e$I

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Teacher's Guide

Aledo Krquse o greg Cossu

with M. H. Newton
Published by
Longman Asia ELT
2/F Cornl,r,all House
Taikoo Place
979 King's Road
Quarry Bay
Hong Kong
fax: +852 2856 9578
e-mail: aelt@pearsoned.com.hk
nww.longman.com
and Associated Companies throughout the world.
@ Pearson Education Asia Limited 2005
All rights resen ed; no part of this publication may be reproduced, stored in a retrieval system, or transmit
in any form or by any means, electronic, mechanical, photocopying, recording or othervvise, without the I
n ritten permission of the publisher.

The follor,r,ing pages, however, may be photocopied by a school or teacher for use in a classroom: pp. 'o 2
39-41,49-51, 55-57,59,67-69,77-79,87-89,93-95,97, 105-107, 1I5-117, t25-t27,13I-133, I35, I39, '14a1--
1 17, t70-179, 182-i87, 188.

First edition I997

This edition 2005
Reprinted 2005
Produced by Pearson Education Asia Lintited, Hong Kong
NPCC/02
ISBN 962 00 s293 5

Publishing Manager: Gregg Schroeder

Publisher: Christienne Blodget
Managing Editor: Marie Webster
Editor: Richard \Vhitbread
Designers: Iunko Funaki, Tonic Ng
Illustrator: Bernd Wong
Acknowledgements
I wish to express my thanks to mv students, n ho taught me ever-\'thing I have learned about them, to m1,
editors, nhose dedication and professionalism are responsible for all that is good in this edition, and to
mother, Leona, who always knew I would r,ririte a book and rthose encouragement led me to try. And mv---
gratitude to Lesley, r,vithout rir,hom this r,r,ould not be.
Aleda Krause
\Vritinga children's course is a team effort. I nould like to thank all of the editors and the entire SuperKfd.s
team at Pearson Education for making the new edition of SuperKids a reality I also rrr,ant to thank ffi),co-
author, Aleda Krause, for her support and encouragement. Lastlll I u:ant to thank ml,friend Lesley n,iro
believed in me. I dedicate this book to m\r mother, Ien,el.
Greg Cossu
The publislrer rtould like to thank rhe follou,ing people for their contributiolt to the course:
Christine Choi Susan Bainbridge I..athryn Burder N,lan, L. Burkitt
Daphne Clren Florencia Chen Dorothi'Chiu Cho, Jin-Hee
Lee Seung Eun Sharon Eun Daniel Flynn Allen Giln-ran
Gu, Eun-\br.rng Yunri Hamanaka Kazuko Kantevama Hiroko Kashimoto
Katsuko Kato Christina Ke Greg Kennerh' Kim, Soo-Kr,eong
Kim, Sun-\bung Kim, young-Soor-r Jessie Lin Tim Lyon
\lark N4cTamnev Ichizo Murakarni N4ari Nakanrura iiaoru Naritomi
Rie Noguchi Samuel Oda
Sult, \bon-li
AJ,ako Ozasa - Song, Na-Young
Chizuko Takai l-iideko Takasu Dereky. Takeda The
Shittichi I anaka Shellv Thies-lroh Nalhan Tolernan Na0ko\{atanabe PUblisher'r
Noriko Yosh jo Eva Zau,adzka
poficy is tc L

PaPer manulac
hom sustainable
Toble of Contents

Course Description Page 2

Philosophy Page 2
Components P_age 2
Student Book 2 unit description Page 3
Course timing and schedule Page 7
Lesson planning fug" 9
Syllabus Page 10_

Cours-e Goals Page L2

13
Unit 1: Feelings (including teacher replodqcibles (TRs) 1, 2 and 3) Page Z2
Unit 2: OurHgup_e_ (incJudEBJRla-:5 and 6) Page 32
Unit 3q Weathgl 0l_.J".4FgTRs-I, B ?nd e) Page 42
Recygle illt (inglgdiqgTRg 10, 1] an{ 12) Page 52
Discover it! 1: Seasons (includingTR 13) Page 58
Unit 4: TellingTime (includingTRs 14, 15 and 16) Page 60
Unit 5: In a Toy Store (including TRs 17, 18 and 19) Page_ 70

_ul-it 0_._ !+rne

pgl
Q"_gt_U4i"gJR*0r ?r_ap,!_zl) _
Pgge BO

Recycle it!2 (includingTRs 23,24 and 25) Pagg 90

Discover it! 2: Foods Around theWorld (includingTR 26) P3g" 96
Unit 7: Art Class (includingTRs 27, 28 and29) Page 98
Unit B: ffier School (includingTRs 30, 31 and 32) Page 108
Unit 9: Class Party (includingTRs 33, 34 and 35) Page 118
_q!9!g4i!sT$s ! Q, J 11q 3_B)
L":f-.-lCI!-_s _3
Page LZB
3: More Numbers (includingTR 39)
Discover it! Page 134
Culture 1: Mother's Day I Father's Day (includingTR 40) Page 136
Culture 2: Valentinels Day (inglgdingTR I) Page 140
I can do it! Page 144
How to Make and Use a Mini-book Page 146
Rewards Page 147
Activity Book Answer Key Page L4B
Page 169
Test Script and Answer Key Page 180
Test I Page lBZ
Test 2 Page 184
Test 3 Page 186
Certificate of Completio n Page 188
lVord List Page lBg
 ...,. :,a::::1
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CoUTSE Des
PhilosophY Components
elenlelltarl'school
SuoerKiclsis a six-level course for :
Studenl Book
.irifO*t (EFL)'
leartring English as a Foreigu Language ;
philosophies' The Student Book includes:
SupcrKids is based on the follort'ing '
1. A ston,line n'ith familiar characters to stinlulate
student interesl and to provide a sellse of continuitr"
Voriety of methods
2. Nine theme-based units n'ith colorful double-page
No one particular English teacl.ring methodologl'works
spreads.
for all children in all classes. Tecl.rniques from various
itl units to reinforce and expand orr
upprou.f,.t are used' Detailed suggestiotrs are provided in 3. Tl.rree Recl'cle
previousl-v tau glrt language.
.uih l.rton plan. Approaches used include Total Phvsical
Response (TPR) in Levels I and 2, Wlrole Language
-i..irirg, 4. Three Discover itl units to introduce cross-curricular
and the Conlnrunicative Approacir' all of rt'hicl.r toPics.
have been proven successful lT'ith cl-rildren' 5. Trr,o double-page Culture units to introduce different
events of universal interest to cl-rildren, m,aking
Contextuol leorning Iearning English an international experience'
Language is introduced contextuall-v and in.categories' 6. At least one song or chant per unit to help children
Chiiirei are able to learn and remember related practice and remember grammar points and dialogs'
*."U"i"fu, simple dialogs and structures m-ore readill' lf 7. Pictorial icons on each page to identify the focus of tl.re
these are introduced in a common context' Familiar lesson.
in
,l-,"n'r". and situations from children's lives are used B. A gradual introduction to reading and rT'riting' Sounds
order to make the task of learning Englisll more thit have simiiar mouth positions are taught together
interesting and less illtimidating' so children can acquire the sounds more easilv and
learn to differentiate between them'
Listening lirst
Ir,Ianv children studying in EFL situations do not hear Student Book 2
.potl" English outiide the classroom atrd have no other Level 2 is based on the
base for their attempts to communicate in English' In premise that children
SttlterKids, children hear and respond tolanguage are able to make short
receptively before being required to p it, that is statements and ask /
''oduce
tl'reljlisten, then speak' The CDs give moiimum exposure answer questions about
to native sPeaker competence. themselves and others.
They are able to fill in
Speoking needs Proctice blanks to comPlete
words, but theY are not
Chiidren learn to speak Englisl'r by saf ing things they
\{ant to sa-v in mi:aningful contexts' SuperKids provides )Iet expected to read. hl
I-evel 2. the letters of the
activities and games that encourage children to speak out' alphabet and their
sounds are taught as the
Four skills n-riddle or last sounds of
Su p e rKi ds systenraticallll progresses through.the four rvords. Text on the Pages
stitls of listening, speaking, reading and rt'riting vr'ith each serves as a reference for teachers and also helps
skill formally introduced and then practiced' The familiarize children n'ith the Roman alphabet'
emphasis is on listening and speaking (the natural order ln Unit 2, the SuperKids meet Iupiter and Pluto, nvo
of language acquisition) so that children can immediatelv aliens who arrive by spaceship' The children and the
beginiommunicating orally in English' aliens interact throughout the book, making learning
en jovable and stimulatin g'
Modeling Level 2 focuses on:
The CD is used to model the lal.rguage items and tasks
functional dialogs tlrat are useful irl dailv life
before expecting childrell to speak or cotnplete a task' 1. Eigl.rteerr

