Students with a musical background might know
the hand bell? that the illustrated piano in the opening scene is
the kazoo? an upright piano and the one on the Sing page is a
the recorder? grand piano.
the triangle?
the cymbals?

Answers
Extension activities CT1, CT2, CT5
We listen to music and we sing songs. 1. For more able students, consider introducing
the statement, I can play the piano. As a follow-
We play the violin and the piano. up to the second Warm-up activity, you might
also talk about another person’s ability. (He/She
the drums the violin.
can play the piano. Can he/she play the piano? Yes,
the tambourine the drums. he/she can. No, he/she can’t.) In using the third
the guitar the tambourine. person (he/she), watch that students don’t add
the xylophone the guitar. an s to the modal auxiliary verb. For example,
the harmonica the xylophone. they must say Yes, she can, not Yes, she cans.
the hand bell the harmonica. 2. Play some audio of individual instruments.
the kazoo the hand bell. Sound samples of instruments are freely available
the recorder the kazoo. on the Internet. Before playing each sample, ask
the triangle the recorder. “What can you hear?” Pause for the answer.
the cymbals the triangle. 3. Ask students to find magazine pictures or draw
the piano the cymbals. pictures of the instruments in this unit. Label
them and put them on the wall for reference.
Yes, I do. 4. From time to time, name an instrument and ask
can. students to count how many pictures of them
appear in the unit. Make it a race—the winner
No, I can’t. is the first student who gets the right number.

(Note: students learned the response “No, I don’t” in Unit 3.)

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Review
Review
A. Read and say.
Lesson preparations What do you want to eat? I want some chicken, please.
Star and Stella hand puppets (see page 13)
Audio CD Track: 41
Activity Book: Activities A, B, C on page AB42
What do you want to drink?
Extras: Warm-up activity worksheet—make one I want some soda pop, please.
for each group of four students [a 3-column table
What do you do in art class? Can you play the piano?
with the headings: art class (10), foods (14),
muscial instruments (12)]; six questions about I draw triangles, circles, No, I can’t.
the content of Units 3 and 4 for the Open Book and squares.

Quiz

Do you like music?


Warm-up activity CT1, CT2, CT4 I use scissors and I cut paper. Yes, I do.
1. Tell students that today’s lesson is a review.
Use Star and Stella. Ask students to help the B. Read again and match.
puppets remember what they learned. (In
Unit 3 we talked about art class and foods. In
1. I want some chicken, please. ✓
Unit 4 we talked about musical instruments.) 2. Can you play the piano? ✓
2. Say, “Let’s work in groups to remember the 3. I draw triangles, circles, and squares. ✓
words we’ve learned.” Divide the class into
4. I want some soda pop, please. ✓
groups of four students. Show students the
worksheet. Remind them that: 68

• There are 4 words for things we do in art 068-071_2_LITESB951990_R3-4.indd 68 4/8/16 8:31 AM

class, for example, draw, and 6 words for


things we use, for example, crayon. A. Read and say CT2, CT3
• There are 14 new food words, for example, In this exercise, assess areas of your students’ reading and
strawberries. speaking skills. First let them silently read the questions and
• There are 12 words for musical answers and look at the pictures, then note their reading
instruments, for example, piano. fluency and their pronunciation as they read in pairs.

3. Ask the groups to think of one word for 1. Introduce the exercise. Use Star to praise students for
each column. Turn to Star and ask, “Is this learning their Starship English words. Say, “Let’s look
a game?” Have him nod. Say, “Yes. Let’s do at the words we’ve learned again and see how well you
this quickly.” can read them aloud in dialogs.”

4. Give each group a worksheet and check that 2. Tell students to open their books to page 68. Tell them
students know where to write the words. Tell to look at the pictures, and then read the questions and
them they have five minutes to finish the answers quietly on their own.
work. Allow more time as necessary. 3. Ask pairs of students to take turns to read the questions
5. The winning team is the first to complete the and answers aloud. Each pair will need to perform each
worksheet with correctly spelled words. Make frame twice, swapping roles after the first performance.
sure all teams have the words in the correct
places. Check spelling by asking students to B. Read again and match CT2, CT3
spell different words. Praise accurate spelling
In this exercise, assess your students’ developing skills in
and provide any missed words to complete
reading for detail.
the worksheet.
1. Tell students to find the three answers and one question
in the frames above, and then check the boy or the girl
to show who speaks the part.
2. Check students’ answers.

100 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

100–103_2_LITETB952034_R3-4.indd 100 4/18/16 1:21 PM


In this exercise, test your students’ listening comprehension
skills as they listen to questions and answers and check the
C. Listen and check a or b . 41 Track

relevant pictures.
1 2
a ✓ b a b ✓ 1. Say, “Let’s listen and check the boxes for the pictures
that match what we hear.” Remind students that they
have done this kind of activity before. Ask them to tell
you what they will do. (Listen, look at a pair of pictures,
and check a or b.)
3 4
a ✓ b a b ✓ 2. Play CD Track 41. Pause for students to check the picture
boxes.
3. Check students’ answers.
4. Extension: after students have successfully completed the
5 6 task, have them use their correctly checked pictures to
a b ✓ a b ✓ write six sentences.

Your turn CT1, CT2


In this exercise, assess your students’ ability to talk about
themselves, using language they have learned.
1. Divide the class into pairs. Ask students to take turns
I … and … in art class.
presenting information about themselves to each other.
I want …, please.
I like strawberries and _______. Encourage them to continue taking turns, completing
Your What do you do in music class? the statements using different words for art class
turn I play the ______ and … in music class. activities, food and drinks, and musical instruments.
2. Move around the class, listening to the presentations.
693
69
Check their pronunciation, and encourage and praise
their use of new words.
068-071_2_LITESB951990_R3-4.indd 69 4/8/16 8:31 AM

Activity Book. Ask students to complete activities A, B, and


C on page AB42. This may be done in class or for homework.

C. Listen and check a or b CT1, CT2

Track
41 Audio Script Extra activity CT1, CT2, CT4
End the Review with an Open Book Quiz.
Narrator: One
Boy: Can you play the guitar? 1. Divide the class into teams of four and have
Girl: Yes, I can. them each decide on a team name.

Narrator: Two 2. On the board, draw a table with seven columns


Girl: Do you like strawberries? and a row for each team. Write the team names
Boy: No, I don’t. I like grapes. in the first column of the table on the board.
3. Describe the quiz to the students—there are six
Narrator: Three
questions about Units 3 and 4. Tell students
Boy: What do you see?
they can use their student books to search for the
Girl: I see a dinosaur. It’s green.
answers. Tell teams that one team member will need
Narrator: Four a pen and paper to write down the team’s answers.
Boy: What do you do in art class?
4. Ask the first question. Limit the time for
Girl: I draw pictures. I use crayons.
searching for answers. When all the team writers
Narrator: Five have written down their team’s answer and put
Boy: What do you do in music class? down their pens, read out the correct answer.
Girl: I play the recorder. Award points and write them on the board.
Narrator: Six 5. Continue the quiz until all the questions have
Boy: What do you want to eat? been asked. Then declare the winning team and
Girl: I want some French fries, please. congratulate all teams for a great effort.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 101

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Learn more
FOCUS Learn more
Theme Shapes and prepositions
A. Listen and say. Track
42
Aim Students learn: the names of
shapes and how to ask and answer
questions to identify them; to become
familiar with a set of prepositions
1. circle 2. rectangle 3. triangle
and practice using them in “where”
questions and answers

Structures Wh- questions with BE (What shape is


it? Where is it?)
Answers and statements with 4. square 5. star 6. diamond 7. heart
contracted forms of BE (It’s a triangle. Track
It’s in the circle.) B. Listen, read, and say. 43
Negative short answers with
contracted forms of BE (No, it isn’t.) What shape is it?

Vocabulary circle, rectangle, triangle, square,


It’s a triangle.
star, diamond, heart, on, in, under,
above, behind, in front of

70

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Listen and say CT1, CT2


Lesson preparations 1.
Track
Books closed. Tell students to close their eyes
and listen to the shape words on the CD. Tell them
Audio CD Track: 42, 43, 44, and 45 42 to listen for two new words. Play CD Track 42.
Activity Book: Activities A, B, and C on page AB43
2. Books open. Ask students to read the shape words as
Extras: an object that will stick to the board for the
they listen to the CD. Play Track 42 again.
warm-up activity
3. Play a game. Tell the students that you will play the
Warm-up activity CT1, CT2, CT5 CD, stopping from time to time. Ask them to listen
1. Tell students you are going to talk about shapes carefully and follow along in their books. When you
and positions. This is an opportunity for students stop the CD, they are to call out the next shape. Play
to show what they already know. Draw a circle, Track 42 a couple of times, stopping randomly.
rectangle, triangle, square, and star on the board 4. Focus on the spelling. Ask, “How do you spell circle?”
and then ask students to name them. They should Have the whole class spell the word aloud. Choose a
know these shapes from previous levels. volunteer to write the word on the board. Continue
2. Have students name the shapes as you point randomly for all the shapes.
to each of them, in order and then randomly.
Correct pronunciation as necessary. Listen, read, and say CT1, CT2, CT3
3. Focus on position words (prepositions). Use an 1. Books closed. Tell students to close their eyes
Track
object that will stick to the board and ask, “Who and listen to Star and Stella ask and answer a
can put this on the circle?” Select a volunteer.
43 question about a shape. Play CD Track 43.
Next, ask for a volunteer to put the object in the 2. Books open. Ask students to read the question and
circle. Then ask students if they know any other answer as they listen to the CD. Play Track 43 again.
place words. They may recall next to, between,
and opposite from previous levels. 3. Divide the class into pairs. Ask students to take turns
asking and answering questions about shapes. Check
that they know what to do. Check progress and then
have two or three pairs perform a question and answer.

102

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Track
Listen, read, and say CT1, CT2, CT3
C. Listen and say. 44
1. Track Books closed. Tell students to close their eyes
1. on 2. in 3. under
45 and listen to Star and Stella ask and answer
questions. Play CD Track 45.
2. Books open. Ask students to point to each part and
read aloud as they listen to the CD. Play CD Track 45
again, pausing as necessary.
4. above 5. behind 6. in front of
3. On the board write: Where is it? It’s _____ the _____. Hold
up the Student Book and point to a preposition (above)
and a shape (rectangle). Ask the class, “Where is it?” (It’s
above the rectangle.) Repeat, using a different preposition
and shape.

D. Listen, read, and say. 45


Track
4. Divide the class into pairs to take turns asking and
No, it isn’t. answering “where” questions as shown above. Check
Is it in the square? It’s in the
Where is it? progress and then have two or three pairs perform the
It’s in the circle. triangle.
question-and-answer routine.
5. On the board write: Is it in the square? No, it isn’t. It’s
_____ the _____. Hold up the Student Book and point to a
preposition (above) and a shape (rectangle). Ask the class,
“Is it in the square?” (No, it isn’t. It’s above the rectangle.)
Repeat, using a different preposition and shape.

Activity Book. Ask students to complete activities A, B, C


on page AB43. This may be done in class or for homework.

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Grammar CT2
Listen and say CT1, CT2 1. Highlight the use of the word star as both a name
and a shape. Point out the difference: Star as a
1. Books closed. Tell students to close their eyes name is capitalized, while star as a shape is not.
Track
and listen to position words on the CD. Tell them
44 there are some new words. Play CD Track 44.
2. Books open. Ask students to point to the position
words and read aloud as they listen to the CD. Play
Track 44 again, pausing as necessary. Extension activities CT2, CT3, CT5
3. Focus on pronunciation. Clap and click the word stress
1. Set groups of students on a task to find different-
patterns for each of the words as they are spoken. Then, on the
shaped objects around the room. For example,
board, represent the patterns in the written words using circles
set a time limit for groups to find as many
(on O; in O; under Oo; above oO; behind oO; in front of oOo).
circle-shaped objects as they can.
4. Focus on the spelling. Ask, “How do you spell on?” Have
2. Establish word-stress patterns for the shape
the whole class spell the word aloud and then choose
words. Write the three represented patterns on
a volunteer to write the word on the board. Continue
the board: O, Oo, and Ooo. Divide the class into
randomly for all the prepositions.
pairs to match the words with the patterns. Start
5. Play a game. Tell the students that you will play the CD, with an example: write star under the O. Check
stopping from time to time. Ask them to listen carefully answers by calling out different shapes and
and follow along in their books. When you stop the CD, writing the word under the correct pattern on
they are to call out the next position word. Play Track the board (star, square, heart O; circle, diamond
44 a couple of times, stopping randomly. Oo; rectangle, triangle Ooo).
6. Divide the class into pairs. Student A thinks of a 3. Ask students to draw Stella in two different positions
preposition and gives clues to student B. The first clue in relation to two different shapes. With a partner,
is the word’s stress pattern: student A claps–clicks the they ask and answer questions about each other’s
rhythm. The second clue is the spelling: student A spells drawings. To conclude, have two or three volunteers
the word out loud. When student B has guessed the present and describe their drawings to the class.
word, they give clues for a different preposition. Use
role-play to show students what to do.

103

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Phonics A1.1 Unit 4

Phonics

Unit
4
spl spr squ B. Listen and fill in the missing letters.
P-CD
Track
50
P-CD
Track 1. ____ ____ ____int 2. ____ ____ ____id
A. Look, listen, and say. 49

3. ____ ____ ____ead 4. ____ ____ ____irrel

C. Match and read.

1. spl ay 4. squ it
1. splash 2. split
2. spr eeze 5. spl ead

3. squ ash 6. spr are


P-CD
Track
D. Listen, write, and read. 51

1. They make a in the water.


3. spray 4. spring
2. He can the log.

3. I’ll the fly.

4. Flowers grow in .

5. She’ll the orange to make juice.


5. squeeze 6. square
6. A has four sides.
72 73

ct ft
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Unit P-CD
Track
4 C. Listen, write, and read. 54
P-CD
Track 1. Here is my school .
A. Look, listen, and say. 52
2. My favorite at school is science.

3. The goes into space.

4. This is and that is right.


1. project 2. subject
2
D. Write the words.
1

3. spacecraft
ft 4. left
P-CD
Track
B. Listen and fill in the missing letters. 53 Track
E. Listen and chant. 55 P-CD
1. proje____ ____ 2. spacecra____ ____ 3. le____ ____
School Project
I select
4. inse____ ____ 5. sele____ ____ 6. li____ ____ I select and collect
I select and collect and inspect
I select and collect and inspect soft insects
7. so____ ____ 8. colle____ ____ 9. inspe____ ____ I select and collect and inspect soft insects for my school project.
74 75

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104

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Phonics A1.1 Unit 4

Unit
4
nd nt C. Look and write the words.
P-CD 1 1 2
Track
A. Look, listen, and say. 56 2

3 4
3 4

1. sandcastle 2. pond
P-CD
Track
D. Listen, write, and read. 58

1. I’ll build a .

2. The fish are in the .

3. Here is our .
3. tent 4. painting
P-CD
Track
4. This is a of birds.
B. Listen and fill in the missing letters. 57 P-CD

E. Listen and chant. Track


59
1. pri____ ____er 2. prese____ ____
My Painting
This is my painting.
3. a____ ____ 4. ha____ ____ There is sand at the pond.
There are ants at the pond.
There are plants at the pond.
5. wi____ ____y 6. frie____ ____s There are friends in the pond.
76 77

nk mp
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Unit P-CD
Track
4 C. Listen and fill in the missing letters. 62
P-CD
Track
A. Look, listen, and say. 60 1. pi____ ____ 2. ju____ ____

3. si____ ____ 4. shri____ ____

5. stu____ ____ 6. sku____ ____


1. tank 2. wink
D. Look at the pictures and write the words.

nk mp

3. camping 4. lamp
P-CD
Track
B. Listen, write, and read. 61 P-CD
E. Listen and chant. Track
1. The fish are in the . 63
Smelly Skunk
2. The girl can . When we are camping
we see a skunk.
The skunk’s on a stump
3. We like to go . and he’s smelly!
So I put him in the sink
4. This is my . and he gives me a wink.
78 79

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105

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Phonics A1.1 Unit 4 Answers
spl spr squ (pages 72, 73)
B. 1 spl, 2 squ, 3 spr, 4 squ; C. 1 spl/ash, 2 spr/ay, 3 squ/
eeze, 4 squ/are, 5 spl/it, 6 spr/ead; D. 1 splash, 2 split,
3 spray, 4 spring, 5 squeeze, 6 square.

ct ft (pages 74, 75)


B. 1 ct, 2 ft, 3 ft, 4 ct, 5 ct, 6 ft, 7 ft, 8 ct, 9 ct; C. 1 project,
2 subject, 3 spacecraft, 4 left; D. 1 spacecraft, 2 project,
3 left, 4 subject.

nd nt (pages 76, 77)


B. 1 nt, 2 nt, 3 nt, 4 nd, 5 nd, 6 nd; C. down 1 hand,
2 windy, 3 pond, 4 tent, across 3 painting; D. 1
sandcastle, 2 pond, 3 tent, 4 painting.

nk mp (pages 78, 79)


B. 1 tank, 2 wink, 3 camping, 4 lamp; C. 1 nk, 2 mp,
3 nk, 4 mp, 5 mp, 6 nk; D. nk wink, skunk, tank, mp
shrimp, camping, lamp.