Children ieel less threatened and nrore successful r"'l-ren 2. \iocabulan, building of nouns'
r,r,orking n,ith nel,r language ol completing tasks in tl-ris J. \jocabular)' building of verbs using the TPR method.
\\ra\r. n
Nirre simple structures to provide a strong foundation
in basic English granllllar.
Review ond recycling 5. l\liddle and final phonics sound of the letters of the
Itr EFL situations, revievr'of langtrage is ven' importanl' alpl.rabet.
The language in Srrpcr'/{id.s is carefullt'r'c'ct'clctd u'ithin 6. Iiccr-rgnizing altd rt'ritillg all the letters atld phot'rics
each level and benn'c'etr levels' sounds.

Fun Student Book CD

l.t:arnilrg is t-tlade cniovable throtrgll gatrles qrd task- 'l lrt'Stutlent liook Cl) includes:
trasccl ai'tiviritrs. Strpcr(ir/-s ait.tls 1o help children tlt'r't'lo1i l. \lotlt'ls lirr lrll lirt'r'ocltbtrlitrl itcltls' l'uttciional dialogs'
l posit ivt' ittti1u(l(' 1ou'itrtls lcarlling En glish' lut rtl gt'lttlttltllt slLtl('ll)('ll I s alrcl ti ialogs'

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2. r\ narration oi the storvline to add special interest. Picture Cqrds

l). Lively and rhvthmic songs and chants tbr each unit.
There are 72-103 Picture Cards
.1. Nlodels for the phonics sounds.
per level. One side is a color
5. The stories and listening actirities in each Recycle it! unit. picture while the other side shows
ti. The vocabulary, dialogs and songs from each of the the corresponding word. There is
Discover it! and Culture units. one card for each vocabulary item.
The Picture Cards can be used to
Activity Book teach and review vocabulary
words as well as the dialogs.
The Activity Book
Detailed suggestions on how to
includes:
use the cards are provided in each
L Further practice of lesson plan.
language items
introduced in the
Student Book. Student Book 2 unit description
2. Tasks ofuniversal
enjoyment to Tolk obout it!
children, e.g. word
(Vocobulory, lunciionol diologs, grommol diolog)
search puzzles and
craft activities. Each unit opens with a double-page spread showing the
3. One page for every following in an illustrated context:
lesson in Units 1-9 1. Target vocabulary items underneath the illustrated
and one page for scenes.
every Recycle it!, Discover it! and Culture unit.
2. Two functional dialogs or expressions.
4. A listening activity on each page as well as another
3. The unit's target grammar dialog outlined in red.
activify to practice reading and writing words and
sentences. 4. Numbered dialogs so that Ss will know which dialog to
focus on when listening to the CD.
5. Letter writing and tracing activities in Levels I and 2.
Later levels develop more advanced skills such as 5. Some of the phonics words for the target phonics
reading and writing words, simple phrases, sentences sounds in the unit.
and short passages. 6. Humorous elements to add to the enjol'rnent of learning.
7. A hidden iguana for Ss to find.
Activity Book CD
The Activity Book CD includes: General teaching method
I. All the instructions necessary to complete the listening Vocabulary
tasks.
There is one Picture Card and one Reduced picture Card
2. Instructions followed by abell sound signaling where for each vocabulary item on these pages.
the CD should be paused so children can complete the
task. l. Use Picture Cards, real objects or pictures to teach the
vocabulary items under the main scene. Hold up and
Teqcher's Guide name each card or object. Have Ss repeat.
The Teacher's Guide 2. Have Ss open their books:
includes: a. Play the CD. Have Ss listen and point to each
1. Thephilosophiesand vccabulary item under the main scenes.
objectives of the b. Play the next track on the CD. Have Ss listen and
course. repeat the items.
2. Detailed lesson plans, c. Play the next track on the CD. Have Ss listen, find
including culture the words and write the numbers in the boxes.
notes, pronunciation 3. Praclice: All vocabulary items appear in the main
notes and notes on scenes. Name items in random order. Have Ss
language usage. point to the corresponding items in the main scene.
3. Audio scripts and 4. PIay the story on the CD and have Ss listen. The stories
answer keys for the help to reinforce the vocabulary and provide a context
Student and Activity for them.
Books.
4. Placement tests / assessments with answer key. Dialogs
5. Photocopiable supplementary activiries. l. Introduce the dialogs as suggested in the Teacher's
6. An Activity Bank of activities to supplbment each Guide.
lesson. , 2. Have Ss open their books:
7. Reproducible Reduced Picture Cards foreach unit. a. Play the CD. Have Ss listen to the srory and point to
8. TPR card reproducibles for each unit., the people or objects in the main scene as they are
Note that throughout the Teacher's Guide, srrrrlenrs is mentioned. The story helps to reinforce the
abbreviated to Ss. : vocabulary and provide a context for it.

Course Description 3
 b.
Play the next track on the CD. Have Ss first Iisten to This lesson includes:
the dialog and point io the characters u'ho are l. Tno scenes illustrating the colttext of the grarnnrar poir.rt.
speaking, and then repeat the dialog.
2. The statement form of tl.re unit's grammar point
3. Practice: Divide the class into groups or pairs. Have outlined in red.
Sroups A and B (or SI and 52) sav alternate lines of the 3. Simple statenrent form practice exercises.
dialog. Have Ss change roles.
4. The dialog form of the unit's gramnlar point also
Do il! gnnl outlined in red.
Vocabulary building ofverbs is done at all levels. Levels I 5. Simple dialog practice exercises.
and 2 teach verbs using rhe l'PR teaching method wherebl' 6. A listening exercise to practice the grarnmar point.
Ss learn English through a ph5'sical response to English
commands. TPR activities in the lesson plans and in the General teaching method
Actirriry Bank consist of both receptive and productive
acti\rities. Once Ss are familiar n ith responding to the
Gramntar
commands (receptive), tlrev can practice giving the l. Introduce the grammar statement. Hold up the Picture
commands (productive).'l-he productivc acti\ities act as Card or real object ofthe vocabularf item to be used in
review or consolidation ol'tlre language learned. the statement. Say the statement, e.g. These are kites.
Have Ss repeat.
General teaching method 2. Introduce the grammar dialog:
a. Draw a large question mark on tlre board.
TPR verbs
b. Hold up the Picture Card of the rrocabularJ, item to
t. Tell Ss (in theirnative language if necessary) that it is be used in the question.
uot necessar)'to repeat the comt-Irallds. Thelr should c. Point to the question mark, then tlre card, and ask
only do the actions. the question, e.g. What are tlrcse? Have Ss repeat.
2. lntroduce one command: d. Ansrrr,er the question, e.g. Tlrcy\'e kites. Have Ss repeat
a. Sa1'one command and do the action. e. Divide the class into two groups.
b. Repeat the command. Have Ss do the action nith f. Hold up Picture Cards one at a time. Have group A
you.
ask the question and group B answer, using the .

3. II Ss respond confidently', introduce the next command
in the same wa1,. If not, repeat step 2. Repeat until all
the commands have been introduced.
4. Play the CD and have Ss listen to the commands and
point to the pictures.
5. Play ths CD again and have Ss listen and do the actions.
G. Shuffle the TPR Cards and give the commands in the
random order of the cards. Have Ss point to the
pictures in their books.
7. Use the TPR cards to say the commands in randon.r
order again and have Ss do the actions.
cards as cues. Have Ss change roles.
3. Have Ss open their books:
a. PIay the CD for part A. Have Ss listen and repeat.
b. Have Ss do the four Listen. Sa-y exercises in pairs.
c. Play the CD for part B. Have Ss listen and repeat.
d. Have Ss do the four Listen. Ask. Answer exercises in
Pairs.
e. Play the CD and do the listening exercise in part C.
Note: Contracted forms are used in all levels in order to
be consistent n ith natural spoken English.

Sing-a-grant Sing-a-grant
This is a short grammar song n hich introduces the 1. Have Ss look at the Sri?g-a- gram in the previous lesson.
grammar point in each unit. Ss can hear, understand and
absorb the grammar patterns before being required to 2. Play the CD. Have Ss listen, point and do any acrior"rs,
produce them. The Sing-a-grant is on the CD. speaking or singing as suggested in the Teacher's Guide.
3. Divide Ss into pairs or groups to sing different parts of
Ss should only be introduced to the song in this lesson.
the song.
It serves as a preview of the grammar point to be taught in
the next lesson. The song should be taught in detail in the 4. Have pairs or groups change roles and sing the song
next lesson. again.

l. Introduce tbe Sittg-a-gra,r? as suggested in tl.re Reod it! lenonics sounds)

Teacher's Guide.
2. Play the CD. Have Ss listen and point.
3. Play the CD again and have Ss follou' along n,ith the
solrg or do actions as suggested in the Teacher's Guide.
For example, give out Picture Cards or Reduced Picture
Cards of the items in the song and have Ss raise the
cards r,"hen the-v hear the u,ords in the song. Ss should
not sing tlre song in tlris lesson.
Build it! lorommor;
Gramntar is practiced in the form o[staten]el'lts, dialogs
and srrbslTtulicln exercises using pictures. Thc,st, scel)es
shun, tlte cor'r1ex1 in u4tich cach grantntar point is rrst,tl.
Phonics is an integral part of each level, beginning rt'irh
initial phonics sounds in Level l. Ss can listen ro and
repeat the phonics sounds, and practice recognizir.rg and
rvriting the letters is given in Level 2. En.rphasis is on
vou,els as rr-redial sour:ds and nrost of the consonants as
the final sounds in rt,ords.
'lhis lesson includes:
I. \\,ords u'ith target phonics sounds clearlt' illustrared.
2. I\4alchirrg sinrple senlc'r'rces that contain ihe lthonics
rr,orcls n'ith a corresl-rortding picture irr part B.
ii. '[iirr:ilrg and tlrcn rr'riting practice ol'eac]r of tht,
l;hor-rics
sorrrrtls irr piirt O.

4 Course DescriPlion
Pronunciation table
I-he tbllorving svmbols are usetl to indicate the
pronunciation of the phonics sounds introduced in the
Bcarl lr-l section of each unit.
Svmbols Kelrarords
Consonants p pen
b back
t ten
d daY
k kev
o
set
f fat
uew
e thins
d then
s soon
z zero
shio
pleasure
h hot
x loch
General teaching method
Phottics sottnds
l. [ntroduce the tirst word ending:
Write the target ending on the board, e.g. ar.
a.
b. Have Ss say the sound oi each letter individually,
e.g.4, t.
c. Read the letters as one word, e.g. af. Have Ss repeat.
2. Introduce the phonics rvords with real objects or
pictures.
3. Say the sound of the first letter, the two-letter
combination, then the whole word, e.g. c-at, cat.Have
Ss repeat.
4. Introduce the other target phonics sounds in the same
way.
5. Introduce the sight words (if any) by writing them on
the board, reading them and having Ss repeat. Sight
words appear in sentences, but are not vocabulary
words that Ss have learned. They are introduced to
allow Ss to read complete sentences from an early
stage.
6. Have Ss open theirbooks:
a. Play the CD. Have Ss listen and point to each picture.

cheer
d'
& lump
m sum
n sun
n sung
wet
I let
r red
vet
Vowels
short T bit
e bed
b. Play the next track on the CD. Have Ss listen and
repeat.
7. Practice: Have Ss find pictures of items in the main
scene on the first two pages of each unit that begin
with the target phonics sounds.
Readingphrases
1. Focus Ss'attention on part B:
a. lVrite the three sentences on the board and read one
of them.
b. Have Ss point to the corresponding picture and
draw a line.
c. Have Ss do the same for the remaining sentences.

& cat Writinglctters

D hot l. Focus Ss'attention on part C:
cut a. Write each of the three target phonics sounds on the
U Dut board and have Ss point to the picture with the
about relevant phonics sound.
I happv b. Say each lvord and have Ss repeat.
u actualitv c. Point to the phonics sound on the board and then
long I sheep the blanks on the page.
o: father d. Play the CD. Have Ss listen and fill in the blanks
OI dos with the letters of the target phonics sounds.
3: four e. Write the word on the board leaving blanks for the
phonics sounds and then fill in the blanks.
u: boot
bird Proctice it!
diphthongs et make
This section contains a task-based speaking activity lor
at lie pairs or small groups, designed to allolv Ss to use the
.1t DOV language they have [earned immediatel-v.
oo note
ao now Sing it! / Chonl it!
IJ real This section contains an enjoyable song or chant to wrap
UJ actual up each unit. These are also included on the Student Book
lc peculiar CD.