106

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Notes
Write notes here.

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Unit
5 I like to jump!
FOCUS Unit I like to jump!
Theme In the playground
5 Track

Look, listen, and talk 46


Aim Students learn how to: talk
What do you like to do I like to play
I like to play
in the boat.
about what people like to do in a in the playground? on the jungle gym.
playground

Structures • Wh- questions with like to do (What


do you like to do in the playground?)
• Answers with like + infinitive (I like to
play on the jungle gym.) Do you like to play on the swings?
Yes, I do.
• Intransitive verbs (I like to play.) I like to play
on the swings.
Review: preferences, prepositions

Vocabulary slide, swings, jungle gym, net, rope,


No, I don’t.
climb, run, jump, boat, playground,
tunnel, house, play
I like to run!
I like to jump!

I like to run
and jump!

80

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Talk to your students about playgrounds
and show a picture. Introduce the phrase playground
Starship flash cards 99 to 110: house, jungle gym,
equipment. Model it, then write it on the board.
tunnel, swings, rope, slide, net, boat, climb, play, run, jump
• Preview some of the language from the opening scene
Star and Stella hand puppets (see page 13)
on page 80. Talk about three playground items: one
Audio CD Tracks: 46 and 47 you play on, one you play in, and one you climb. As
Activity Book: Activities A and B on page AB44; you talk about each item, show the flash card with the
C and D on page AB45 word covered. Encourage students to repeat each word
with you several times. Show the word, model it one
Extras: Warm-up activity flash cards 28, 30, 33, 35, more time, and leave the card on display.
61, 63, 67, 69, 76, 78, 81, 85; picture of a playground
• Before opening books, say, “Let’s see what our other
Warm-up activity CT1, CT2, CT3, CT4 Starship English friends do in the playground.”

1. Play a memory game. Divide the class into 2. Books open. Ask students to look at the opening scene
pairs and have one student in each pair write on page 80.
the numbers 1 to 12 down the length of a piece • Point to each character and ask, “Who’s this?” (Star,
of paper. Display the flash cards. Emma, Tessa, Tom)
2. Give students one to two minutes to memoriz, • Ask, “Who’s asking the questions? (Star) “How many
CT4e the words. Hide the cards and have the questions does he ask?” (two) Say, “Look at the
pairs write down as many words as they can. answers to the second question. What do they start
3. The winners are the pair who recalls the most with?” (Yes or No)
words. Ask them to read out their list. Complete
3. Track Play CD Track 46, frame by frame. Ask
the list as necessary. Establish the three word
groups: books, food, and musical instruments. 46 students to point to each speech bubble on
page 80 as each part is spoken. Have students
show you how to run and jump.

108 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

108-115_2_LITETB952034_U5a.indd 108 4/18/16 1:21 PM


Look, listen, and talk
Track
47 1. house Talk CT1, CT2
4. swings 1. Books open. Ask students the names of the three
2. jungle gym
characters (Tom, Dan, Emma) and who is asking the
3. tunnel question (Tom). Refer to the question in the third frame
of the opening scene to show how Tom’s question could
be completed.
5. rope 2. Say, “If Tom asks ‘Do you like to play on the swings?’,
7. net 8. boat
6. slide what will Dan’s answer be?” (I like to play on the swings.)
Tell students to look at the fourth frame in the opening
9. climb 10. play 11. run 12. jump scene to find out how to complete Emma’s answer.
3. Consider other ways to complete the questions and answers.
Make sure students know which playground equipment
is played “in” and which is played “on.” Also make sure
students know to use climb—followed by neither in nor
on—with rope and net. For example, I like to climb the net.
4. Ask pairs to take turns asking and answering the question.
Talk. Answers must be full yes or no answers. Tell students to
Do you like to …? use as many different playground words as they can.
Yes, I do.
I like to …. 5. Listen carefully to students’ pronunciation. Check that
they are using prepositions correctly.
6. Ask two or three pairs to perform for the class.
No, I don’t. 7. Activity Book. Ask students to complete activity C
I like to …. on page AB45. Check students’ answers. Ask pairs of
students to take turns speaking the two parts.
81

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Phonics activity CT2


4. Play the CD again, frame by frame. Ask the class to Students hear the difference in stress between words
repeat each part with you. spoken in a list and those spoken in a sentence.

5. Divide the class into two groups. Ask group 1 to read 1. Write a list of words down the board: like, play, to,
Star’s part and group 2 to read the other parts. Then ask I. Ask students to say the words aloud together.
the groups to swap parts and repeat. As a list, each word will be read with even stress.

6. Divide the class into pairs. Ask each pair of students to 2. Say, “Make a sentence from the words.” (I like
take turns speaking the parts of Star and the parts of the to play.) Write the sentence on the board. Read
others. Correct any pronunciation errors. it but stress each word equally. Ask, “Does that
sound like a sentence?” (No.)
7. Books closed. Say, “Let’s learn some more playground
3. Divide the class into pairs. Have them practice
words.” Introduce the equipment words on page 81,
saying the sentence so that it sounds like
excluding those already introduced. Follow the same
a sentence. Visit each pair and help them
process as before, using the flash cards. Introduce the
recognise that the word to is not stressed.
words in groups according to the prepositions they use.
Next say, “Let’s practice words for things we can do in 4. Tell students to ask different classmates, “What
the playground.” Practice the four verbs on page 81. do you like to do?” Students can answer with
play, climb, jump, or run.
8. Say, “Let’s practice our playground words
Track
again. This time, close your eyes and listen
47 carefully to the voice on the CD.” Play CD
Track 47. Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of
students into groups of four. Each student takes a part Extra activity CT3, CT4
and they practice performing the scene. Students swap 1. Activity Book. Ask students to complete
roles until they have had a turn speaking each part. activity D on page AB45.
10. Activity Book. Ask students to complete activities A
and B on page AB44.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 109

108-115_2_LITETB952034_U5a.indd 109 4/18/16 1:21 PM


Unit
5 Sing
Sing CT3, CT5
Sing Track
48 1. Books closed. Use the flash cards to review the unit’s
What do you like to do?
twelve playground equipment and activity words. Take
What do you like to do? the opportunity to provide lots of praise.
What do you like to do in the playground?
2. First listening. Ask students to close
Track
their eyes and listen to the song. Play CD
I like to play. I like to play.
I like to play on the swings. 48 Track 48.
I like to play. I like to play. 3. Second listening. Divide the class into pairs. Give
I like to play in the boat. each pair a set of three “Playground” game cards. Ask
each pair to arrange their cards in order as they listen to
I like to play. I like to play.
I like to play on the jungle gym.
the song. Play CD Track 48 again. Ask the class to check
that their cards are in the correct order.
I like to play. I like to play.
I like to play in the playground. 4. Third listening. Ask students to sing along. Tell
students they can use their ordered cards as prompts.
Replay CD Track 48.
5. Books open. Ask students to look at the pictures on
page 82. Point to the girl on the swing and ask, “What
does she like to do?” (She likes to play on the swings.)
Continue pointing out children in the picture and
asking questions. Make sure students are using correct
prepositions for different playground equipment. 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 6. Fourth listening. Ask students to sing along again.
Replay CD Track 48.
080-085_2_LITESB951990_U5a.indd 82 4/8/16 8:31 AM
7. Activity Book. Ask students to complete activities A
and B on page AB46.

Lesson preparations 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
Starship flash cards 99 to 110: house, jungle gym, as the audience. Play the CD as necessary.
tunnel, swings, rope, slide, net, boat, climb, play, run, jump
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 48, 49, 50, and 51
Activity Book: Activities A and B on page AB46; A,
B, and C on page AB47 (CD Tracks 83, 84, and 85)
Extras: a set of three “Playground” game cards—
swings, boat, jungle gym—for each pair (see page 153)

Warm-up activity CT1, CT2


1. Have students conduct an oral survey to find out
what their classmates like to do in the playground.
Walk up to a student and tell them to ask you
the question, “What do you like to do in the
playground?” Answer, “I like to climb the net.”
2. Ask students to move around the classroom asking
and answering questions about what they like to
do in the playground with different classmates.
3. Ask two or three students to each tell what a
classmate likes to do in the playground.

110

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Listen

Listen 1. Books open. Ask students to identify the pictures. Say,


Track c “Let’s choose the pictures that match what we hear.”
A. Listen and choose. 49
Play One on CD Track 49. Ask: “What number did you
a 1
hear?” (one) “What does the girl like to do?” (She likes to
2 d
play on the swings.) “What picture do you choose?” (a)
3
b “What do you draw between 1 and a?” (a line)
4
5 2. Check that students know what to do. Play CD Track
e
49. Pause for students to match the pictures with the
Track numbered boxes. Check students’ answers.
B. Listen and check a or b . 50
1 2 3 4 3. Divide the class into pairs. Have students refer to
a a a a their completed task and take turns asking and
answering the question, “What do you like to do in the
playground?” (For example: I like to play on the swings.)
b ✓ b ✓ b ✓ b ✓ 4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB47 (CD Track 83).

C. Listen and say. Track


51

B. Listen and check a or b


1 2 3
CT1, CT2

Track
50 Audio Script

83 Narrator: One
Man: Do you like to play on the slide?
080-085_2_LITESB951990_U5a.indd 83 4/8/16 8:31 AM
Girl: Yes, I do.

Narrator: Two
Man: Do you like to play in the tunnel?
A. Listen and choose CT1, CT2 Boy: Yes, I do.
Track
49 Audio Script Narrator: Three
Man: What do you like to do in the playground?
Girl: I like to climb the rope.
Narrator: One
Woman: What do you like to do in the playground? Narrator: Four
Girl: I like to play on the swings. Man: Do you like to play on the jungle gym?
Boy: Yes, I do.
Narrator: Two
Woman: What do you like to do in the playground?
Girl: I like to play in the boat.
1. Books open. Ask students to identify each picture.
Narrator: Three
2. Say, “Let’s listen and check the boxes that match what
Woman: What do you like to do in the playground?
we hear.” Play One on CD Track 50. Ask: “What number
Boy: I like to climb the net.
did you hear?” (one) “Does she like to play on the slide?”
Narrator: Four (Yes, she does.) “What box do you check?” (b)
Woman: What do you like to do in the playground? 3. Check that students know what to do. Play CD Track
Boy: I like to play on the slide. 50. Pause for students to check the picture boxes. Check
students’ answers.
Narrator: Five
Woman: What do you like to do in the playground? 4. Write on the board: Do you like to play _____? Tell
Girl: I like to play in the house. students to refer to their checked pictures and write
questions. For example: Do you like to play on the slide?
5. Ask three students to write an answer on the board.
6. Activity Book. Ask students to complete activity B on
page AB47 (CD Track 84).

111

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Unit
5 Listen

Listen
c 1. Books open. Ask students to look at the three pictures
Track
A. Listen and choose. 49 in exercise C.
a 1
2. Ask students to identify what each child likes to do in
2 d the playground. (the boy likes to climb the net; the girl likes
3 to play on the slide; the other girl likes to play in the house)
b
4
5 3. Say, “Let’s practice speaking.” Divide the class into
e
pairs. Tell students they will listen to dialogs, and then
Track
repeat them. Tell them to listen carefully as you show
B. Listen and check a or b . 50 them what do. Play One on Track 51. Role-play both
1 2 3 4 parts of the dialog to model the exercise.
a a a a

4. Check that students know what to do. Play CD Track 51.


Pause for students to repeat the dialogs. Write them on
the board as necessary. Ask students to swap roles and
b b b b
repeat.
5. Ask three pairs of students to each perform a dialog.
6. Activity Book. Ask students to complete activity C on
C. Listen and say. Track
51 page AB47 (CD Track 85).
1 2 3

Extra activities CT2, CT4


83
1. Ask students to write three statements about
what they like to do in the playground.
080-085_2_LITESB951990_U5a.indd 83 4/8/16 8:31 AM
2. Ask students to quietly review spelling aloud
words for playground equipment and activities.
This will prepare them for the warm-up activity
C. Listen and say CT1, CT2 in the next lesson.

Track
Audio Script
51
Narrator: One
Woman: What do you like to do in the playground?
Boy: I like to climb the net.

Narrator: Two
Woman: Do you like to play on the swings?
Girl: No, I don’t. I like to play on the slide.

Narrator: Three
Girl: I like to play in the house.

112

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Practice
A. Look and choose CT1, CT3
Practice 3 1. Books open. Tell students to look at the pictures and
A. Look and choose. 5 identify the playground equipment in each. Say, “Let’s
match the words to the pictures.”
2
2. Check that students know what to do. Point to rope
6
1 4 and say the word. Ask, “Can you see a picture of a
rope?” (Yes.) “What is the number of the picture?”
(6) Ask them what to do next. (Write 6 in the box next
to the word rope.)
6 rope 1 house 4 slide 3. Ask students to complete the exercise alone. Check
2 tunnel 3 net 5 swings students’ answers by calling out each number and
asking the class to say the matching words.
B. Read and say.
4. Activity Book. Ask students to complete activity A
I like to play on the slide.
on page AB48.
I like to climb the net.
I like to play on the jungle gym.
I like to play in the boat.
I like to run and jump.
B. Read and say CT2, CT3
What do you like to do in the playground? 1. Books open. Ask students to quietly read what the
C. Ask and answer. boy says about what he likes to do in the playground.
After reading, ask: “Does he say, ‘I like to climb the
rope?’ ” (No, he doesn’t.)
What do you I like to ….
like to do in the 2. Say, “Let’s practice reading aloud.” Ask students to
playground? stand up and read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
84 reading to each other.
4. Ask two or three students to take turns reading aloud
080-085_2_LITESB951990_U5a.indd 84 4/8/16 8:31 AM
to the class.
5. Books open. Ask students to complete activity B on
Lesson preparations page AB48.

Starship flash cards 99 to 110: house, jungle gym,


tunnel, swings, rope, slide, net, boat, climb, play, run, C. Ask and answer CT1, CT2
jump 1. Books open. Say, “Let’s practice speaking.” Divide
the class into pairs, student A and student B. Role-
Star and Stella puppets (see page 13)
play the dialog. As student A, point to the question
Activity Book: Activities A and B on pages AB48 and ask, “What do you like to do in the playground?”
and AB49 As student B, point to the answer and say, “I like to …
[pause and think] run and jump.”
Extras: two sets of “Playground” game cards—swings,
boat, jungle gym, net, tunnel, house, slide, run, jump—so 2. Show how to take turns by remaining as student
that there is a card for each student (see page 153) B and pointing to the question. Ask your students,
“What do I say?” (What do you like to do in the
Warm-up activity CT1, CT2 playground?) Step back into the role of student A. Point
to the answer and ask students what to say. Make sure
1. Play an oral spelling game (see “How to play they know to answer the question in as many different
Spell it!” on page 21) to review words for ways as they can.
playground equipment and activities.
3. Move around the class and listen carefully as students
practice the dialog.
4. Ask two or three pairs of students to perform the
dialog for the class.

113

108-115_2_LITETB952034_U5a.indd 113 4/20/16 5:10 PM


Unit
5 Play and learn

Play and learn Play and learn CT1, CT2


I like to play in the house.
What do you like to do Game for two players
in the playground?
• Player One asks “What do you like to do in the
playground?”
• Player Two chooses a picture that represents what
they like to do, points to it, and answers starting
with, “I like to …”
1 2 3 • Players take turns as player One and Two.

1. Students play with the partner they found in the


“Organizing groups” activity—one student to be player
4 5 6 One and the other to be player Two. Show students how
to play through a role-play. As player One (Stella), ask
“What do you like to do in the playground?” As player
Two (Star), point to picture 3 and answer, “I like to play
in the house.” Show how to take turns. Remain as Star
and start the dialog again with the question.
7 8 9
2. Ask questions to check that students know what to do.
Play the game.
3. To conclude, ask students from different pairs to perform
one round of the game for the class.
85
4. Activity Book. Ask students to complete activities A
and B on page AB49.
080-085_2_LITESB951990_U5a.indd 85 4/8/16 8:32 AM

5. To end the unit, use the flash cards to review the unit
vocabulary.
Organizing groups CT1
1. Use pairs of “Playground” game cards to review
the unit language and regroup students for the Extra activity CT1, CT4
end-of-unit game. See “Organizing groups” on
1. Play a written spelling game (see “How to play
page 22.
Write it!” on page 22) using the vocabulary on
2. Hand out one game card to each student. page 81 of the Student Book.
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 find a partner
who likes to do what they like to do in the
playground. As students look for their partners,
have them ask questions that start with, “Do
you like to …?” 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 do you two like to do in
the playground?” Encourage them to answer
together, starting with, “We like to ….”