Course Description 5
 General teaching method Play it!
Practice it! Each boarC game is slightly different. The game is color
coded and each color represents a different language
1. Have Ss open their books. Focus Ss' attention on the pattern to be practiced. Read tl.re lesson plans for details.
Practice irl exercise.
2. Revierry the question and ansrryer pattern illustrated at l. Have Ss open their books to the P/d1, rrl section and
look at the board game.
the top of the page.
3. Put Ss into pairs or small groups.
2. Revierr the dialogs for each color-coded section.
4. Explain the rules of the particular activity (see lessor.r
3. Point to the firsr space ir.t eacl'r colored section and
plans for Lesson 6 of the unit). have ftvo Ss sa1,1hs dialog according to the language
pattern.
5. Have Ss complete the actir,ity in pairs or groups.
4. Put Ss into pairs and give eaclr pair one die. l-lar,e
6. Follou,up u'ith the activity detailed in the lesson plan. pairs use their erasers as markers.
Singit! / Charxt it! 5. Have Ss in each pair take turns rolling the die and
l. Play the song / chant on tl're CD. Have Ss listen. moving around the game board, saying the dialogs
according to the language patterns.
2. Play the song / chant again. Have Ss sing / chant along
. (or follorv the other suggestions provided in the lesson
plans).
Discover it!
Discover it! provides an additional content-based
RecyCle il! lneview of three units) learning opportunitl,.
After every three units, there is a Recycle itl unit which
serves to reinforce and expand on previously studied
General teaching method
language items. lncluded are an illustrated, humorous Vocabulary
story, review exercises and a board game. 1. Introduce the vocabulary items with real objects or
pictures (there are no Picture Cards for these items).
General teaching method 2. Have Ss open their books and look at part A.
Story 3. Play the CD. Have Ss Iisten and point to the pictures.
1. Revier,r, thi: dialogs and the vocabulary found in the 4. Play the next track on the CD. Have Ss listen and
story. repeat.
2. Have Ss open their books to the story section. 5. Point to the vocabulary items in random order and
3. Review the characters and items in the pictures. have Ss name them.
4. Play the CD. Have Ss listen and point to the Dialog
corresponding pictures.
l. Introduce the dialog as suggested in the lesson plans.
5. Play the CD again. Have Ss listen and repeat.
2. Play the CD. Have Ss listen and repeat.
6. Put Ss into pairs or small groups and have them
practice the dialogs. Give them props as necessary. 3. Put Ss into pairs and have them practice the dialog.
7. Have volunteer groups perform the story in front of Songorchant
the class. I. Play the song or chant on the CD. Have Ss listen.
Reuiew it! 2. Play the CD again. Have Ss singor chant along.
l. Have Ss open their books to the ReuieuL irl section and 3. Do the wrap-up activity suggested in the lesson plans.
look at part A.
2. Give the different commands and have Ss find and Culture
point to the correct picture. The Culture units introduce holidays enjoyed by children
3. Play the CD. Have Ss listen and write the numbers of in many English-speaking countries. Each unit provides
the commands in rhe boxes above the pictures. an opportuniry for further content-based learning, as lt ell
as for a fun break from more serious lessons.
4. Check the ansr,r,ers as a whole-class actit ity.
5. Have Ss look at part B.
General teaching method
6. Point to each letter and have Ss say the Ietter name
and the sound. Introductiott
, a picture and ask v1mt's rftis? Elicit the
lntroduce tlie holiday in Ss'native language, if possible.
:::ilJ: Notes abour the holidav are included in the lesson plans.
B. Model how to do the exercise or r,r,rite the letter under Shon' Ss pictures of the holidal..
the picture.
9. Give Ss time to complete the exercise. \Valk around to llocabulary
cl-reck for accurac\,.
I. Introduce the vocabularY items rvith your own
10. Check the ansrryers as a n hole-class activit\,. pictures, ol'use the pictures in the Student Book. Notc,s
about the vocabulan are included in the lesson plans.
2. Ilave Ss open their books:
a. Plat'the CD. Have Ss listen and point tcl each
vocairularv itenr under the nrair-r scenes.

6 Course Description
:!n:-
#ii:; :tiilllill
r:,:i :

b. Play the same track on the CD. Hirve Ss listcu rnrl

Course timing ond schedule
repeat the items.
c. Name the vocabularv items in randonr order. FIav(.1 Suggested timing lor one lesson plon
Ss find and poini to the itetns in rhe main scenes.
3. Practice the vocabulary items ivith a game or activitv. 50- to 60-minute class
Suggestions are in the lesson plans.
lVarm-up / review t0-13 minutes
Dialogs Activiry Book check* (5-7 minutes)
l. lntroduce the dialogs and commands as suggested in
Introduce and practice
the lesson plans.
new language items 30-32 minutes
2. Have Ss open their books. Play the CD. Have Ss first
listen to the dialog and point to the characters lvho are Activity Book assignment* (5-7 minutes)
speaking, and then repeat the dialog. Wrap-up 5-B minutes
3. Put Ss into pairs and have them practice the dialogs.
Total 50-60 minutes
Songor chant
Play the CD. Have Ss first listen, then sing or chant along 30-minute class
with the song or chant.
Warm-up / review 5 minutes
Extension Activity Book check* (5 minutes)
Do one or more of the optional activities (to help Ss
Introduce and practice
understand the holiday) or any ofthe reproducible
new language items 15 minutes
activities.
Activity Book assignment* (5 minutes)
Activity Book Wrap-up 5 minutes
At the beginning of Activiry Book 2 is an Alphabet Chart
for Ss to ftll in the letters of the alphabet for review and Total 30 minutes
extra writing practice.
There is one Activiry Book page for each lesson in Units One-yeor schedule
1-9 ofthe Student Book, and one page for each Recycle it!,
Discover itl and Culture unit. 70 classes per yezrr
The first exercise on each page is always a listening 9 units x 6 classes each 54 classes
exercise. The other exercises are either listening, reading
or writing activities. 3 Recycle itl units x 3 classes each 9 classes
3 Discover it! units x I class each 3 classes
General teaching method
I. Have Ss open their books. 2 Culture units x 2 classes each 4 classes
2. Have Ss look at exercise A: Total 70 classes
a. Play the CD. Have Ss listen and follow along in their
books.
58 classes per yezrr
b. Pause the CD at each bell sound for Ss to complete
the tasks. Q trnifc w 4 nlaccoc oa^L / ( ^l^..^.
c. Check Ss' answers and correct where necessary.
3 Recycle it! units x 2 classes each 6 classes
3. Have Ss look at exercise B:
a. If it is another listening activity, follow the 3 Discover it! units x I class each 3 classes
instructions above. If it is a writing activiry 2 Culture units x 2 classes each 4 classes
demonstrate how to do the activity.
b. Give Ss time to complete the activity. Total 58 classes
c. Check Ss' answers and correct where necessary.
4. The Activity Book may also be assigned for homework 47 classes per ye.rr
after explaining to Ss how to do the exercises in class.
9 units x 4 classes each 36 classes
Alternatively, do exercise A in class and assign B for
homework, or vice versa. 3 Recycle it! units x 2 classes each 6 classes
5. Have Ss color the appropriate spaces onthe Reward!
3 Discover it! units x
page at the back of the Activity Book upon completion
I class each 3 classes
of each unit. Have Ss use the color indicated in the 2 Culture units x I class each 2 classes
Activity Book for thar unit. ,
Total 47 classes

* Assign
homework after every other class and check the
homework during the following class.

Course Description 7
 Suggested scheduling lor one unit
6 classes per unit (72 classes per year)
Lesson plans in the Teacher's Guide follor+, this schedule.

Class Page title In class Activity Book

I Talk about it! Revierry previous unit's vocabulary'. Teach and practice Talk about it!
(Vocabulary,) nevr' r'ocabulary. (Vocabulary)
2 Talk about irl Revier,r'previous lesson's vocabulary Teach and practice dialogs. Talk about it!
(Dialogs) (Dialogs)
J Do itl / Ilevierv dialogs. Revier,r, previous unit's TPR verbs. Teach and practice Do it!
Sing-a-gram nevv TPR verbs receptively. Introduce the Sing-a-gram.
introduction
4 Build it! / Rer,ien, the unit's vocabulary items and grammar dialog. Practice Build it!
Sing-a-gram the grammar statement and dialog n'ith substitution exercises.
Teach and sing the Sing-a-gram.
5 Read it! Review previous unit's phonics sounds. Teach and practice new Read it!
phonics sounds and words.
6 Practice itl / Revierv the unit's grammar statement and dialog. Do the task- Practice it!
Sing it! or based practice. Do the final song / chant. Revier,r,the unit.
Chant it!

5 classes per unit (60 classes per year)

Class Page title In class Activity Book

1 Sing itl or Do previous unit's final song / chant as review Review previous Talk about it!
chant it! / unit's vocabulary. Teach and practice ner,r, vocabulary. (Vocabulary)
Talk about it!
(Vocabulary)
2 Talk about it! Review previous lesson's vocabulary. Teach and practice dialogs. Talk about it!
(Dialogs) (Dialogs)
3 Do it! / Teach and practice newTPR verbs receptively. Do the Sing-a-gram. Do it!
Sing-a-gram / Introduce new grammar.
Build it!
4 Build it! / Teach and practice the grammar statement and dialog. Review Build it!
Read it! previous unit's phonics sounds. Introduce ns\^' phonics sounds
and words.
5 Read it! / Teach and practice new phonics sounds and words. Do the task-based Read it! /
Practice it! practice. Review the unit. Practice it!

4 classes per unit (49 classes per year)

Class Page title In class ActivityBook

Sing it! or Do previous unit's final song / chant as review. Teach and practice Talk about it!
Chant it! / new vocabulary. Introduce dialogs. (Vocabular-v)
Talk about itl
(Vocabulary)
2 Talk about it! Review prerrious lesson's vocabular)'. Teach ar-rd practice dialogs. Talk about itl
(Dialogs) / Do it! Teach and practice nerv TPR verbs receptively. (Dialogs) / Do itl
J Build ir! I Review the dialogs. Do the Sing-a-grar.n. Teach and practice the Build it!
Sing-a-gram / grammar statement and dialog. lnlroduce ns\^r pl-ronics sounds
Read it! and vvords.
4 Read it! / Teach and practice ner,r,phor.rics soultds and u,ords. Do the task-lrased Read itl /
Practice itl practice. ReYiera, the unit. Practice ir

B Course Description
Lesson plonning
Teachers should plan each lesson carehrlly with specilic
goals and ob1'ectives in mind. It is allvavs better to plan
n'rore activities tltan necessar-v in case one activity does
not rvork according to plan.
Explonotion of lesson plons in ihe
Teocher's Guide
There is one complete lesson plan for each Student Book
page. However, ifyou need to teach nvo Student Book
pages in one lesson, you can do so by implementing one
ofthe suggested schedules on p. B.
Success requiresplanning, and planning takes tirne-
something the busy teacher of children often has too little
of. The lesson plans in the Teacher's Guide have been
designed to help the teacher cover all the material in
SuperKids in an organized manner with minimal
planning. A brief look at the Activity Bank before class will
often give you that one extra idea that boosts an average
class to a great class. Each suggested lesson plan has been
divided into the following sections.
Options
Each lesson plan suggests tlrther activities to be used,
either as part of eacl'r lesson or in place of suggested
activities. Tl.ris section usually sLlggests tasks or activities
tbr [urther practice.
. Note: Materials needed for optional activities arc not
included in the materials box of each lesson plan.
ActivityBook
The Activity Book serves to reinforce what was taught in
class. Exercises may be done in class or at home.
Materials for the next lesson
If any materials are needed for the next lesson or for any
of the optional activities in the next lesson, the teacher is
informed ahead of time to bring / prepare these for the
next lesson.

Warm-up / review
Each lesson begins with a fun lvarm-up in order to review
material previously learned and motivate Ss to use
English during class.
Each warm-up / review section practices language
items lrom the previous lesson or from the previous unit.

Activity Book (check homework)

Systematic review is key to the retention of new language.
Further review of the previous class'material is built into
the lesson in the form of the homework check.

Introduction of newlanguage items

New language items are introduced in this section
without the aid of the book. The focus is on the teacher,
so Ss hear language before producing it themselves.
Suggestions are given in each lesson plan on how to use
Picture Cards or real objects to introduce the material.

Open the book

Ss open their books and listen to and practice the new
language items, Detailed suggestions on how to involve Ss
while listening to the CD are provided in each lesson plan.

After the book

Practice is essential ifSs are to internalize the new
language items. Detailed suggestions on how to further
practice the language items are provided in each lesson
plan.

Wrap-up
Beginning and ending each class in an enjoyable way is
essential to instilling in children a love of English. Each
lesson plan has suggestions lor activities to finish each
class and send children home feeling good about the
lesson and themselves.

Course Description 9
 Unit and title Topic and vocabulary Grammar
I Feelings Feelings: happy, sad, sleepy, angry, sick, hot, cold, l'm scared.
scared Are you scared? / Yes, I am. /
No, I'm not.

2 Ovr House Rooms in a house: kitcl-ren, lir.'ing room, dining room, Joey is in the bathroom.
hall, bedroom, bathroom, closet, \,ard \\lhere's loey? / Hes in the
bathroom.

3 Weother Weather: sunn),, cloudy,, nind)', rainy, snowy, foggy, It s windy,.

warm, cool \4hat's the weather like? I lt's
lvindy.

Recycle it! I Review of Units l-3

Discover it! I Seasons: winter, spring, summer, fall
Seosons

4 Telling Time Time: l:00, 2:00, 3:00, 4:00, 5:00, 6:00, 7:00, B:00, 9:00, It's I2:00.
1 0:00, I I :00, 12:00, 12:15, 12l'30, 12:45 What time is it? / It's 12:00.

5 ln o Toy Store Toys: kites, r,ideo games, board games, toy cars, These are yo-yos. / Those are kites.
comic books, yo-yos, balloons, rockets What are these? / They're yo-yos.
What are those? I They're kites.

6 Eoting Out Food: spaghetti, French fries, fish, salad, ice cream, I want noodles. / We want soup.
noodles, fruit, soup What do you want? / I want
noodles. / We want soup.