114

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Grammar, Culture notes, Extension activities
Grammar CT2
In this unit, students are introduced to two-verb phrases to use a preposition when it comes to climbing something,
that use the infinitive form (to + verb) of the second verb that is, I climb the net. Note that phrases with to climb
in the phrase. For example, in the phrase I like to jump, followed by no preposition are modeled and practiced
the first verb is like and the second verb is to jump. Some later in the unit. You may choose to model the structure
students might be aware of the alternative that uses the earlier (see step 3 in the set-up to the Talk activity), so that
gerund form (verb + ing) of the second verb in the phrase. expressing a preference to climb the net or the rope can be
That is, I like jumping. If it is raised, simply confirm that it practiced at this stage as well as in the “Ask and answer”
can be used to express a similar meaning. activity.
Students also expand on their use of prepositions. In the The use of prepositions may cause some confusion.
context of the playground, they learn that we play on Reproduce and display the relevant grammar tables so
certain equipment and play in others. They also learn not that you and your students can refer to them readily.

Statements
Culture notes CT1, CT2
I like to run. Culture learning is not just about understanding
to jump. differences. There are similarities to discover, too.
Children’s playgrounds are found all over the world,
suggesting that all cultures value places where
I like to run and jump. children can come together and play. Talk to your
students about the sorts of games that they play
in the playground. Do they play role-play games,
clapping games, or games with skipping ropes?
Questions Tell them that American children play similar sorts
of games and then introduce them to a simple
What do you like to do in the playground? playground game with a rhyme (see “Extension
activities” below).

Do you like to play on the swings?


the jungle gym?
the slide?
in the house? Extension activities CT1, CT2, CT5
the tunnel? 1. Students can apply their new understanding of
the boat? two-verb phrases to language they’ve already
to climb the rope? learned. Put students in pairs and have them
take turns opening a phrase with I like ….
the net? Partners must then complete the phrase with a
verb in the infinitive form.
2. Show pictures of different playgrounds. Have
Answers students identify the play equipment introduced
in this unit and find out if they know the words
I like to play on the swings. for any other equipment. They may know
sandbox, seesaw, and monkey bars. Ask students
the jungle gym.
to draw their favorite playground (real or
the slide. imagined) and to label the equipment.
in the house.
3. If you are able to take the students outside,
the tunnel. teach them a traditional jump rope game such
the boat. as “Apple, peaches, pears, and plums. Tell me
to climb — the rope. when your birthday comes!” Students take turns
skipping. The rhyme continues with a recital of
the net.
the months of the year. Skippers jump out as
their birth month is called.

Yes, I do.
No, don’t.

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Unit
5 I hurt my nose.
FOCUS Unit I hurt my nose.
Theme Body parts; simple health problems
5 Track

Look, listen, and talk 52


These are
Aim Students learn how to: identify parts
What are these? my arms.
of the body; ask about and state
simple health problems

What’s this?
Structures • Wh- questions with wrong (What’s
wrong?) This is my head.

• Formulaic simple past tense with


hurt and cut (I hurt my nose. I cut my
finger.) What’s wrong?

• Demonstrative pronouns—near,
plural (These are my arms.)
I hurt my nose.
Review: Demonstrative pronouns—
near, singular (This is my head.)

Vocabulary body, face, nose, head, eye/eyes, ear/ What’s wrong?


I cut my finger.
ears, mouth, neck, chest, back, arm/
arms, leg/legs, thumb, hand/hands,
foot/feet, toe/toes, finger/fingers,
hurt, cut, these
I hurt my hand
and I cut my finger.

86

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Preview some of the language from the
opening scene on page 86.
Starship flash cards 111 to 135: body, face,
head, eye, ear, mouth, nose, finger, back, neck, chest, • Point to your head and say, “This is my head.” Show
arm, hand, leg, thumb, foot, toe, eyes, ears, arms, legs, the flash card for head (word covered) and model the
hands, feet, fingers, toes word. Encourage your students to repeat it with you
several times. Show the word, model it again, then
Star and Stella hand puppets (see page 13)
leave the card on display. Next, pretend to bang your
Audio CD Tracks: 52 and 53 head against a wall. Say, “Ouch! I hurt my head.”
Activity Book: Activities A and B on page AB50; Model hurt. Ask students to repeat the word with you.
C and D on page AB51 Write it on the board and model it one more time.

Extras: a timer; hat holding cards on which • Hold up your fingers and say, “These are my fingers.”
are written “Places at school,” “Library items,” Model and repeat the word with the flash card.
“Art class items,” “Cafeteria food,” “Musical Pretend to accidentally cut your fingers on a piece of
instruments,” and “Playground equipment” paper. Hold two or more fingers and say, “Ouch! I cut
my fingers.” Model cut as you did with hurt.
Warm-up activity CT1, CT2, CT3 • Before opening books, say, “Let’s find out what’s wrong
1. Review sets of words from previous units. Divide with some of the Starship characters.”
the class into groups. Each group takes turns
to draw a card from a hat and brainstorm as 2. Books open. Ask students to look at the opening scene
many related words they can in half a minute. on page 86. Point to each character and ask, “Who’s
this?” (Star, Emma, Tessa, Dan, Tom) Ask, “What does
2. Start the timer when a card is drawn. As each Star ask?” (What’s this? What are these? What’s wrong?)
team calls out words, write them on the board.
3. Play CD Track 52, frame by frame. Ask students
3. Give a point for each word. Track
to point to the matching speech bubble on
52 page 86 as each part is spoken.

116 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

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Look, listen, and talk
1. body
Talk CT1, CT2
2. face 3. head 4. eye
Track
53 1. Books open. Ask students the names of the two
5. ear 7. nose
6. mouth characters. (Emma and Star) Ask, “Who’s asking the
8. finger 10. neck
9. back
question?” (Emma) Point to Star and copy his body
11. chest
language: show pain as you hold your foot. Encourage
students to do the same, then ask, “What’s wrong?”
13. hand 14. leg (I hurt my foot.) Prompt the answer as necessary by
12. arm
pointing to Star’s foot.
15. thumb 2. Ask pairs to practice and take turns in asking and
16. foot
answering the question. Tell them to use the body parts
17. toe
on the displayed flash cards in saying where they hurt.
18. eyes 19. ears 20. arms 21. legs
Encourage them to show where they hurt.
3. Move around the class and listen as students practice
22. hands 23. feet 24. fingers 25. toes the dialog. Make sure their actions match their words.
4. Ask two or three pairs to perform the dialog.

Talk. 5. Activity Book. Ask students to complete activity C


on page AB51. Check students’ answers. Ask pairs of
What’s wrong? students to take turns speaking the two parts.

I hurt my . Phonics activity CT2


Students practice the plural “s” sound.
1. On the board, draw a two-column table: the left
87
column for singular words and the right column
for plurals. Write the following words in the
086-091_2_LITESB951990_U5b.indd 87 4/8/16 8:32 AM
correct columns: eye, eyes, ear, ears, leg, legs.
2. Introduce the words in the table. Use a gesture
as you model each word. For example: point to
4. Play the CD again, frame by frame. Ask the class to
one eye for eye and point to both for eyes. Have
repeat each part with you. Focus on the pronunciation
students repeat the words and gestures with you.
of the body parts (head, arms, nose, finger, hand).
Ask them to suggest other body parts for the
5. Divide the class into two groups. Ask group 1 to read table. (arm, arms, hand, hands, finger, fingers, toe,
the part of Star and group 2 to read the parts of Emma, toes) Write them into the table.
Tessa, Dan, and Tom. Then ask the groups to swap parts
3. Tell your students to listen carefully and then
and repeat.
respond with the correct gesture. Randomly
6. Arrange the class into groups of four: student 1 takes Star’s call out words from the table. Divide the class
part, student 2 takes Emma’s and Tom’s parts, student 3 into pairs and have them take turns calling out
takes Tessa’s part, and student 4 takes Dan’s part. Together words and responding with gestures.
they practice performing the scene. Students swap roles 4. Ask two or three students to lead the class
until they have had a turn speaking each part. through a round of the activity.
7. Books closed. Say, “Tom cut his finger.” Hold up the 5. Say, “Let’s practice all the body parts
flash card for thumb (with the word covered). Ask, “Is this Track we’ve learned. Close your eyes and
a finger?” (No.) Say, “This is a thumb,” and then model 53 listen carefully to the voice on the CD.”
the word. Ask students to repeat the word with you Play CD Track 53. Pause for practice.
several times. Then show the word, model it one more
time, and put the card on display. Next say, “Let’s learn
some more words for body parts.” Introduce the following
words: face, mouth, body, neck, chest, and back. Introduce
these singular body parts with the question, “What’s
this?” and then before modeling the word say, “This is a Extra activity CT3, CT4
[body part]. To conclude, introduce foot and feet. 1. Activity Book. Ask students to complete
activity D on page AB51.
8. Activity Book. Ask students to complete activities A
and B on page AB50.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 117

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Unit
5 Sing
Sing CT3, CT5
Sing Track
54 1. Books closed. Tell students to recall the opening scene
and ask, “What’s wrong with Dan?” (He hurt his nose.)
What’s wrong? What’s wrong? Say, “Let’s listen to a song about some other children
I hurt my nose and I hurt my toes. who have hurt themselves and are singing about what’s
This is my nose and these are my toes.
I hurt my nose and my toes. wrong.”
2. Track First listening. Ask students to close
What’s wrong? What’s wrong?
their eyes and listen to the song. Play CD
I hurt my face and I hurt my fingers.
This is my face and these are my fingers.
54 Track 54.
I hurt my face and my fingers.
3. Second listening. Divide the class into pairs. Give
each pair a set of four “Body parts” game cards. Ask
each pair to arrange the cards in order as they listen to
the song. Play CD Track 54 again. Ask the class to check
that their cards are in the correct order.
4. Third listening. Ask students to sing along. Tell
students they can use their ordered cards as prompts.
Replay CD Track 54.
5. Books open. Ask students to look at the pictures on
page 88. Ask, “How many children are there?” (two)
Ask students to look at the words. Ask, “How many
groups of words (verses) are there?” (two) Point out that
there is a verse for each child. Read the song with the
students. Have them point to each child as they read the
matching verse.
88 6. Fourth listening. Ask students to sing along again.
Replay CD Track 54.
086-091_2_LITESB951990_U5b.indd 88 4/8/16 8:32 AM
7. Activity Book. Ask students to complete activities A
and B on page AB52.

Lesson preparations 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
Star and Stella hand puppets (see page 13) as the audience. Play the CD as necessary.
Audio CD Tracks: 54, 55, 56, and 57
Activity Book: Activities A, B on page AB52; A, B,
C on page AB53 (CD Tracks 86, 87, 88)
Extras: one set of four “Body parts” game cards for
each pair—nose, toes, face, fingers (see page 154)

Warm-up activity CT1, CT2


1. Have students conduct an oral survey to find
out what’s wrong with their classmates. Walk up
to a student and tell them to ask you, “What’s
wrong?” Put a hand over your ear and answer,
“I hurt my ear.”
2. Ask students to move around the classroom
asking and answering questions about what’s
wrong.
3. To conclude, ask two or three students to each
tell what’s wrong with one of their classmates.

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Listen

Listen
1. Books open. Ask students to look at the pictures and
Track
A. Listen and choose. 55 identify the body parts that are hurt or cut. Say, “Let’s
1 listen and choose the pictures that match what we
a c d
2 hear.” Play One on CD Track 55. Ask: “What number
3 did you hear?” (one) “What did the boy hurt?” (He hurt
4 his ear.) “What picture do you choose?” (c) “What do
b 5 e you draw between 1 and c?” (a line)
2. Check that students know what to do. Play CD Track
B. Listen and check a or b . Track
56 55. Pause for students to match the pictures with the
numbered boxes. Check students’ answers.
a ✓1 a ✓2 a
3
a
4
3. Divide the class into pairs. Have students refer to their
completed task and take turns asking and answering
the question, “What’s wrong?”
b b b ✓ b ✓ 4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB53 (CD Track 86).
Track
C. Listen and say. 57
1 2 3

B. Listen and check a or b CT1, CT2

Track
56 Audio Script
89

Narrator: One
086-091_2_LITESB951990_U5b.indd 89 4/8/16 8:32 AM Girl: These are my arms and these are my legs.

Narrator: Two
Boy: This is my ear.
A. Listen and choose CT1, CT2
Narrator: Three
Track Girl: This is my head and this is my neck.
55 Audio Script
Narrator: Four
Narrator: One Boy: This is my chest and this is my back.
Girl: What’s wrong?
Boy: I hurt my ear.

Narrator: Two 1. Books open. Ask students to look at the four pairs of
Boy: What’s wrong? pictures and identify the body parts in each.
Girl: I hurt my hands and my fingers. 2. Say, “Let’s check the boxes that match what we hear.”
Narrator: Three Play One on CD Track 56. Ask: “What number did you
Girl: What’s wrong? hear?” (one) “Did the girl say ‘This is my head and this
Boy: I cut my face. is my eye?’” (No, she didn’t. She said, “These are my arms
and these are my legs.”) “What box do you check?” (a)
Narrator: Four 3. Check that students know what to do. Play CD Track 56.
Boy: What’s wrong? Pause for students to check the boxes. Check students’
Girl: I hurt my thumb. answers.
Narrator: Five 4. Tell students to refer to their checked pictures and write
Boy: What’s wrong? statements. Use the first checked picture as an example
Girl: I hurt my neck. for the board: These are my arms and these are my legs.
5. Ask three students to each write one statement.
6. Activity Book. Ask students to complete activity B on
page AB53 (CD Track 87).

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Unit
5 Listen

Listen
1. Books open. Ask students to look at the three pictures
Track
A. Listen and choose. 55 in exercise C.
1
a c d 2. Draw a speech bubble on the board. Point to it and ask
2
students to guess what the boy in picture 1 says. (I hurt
3
my arm.) Follow on with pictures 2 and 3.
4
b 5 e 3. Say, “Let’s practice speaking.” Divide the class into
pairs. Tell students they will listen to each dialog, and
then repeat it. Tell students to listen carefully as you
B. Listen and check a or b . Track
56 show them what do. Play One on Track 57. Role-play
1 2 3 4 both parts of the dialog to model the exercise.
a a a a

4. Check that students know what to do. Play CD Track


57. Pause for students to repeat the dialogs. Write them
on the board as necessary. Note that for picture 2 there
b b b b
is a statement rather than a question and answer. Tell
both students in each pair to practice the statement. Ask
students to swap roles and repeat.
Track 5. Ask three pairs of students to each perform a scene.
C. Listen and say. 57
1 2 3 6. Activity Book. Ask students to complete activity C on
page AB53 (CD Track 88).

Extra activity CT2


89
1. Ask students to quietly review spelling aloud
086-091_2_LITESB951990_U5b.indd 89 4/8/16 8:32 AM
words for body parts. This will prepare them for
the warm-up activity in the next lesson.

C. Listen and say CT1, CT2


Track
Audio Script
57
Narrator: One
Girl: What’s wrong?
Boy: I hurt my arm.

Narrator: Two
Girl: These are my feet and these are my legs.

Narrator: Three
Boy: What’s wrong?
Girl: I cut my toe.

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Practice
A. Look and choose CT1, CT3
Practice 3 1. Books open. Tell students to look at the pictures and
5 identify the body parts in each. Say, “Let’s match the
A. Look and choose.
words to the pictures.”
2
6
2. Check students know what to do. Point to body and
1 4 say the word. Ask, “Can you see a picture of a body?”
(Yes.) “What’s the number of the picture?” (2) Ask
them what do next. (Write 2 in the box next to the word
body.)
2 body 3 ear 4 eye 3. Ask students to complete the exercise alone. Check
5 arm 6 leg 1 fingers students’ answers by calling out each number and
asking the class to say the matching words.
B. Read and say.
4. Activity Book. Ask students to complete activity A
This is my body. This is my face.
This is my nose and this is my mouth. on page AB54.
These are my eyes and these are my ears.
These are my arms and these are my legs.
This is my hand and this is my foot. B. Read and say CT2, CT3
1. Books open. Ask students to quietly read what the
C. Ask and answer. boy says about his body. After reading, ask: “Does he
show us one or two hands?” (One. He says, “This is my
hand.”)
What’s wrong? I hurt my
and I cut my . 2. Say, “Let’s practice reading aloud.” Ask students to
stand up and read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
90 reading to each other.
4. Ask two or three students to take turns reading aloud
086-091_2_LITESB951990_U5b.indd 90 4/8/16 8:32 AM
to the class.
5. Activity Book. Ask students to complete activity B
Lesson preparations on page AB54.

Starship flash cards 111 to 135: body, face, head,


eye, ear, mouth, nose, finger, back, neck, chest, arm, C. Ask and answer CT1, CT2
hand, leg, thumb, foot, toe, eyes, ears, arms, legs, hands, 1. Ask students and Star to look at the pictures. Ask
feet, fingers, toes Star to point to the girl on the left and then turn to
Star and Stella puppets (see page 13) your students to ask, “What does she want to know?”
(What’s wrong?) Ask students to give some possible
Activity Book: Activities A and B on pages AB54 body parts that the boy on the right might have hurt
and AB55 or cut.
Extras: two sets of “Body parts” game cards—nose, 2. Divide the class into pairs. Say, “Let’s have this
toes, face, fingers, eye, ear, foot, hand, leg—so that there conversation with our partners.”
is a card for each student (see page 154)
3. Ask two or three pairs of students to perform the
dialog for the class.
Warm-up activity CT1, CT2
1. Play an oral spelling game (see “How to play
Spell it!” on page 21) to review words for
body parts.

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Unit
5 Play and learn

Play and learn Play and learn CT1, CT2


I hurt my nose. Game for two players
• Player One makes a statement about what’s
wrong. This player does not use the pictures—
they must recall the names of body parts learned
in this unit.
• Player Two uses the pictures as prompts to say
what’s wrong.
• Players One and Two continue play until either
player One cannot recall another body part or
I cut my toes.
player Two runs out of picture prompts.
• Players take turns as player One and Two.

1. Students play with the partner they found in the


“Organizing groups” activity—one 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), look
hurt my away from the book, show that you’re thinking, and
and I cut my . then point to your nose as you say, “I hurt my nose.” As
player Two (Stella), look at the book, point to the picture
of the girl with adhesive bandages on her toes and say,
91
“I cut my toes.” Return to the role of player One (Star),
point to another body part not shown in the pictures,
for example, your finger. Ask your students, “What do
086-091_2_LITESB951990_U5b.indd 91 4/8/16 8:32 AM

I say?” (I hurt my finger.) Move back into the role of


player Two and ask students, “What do I do?” (Point to
a picture and say what’s wrong.)
Organizing groups CT1 2. Ask questions to check that students know what to do.
1. Use pairs of “Body parts” game cards to review Make sure they know when to take turns as players One
the unit language and regroup students for the and Two. Play the game.
end-of-unit game. See “Organizing groups” on
page 22. 3. To conclude, ask students from different pairs to perform
one round of the game for the class.
2. Hand out one game card to each student. Check
that students know what to do by asking them 4. Activity Book. Ask students to complete activities A
to tell Stella what to do. They should say that and B on page AB55.
the aim of the activity is to find a partner who 5. To end the unit, use the flash cards to review the unit
has hurt the same body part. As students look vocabulary.
for their partners, have them ask the question,
“What’s wrong?” Once they have found their
partners, have them sit together.
3. Make sure that students are partnered according Extra activity CT1, CT4
to their matching cards. To do this, ask each 1. Play a written spelling game (see “How to play
pair, “What’s wrong?” Pairs can answer together, Write it!” on page 22) using the vocabulary on
in the first person, for example: “I hurt my leg.” page 87 of the Student Book.

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Grammar, Culture notes, Extension activities
Grammar CT2 Questions
In this unit, students learn to ask and answer questions to
identify singular and plural body parts. Check their learning What’s wrong?
through a simple pairs activity using the body parts flash cards.
Hold up different flash cards and have students take turns
asking and answering questions using singular or plural terms. What ’s this?
Students also practice formulaic simple past tense phrases are these?
in response to the question What’s wrong? They learn that
the conjunction and can be used to join two complete
simple phrases, I hurt my hand + I cut my finger, to make a Answers
compound sentence. Check that they know that it is also
possible to say I hurt my hand and cut my finger. This recalls I hurt my body.
what they already know about compound sentences. cut my face.
my head.
my eye(s).
my ear(s).
Culture notes CT1, CT2 my mouth.
There are many idioms in English that reference my nose.
parts of the body. For example, when we’re close to my finger(s).
remembering an answer to a question we sometimes my back.
say in frustration, It’s on the tip of my tongue. When my neck.
we want to let someone know that we’re joking or my chest.
teasing, we might say in a playful way, I’m pulling my arm(s).
your leg. Consider these idioms and ask students if my hand(s).
they have similar expressions in their own language. my leg(s).
my thumb.
my foot (feet)
my toe(s).

Extension activities CT1, CT2, CT5


This is my body.
1. Teach the song “Heads, Shoulders, Knees, and my face.
Toes” along with the actions. You can use this my head.
song to revise body parts and it also works well my eye.
as a quick energizer.
my ear.
2. Have students draw an alien. Use the puppets, my mouth.
Star and Stella, in setting up the activity. Suggest my nose.
that Star and Stella have visited many different my finger.
places and tell about a planet they visited before my back.
they came to Earth. Describe an alien that Star my neck.
has told you about. Use colors, numbers, and my chest.
body parts. As you describe the alien, have my arm.
students draw it. If students enjoy this activity, my hand.
have them use their own imagination to draw a my leg.
second alien. Let them play at consulting with my thumb.
Star or Stella. Make sure they talk to the puppets my foot.
in English! Once they have drawn their aliens, my toe.
they can then write brief descriptions and/or
describe their aliens to the class.
These are my eyes.
my ears.
my fingers.
my arms.
my hands.
my legs.
my feet.
my toes.

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Phonics A1.1 Unit 5

Phonics

Unit ang ing ong ung P-CD


Track
5 C. Listen, write, and read. 66
P-CD
Track 1. I’ll put my coat on a .
A. Look, listen, and say. 64
2. The has a ring on his finger.

3. This man is very .

4. We all have two .


1. hanger 2. king
D. Look at the pictures and write the words.

ang ong

3. strong 4. lungs ing ung


P-CD
Track
B. Listen and fill in the missing letters. 65 P-CD
Track
1. h___ ___ ___er 2. r___ ___ ___ 3. s___ ___ ___ E. Listen and chant. 67
Singing Songs
4. str___ ___ ___ 5. b___ ___ ___ 6. th___ ___ ___ The king likes to sing.
He has strong lungs.
He sings long songs
7. yo___ ___ ___ 8. s___ ___ ___ 9. r___ ___ ___ and bangs on his drums.

92 93

ld lf lk lm lp lt
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Unit
5 C. Write the words.
P-CD 1 2 3
Track
A. Look, listen, and say. 68

Track
D. Listen, write, and read. 70 P-CD

1. cold 2. myself 3. milk 1. The weather is today.

2. I like to draw pictures of .

3. I’ll have , please.

4. This is an tree.

4. elm 5. help 6. melt 5. He’ll the old man.


P-CD
Track
B. Listen and fill in the missing letters. 69 6. The sun can a snowman.
P-CD
1. fie____ ____ 2. wo____ ____ E. Listen and chant. Track
71
Cold Milk
I can
3. e____ ____ 4. fi____ ____
I can help
I can help myself
5. ke____ ____ 6. be____ ____ I can help myself to a glass
I can help myself to a glass of cold milk.
94 95

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Phonics A1.1 Unit 5

Unit
5
le el C. Listen and fill in the missing letters.
P-CD
Track
74
P-CD
Track 1. app____ e 2. cam____ l
A. Look, listen, and say. 72

3. beet____ e 4. bubb____ es

5. tunn____ l 6. barr____ l

1. puzzle le
2. eagle
D. Look and write the words.
1 2 1 1

2 4

3. jewel 4. kennel 5
3 5
P-CD
Track
B. Listen, write, and read. 73 P-CD
Track
1. Here is my favorite . E. Listen and chant. 75
I Like
2. This bird is an . I like to eat apples
and I like to do puzzles.
3. There’s a blue in the ring. I like to look at beetles
and I like to blow bubbles.
I like to stand on barrels
4. The dog’s in the . and I like to sit in tunnels.
96 97

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125

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Phonics A1.1 Unit 5 Answers
ang ing ong ung (pages 92, 93)
B. 1 ang, 2 ing, 3 ong, 4 ing, 5 ang, 6 ing, 7 ung, 8 ing,
9 ung; C. 1 hanger, 2 king, 3 strong, 4 lungs; D. ang
hanger, ong strong, ing king, ung lungs.

ld lf lk lm lp lt (pages 94, 95)


B. 1 ld, 2 lf, 3 lk, 4 lm, 5 lp, 6 lt; C. 1 belt, 2 elm, 3 milk;
D. 1 cold, 2 myself, 3 milk, 4 elm, 5 help, 6 melt.

le el (pages 96, 97)


B. 1 puzzle, 2 eagle, 3 jewel, 4 kennel; C. 1 le, 2 el, 3 le,
4 le, 5 el, 6 el; D. down 1 beetle, 2 barrel, 3 camel,
across 1 bubbles, 4 eagle, 5 jewel.

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Notes
Write notes here.

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Unit
6 Let’s clean up!
FOCUS Unit Let’s clean up!
Theme Classroom items and processes
6
Look, listen, and talk Track
58
Aim Students learn how to: talk about
Let’s clean up.
things in the classroom and what to Put away your pens,
do with them your rulers, and your
notebooks, please.
Structures • Simple phrasal verbs (clean up, put
away, clean off, wipe off, turn off, stack
up)
Review: Affirmative and negative Clean off your desks, please. Wipe off the whiteboard, please.
short answers (Yes, it is. No, it isn’t.)
Okay.

Vocabulary whiteboard, desk, chair, English


books, math books, music books,
computer books, light, eraser, fan,
pens, pencil case, ruler, notebooks,
computers
Turn off the computers Stack up your chairs, please.
and the fans, please.

Yes, Mrs. Brown.

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Look, listen, and talk CT1, CT2, CT3


Lesson preparations 1. Books closed. Preview the phrasal verbs from the
opening scene on page 98.
Starship flash cards 136 to 150: light, whiteboard,
English books, computer books, math books, music • Say, “This classroom is a mess! Let’s clean up!” Put
books, notebook, chair, desk, computer, pen, fan, pencil on a performance of tidying up: put some waste
case, ruler, eraser paper into the waste paper basket and start dusting
off objects. Pause to model the phrasal verb clean up.
Star and Stella hand puppets (see page 13)
Encourage your students to copy your actions and to
Audio CD Tracks: 58 and 59 repeat the phrase with you several times. Write clean
Activity Book: Activities A and B on page AB56; up on the board and repeat it one more time.
C and D on page AB57
• Repeat this process as you introduce put away, clean off,
wipe off, turn off, and stack up. Once all the phrases are
Warm-up activity CT1, CT2 on the board, have your students read aloud together.
1. Tell students to follow your instructions and
actions. Put your hands on your head and say, • Say, “Let’s look at what happens in the classroom at
“Put your hands on your heads, please.” Repeat clean-up time.”
with a few different instructions and actions.
2. Books open. Ask students to look at the opening scene
2. Next, tell them to follow your instructions, not on page 98. Point to the teacher and ask, “Who’s this?”
your actions. Put your fingers on your arm (the English teacher) Ask, “Who are the two Starship
as you say, “Put your thumb on your nose, characters in this classroom? (Tom and Tessa)
please.” Students who follow your action must
sit. Repeat with other examples. 3. Play CD Track 58, frame by frame. Ask
Track
3. Divide the class into pairs to continue the game 58 students to point to the matching speech
bubble on page 98 as each direction or
Students should change turns when an action
rather than the instruction is followed. response is spoken. Check that students understand that
Okay, in this context, means Yes.

128 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

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Look, listen, and talk
Track
59
1. a light
2. a whiteboard
Talk CT1, CT2
1. Books open. Ask students who the two characters are.
3. English books 4. computer books
(Star and the English Teacher Mrs. Brown) Ask, “Does Mrs.
Brown ask questions?” (No, she gives directions.) Ask
5. math books 6. music books students to complete Mrs. Brown’s directions by filling
in the gaps. Tell them to use the classroom item words
7. a notebook
from the opening scene. (desks, chairs, whiteboard) Turn
9. a desk
your attention to Star on page 98. Ask what he says.
8. a chair (Okay or Yes, Mrs. Brown)

10. a computer 11. a pen 12. a fan 2. Ask pairs of students to take turns giving each other the
directions and responding. Listen carefully to students’
pronunciation, correcting errors and offering praise.

13. a pencil case 14. a ruler 15. an eraser 3. Give three students one of the following phrasal verbs:
clean off, stack up, wipe off. Ask them to be the teacher
and give a direction to the class. Have the whole class
respond positively and together with “Okay.”
Talk. 4. Activity Book. Ask students to complete activity C
Clean off your , please.
Stack up your , please. on page AB57. Check students’ answers. Ask pairs of
Wipe off the , please. students to take turns speaking the two parts.

Phonics activity CT2


Students practice producing “r” and “l.”
99 1. Write the sounds “r” and “l” on the board.
Model the “r” sound. Walk among your students
098-103_2_LITESB951990_U6.indd 99 4/8/16 8:33 AM so they can all see how you make the sound.
Ask, “Do I use my tongue to make this sound?”
(No.) Have students practice the sound with you.
4. Play the CD again, frame by frame. Ask the class to 2. Repeat the routine with the “l” sound. Ask, “Do
repeat the directions and responses with you. I use my tongue to make this sound?” (Yes.)
5. Divide the class into pairs. Ask each pair of students to 3. Draw a two-column table under the two sounds
take turns giving the directions to each other. Visit each on the board. In the “r” column, list write and
pair of students and correct any pronunciation errors. four. In the “l” column, list light and Fall. Model
6. Books closed. Say, “Let’s practice some words for each pair of words to show the different sounds.
classroom items.” Introduce the numbered words on Introduce a gesture for each sound: hold up
page 99, one by one. Your students may already know your right hand with your thumb towards
some of these. Hold up a flash card, with the word you; point your thumb to your left and curl
covered, and invite them to call out the word. Model the down your fingers to make the shape of an “r.”
word and then encourage students to repeat the word Straighten your fingers to make the shape of an
with you several times. Then show the word, model it “l.” Ask students to practice the sound gestures.
one more time, and leave the card on display. 4. Tell your students to listen carefully and respond
7. Say, “Let’s practice our words again. This with the correct gesture. Randomly call out
Track words from the table. Divide the class into pairs
time, close your eyes and listen carefully to
59 the voice on the CD.” Play CD Track 59. Pause and have them take turns calling out words and
as necessary for practice. responding with gestures.

8. Return to the opening scene. Arrange the pairs of


students into groups of four. Ask each student to take a
turn at giving the directions while the others perform
actions that show they are following the directions.
Extra activity CT3, CT4
9. Activity Book. Ask students to complete activities A
1. Activity Book. Ask students to complete
and B on page AB56.
activity D on page AB57.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 129

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Unit
6 Sing
Sing CT3, CT5
Sing Track
60 1. Books closed. Use the flash cards to review the unit’s
fifteen “classroom items” terms. Provide lots of praise.
Let’s clean up. Let’s clean up. Say, “Let’s listen to a classroom clean-up song.”
Put away your pencils and your erasers, please.
Put away, put away, put away. 2. First listening. Ask students to close
Track
their eyes and listen to the song.
Clean off your desks, please. 60 Play CD Track 60.
Clean off, clean off, clean off.
3. Second listening. Divide the class into pairs. Give
Wipe off the whiteboard, please.
Wipe off, wipe off, wipe off.
each pair a set of seven “Classroom items” game cards.
Ask each pair to arrange the cards in order as they listen
Turn off the computers and the fans, please. to the song. Play CD Track 60 again. Ask the class to
Turn off, turn off, turn off. check that their cards are in the correct order.
Stack up your chairs, please. 4. Third listening. Ask students to sing along. Tell
Stack up, stack up, stack up. students they can use their cards as prompts. Replay
Let’s clean up.
CD Track 60.
Let’s clean up.
5. Books open. Ask students to look at the picture on
page 100. Ask them to identify the classroom items.
Read the song with the students. Have them point to
each picture as they read the matching verse.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 60.
7. Activity Book. Ask students to complete activities A
and B on page AB58.
100 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
098-103_2_LITESB951990_U6.indd 100 4/8/16 8:33 AM
as the audience. Play the CD as necessary.

Lesson preparations
Starship flash cards 136 to 150: light, whiteboard,
English books, computer books, math books, music
books, notebook, chair, desk, computer, pen, fan, pencil
case, ruler, eraser
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 60, 61, 62, and 63
Activity Book: Activities A and B on page AB58; A,
B, and C on page AB59 (CD Tracks 89, 90, and 91)
Extras: a soft ball; a set of seven “Classroom items”
game cards—pencils, erasers, desks, whiteboard,
computers, fans, chairs—for each pair (see page 155)

Warm-up activity CT2, CT3


1. Write these phrasal verbs on the board: clean off,
stack up, wipe off, put away, turn off.
2. Give a direction using one of the phrasal verbs.
Tell the class to respond with “Okay.” Say the
name of the next player and a phrasal verb for
them to use, then pass the ball to them. They
give the direction, then pass the ball to the next
player. Continue until everyone has had a turn.

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Listen

Listen
Track
1. Books open. Ask students to identify the pictures. Say,
A. Listen and choose. 61 “Let’s listen to five directions and choose the pictures
a 1 c
that match.” Play One on CD Track 61. Ask: “What
2 d number did you hear?” (one) “What did the teacher
3 say to put away?” (pencil cases) “What picture do you
4
choose?” (a) “What do you draw between 1 and a?”
e
b (a line)
5
2. Check that students know what to do. Play CD Track
B. Listen and check a or b . 62
Track
61. Pause for students to match the pictures with the
1 2 numbered boxes. Check students’ answers.
a a a ✓3 a ✓4
3. Divide the class into pairs. Have students refer to their
completed task and take turns giving a direction. Listen
to make sure they are using correct phrasal verbs.
b ✓ b ✓ b b
4. Ask five students to each perform one direction.
5. Activity Book. Ask students to complete activity A on
page AB59 (CD Track 89).
Track
C. Listen and say. 63
1 2 3
B. Listen and check a or b CT1, CT2

Track
Audio Script
62
101

Narrator: One
098-103_2_LITESB951990_U6.indd 101 4/8/16 8:33 AM Male teacher: Turn off the lights, please.