Recycle it! 2 Review of Units 4-6

Discover it! 2 International foods: hamburgers, hot dogs,

Foods Around dumplings, congee, salsa, tacos, sushi, rice balls,
kimchi, barbecue
the World
7 Art Closs Art supplies: scissors, paintbrushes, paints, stickers, The scissors are in the box.
pins Where are the scissors? / They're
Prepositions: in, on, under in the box.

8 After School After-school activities: English class, math class, I'm going to judo practice.
calligraphy class, swimming class, dance class, Where are 1,ou going? / I'm going
soccer practice, judo practice, baseball practice to judo practice.

9 Closs Porty Party activities: eating a snack, drinking juice, playing He's dran'ing a map.
the drums, watching a D\D, reading a book, feeding \Vhat's Mojo doing? / He's drau'ing
the hamster, painting a picture, drawing a map a map.

Recycle it! 3 Review of Units 7-9

Discover it! 3 Numbers: 13, 14, 15, 16, 17, IB, 19,20
More Numbers
Culture I Presents: floners, slippers, chocolates, earrings, tie,
Mothe/s Day / belt, wallet, handkerchief

Fothe/s Doy
Culture 2 Valentine's presents and food: roses, violets, daisies,
Volentine's Doy carnations, cookies, brort'nies, chocolale kisses,
candv hearts

I con do it! Assessment for Level 2

10 Syllobus
Functional dialogs TPR verbs Phonics
FIi, Beth. How are voui' / I'rn OK. .\nd yotri / (ioing to a friend's house: knock on the cloor, Initial sounds revier'v
['m great, thanks. o[)en the door, sil\', "FIello.", sa1', "Comt: itr.", i\-L
Whats that? / I don't knrrrv. go inside, close the door

Hi. I'm Beth. \,!hat's your name? / Nlv names Cleaning up the house: hang up vour coat, Initial sounds review
Pluto. make the bed, rvash the dishes, lvipe the table, M-\,V y and Z
How old are voui / I'm 10. vacuum the carpet, rake the leaves Final sound X

Going out on a rainy day: put on vour

This is my friend, Lisa. / Nice to meet vou.
raincoat, put on your boots, open your
at: cat, hat
I'm Iupiter.
umbrella, walk in the rain, jump in the
an: can, van
Let's go to the park. / Good idea.
puddle, close your umbrella
ad: sad. dad

\A/hat's your lavorite season? / I like summer.

I like your watch. / Thanks. Doing daily activities: get up at 6:30, go to ot: dot, pot
It's time to eat lunch. / Don't forget your hat. school at B:15, eat lunch at 12:00, do homework ox: fox, box
at 4:30, take a bath at7:45, go to bed at 9:00 ock: clock. sock

Playing a board game: put your marker on S: yo-yos, balloons

\,t/hich toy car do you want? / The red one.
Start, throw the dice, count the dots, move s: books, kites
May I have that comic book, please? /
your marker, go forward 3 spaces, go back 2 CS: paintbrushes,
Here you are.
spaces witches
I'm really hungry. / Me, too. Ordering at a fast food restaurant: get in line, ed: red, bed
Can you use chopsticks? / No, I can't. Can you? choose your food, take your food, find a seat, en: pen, ten
i Yes, I can. eat your lunch, throw away the trash eil: bell, spell

Do you like tacos? / Yes, we do. / These are

greatl

What's your favorite class? / Art class. Drawing a picture of a fox draw a head and a
it: hit, sit
How do you spell fox? / f-o-x body, draw 2 ears and a tail, draw 4 legs, draw 2
in: in, pin
eyes and a nose, color the picture, w,rite f-o-x io' big, dig
under the picture
Leaving school and getting ready for baseball
Are you ready to go? / Yes. How about you? / un: run, sun
practice: put your books in your bag, put on your
Uh-huh. Let's go. up: up, cup
jacket, say goodbye to Vour teacher, put on Vour
Bye. See ycu at soccer practice. / See irou then. !lm. orrm rlrrrm
uniform, run to baseball practice, loin your team
Goodbye, Pluto. / I had a great time. ame: name, game
Cleaning up the classroom: pick up the toys,
Thank you. put away the toys, sweep the floor, wipe the ake: cake, make the
This is for you. / A soccer ball. Thanks. desks, erase the board, turn off the lights bed
ase: pencil case, vase

How many yellow fish can you see? /

I can see 13.

Happy lvlothers Day, NIom. These are for you. /

Ooh! Flowers. Thank you.
lVhat are you doing? / We're making breakfast.
It's a new tie. Thanks a lot. / Happy Father s Da-v.
lVhat are vou doinq? / We're washing the car.
\,Vhat are you making? / A card. How about
you? / Ivle, too.
HappyValentines Day, Beth. / Happy
Valentine's Da_v, Peter.
Have some candv hearts? / Thank vou.

Syllobus 11
 ,I

,., @gurse Gools

Level Listening Speaking Reading Writing

I . Choose the correct picture
n,hile listening to vrords and
short sentences
r Put pictures in order n'hile
listening to target
vocabulart' and functiortal
dialogs
o Respond correctlv to sirnple
commands
o understand shorl slories
containing sinrple
structures and vocabular\'
r Listen to u'ords and identifv
letters at the beginning of
n'ords (except x rt'hich is
presented as the last letter
of rryords)
. Repeat simple statements, Name all upper and o liace and n'rite all
questions and ansr,r,ers lort,er case letters upper and Ion'er
rthen given a model Recognize target case letters on
o Ask and ans\rrer simple vocabularY and staves
questions about phonics n,ords o \\Irite their on'n
themseh,es vr,hen given a lrames in English
nrodel
r Sa),the sounds ofall
letters as the first Ietters of
rtords (except x n'hich is
presented as the last letter
of words)
r Perform dialogs ofa stort'
alier listening

o Choose a picture r,r'hile
2
listening to sentences or
short dialogs
. Put pictures in order ithile
listening to target
vocabularl', functional
dialogs and TPR commands
. Listen to words and identifu
the sounds of most letters
as the medial or final
sounds of rt'ords
o Ask and ans\{er questiolts o Read and saY the Write ke1'n,ords
about themselves and sound of most letters on staves when
others as the medial or final given a model
o Say the sounds of most sounds ofrvords, Fill in letters to
letters as the medial or including final -s complete nrords
final sounds of n,ords, o Read and undersland
including final -s words and short
sentences
o Recognize common
sight words

J o Choose a picture or r,r,ord e Make statements and ask o Read and understand \{rite key nrords
after listening to statements and answer questions sentences and recognize that
and dialogs about themselves and the same sound
o Recognize the sound of otl'lers may be spelled
two-letter consonant and . Sa), the sounds oftruo- different rvays
vowel digraphs Ietter consonant and Fill in blanks to
vowel digraphs complete r,rrords
and sentences

4 Choose yes or no answers o Answer yes or no Read and understand r Fill in blanks to
after listening to questions questions dialogs and short complete
Recognize the sounds of . Say the sounds of passages sentences
common consonant and common consonant and r Write short
rror,vel blends vowel blends an s\^,ers to t,r,ritten
questions after
reading short
passages

5 o Recognize the sounds of r Take part in dialogs, r Read and understand c \4rrite sentences
and differences betn'een asking, ansrvering and passages tt'hen given a
common blends, making statements aboul model
diphthongs, and initial themselves and others o \Airite ans\.vers to
landr o Say the sounds of questions about
r Atrsrter questions after common blends, slrort passages
listening to dialogs and diphthorrgs, and ir.ritial
shorl passages Iandr
o Perform role-plat's after
Iisicnir.rg to dialogs

6 e Anss'er questions after
listenir-rg to conversatiolrs
and passages
o Distinguish sinrilar sountls
r Take part ir.r o lit,ad and understand \Vrite short email
conversations, askirrg, pass0ges messages and
artsu'ering ancl nraking postcards
staterlrents aboLll \\Irite questions
themselves arrd otltct's and ansu,ers abotrl
r (lreale sinrplt' rolr'-plavs i)assages
u'hen givr.tt rt troclcl

12 Course Gools
+. Activity Bonk Contents List , .i!
. ir
r, -t ..,; ii i:r'
--':. .,,
.

Worrn-up / Review .50. Dratv and tell 94. IvIy song

l. lVhat can vou sav? 51. Look and tell 95. Karaoke
2. Slow motion 52. Tell your partner
3. Fast motion 53. Charades
Listening
4. lvlemory list
5. All in order 96. Selfcheck
Build it! 97. Pair check
6. Partner search
7. Reduced picture cards bingo 54. In twos 98. Fill in the blank
B. Find it and srvat it! 55. Elicit the anslver 99. Expand it!
9. On the table 56. Question on cue
I0. Say it! Bingo 57. Pass it around
58. 50/50 Wrop-up
I l. Say itl Lotto
59. Student-teacher 100. Bye-bye game
60. Change I01. Do it!
Tolk obout it! (Vocobutory) 61. Throwthedie 102. Make a letter/number
12. Pick it upl 62. Grammar memory 103. I spy
13. All pick it up! 63. My choice 104. Parrots
14. Touch and say 64. Outofthehat
15. Standupandsayitl 65. Take a step back
66. Call our number Rewords
16. Draw a line
17. Pass the card 67. Choose a card 105. Reward cards
lB. Whispers 68. Musical chairs 106. Verbal praise
19. Teacher's guess 107. Certificate of completion
20. 'v\Ihat's missing? l0B. Warm fuzzies
Reod if!
21. What's different?
22. Run to it! 69. Fingers up
23. Name itl Relay 70. I got one!
24. Behindyourback 7L. Brainstorm itl
25. Picasso 72. Phonics toss
26. Thumper 73. Write it! Relay
27. Fourcorners 74. What's the word?
28. Word race 75. Match it!
29. Grids
30. Uncover the color Proclice it! / Review it! /
Ploy it!
Tolk obout it! (oiologsl 76. Snap!
31, Repeatinhalves 77. Unscramble it!
32. Repeat in partners 78. Grid bingo
33. Sayin halves 79. Concentration
34. Say in partners 80. No. Sorry. (Go fish)
35. Puppet role-play Bl. Old maid
36. Pass the puppets 82. Follow the path
37. Toss the animal 83. Tic-tac-toe
38. Pass it quick! 84. Monkey in the middle (Fruirs
39. Who said it? basket)
40. Role-play 85. Tiddlywinks
41. Change partners 86. Buzz
42. In the corner 87. Team spelling

Do it! Sing-o-grom / Sing it! /

43. Listen and point Chont it!
44. Drawand do BB. Point along
45. Teacher says (Simon says) 89. Sing and do
46. Do as I say, not as I do 90. Sing it!
47. Make a chain br. Solo
48. Choose and tell 92. Line by line
49. Throw and tell 93. In a round
I