Narrator: Two
Male teacher: Wipe off the whiteboard, please.
A. Listen and choose CT1, CT2
Narrator: Three
Track Male teacher: Put away your pens, please.
61 Audio Script
Narrator: Four
Narrator: One Male teacher: Put away your notebooks, please.
Female teacher: Let’s clean up. Put away your
pencil cases, please.

Narrator: Two 1. Books open. Ask students to look at the four pairs of
Female teacher: Wipe off the whiteboard, please. pictures and identify the different classroom items.
2. Say, “Let’s check the boxes that match what we hear.”
Narrator: Three Play One on CD Track 62. Ask: “What number did you
Female teacher: Put away your rulers and your hear?” (one) “Did he say to turn off the lights or the
pens, please. computer?” (the lights) “What box do you check?” (b)
Narrator: Four 3. Check that students know what to do. Play CD Track 62.
Female teacher: Stack up your chairs, please. Pause for them to check the boxes. Check answers.

Narrator: Five 4. Write, “_____ the lights, please.” on the board. Point to
Female teacher: Put away your math books, the gap and ask “How do we complete this direction?”
please. (Turn off ) Complete the direction on the board. Tell
students to refer to their checked boxes to write three
more directions.
5. Ask three students to write a direction on the board.
6. Activity Book. Ask students to complete activity B on
page AB59 (CD Track 90).

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Unit
6 Listen

Listen
Track
1. Books open. Ask students to look at the picture in
A. Listen and choose. 61 exercise C.
a 1 c 2. As students look at the picture, ask, “What can we do
2 d
to clean up this classroom?” (Turn off the computers/fans/
3 lights; wipe off the whiteboard; stack up the chairs; clean off
4 e the desks; put away the books)
b 5
3. Say, “Let’s practice speaking. First, watch me.” Play One
Track on CD Track 63, and then repeat the direction.
B. Listen and check a or b . 62
1 2 3 4 4. Check that students know what to do. Play CD Track 63.
a a a a Pause for students to repeat the sentences. Write them
on the board as necessary.
5. When students have completed the exercise, divide the
b b b b class into pairs and have them take turns giving the
directions.
6. Ask three students to perform a direction.

Track 7. Activity Book. Ask students to complete activity C on


C. Listen and say. 63 page AB59 (CD Track 91).
1 2 3

Extra activities CT2, CT4


101
1. Ask students to write three directions for
cleaning up.
098-103_2_LITESB951990_U6.indd 101 4/8/16 8:33 AM
2. Ask students to quietly review spelling aloud the
classroom items words. This will prepare them
for the warm-up activity in the next lesson.
C. Listen and say CT1, CT2
Track
Audio Script
63
Narrator: One
Turn off the computers and the fans, please.

Narrator: Two
Clean off your desks, please. Put away your music
books, please.

Narrator: Three
Turn off the lights, please. Wipe off the whiteboard,
please.

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Practice
A. Look and choose CT1, CT3
Practice 3
1. Books open. Tell students to look at the six pictures
5 and identify what they show. (different classroom items)
A. Look and choose.
Say, “Let’s match the words to the pictures.”
2
6 2. Check that students know what to do. Point to turn off
4
1 and say the words. Ask, “Can you see what to turn off?”
(the computers) “What’s the number of the picture?”
(3) Ask them what to do next. (Write 3 in the box next to
turn off.)
3 turn off 2 put away 1 clean off 3. Ask students to complete the exercise alone. Check
6 wipe off 4 stack up 5 clean up students’ answers by calling out each number and
asking the class to say the matching words.
B. Read and say. 4. Activity Book. Ask students to complete activity A
Let’s clean up the classroom. on page AB60.
Put away your English books
and your notebooks, please.
Clean off your desks, please.
Wipe off the whiteboard, please.
B. Read and say CT2, CT3
1. Books open. Ask students to look at the pictures.
Ask, “What class does Mrs. Brown teach? (English)
C. Say and answer.
Tell students to quietly read what Mrs. Brown tells her
Put away your , students to do. Ask, “Does she tell them to put away
please. their math books?” (No. She tells them to put away their
Yes, Mrs. Brown.
English books.)
Turn off the ,
please. Yes, Mrs. Brown. 2. Say, “Let’s practice reading aloud.” Ask students to
Thank you. stand up and read the passage aloud together.
102

3. Divide the class into pairs. Ask students to take turns


098-103_2_LITESB951990_U6.indd 102 4/8/16 8:33 AM reading to each other.
4. Ask two or three students to take turns reading aloud to
the class.
Lesson preparations
5. Activity Book. Ask students to complete activity B on
Starship flash cards 136 to 150: light, whiteboard, page AB60.
English books, computer books, math books, music books,
notebook, chair, desk, computer, pen, fan, pencil case,
ruler, eraser C. Say and answer CT1, CT2
Star and Stella hand puppets (see page 13) 1. Books open. Say, “Let’s practice speaking.” Divide the
class into pairs, student A to be Mrs. Brown and student
Activity Book: Activities A and B on page AB60 B to be Tom. Role-play the dialog. As Mrs. Brown,
Extras: two sets of “Classroom items” game cards— point to the first direction and say, “Put away your …
pencils, erasers, desks, whiteboard, computers, fans, [pause and think] pencils, please.” As Tom, point to
chairs, pens, rulers—so that there is a card for each the response and say, “Yes, Mrs. Brown.” Return to Mrs.
student (see page 155); dice for Play and learn Brown’s role, point to the second direction and say,
“Turn off the … [pause and think] ….” Give students
the opportunity to complete your direction. As Tom,
Warm-up activity CT1, CT2 let your students provide your response. Complete the
1. Play an oral spelling game (see “How to play turn as Mrs. Brown, letting students show they know
Spell it!” on page 21) to review classroom items. what to do. Show how to take turns. Step back to the
position you stood in to play Tom and say, “Now I’m
Mrs. Brown.” Ask questions to check that students
know what to do. Make sure they know to use as many
different classroom items as they can.
2. Move around the class and listen carefully as students
practice the dialog.
3. Ask two or three pairs of students to perform the dialog.

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Unit
6 Play and learn

Play and learn Play and learn CT1, CT2, CT3


Game for two players
Clean up the
classroom, please. • Player One rolls the dice.
• Player Two matches the number rolled to the
numbered phrasal verb, and then points to a
relevant picture prompt.
• Player One uses the phrasal verb and the picture
prompt to give a direction
• Players take turns as player One and Two.

1. clean off

2. wipe off
1. Students play with the partner they found in the
3. turn off “Organizing groups” activity—one student to be player
One and the other to be player Two. Show students
4. put away
how to play through a role-play. As player One (Star),
roll the dice to “6” and show the students. As player
5. stack up
Two (Stella), first point to the corresponding phrasal
6. clean up verb (6. clean up) and then to the relevant picture (the
classroom scene). As player One (Star), say, “Clean up
the classroom, please.”
2. Show how to take turns—player Two (Stella) rolls the
103 dice and player One (Star) matches the phrasal verb
and the picture. Play the game.
098-103_2_LITESB951990_U6.indd 103 4/8/16 8:33 AM

3. To conclude, 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 AB61.
1. Use pairs of “Classroom items” game cards
to review the unit language and regroup 5. To end the unit, use flash cards to review the unit’s
the students for the end-of-unit game. See vocabulary.
“Organizing groups” 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, CT4
that the aim of the activity is to find a partner 1. Play a written spelling game (see “How to play
through matching their cards. To find their Write it!” on page 22) using the vocabulary on
partners, tell students to go around giving an page 99 of the Student Book.
appropriate direction for their item. Once they
have found someone who is giving the same
direction, tell them to sit together.
3. Make sure that students are partnered according
to their matching cards. To do this, ask each
student, pair by pair, to give their direction.

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Grammar, Culture notes, Extension activities
Grammar CT2
This unit introduces students to phrasal verbs. These are When students practice in the “Talk” activity and then
structured using a verb plus a preposition, and together later in the “Say and answer” activity, make sure they adjust
they create a meaning that’s different from the verb on its the language from the picture dictionary on page 89. The
own. For instance, to clean a room is to make it free of dirt, grammar tables below are particularly useful in reinforcing
whereas to clean up a room is to make it tidy. Your students the language you want your students to use; and you can
are likely to be familiar with some phrasal verbs through also refer them to opening scene. For example, take the shift
the day-to-day instructional language that you use in your from singular forms in the picture dictionary (a chair) to
English classroom, so ask them if they know any. It may plural forms in the opening scene (Stack up your chairs, please).
not be language that you have taught explicitly yet they’ll Use the illustration in the last frame to emphasize that chairs
know it through frequent exposure. They should know stand rather than a chair is used because the teacher is speaking to
up and sit down; and put up and put down [your hands]. the whole class rather than to an individual student.

Statements Culture notes CT1, CT2


Let’s clean up. Classroom seating arrangements support different
approaches to learning. Explore the different
Okay.
arrangements in the classrooms pictured throughout
Yes, Mrs. Brown. the unit. In the opening scene and in the picture
dictionary, the desks are set up in rows. This is a
traditional classroom set-up and it lends itself to
Clean off your desks, please. a teacher-focused learning environment. In the
Stack up chairs, classrooms pictured elsewhere in the unit, the tables
are set up in groups. In this arrangement, the focus
Wipe off the whiteboard,
is more on the students as they work together, with
the teacher as a guide or facilitator. If your students
have experienced different arrangements, have
Put away your English books, please. them compare what happens in classrooms with
computer books, seats in rows with what happens in those with seats
math books, in groups. Ask them what the teacher does and
music books, what students do in each set-up. Do they have a
preference?
notebooks,
pens,
pencil cases,
rulers,
erasers, Extension activities CT1, CT3
1. Prepare some classroom labels. At the start of
each lesson throughout this unit, carry out a
Turn off the computers, please. routine activity. Select students to attach the
lights, labels to the relevant items. From time to time
through the course of a lesson, secretly mix
fans, up the labels. At an appropriate moment, say
that Star has just told you that Stella has been
moving the labels around. Select a student or
two to make the corrections.
2. Incorporate the unit’s phrasal verbs into your
regular classroom instructional language. You
could establish a duty roster and then at the end
of each lesson you could remind those on duty
of their particular tasks, for example, “Jessica,
wipe off the whiteboard, please.”

135

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Review
Review
Lesson preparations A. Read and say.
Star and Stella hand puppets (see page 13)
I like to climb the net.
Audio CD Track: 64 What do you like to do Oh, no!
What’s wrong?
in the playground?
Activity Book: Activities A, B, C on page AB62
Extras: Warm-up activity worksheet, make
one for each group of four students [a 3-column I like to run and jump.
table with the headings: playground (12), body
parts (25), classroom things (15)]; six questions I hurt my hand.
about the content of Units 5 and 6 for the Open
Book Quiz Turn off the lights, please.
I hurt my hand Okay.
Warm-up activityCT1, CT2, CT4 and I cut my thumb.

1. Tell students that today’s lesson is a review


of units 5 and 6. Use Star and Stella. Ask Thank you.
students to help the puppets remember
B. Read again and match.
what was done. (In Unit 5 we talked about
a
the playground and body parts. In Unit 6 we
1. Turn off the lights, please.
received and gave directions for cleaning up
the classroom.) b 2. I like to run and jump.
c
2. Say, “Let’s work in groups to remember the 3. What’s wrong?
words we’ve learned.” Divide the class into
groups of four students. Show students the
104
worksheet. Remind them that:
• There are 4 words for things we do, 104-107_2_LITESB951990_R5-6.indd 104 4/8/16 8:33 AM

for example, play; and 8 playground


equipment words, for example, swings. A. Read and say CT2, CT3
• There are 25 body parts words, for In this exercise, assess areas of your students’ reading and
example, head. speaking skills. First let them silently read the dialogs and
look at the pictures, then note their reading fluency and
• There are 15 words for different things in
their pronunciation as they read the dialogs in pairs.
the classroom, for example, desk.
1. Introduce the exercise. Use Star to praise students for
3. Ask the groups to think of one word for
learning their Starship English words. Say, “Let’s look
each column. Turn to Star and ask, “Is this
at the words we’ve learned again and see how well you
a game?” Have him nod. Say, “Yes. Let’s do
can read them aloud in dialogs.”
this quickly.”
2. Tell students to open their books to page 104. Tell them
4. Give each group a worksheet and check that
to look at the pictures, and then read the dialogs quietly
students know where to write the words. Tell
on their own.
them they have five minutes to finish the
work. Allow more time as necessary. 3. Ask pairs of students to take turns to read the questions
and answers aloud. Each pair will need to perform each
5. The winning team is the first to complete
frame twice, swapping roles after the first performance.
the worksheet with correctly spelled words.
Make sure all teams have the words in the
correct places. Check spelling by asking B. Read again and match CT2, CT3
students to spell different words. Praise In this exercise, assess your students’ developing skills in
accurate spelling and provide any missed reading for detail.
words to complete the worksheet.
1. Tell students to find the three lines of dialog in the
frames above, and then draw a line to picture a, b,
or c to show who speaks the part.
2. Check students’ answers.

136 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts

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In this exercise, test your students’ listening comprehension
Track
C. Listen and check a or b . 64 skills as they listen and check the matching pictures.
1 2 1. Say, “Let’s listen and check the boxes for the pictures
a ✓ b a b ✓ that match what we hear.” Remind students that they
have done this kind of activity before. Encourage them
to tell you what they will do. (Listen, look at a pair of
pictures, and check a or b.)

3 4 2. Play CD Track 64. Pause for students to check the picture


a ✓ b a b ✓ boxes. Check students’ answers.
3. Extension: after students have successfully completed the
task, have them use their correctly checked pictures to
write six sentences.
5 6
a b ✓ a ✓ b
Your turn CT1, CT2
In this exercise, assess your students’ ability to talk about
themselves, using language they have learned.
1. Divide the class into pairs. Ask students to take turns
presenting information about themselves to each other.
Encourage them to continue taking turns, completing
I like to … in the playground. the statements using different playground activities,
This is my _____ and these are my body parts words, and words for classroom items.
_____.
Your I cut my _____ and I hurt my _____. 2. Move around the class, listening to the presentations.
turn Let’s clean up. Put away ….
Turn off the _____ and the _____.
Check their pronunciation, and encourage and praise
their use of new words.
1053
105
Activity Book. Ask students to complete activities A, B, and
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C on page AB62. This may be done in class or for homework.

C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
Track End the Review with an Open Book Quiz.
64 Audio Script 1. Divide the class into teams of four and have
them each decide on a team name.
Narrator: One
2. On the board, draw a table with seven columns
Boy: Do you like to play in the boat?
and a row for each team. Write the team names
Girl: No, I don’t. I like to play in the tunnel.
in the first column of the table on the board.
Narrator: Two
Girl: What’s wrong? 3. Describe the quiz to the students—there are six
Boy: She hurt her finger. questions about Units 5 and 6. Tell students they
can use their student books to search for the
Narrator: Three answers. Tell teams that one team member will
Mrs. Brown: Put away your pens and eraser, please. need a pen and paper to write down the team’s
Girl: Yes, Mrs. Brown. answers.
Narrator: Four
4. Ask the first question. Limit the time for searching
Mrs. Brown: Turn off the lights, please.
for answers. When all the team writers have
Boy: Okay.
written down their team’s answer and put down
Mrs. Brown: Thank you.
their pens, read out the correct answer. Award
Narrator: Five points and write them on the board.
Boy: What do you like to do in the playground?
5. Continue the quiz until all the questions have
Girl: I like to play in the house.
been asked. Then declare the winning team and
Narrator: Six congratulate all teams for a great effort.
Boy: What are these?
Girl: These are my toes.

CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 137

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About me
About me
Lesson preparations
Star and Stella hand puppets (see page 13) Read and write.

Activity Book: Activity on page AB63


Family name:
l e it
ca
Extras: a ball

e ys
Warm-up activity CT1, CT2
First name:
g r
1. Tell students you are going to ask questions
d to
ee
about them. This is an opportunity for students Address:
to show what they already know.
2. Ask students about their names (first names
n
and family names), their addresses, their
telephone numbers, the name of their school, Phone number:
and their teachers.
3. Ask students to interview each other with
similar questions. School:

Teacher:

106

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Read and write CT3, CT4


1. Books open. Ask students to look at the page and Extension activities CT1, CT2
explain what they must do. These are exercises for
students to write about themselves. 1. Introduce students to the term full name and the
associated open question and answer: “What’s
2. Play a game. Divide the class into two teams and your full name? My full name’s _____.” Divide
then put students into pairs. In each pair, one student the class into pairs to ask and answer the
is to say their phone number while the other listens question, then have them pass a ball to each
and writes it on the board. Give different pairs from other, asking and answering the question around
alternating teams a limited time each to do this. The the class.
pairs who can correctly record the number on the
board within the time limit win points for their team. 2. Ask students to think about all their classes and
order them from their favorite to least favorite.
3. Focus on spelling. Ask, “How do you spell teacher?” Expand their knowledge of questions and
Then ask students to write the word on the board. answers used to talk about favorites and least
Continue randomly for the different vocabulary items. favorites to talk about second favorites, third
4. Divide the class into pairs. Ask students to take turns favorites, and so on. Divide the class into pairs to
saying and spelling the words to each other. Ask ask and answer questions. To conclude, randomly
questions to check they know what to do. ask different students about their favorite to least
favorite classes.
5. Ask students to complete the exercise by filling in their
personal details. Before moving on to the Activity
Book, ask students to suggest other details they could
give. Help them recall details to do with favorites,
least favorites, and likes.
Activity Book. Ask students to complete the activity on
page AB63. This may be done in class or for homework.

138

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Phonics A1.1 Unit 6

Phonics

Unit
6
ll rr tt B. Listen and fill in the missing letters.
P-CD
Track
77
P-CD
Track 1. ca____ ____ot 2. bu____ ____on
A. Look, listen, and say. 76

3. ba____ ____oon 4. le____ ____er


P-CD
Track
C. Listen, write, and read. 78
1. shells 2. doll 1. I see on the sand.

2. This is my .

3. I’ll eat the .

4. I go by .

3. strawberries 4. ferry 5. I put on my bread.

6. My are yellow.
P-CD
Track
D. Listen and chant. 79
Going to Grandma’s
There are buttons on my coat.
5. butter 6. mittens There are mittens on my hands.
There’s a doll in my bag and
I’m going to my grandma’s by ferry.
108 109

kn wr mb
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Unit P-CD
Track
6 B. Listen and fill in the missing letters. 81
P-CD
Track 1. co___ ___ 2. ___ ___ist
A. Look, listen, and say. 80

3. ___ ___ife 4. thu___ ____

C. Match and read.

1. knee 1. wr ee 4. kn mb
2. knit
2. cli ite 5. thu ist

3. kn mb 6. wr ife
P-CD

D. Listen, write, and read. Track


82
1. This is my .
3. write 4. wrong
2. I can a scarf.

3. He can a letter.

4. This one is .

5. The is cute.

5. lamb 6. climb
6. He likes to the net.
110 111

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139

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Phonics A1.1 Unit 6

Unit
6
cc ck C. Look and write the words.
P-CD 1 2 1 3
Track
A. Look, listen, and say. 83 3 4

2 5

5
4

1. soccer 2. raccoon
P-CD
Track
D. Listen, write, and read. 85
1. I like to play .

2. I see a in the field.

3. My shirt has a big .


3. pocket 4. ticket
P-CD 4. This is my for the soccer game.
Track
B. Listen and fill in the missing letters. 84 P-CD
Track
E. Listen and chant. 86
1. bu____ ket 2. a____ cordion
Let’s Go
I put on my jacket.
3. bro____ coli 4. clo____ k Where’s my ticket?
It’s in my pocket.
I look at the clock.
5. ja____ ket 6. zu____ chini Off to the soccer!
112 113

soft c soft g
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Unit P-CD
Track
6 B. Listen and fill in the missing letters. 88
P-CD
Track 1. pen____il 2. pa____es
A. Look, listen, and say. 87

3. ____iraffe 4. ri____e

P-CD
Track
C. Listen, write, and read. 89
1. dan
dance 4. orange 1. I like to .

2. This is an cube.

3. We live in the .

4. I’ll eat the .

2. ice 5. gym 5. On Saturday, I go to the .

6. The is very big.


P-CD
Track
D. Listen and chant. 90
Ice is Nice
It’s time for lunch.
I’ll eat some rice.
3. city 6. giant
iant I’ll eat an orange.
I’ll eat this ice.
It’s cold – it’s nice.
114 115

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140

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Phonics A1.1 Review

Phonics Review
P-CD
Track
D. Read the story. 93
P-CD

A. Listen and write the number. 91


Track A Jewel for the King
A young man sees a jewel in a field.
puzzle king belt elk He uses it to make a ring for the king.
He goes a long way to give it to the king.
hanger wolf elm lungs He rides a camel on Sunday.
tunnel help field strong He rides a wolf on Monday.
Then he rides an eagle on Tuesday.
B. Write el, le, lt, lp, ld, lf, lk, or lm At last, he gives the ring to the king
and read the words. on Wednesday. The king is happy
and he sings a song.
1. mi____ ____ 2. fi____ ____ 3. myse____ ____
4. me____ ____ 5. jew____ ____ 6. eag____ ____
7. ke____ ____ 8. co____ ____ 9. kenn____ ____
P-CD E. Read again and write the missing words.
C. Listen and write the words. Track
92
1. A young man sees a jewel in a .
1.
2. He makes a ring for the .
2.

3. 3. He rides a on Sunday.

4. 4. He rides an on Tuesday.

5. 5. The king sings a .


116 117

Phonics Review
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P-CD
Track
D. Read the story. 95
Going to the City
P-CD
Track
A. Listen and write the number. 94 On Saturdays, I go to the park in the
city with my mom. We go by ferry.
letter pencil ferry pocket Mom knits on the ferry. We like
giraffe knee doll button to watch soccer games at the park
and we like to eat lunch there too.
raccoon wrong city climb I have sandwiches in my bag. Mom
has oranges and a knife. It’s cold
B. Write ll, rr, tt, kn, wr, mb, cc, or ck today so I pull my mittens
and read the words. out of my pocket. I push
in my thumbs and pull the
1. mi____ ____ens 2. bu____ ____et 3. ____ ____ist
mittens up to my wrists.
4. ba____ ____oon 5. ca____ ____ot 6. ____ ____ife Now I’m warm!

7. a___ ___ordion 8. so____ ____ er 9. thu____ ____

E. Read again and write the missing words.


C. Look and match.
1. We go to the park in the .
1. rice b
a
2. broccoli 2. Mom on the ferry.

c 3. orange
d 3. We like to watch games.
4. butter
e 4. I pull my out of my .
5. strawberries f
6. zucchini 5. I push in my .
118 119

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141

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Phonics A1.1 Answers
ll rr tt (pages 108, 109)
B. 1 rr, 2 tt, 3 ll, 4 tt; C. 1 shells, 2 doll, 3 strawberries,
4 ferry, 5 butter, 6 mittens.

kn wr mb (pages 110, 111)


B. 1 mb, 2 wr, 3 kn, 4 mb; C. 1 wr/ite, 2 cli/mb, 3 kn/
ee, 4 kn/ife, 5 thu/mb, 6 wr/ist; D. 1 knee, 2 knit, 3 write,
4 wrong, 5 lamb, 6 climb.

cc ck (pages 112, 113)


B. 1 ck, 2 cc, 3 cc, 4 ck, 5 ck, 6 cc; C. down 1 pocket,
2 soccer, 4 clock, across 3 accordion, 5 bucket;
D. 1 soccer, 2 raccoon, 3 pocket, 4 ticket.

soft c soft c (pages 114, 115)


B. 1 c, 2 g 3 g, 4 c; C. 1 dance, 2 ice, 3 city, 4 orange,
5 gym, 6 giant.

Phonics Review (pages 116, 117)


A. 1 field, 2 king, 3 tunnel, 4 belt, 5 lungs, 6 help,
7 hanger, 8 elm, 9 puzzle, 10 strong, 11 wolf, 12 elk;
B. 1 lk, 2 lm, 3 lf, 4 lt, 5 el, 6 le, 7 lp, 8 ld, 9 el; C. 1 bang,
2 thing, 3 bubbles, 4 rung, 5 song; E. 1 field, 2 king,
3 camel, 4 eagle, 5 song.

Phonics Review (pages 118, 119)


A. 1 giraffe, 2 pencil, 3 city, 4 raccoon, 5 pocket, 6 knee,
7 letter, 8 climb, 9 doll, 10 button, 11 ferry, 12 wrong;
B. 1 tt, 2 ck, 3 wr, 4 ll, 5 rr, 6 kn, 7 cc, 8 cc, 9 mb; C. 1 b,
2 d, 3 a, 4 f, 5 c, 6 e; E. 1 city, 2 knits, 3 soccer, 4 mittens,
pocket, 5 thumbs.

142

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“Classes”
Xx playing
game
cards
cards

English class

art computers English

math music P.E.

science
© Houghton Mifflin Harcourt Publishing Company

143

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“Places at school (1)” game cards

science room washroom art room

lunchroom first floor second floor

third floor
© Houghton Mifflin Harcourt Publishing Company

144

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“Places at school (2)” game cards

classroom music room library

janitor’s room nurse’s room gym

office computer room


© Houghton Mifflin Harcourt Publishing Company

145

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“Teachers” game cards

principal librarian nurse

janitor music teacher P.E. teacher

© Houghton Mifflin Harcourt Publishing Company

146

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“Library” game cards

read books comic books storybooks

puzzle books science books

© Houghton Mifflin Harcourt Publishing Company

147

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“Art class activities” game cards

draw glue paint

cut

© Houghton Mifflin Harcourt Publishing Company

148

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“Art class objects” game cards

scissors paintbrush paper

pencil marker crayon

© Houghton Mifflin Harcourt Publishing Company

149

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“Food (1)” game cards

French fries noodles fish

carrots pizza grapes

© Houghton Mifflin Harcourt Publishing Company

150

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“Food (2)” game cards

beans chocolate bar tomatoes

rice strawberries potatoes

chicken ice cream


© Houghton Mifflin Harcourt Publishing Company

151

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“Musical instruments” game cards

guitar piano tambourine

drums cymbals xylophone

violin harmonica hand bell


© Houghton Mifflin Harcourt Publishing Company

152

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“Playground” game cards

swings boat jungle gym

net tunnel house

slide run jump


© Houghton Mifflin Harcourt Publishing Company

153

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“Body parts” game cards

nose toes face

fingers eye ear

foot hand leg


© Houghton Mifflin Harcourt Publishing Company

154

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“Classroom items” game cards

pencils erasers desks

whiteboard computers fans

chairs pens rulers


© Houghton Mifflin Harcourt Publishing Company

155

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Well Done
This certificate is awarded to

for

signed:

© Houghton Mifflin Harcourt Publishing Company

156

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Word list

A E K
phone number thumb
above ear(s) kazoo
piano toe(s)
address eat know
picture tomatoes
arm(s) English
pizza triangle (musical
art eraser L play instrument)
art room eye(s) least favorite play (musical triangle (shape)
atlases leg(s) instrument) tunnel
F let’s clean up playground turn off
B face librarian posters
back family name library potatoes U
beans fans lights principal under
behind feet listen to stories put away use
boat finger(s) look at posters puzzle books
body first floor lunchroom
V
books first name R
fish M read
vegetables
C flag magazines recorder
violin

carrots flagpole marker rectangle W


can floor math rice
can’t foot Miss wall
rope
ceiling French fries mouth washroom
rulers
chairs fruit Mr. whiteboard
run
chest Mrs. window
chicken G music S wipe off
chocolate bar glue music room wrong
science
circle grapes
science books X
class guitar N science room
classroom gym neck xylophone
scissors
clean off net second floor
clean up H noodles see
climb hand bell nose shape
comic books hand(s) notebooks sing
computer room harmonica nothing slide
computer(s) head nurse some
crayon heart nurse’s room songs
cut house square
cymbals hurt O stack up
office star
D I stories
okay
desks ice cream on storybooks
diamond in outside strawberries
dictionaries in front of swings
don’t inside P
don’t know T
door P.E.
J paint tambourine
draw
janitor paintbrush teach
drink
janitor’s room paper teacher
drums
jump pencil teaches
jungle gym pencil case these
pens third floor

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Scope and sequence

Unit 1
Theme Functions Structure Language Items Vocabulary
What’s your favorite class?
Introductions Greetings • Wh- questions My name’s Mrs. Brown. Words
Names • Introducing with BE (What’s) I’m your English teacher. English class, math, art, music,
Favorite classes oneself and I’m a student. science, computer(s), P.E.,
Review What’s your favorite class? teacher, principal, librarian,
others with • Contracted forms
first and/or It’s English. nurse, janitor, least favorite
of BE, present What’s your least favorite class?
family names tense, statements Titles
Math.
• Talking about Mr., Mrs., Miss
and questions He’s our librarian.
favorite classes • Possessive She’s our nurse. Review
adjectives: my, favorite
Review
your, his, her What’s your/his/her name?
My/His/Her name’s ___.

Where’s the gym?


Places at school • Identifying • Wh- questions What does she teach? Words
different places (Where’s) with BE She teaches art. office, nurse’s room, gym,
at school (What) Where’s the art room? library, lunch room, art room,
• Identifying It’s on the third floor. music room, computer room,
teachers I’m sorry. I don’t know. washroom, science room,
I know. janitor’s room, classroom,
of different
floor, teach
subjects

Phonics
bl, br; cl, cr; fl, fr; dr, tr

Unit 2
Theme Functions Structure Language Items Vocabulary
What do you do in the library?
The library • Asking about • Wh- questions What do you do in the library? Words
and explaining with do and like I read books. read books, use atlases, look
preferences • Statements with What books do you like? at posters, listen to stories,
• Asking about subject, verb, I like storybooks and comic dictionaries, storybooks,
what you do object books. comic books, puzzle books,
Do you like comic books? science books, magazines
in a place
No, I don’t. I don’t like comic
Review
books.
like, too
I use dictionaries and atlases.
I listen to stories.
Do you listen to stories?
Yes, I do. I look at posters, too.

Phonics
gl, gr; pl, pr; sc, sk; sl, sp

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Unit 3
Theme Functions Structure Language Items Vocabulary
Let’s paint!
Art class • Talking about • Wh- questions with What do you do in art class? Words
colors, shapes do I draw red cars and blue cars. draw, paint, glue, cut, paper,
and patterns I use scissors. picture, paintbrush, scissors,
Review I cut paper. crayon, marker, pencil
• Describing what
• Statements with I paint pictures.
you see Review
subject, verb, object Let’s paint a picture.
• Asking what colors
• Colors as adjectives I see a green bird.
is done/telling
• Making suggestions What do you see?
what one does I see a fish. It’s red, orange,
using let’s
and yellow.

What do you want to eat?


Eating at the • Talking • Wh- questions with Hi. What do you want to eat? Words
cafeteria about lunch do I want a pizza and some some, French fries, pizza, ice
preferences • Uncountable nouns French fries, please. cream, fish, chicken, chocolate
• Ordering food with some What do you want to drink? bar, grapes, rice, strawberries,
and drink I want some water, please. vegetables, noodles, beans, fruit,
Do you want some chicken? potatoes, carrots, tomatoes
Nothing, thanks.
Review
Review hi, water
No, thanks.

Phonics
sm, sn; st; sw, tw; scr, str

Unit 4
Theme Functions Structure Language Items Vocabulary
Can you play the piano?
Music class • Identifying • Ability questions with What do you do in music Words
musical can class? piano, violin, guitar, drums,
instruments We listen to music and we sing recorder, triangle, hand bell,
• Asking about songs. kazoo, tambourine, cymbals,
and expressing We play the violin and the xylophone, harmonica, listen
piano. to, sing songs, music, play (an
ability
Can you play the piano? instrument), can, can’t,
• Asking about
Yes, I can. No, I can’t.
preferences Do you like music?
Asking about
what is done/ Review
saying what one Yes, I do.
does

Phonics
spl, spr, squ; ct, ft; nd, nt; nk, mp

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Unit 5
Theme Functions Structure Language Items Vocabulary
I like to jump!
In the playground • Talking about • Wh- questions with What do you like to do in the Words
what people like to do playground? slide, swings, jungle gym, net,
like to do in a • Answers with like and I like to play on the jungle rope, climb, run, jump, boat,
playground infinitive gym. playground, tunnel, house, play
• Intransitive verbs I like to play in the boat.
Review
Do you like to play on the
Review play, like
swings?
• Preferences I like to play on the swings.
• Prepositions No, I don’t.
I like to run.
I like to run and jump.
Review
Yes, I do.

I hurt my nose.
Body parts • Identifying parts • Wh- questions with What’s this? Words
Simple health of the body wrong This is my head. body, face, nose, head, eye/
problems • Asking about • Formulaic simple past What are these? eyes, ear/ears, mouth, neck,
and stating tense with hurt and These are my arms. chest, back, arm/arms, leg/legs,
simple health cut What’s wrong? thumb, hand/hands, foot/feet,
I hurt my nose. toe/toes, finger/fingers, hurt,
problems
I hurt my hand and I cut my cut, these
finger.
Review
this

Phonics
ang, ing, ong, ung; ld, lf, lk, lm, lp, lt; le, el

Unit 6
Theme Functions Structure Language Items Vocabulary
Let’s clean up!
Classroom items • Talking about • Simple phrasal verbs Let’s clean up. Words
and processes things in the Put away your pencils, your whiteboard, desks, chair,
classroom and erasers, and your rulers, English books, math books,
what you do please. music books, computer
with them Clean off your desks, please. books, light, eraser, fan, pens,
Okay. pencil case, ruler, notebooks,
Wipe off the whiteboard, computers
please. Turn off the computers
Review
and the fans, please.
computer(s), pencil(s)
Stack up your chairs, please.
Yes, Mrs. Brown.

Phonics
ll, rr, tt; kn, wr, mb; cc, ck, soft c, soft g

160

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Notes
Write notes here.

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Activity Book A1.1 Answers
Unit 1: What’s your favorite class? Unit 2: What do you do in the Page AB27: A. 1 e; 2 a; 3 d; 4 b; 5 c
library? B. 3 C. 1 a; 2 b; 3 a; 4 b; 5 b
Page AB4: A. 1 a; 2 c; 3 f; 4 d; 5 e; 6 b
B. 1 I’m your librarian. 2 What’s your Page AB16: A. 1 c; 2 d; 3 e; 4 b; 5 f; 6 Page AB28: A. 1 paint; 2 Let’s; 3
favorite class? 3 She’s our principal. a B. 1 o, o; 2 m, o, k; 3 z, b, s; 4 c, n, r; and; 4 use; 5 paintbrush; 6 paper B.
5 b, r; 6 l, s; 7 p, r; 8 t, e crayons, markers, paintbrush, scissors
Page AB5: C. 4 Math; 3 What’s your
least favorite class? 2 Art. 1 What’s your Page AB17: C. 2, 1, 4, 3 D. 1 What Page AB29: A.
favorite class? D. Answers will vary. books do you like? 2 I like science
books. 3 Do you like comic books?
Page AB6: A. 1 librarian; 2 music 6

teacher; 3 P.E. teacher; 4 math teacher; Page AB18: A. 1 comic books;


3
5 principal; 6 janitor 2 magazines; 3 posters; 4 dictionaries;
5 science books; 6 listen B. storybooks,
Page AB7: A. 1 a; 2 b; 3 d; 4 e; 5 c 4
science books, atlases, dictionaries
B. 2 C. a 4; b 6; c 2; d 5; e 1; f 3
Page AB19: A. 1 b; 2 e; 3 a; 4 d; 5 c
Page AB8: A. 1 u, i, t, o, r; 2 e, o, u, 1
B. 1 C. a 6; b 1; c 4; d 5; e 3; f 2 2
s, i, h, e, r; 3 o, u, g, l, i, s, h, e, a, c, h, 5
e; 4 h, e, i, n, c, i, p, a, l; B. librarian, Page AB20: A. like, science, listen
janitor, nurse, principal B. posters, atlases, puzzle books B. crayons
Page AB9: A. science, English, art; Page AB21: A. The posters are Unit 3: What do you want to eat?
English, math, music B. librarian different. The first picture shows
an atlas, a puzzle book, and a girl Page AB30: A. 1 c; 2 b; 3 d; 4 a; 5 e; 6
Unit 1: Where’s the gym? f B. 1 r, e; 2 a, e; 3 s; 4 c, t; 5 F, h, r; 6 c,
listening to a story. The second picture
Page AB10: A. 1 d; 2 f; 3 a; 4 b; 5 c; shows a dictionary, a comic book, and e; 7 r, t; 8 a, e
6 e B. 1 s, s, o, o; 2 s, r, o; 3 e, c, r, m; 4 a girl reading. B. atlases Page AB31: C. 1, 3, 4, 2 D. 1 I want a
l, s, o, m; 5 f, i, e; 6 y; 7 r, o, o; 8 i, a, y pizza, please. 2 What do you want to
Review Units 1, 2
Page AB11: C. 2 She teaches art. eat? 3 Do you want a chocolate bar?
Page AB22: A. 1 What does she teach?
4 It’s on the third floor. 1 What does she Page AB32: A. 1 grapes; 2 beans; 3 rice;
2 She’s our English teacher. B. 1 a, o,
teach? 3 Where’s the art room? D. 1 I 4 fish; 5 water; 6 fruit B. soda pop, water
o, o, u, e; 2 i, m, o; 3 y, o, e, a, i, e C. 1
don’t know. 2 Where’s the art room?
class; 2 My; 3 English; 4 What; 5 read Page AB33: A. 1 c; 2 d; 3 a; 4 e; 5 b B.
3 He teaches computers. 4 Where’s the
classroom? Learn more 2 C. 1 Yes, please. 2 Yes, please. 3 Yes,
please. 4 No, thanks. 5 No, thanks.
Page AB12: A. 1 English; 2 science; Page AB23: A.
3 math; 4 art; 5 P.E.; 6 music Page AB34: A. you, eat, Do, some,
ceiling chicken B. strawberries, ice cream,
Page AB13: A. 1 a; 2 e; 3 b; 4 c; 5 d hamburger, hot dog
B. 1 C. a 4; b 3; c 1; d 5; e 2; f 6
wall
Page AB35: A.
Page AB14: A. does, teach, science French fries
hamburger
B. science room, library, music room
window chicken
Page AB15: A. door
noodles
strawberries
l u n c h r o o m z ice cream
chocolate bar
x w a d f z a e w w
hot dog
q c l a s s r o o m rice grapes
floor
a x r s t g y m r a

d o f f i c e a g h B. Yes, it is. Yes, it, is. No, it isn’t.


B. yes please
f s f l i b r a r y Unit 3: Let’s paint!
Unit 4: Can you play the piano?
w a s h r o o m x b Page AB24: A. 1 b; 2 d; 3 c; 4 a; 5 f;
6 e B. 1 Let’s paint a train. 2 What do Page AB36: A. 1 b; 2 e; 3 d; 4 a; 5 c;
b h f d r g j i w n you see? 3 I draw blue cars. 6 f B. 1 d, s; 2 i, l; 3 a, o; 4 i, a; 5 c, d; 6
n, l; 7 m, u, n; 8 r, c
a m a r t r o o m Page AB25: C. 2, 3, 4, 1 D. 1 paper;
2 class; 3 paper; 4 pictures; 5 see; 6 Page AB37: C. 4, 1, 3, 2 D. 1 What do
B. 1 e, e, u, o, o; 2 o, o, o; 3 o, o, e, i, o,
dinosaur you do in music class? 2 We sing songs
o; 4 e, e, h
and we listen to music. 3 We play the
Page AB26: A. 1 paintbrush; 2 glue; piano and the violin.
3 draw; 4 scissors

162

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Page AB38: A. 1 harmonica; C. Page AB52: A. 1 fingers; 2 toes; 3
2 triangle; 3 violin; 4 kazoo; 5 drums; 2 4
mouth; 4 nose
6 guitar B. guitar
5 Page AB53: A. 1 d; 2 e; 3 a; 4 b; 5 c B.
Page AB39: A. 1 a; 2 e; 3 d; 4 b; 5 c 3 C. a 2; b 6; c 1; d 5; e 4; f 3
B. 2 C. a 6; b 5; c 3; d 4; e 1; f 2 3 1
6 Page AB54: A. Answers will vary.
Page AB40: A. class, play, B. eyes, ears, face, arm, foot, leg
tambourine B. hand bell, piano,
Page AB48: A. playground, jungle Page AB55: A. nose, hands, toes
tambourine, drums
gym, climb, play B. house, boat,
B.
Page AB41: A. jungle gym
f a c e
1 2

k Page AB49: A.
1

g a i y
d
2 3

r s t t u n n e l b
h a n d e
3

u r z t
4

j u n g l e g y m
i u o r g a 4

a s w i n g s s d f
e a r
5
5
t a m b o u r i n e c l i m b s d f g a
a s a p l a y g r o u n d
6
n r m
r p i a n o
6

b f a h o u s e x z
7
t o e s
g s
r u n x c j u m p d
v i o l i n
7

e r o p e r b o a t e
e
Unit 6: Let’s clean up!
B. 5 6
B. guitar, triangle, recorder; violin, 4 7

kazoo, tambourine 27 26 16 15
Page AB56: A. 1 c; 2 b; 3 f; 4 e; 5 a; 6
d B. 1 i; 2 e, f; 3 h, o, s; 4 m, t; 5 h, b, r;
Review Units 3, 4 28
25 17
14 6 u, e; 7 a, s; 8 n, i
Page AB42: A. 1 What do you want Page AB57: C. 1 Hello. 3 Clean off
3 8
to drink? 2 I want some juice, please. 24 18 your desk, please. 4 Okay. 5 Hi, Miss
B. 1 a, o, o, a, o, a; 2 n, r, e, e, e; 3 c, d, Green. D. 1 Let’s clean up the classroom.
r, r, r C. 1 music; 2 drums; 3 piano; 4 29 23 19 13 2 Turn off the computer, please. 3 Wipe
like; 5 do off the whiteboard, please. 4 Put away
2 22 21 20 9 your math books, please.
Learn more
Page AB58: A. 1 pens; 2 chairs;
Page AB43: A. 30 12
star diamond square 3 erasers; 4 rulers; 5 notebook; 6
computer
1 31 11 10

Page AB59: A. 1 d; 2 e; 3 a; 4 c; 5 b B.
triangle rectangle
3 C. 1 a; 2 a; 3 a; 4 b; 5 a
Unit 5: I hurt my nose.
Page AB60: A. fans, please, Put B.
Page AB50: A. desk, pencils, erasers, computer
B. 1 i, e; 2 e, i, e; 3 n, e, m, n eye
ear
Page AB61: A. Wipe off the
C. triangle, in, circle
nose whiteboard, please. Turn off the
Unit 5: I like to jump! mouth
computer, please. Stack up the chairs,
please. B. erasers
Page AB44: A. 1 b; 2 a; 3 d; 4 f; 5 e; 6 hand
c B. 1 i, s; 2 u, n; 3 t; 4 t; 5 l, d; 6 u, l, y; Review Units 5, 6
arm
7 o, e; 8 o, e Page AB62: A. 1 I like to run and
Page AB45: C. 2, 3, 4, 1 D. Answers jump. 2 I like to climb the rope. B. 1 h,
will vary. t, o, g; 2 u, y, a C. 1 fans; 2 computers;
3 hands; 4 feet; 5 books; 6 pens
Page AB46: A. 1 boat; 2 swings; 3 net;
B. 1 n, c; 2 i, e, s; 3 o; 4 o; 5 e; 6 r, s;
4 slide; 5 run; 6 jump About me
7 u, h; 8 a, d
Page AB47: A. 1 a; 2 c; 3 b; 4 d; 5 e B. 1 Page AB63: Answers will vary.
Page AB51: C. 1, 3, 4, 2 D. 1 foot;
2 eyes 3 mouth; 4 fingers
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Progress test Level A1.1 Units 1, 2

A. Read and match.


1 librarian

2 a dictionary
a d
3 gym

4 P.E. teacher

b 5 science books e

6 office

c f

B. Write the missing words. Read the chant.


My favorite class is ➀ .
My favorite class is ➁ .
My favorite class is ➂ .
My favorite class is ➃ .


● ➁
● ➂
● ➃

© Houghton Mifflin Harcourt Publishing Company

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Progress test Level A1.1 Units 1, 2

C. Unscramble the sentences.


1. class? What’s your favorite least

2. on It’s floor. second the

3. Do to listen you stories?

4. he What teach? does

D. Write the missing letters.


1 W_ at do y_ u do in t_ e li_ ra_ y?

2 Wh_ re’s th_ lu_ chro_ m?

3 My fa_ or_ te cla_ s is En_ lish.

4 I us_ atla_ es a_ d di_ tion_ ries.

5 S_ e’s o_ r mu_ ic teac_ e_ .

6 Wh _ t bo_ ks do yo_ li_ e?

© Houghton Mifflin Harcourt Publishing Company

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Progress test Level A1.1 Units 3, 4

A. Read and match.


1 a paintbrush

2 noodles
a d
3 cymbals

4 strawberries

b 5 a piano e

6 a pencil

c f

B. Unscramble the sentences.


1. a Let’s picture. draw

2. do What you drink? to want

3. cream? some Do want you ice

3. play Can the you harmonica?

© Houghton Mifflin Harcourt Publishing Company

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Progress test Level A1.1 Units 3, 4

C. Read and write the words.


some play want green

1. I see a bird.
2. We the violin and the piano.
3. What do you to eat?
4. I want chicken, please.
3
D. Look and choose. 5
2

1 4

French fries a triangle a crayon


a handbell rice a marker

© Houghton Mifflin Harcourt Publishing Company

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Progress test Level A1.1 Units 5, 6

A. Read and match.


1 swings

2 eyes
a d
3 a chair

4 net

b 5 a ruler e

6 mouth

c f

B. Read and write the words.


please These your jump

1. Stack up chairs, please.


2. I like to run and .
3. Clean off your desks, .
4. are my arms.

© Houghton Mifflin Harcourt Publishing Company

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Progress test Level A1.1 Units 5, 6

C. Unscramble the sentences.


1. like to on play gym. jungle I the

2. please. whiteboard, Wipe the off

3. play you Do like the to on boat?

4. my I face hurt and fingers. my

3
D. Look and choose. 5
2

1 4

ears body arm


hands fingers legs
© Houghton Mifflin Harcourt Publishing Company

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Mid-term test Level A1.1

A. Number the words.


1 door
window
2 ceiling
floor
3
wall
4

B. Unscramble the sentences.


1. you What do books like?

2. you in do do What class? art

3. English He’s teacher. our

4. car. I a purple see

5. first Tessa. is name My

© Houghton Mifflin Harcourt Publishing Company

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Mid-term test Level A1.1

C. Read and circle the answer.


1. My first address / name is Emma.
2. I cut scissors / paper.
3. I’m your English / nurse teacher.
4. The gym / science room is on the third floor.
5. I listen to / use stories.
6. She’s our math / janitor teacher.

D. Write the missing letters.


1 Wh_ t b_ _ ks do yo_ l_ k_ ?

2 C_ n I c_ m_ _ ns_ d_ ?

3 Wh_ t do y_ u do _ n _ rt cl_ ss?

4 Sh_ ’s o_ r m_ th t_ _ ch_ r.

© Houghton Mifflin Harcourt Publishing Company

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Mid-term test Level A1.1

E. Read and match.


1 lunchroom

2 a flag
a d
3 comic books

4 a crayon

b 5 paper e

6 storybooks

c f
F. Write the missing words. Read the chant.
She teaches ➀ .
He teaches ➁ .
She’s my ➂ teacher.
He’s my ➃ teacher.


● ➁
● ➂
● ➃

© Houghton Mifflin Harcourt Publishing Company

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Mid-term test Level A1.1

G. Write the missing letters.


1 S_ e’s our p_ inci_ al.

2 It’_ on t_ e thi_ d fl_ or.

3 I loo_ at p_ ste_ s.

4 We pai_ t and dr_ w and _ ut and g_ ue.

H. Read and write.


dinosaurs this Bird inside puzzle go

1. Can I come ?
2. Can I outside?
3. Do you like books?
4. I paint and birds.
5. Is a window?
6. She’s Emma .

© Houghton Mifflin Harcourt Publishing Company

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Final test Level A1.1

A. Read and match.


1 in front of

2 in
a d
3 above

4 on

b 5 behind e

6 under

c f

B. Write the missing letters.


1 I h_ rt my no_ e a_ d I cut m_ a_ m.

2 We p_ ay t_ e xy_ op_ one.

3 L _ t’s cle_ n up t_ e cla_ sr_ m.

4 I wa_ t s_ me c_ ick_ n, plea_ e.

© Houghton Mifflin Harcourt Publishing Company

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Final test Level A1.1

C. Read and write.


Put Clean Wipe Stack Turn

1. away your pencils, please.


2. off the whiteboard, please.
3. off your desks, please.
4. up your chairs, please.
5. off the fans, please.

D. Write the words.


1. It’s a .
2. It’s a .
3. It’s a .
4. It’s a .
5. It’s a .

heart diamond rectangle triangle star

© Houghton Mifflin Harcourt Publishing Company

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Final test Level A1.1

E. Read and circle the answer.


1. We play / listen to music and we sing songs.
2. I like to run / climb the net.
3. Let’s cut / paint a picture.
4. Stack up / off your chairs, please.

F. Write the missing words. Read the chant.


This is my ➀ .
These are my ➁ .


● This is my ➂ .
These are my ➃ .
This is my ➄ .


● These are my ➅ .


● ➃
● ➄
● ➅

© Houghton Mifflin Harcourt Publishing Company

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Final test Level A1.1

G. Unscramble the sentences.


1. Where’s room? nurse’s the

2. drums? Can play you the

3. I slide. to like play the on

4. cut I finger. my

3
H. Look and choose. 5
2

1 4

a pizza tunnel a guitar


a recorder grapes jungle gym

© Houghton Mifflin Harcourt Publishing Company

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Progress tests Level A1.1

Progress tests
Units 1, 2: A. 1 c; 2 f; 3 a; 4 d; 5 b; 6 e
B. 1 computers; 2 math; 3 English; 4 art C. 1 What’s
your least favorite class? 2 It’s on the second floor.
3 Do you listen to stories? 4 What does he teach?
D. 1 h, o, h, b, r; 2 e, e, n, o; 3 v, i, s, g; 4 e, s, n, c, a;
5 h, u, s, h, r; 6 a, o, u, k
Units 3, 4: A. 1 b; 2 c; 3 f; 4 d; 5 e; 6 a B. 1 Let’s draw
a picture. 2 What do you want to drink?
3 Do you want some ice cream? 4 Can you play the
harmonica? C. 1 green; 2 play; 3 want; 4 some
D. 5 French fries; 2 a handbell; 6 a triangle; 1 rice;
4 a crayon; 3 a marker
Units 5, 6: A. 1 f; 2 b; 3 a; 4 d; 5 e; 6 c B. 1 your; 2
jump; 3 please; 4 These C. 1 I like to play on the
jungle gym. 2 Wipe off the whiteboard, please.
3 Do you like to play on the boat? 4 I hurt my face
and my fingers. D. 5 ears; 4 hands; 1 body; 3 fingers;
2 arm; 6 legs
Mid-term test
A. 4 door; 3 window; 1 ceiling; 5 floor; 2 wall
B. 1 What books do you like? 2 What do you do in
art class? 3 He’s our English teacher. 4 I see a purple
car. 5 My first name is Tessa. C. 1 name; 2 paper;
3 English; 4 science; 5 to; 6 math D. 1 a, o, o, u, i, e;
2 a, o, e, i, i, e; 3 a, o, i, a, a; 4 e, u, a, e, a, e E. 1 c; 2 e;
3 b; 4 a; 5 f; 6 d F. 1 art; 2 math; 3 science; 4 music
G. 1 h, r, p; 2 s, h, r, o; 3 k, o, r; 4 n, a, c, l H. 1 inside;
2 go; 3 puzzle; 4 dinosaurs; 5 this; 6 Bird
Final test
A. 1 d; 2 f; 3 b; 4 e; 5 c; 6 a B. 1 u, s, n, y, r; 2 l, h, l, h;
3 e, a, h, s, o; 4 n, o, h, e, s C. 1 Put; 2 Wipe; 3 Clean;
4 Stack; 5 Turn D. 1 rectangle; 2 star; 3 diamond;
4 heart; 5 triangle E. 1 listen; 2 climb; 3 paint; 4 up
F. 1 ear; 2 toes; 3 hand; 4 feet; 5 leg; 6 eyes
G. 1 Where’s the nurse’s room? 2 Can you play the
drums? 3 I like to play on the slide. 4 I cut my finger.
H. 5 a pizza; 6 a recorder; 2 tunnel; 4 grapes;
3 a guitar; 1 jungle gym

© Houghton Mifflin Harcourt Publishing Company

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Progress tests photo credits Level A1.1

1 gym © Brad Sauter | Dreamstime.com, librarian © Dmitriy Shironosov, p.e. teacher


© Lorraine Swanson | Dreamstime.com, office © Dreamstime Agency | Dreamstime.com,
computers © Monkey Business Images | Dreamstime.com, maths class ©2007 Daaron
Jacobs, english class ©2007 Daaron Jacobs, art class Monkey Business Images, 3 pencil
© Jorge Farres Sanchez | Dreamstime.com, paint brush © Alisa Foytik | Dreamstime.com,
noodles © Kheng Guan Toh, strawberries © Ijansempoi | Dreamstime.com, piano © 2003-
2011 Shutterstock Images LLC, 4 cymbals © Hauntedtoys | Dreamstime.com, rice © 2011
Photos.com, a division of Getty Images, hand bell © JackValley, marker
© Maxim Godkin | Dreamstime.com, crayons © chas53, french fries © Africa Studio, triangle
© Madeleine Openshaw, 5 chair © Kutt Niinepuu | Dreamstime.com, eyes © Anastasia
Igolkina | Dreamstime.com, mouth © Anastasia Igolkina | Dreamstime.com, net © Seesea
| Dreamstime.com, ruler © Sharpshot | Dreamstime.com, 6 swings © Carlos Caetano
| Dreamstime.com, body © Galina Barskaya | Dreamstime.com, fingers © Monika
Adamczyk | Dreamstime.com, hands © Monika Adamczyk | Dreamstime.com, ears
© Nicholas Sutcliffe | Dreamstime.com, legs © Alexander Oshvintsev | Dreamstime.com,
9 crayon © chas53, lunchroom © Andi Berger | Dreamstime.com, flag © Philip Lange |
shutterstock.com, paper © Dreamstime, art class Monkey Business Images, maths
© lisafx | istock.com, science © Rmarmion | Dreamstime.com, music © keithpix | istock.
com, 13 ear © Lev Dolgatshjov | Dreamstime.com, toes © Dreamstime, hand © Monika
Adamczyk | Dreamstime.com, feet © Alexander Oshvintsev | Dreamstime.com, leg
© Valeriya Potapova | Dreamstime.com, eyes © Anastasia Igolkina | Dreamstime.com,
14 jungle gym © Cheryl Casey | Dreamstime.com, tunnel © Yobro10 | Dreamstime.com,
guitar © iStockphoto, grapes © Ruth Gubenko | Dreamstime.com, pizza © Dreamstime,
recorder © Heike Brauer | Dreamstime.com

© Houghton Mifflin Harcourt Publishing Company

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Alphabet Cards

Aa Cc

Bb Dd
180 © Houghton Mifflin Harcourt Publishing Company

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Alphabet Cards

Ee Gg

Ff Hh
© Houghton Mifflin Harcourt Publishing Company 181

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Alphabet Cards

Ii Kk

Jj Ll
182 © Houghton Mifflin Harcourt Publishing Company

180-218_2_LITETB952034_PBGMCRDS.indd 182 4/18/16 3:19 PM


Alphabet Cards

Mm O o

Nn Pp
© Houghton Mifflin Harcourt Publishing Company 183

180-218_2_LITETB952034_PBGMCRDS.indd 183 4/18/16 3:19 PM


Alphabet Cards

Qq Ss

Rr Tt
184 © Houghton Mifflin Harcourt Publishing Company

180-218_2_LITETB952034_PBGMCRDS.indd 184 4/18/16 3:19 PM


Alphabet Cards

U u Ww

Vv Xx
© Houghton Mifflin Harcourt Publishing Company 185

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Alphabet Cards

Yy

Zz
186 © Houghton Mifflin Harcourt Publishing Company

180-218_2_LITETB952034_PBGMCRDS.indd 186 4/18/16 3:19 PM


Picture Cards

ball
fold

apple
fold

© Houghton Mifflin Harcourt Publishing Company 187

180-218_2_LITETB952034_PBGMCRDS.indd 187 4/18/16 3:19 PM


Picture Cards

duck
fold

cat
fold

188 © Houghton Mifflin Harcourt Publishing Company

180-218_2_LITETB952034_PBGMCRDS.indd 188 4/18/16 3:19 PM


Picture Cards

frog
fold

eggs
fold

© Houghton Mifflin Harcourt Publishing Company 189

180-218_2_LITETB952034_PBGMCRDS.indd 189 4/18/16 3:19 PM


Picture Cards

hat
fold

goat
fold

190 © Houghton Mifflin Harcourt Publishing Company

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Picture Cards

jar
fold

insect
fold

© Houghton Mifflin Harcourt Publishing Company 191

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Picture Cards

lizard
fold

kite
fold

192 © Houghton Mifflin Harcourt Publishing Company

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Picture Cards

nose
fold

monkey
fold

© Houghton Mifflin Harcourt Publishing Company 193

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Picture Cards

panda
fold

orange
fold

194 © Houghton Mifflin Harcourt Publishing Company

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Picture Cards

robot
fold

queen
fold

© Houghton Mifflin Harcourt Publishing Company 195

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Picture Cards

turtle
fold

snake
fold

196 © Houghton Mifflin Harcourt Publishing Company

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Picture Cards

violin
fold

umbrella
fold

© Houghton Mifflin Harcourt Publishing Company 197

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Picture Cards

fox
fold

watch
fold

198 © Houghton Mifflin Harcourt Publishing Company

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Picture Cards

zebra
fold

yo-yo
fold

© Houghton Mifflin Harcourt Publishing Company 199

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Letter Cards

a b
c d
200 © Houghton Mifflin Harcourt Publishing Company

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Letter Cards

e f
g h
© Houghton Mifflin Harcourt Publishing Company 201

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Starship English Phonics Teacher’s Book

Letter Cards

i j
k l
202 © Houghton Mifflin Harcourt Publishing Company

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Starship English Phonics Teacher’s Book

Letter Cards

m n
o p
© Houghton Mifflin Harcourt Publishing Company 203

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Letter Cards

q r
s t
204 © Houghton Mifflin Harcourt Publishing Company

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Letter Cards

u v
w x
© Houghton Mifflin Harcourt Publishing Company 205

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Letter Cards

y z
206 © Houghton Mifflin Harcourt Publishing Company

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Letter Squares

a a b c
d e e f
g g h h
i i j k
l l m m
© Houghton Mifflin Harcourt Publishing Company 207

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Letter Squares

n n o o
p p q r
r s s t
t u u v
w x y z
208 © Houghton Mifflin Harcourt Publishing Company

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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
© Houghton Mifflin Harcourt Publishing Company 209

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Typhoon Teacher’s 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

210 © Houghton Mifflin Harcourt Publishing Company

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Consonant Cluster Die

bl
br fr
fl

cl fold

cr
© Houghton Mifflin Harcourt Publishing Company 211

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Consonant
Xx Cluster Die Template

fold

212 © Houghton Mifflin Harcourt Publishing Company

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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?

I have a Who has a I have a Who has


mountain? flowers?

I have Who has a I have a Who has a


doctor? ship?
© Houghton Mifflin Harcourt Publishing Company 213

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Domino Cards

I have a Who has a I have a Who has a


wheel? clown?

I have a Who has a I have a Who has


chair? gloves?

I have Who has a I have a Who has a


hamburger? sculpture?

I have a Who has a I have a Who has a


harmonica? hare?

I have a Who has a I have a Who has a


book? spider?

I have a Who has a I have a Who has


waterfall? carrots?

I have Who has an I have an Who has a


umbrella? bath?
214 © Houghton Mifflin Harcourt Publishing Company

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Word Race Game

weather

coins
famous
yawn

vacation

zebra
STOP

lunch

park
picture
GO

lion

division
moon
stairs

dirty

© Houghton Mifflin Harcourt Publishing Company 215

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Syllables in Space Game

FINISH
START

216 © Houghton Mifflin Harcourt Publishing Company

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Syllables in Space Word Cards

father chair
alphabet dirty
hair spider
photograph cook
square noodles
mountain elephant
oyster soil
oven astronaut
© Houghton Mifflin Harcourt Publishing Company 217

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Syllables in Space Word Cards

magazine motorcycle
alligator hamburger
bear pets
pony jacket
butterfly window
computer airplane
hamster basket
circus bicycle
218 © Houghton Mifflin Harcourt Publishing Company

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Flash Cards
Unit 1 Card 1 Unit 1 Card 2 Unit 1 Card 3

teacher principal librarian


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Unit 1 Card 4 Unit 1 Card 5 Unit 1 Card 6

English class

nurse janitor English


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Unit 1 Card 7 Unit 1 Card 8 Unit 1 Card 9

math art music


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Flash Cards
Unit 1 Card 10 Unit 1 Card 11 Unit 1 Card 12

science computers P.E.


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Unit 1 Card 13 Unit 1 Card 14 Unit 1 Card 15

first floor second floor third floor


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Unit 1 Card 16 Unit 1 Card 17 Unit 1 Card 18

classroom music room washroom


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220 © Houghton Mifflin Harcourt Publishing Company

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Flash Cards
Unit 1 Card 19 Unit 1 Card 20 Unit 1 Card 21

library janitor’s room nurse’s room


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Unit 1 Card 22 Unit 1 Card 23 Unit 1 Card 24

gym office lunchroom


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Unit 1 Card 25 Unit 1 Card 26 Unit 1 Card 27

science room art room computer room


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Flash Cards
Unit 2 Card 28 Unit 2 Card 29 Unit 2 Card 30

magazines dictionaries atlases


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Unit 2 Card 31 Unit 2 Card 32 Unit 2 Card 33

ary
Librun
f
day
M usic

English

M usi c

lish
Eng

ry
Libra
Co m p u t e r
uters s
Co mp

fun
day
Music

English

M usi c
lish
Eng
ers
Com put Co m p u t
ers

storybooks posters comic books


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Unit 2 Card 34 Unit 2 Card 35 Unit 2 Card 36

science books puzzle books read books


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222 © Houghton Mifflin Harcourt Publishing Company

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Flash Cards
Unit 2 Card 37 Unit 2 Card 38 Unit 2 Card 39

use atlases look at posters listen to stories


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Learn more Card 40 Learn more Card 41 Learn more Card 42

a door a window floor


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Learn more Card 43 Learn more Card 44 Learn more Card 45

wall ceiling a flagpole


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Flash Cards
Learn more Card 46 Unit 3 Card 47 Unit 3 Card 48

a flag draw glue


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Unit 3 Card 49 Unit 3 Card 50 Unit 3 Card 51

paint cut a picture


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Unit 3 Card 52 Unit 3 Card 53 Unit 3 Card 54

scissors a paintbrush paper


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224 © Houghton Mifflin Harcourt Publishing Company

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Flash Cards
Unit 3 Card 55 Unit 3 Card 56 Unit 3 Card 57

a pencil a marker a crayon


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Unit 3 Card 58 Unit 3 Card 59 Unit 3 Card 60

fruit vegetables strawberries


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Unit 3 Card 61 Unit 3 Card 62 Unit 3 Card 63

carrots potatoes grapes


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Flash Cards
Unit 3 Card 64 Unit 3 Card 65 Unit 3 Card 66

tomatoes beans a chocolate bar


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Unit 3 Card 67 Unit 3 Card 68 Unit 3 Card 69

fish rice noodles


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Unit 3 Card 70 Unit 3 Card 71 Unit 3 Card 72

French fries a pizza chicken


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226 © Houghton Mifflin Harcourt Publishing Company

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Flash Cards
Unit 3 Card 73 Unit 4 Card 74 Unit 4 Card 75

ice cream a piano a violin


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Unit 4 Card 76 Unit 4 Card 77 Unit 4 Card 78

drums a tambourine a guitar


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Unit 4 Card 79 Unit 4 Card 80 Unit 4 Card 81

a xylophone a harmonica a hand bell


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Flash Cards
Unit 4 Card 82 Unit 4 Card 83 Unit 4 Card 84

a kazoo a recorder a triangle


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Unit 4 Card 85 Learn more Card 86 Learn more Card 87

cymbals a circle a rectangle


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Learn more Card 88 Learn more Card 89 Learn more Card 90

a triangle a square a star


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228 © Houghton Mifflin Harcourt Publishing Company

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Flash Cards
Learn more Card 91 Learn more Card 92 Learn more Card 93

a diamond a heart on
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Learn more Card 94 Learn more Card 95 Learn more Card 96

in under above
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Learn more Card 97 Learn more Card 98 Unit 5 Card 99

behind in front of a house


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Flash Cards
Unit 5 Card 100 Unit 5 Card 101 Unit 5 Card 102

a jungle gym a tunnel swings


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Unit 5 Card 103 Unit 5 Card 104 Unit 5 Card 105

a rope a slide a net


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Unit 5 Card 106 Unit 5 Card 107 Unit 5 Card 108

a boat climb play


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Flash Cards
Unit 5 Card 109 Unit 5 Card 110 Unit 5 Card 111

run jump body


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Unit 5 Card 112 Unit 5 Card 113 Unit 5 Card 114

face head eye


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Unit 5 Card 115 Unit 5 Card 116 Unit 5 Card 117

ear mouth nose


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Flash Cards
Unit 5 Card 118 Unit 5 Card 119 Unit 5 Card 120

finger back neck


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Unit 5 Card 121 Unit 5 Card 122 Unit 5 Card 123

chest arm hand


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Unit 5 Card 124 Unit 5 Card 125 Unit 5 Card 126

leg thumb foot


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Flash Cards
Unit 5 Card 127 Unit 5 Card 128 Unit 5 Card 129

toe eyes ears


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Unit 5 Card 130 Unit 5 Card 131 Unit 5 Card 132

arms legs hands


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Unit 5 Card 133 Unit 5 Card 134 Unit 5 Card 135

feet fingers toes


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Flash Cards
Unit 6 Card 136 Unit 6 Card 137 Unit 6 Card 138

Engli sh

English

a light a whiteboard English books


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Unit 6 Card 139 Unit 6 Card 140 Unit 6 Card 141

C omp uters
Ma t h M us icM usic
Ma th
61
2
C om p u te rs 54

computer books math books music books


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Unit 6 Card 142 Unit 6 Card 143 Unit 6 Card 144

a notebook a chair a desk


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Flash Cards
Unit 6 Card 145 Unit 6 Card 146 Unit 6 Card 147

a computer a pen a fan


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Unit 6 Card 148 Unit 6 Card 149 Unit 6 Card 150

a pencil case a ruler an eraser


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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
SCHOOL LOGO NAME OF THE SCHOOL SCHOOL YEAR

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

236-240_2_LITETB952034_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.

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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.

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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.

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3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

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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

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Notes
Write notes here.

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Notes
Write notes here.

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