Activity Bonk Contents Lisl 13

 Worm-up / Review
1. What can you say?
Have Ss look at the first trvo pages of
each unit. Have Ss point to and name
items in the main scene.
2. Slowmotion
Place a Picture Card ir.r an envelope
or bag. Pull it out slortll', revealing
only a small part of the picture at a
time. The student u'ho first identifies
the item can now plav the role of
teacher.
3. Fast motion
Cover a Picture Card u'ith a piece of
paper. Hold up the covered card.
Quickly remove the paper, then
cover it again, so Ss catch only a
glimpse of the picture. The student
nho first identifies the item can take
on the role of the teacher.
4. Memorylist
Have Ss sit in a circle. Have SI saY a
short sentence, e.g. I haue a pencil.
Have 52 repeat what Sl said and add
another short sentence, e.g. I haue a
pencil. I can surim. Continue around
the circle until the list is too long for
Ss to remember. Start again.
5. All in order
Use B to l0 Picture Cards to be
reviewed. Choose B to l0 Ss and give
them a card each. Name the cards in
random order. Have those Ss stand
up and make a line in the given
order. The rest of the Ss is the "jury"
and checks whether the Ss are
standing in the correct order. Name
the cards again, faster and in a
different order. Have Ss again stand
in the given order. Repeat with
different Ss.
Variation: In large classes, have Ss
play in groups of B to I0 and use
Reduced Picture Cards (Teacher's
Guide pp. 170-179). Give each
student a card and have groups tr-y to
be the first to line up in the correct
order.
14 Activity Bonk
6. Partnersearch
Use two or three identical sets of
Reduced Picture Cards ofwords to be
revier.r,ed. Give each student a card,
making sure that at least t$'o Ss have
the same card. Have Ss search for the
other student(s) with the same card
by saying the name of their card in a
loud voice as they walk around. Ss
may not show an1r611s their cards.
\\hen they find their partners, they
raise their hands together, come to
you and name their cards.
7. Reduced picture cards bingo
Prepare Reduced Picture Cards and
TPR Cards for each student. Have Ss
mix the Reduced Picture Cards and
TPR Cards together and plage them
face up in front of them in the
pattern of a 3 x 3 (for nine cards)
grid. Name one card at a time b-Y
reading out the commands for the
TPR Cards and the sentences with
that word for the Reduced Picture
Cards. Have Ss turn over the cards as
they are named. When a student has
turned over three cards in a row
(donn, across, or diagonal), have
that student say Bingo.
B. Find it and swat it!
Place 10 to 20 Picture Cards on the
table or floor (with the picture sides
showing). Have Ss gather around the
cards. Sa1, one of the cards. Have Ss
find it and slap it. The first hand
down wins the card. Using fly
svr'atters instead of hands increases
the fun. In large classes, divide Ss
into groups of four to six and use one
set of Reduced Picture Cards per
group.
9. On the table
Divide Ss into groups of three or
four. Make sets of l5 to 20 TPR
Cards. Give a set of cards to each
group. Say a command. Have groups
try 16 5" the first to pick up the card
depicting that command, then run
and put it on the table.
10. Sayit! Bingo
Pass Ss 9 or 16 Reduced Picture
Cards to use. Have Ss place them
face up in front ofthem in the
pattern of a 3 x3 (for 9 cards) or 4 x 4
(for 16 cards) grid. Name one card at
a tinre. Have Ss turn o\rer the cards as
thev are named. \Arhen a student has
turned over three (9-card game) or
four (16-card game) cards in a rott'
(donn, across or diagonal), have that
student say Bitrgo. Have him name
all the cards turned over.
l.1. Sayit!Lotto
Tell Ss which 5 to l0 Reduced Picture
Cards to use to make a set. Have Ss
choose any three or four cards from
their set and place them face up on
the table. Name cards in random
order. Have Ss turn the cards face
down as they are named. Have the
first student to turn over all three or
four cards raise his hand. More able
Ss could be asked to name the cards.
Tolk obout it! Uocobulory|
12. Pickit up!
Hold up Picture Cards to be rer.iewed
one by one. Name each card and
have Ss listen. Put the Picture Cards
on the floor (n'ith the picture sides
shovving). Say Pick up (card name),
(51's name) and have Sl pick up the
card. Then instruct himto Put dowrr
(card name). Repeat this with other
Ss. Have Ss take the teacher's role if
possible.
13. Allpickitup!
A similar activity to Pick it up!, but
this time each student has a set of
Reduced Picture Cards ofwords you
want to introduce. Give the same
commands as in the Pick it up!
activity for each card, and have Ss
simultaneously follorv the
commands.
14. Touch andsay
Place 8 to 10 Picture Cards of revier,r,
u,ords on the table (rr'ith the picture
sides shou'ing). Name one of the
cards. Have Ss try to be the first one
to touch tl're card and name it. In
large classes, divide Ss into groups of
four or fi'r,e and use one set of
Reduced Picture Cards per group.
Variation: To make the actititv ntore
challenging, )rou may u'ant to cut olf
llre rt,ords / phrases from tlre cards
belirre using thenr.
 15. Stand up and sayit!
Choose a lew Picture Cards of revierv
rvords. Have Ss stand up. Show Sl a
card. Sl should name the card or ask
and answer a question about the
card, e.g. happy or Are you happy?;
spaghetti or What do you uant? If Sl
correctly names the card or correctly
asks and answers the question, she
remains standing. If not, she should
sit down until her next turn. If Sl is
able to name the card or ask and
answer the question on her next
turn, she may stand up again. PIay
lor five minutes or until everyone is
standing again.
16. Drawaline
Draw a picture of a review word on
the board, one Iine at a time. Have Ss
try to guess what it is using /s ir (aJ
first student to guess
correctly draws the next picture.
-3The
17. Passthecard
Have Ss sit in a circle. Hold up a
Picture Card and name it. Hand the
card to the student sitting next to
you. Have the student name it and
pass it to the next student, who
names it and so on. When the card
returns to you, repeat the process
with another card. Start two or more
cards in opposite directions for
greater challenge. Ensure that Ss
with different cards take turns to
name them.
18. Whispers
Divide Ss into two teams standing in
two lines. Whisper a word Ss know to
Sl in each line. On the count of three,
have Sls whisper the word to S2s who
whisper it to S3s and so orr, Have the
last student in each line run to you
and whisper the word. Have Sls then
go to the back of their lines before
continuing with another word.
19. Teachefsguess
Use some Picture Cards of new
vocabulary items. Hold up one of the
cards and, without looking, guess
what it is by asking Is this (a) _?
Have Ss answer Yes, it is or No, if
isn? Keep guessing until Ss answer
Yes, it is. Allow individual Ss to take
on the role of the teacher and guess.
20. lVhat's missing?
Place U to I0 Picture Cards or
classroom items on the table. Have
Ss study them for l5 seionds, then
close their eyes. Remove one card or
item. Have Ss open their eyes and try
to identifv the missing card or item.
Increase the difficulty by removing
tlvo cards / classroom items or
rearranging them. Let the student
',vho first answers correctly take on
the role of the teacher and remove a
card or item the next time.
21. What's different?
Place six to eight Picture Cards on
the table (with the picture sides
shorving). Have Ss look at them for a
fer,v seconds and then close their
eyes. Change the position of one or
more cards. Have Ss open their eyes
and ask themWhat's dffirent?Have
Ss name the item on the card(s) that
was moved.
22. Run to it!
Put slx to eight Picture Cards of
review words on the board. Divide Ss
into two teams. Give Ss a command,
e.g. Ru.n to (toy cars). Have Sl on
each team run to the card, touch it
and name it. Vary with other familiar
commands, e.g. Point to to
-,Walk
23. Name it! Relay
Divide Ss into two teams standing in
two lines. Use Picture Cards of
review words. Hold up a card. Have
Sls on each team try to name the
card. The first S1 to name it is given
the card. Have that Sl go to the end
of his line; the other S 1 stays in front
and has one more chance. If he is not
the first to name the next card, he
goes to the back of the line.
24. Behindyourback
Have Sl stand up with his hands
behind his back. Place an object in
his hands and ask What's thk? Have
Sl respond with lt's a _. If he is
correct, have him sit down. If not,
have SI turn around to show the
other Ss the item. Have him ask the
other Ss What's this? Have Ss answer
as a group.
25. Ficasso
Choose 5 to l0 Picture Cards. Divide
Ss into two teams standing in two
lines. Show Sls the same card. Have
Sls run to the board and draw that
item. Have their teams try to guess
the item. Have Sls then go to the
back of their lines, and continue the
activity with the next Ss in line.
26. Thumper
Have each student choose a number
from I to 20. Choose a number
yourself, as well, e.g. B. Wrire each
student's number, along with your
own, on the board, but not in order.
Have Ss sit or stand in a circle. Have
Ss slap their thighs twice, clap twice,
then call out your number and a
student's number while snapping
your fingers, first with your right
hand and then with your left, e.g.
(slap) (slap) (clap) (clap) I (snap) 5
(snap). 55 then takes his turo: (slap)
(slap) (clap) (clap) 5 (snap) 6 (snap),
and so on. Continue until each
number has been practiced a few
times. Increase the pace each time to
make the activity more challenging.
Variation: Use vocabulary words
rather than numbers.
27. Eour corners
Stand four cards of the same
category to be reviewed in the four
corners of the classroom, one in each
corner. Call out the name of an
object or do an action that would
usually be associated with one of the
cards, e.g. for toy cards, you could
demonstrate actions done with those
toys; for food cards, you could
demonstrate actions used when
eating those kinds of food. Ss should
run to the correct card and stand in
that corner. (ln large classes, have Ss
point to the card.)
28. Word race
Put Ss into pairs. Prepare I0 to 20
Reduced Picture Cards lor each pair.
Have Ss place the cards face down in
rows or piles. Say Go. Have Ss in each
pair take turns turning the cards over
and naming them. Ss can "pass" and
go on to the next card if they are not
able to name it, then return to that
card later.
Activity Bonk i5

29. Grids
Drawa big3 x3 or4 x 4 grid on a
sheet of paper and rn'rite a number or
' letter in each square. Make one copy
for each student. Have Ss form pairs.
Give each student a grid and have
pairs sit back-to-back so that they
cannot see their partner's grid.
Prepare the same 9 or l6 Reduced
Picture Cards for each student. Have
Sl in each pair ask Vrhat\ I (or A)?
Have 52 place one ofhis cards in that
square and tell Sl rthat it is, e.g' If 's a
(fish).Have Sl then place the same
card on his grid. Have Sl and 52
continue to ask and answer
questions until all their cards have
been placed on the grids. Have Sl
and 52 then check their grids to see if
they are identical. Have Ss in each
pair change roles and PlaY again.
30. Uncover the color
Select Picture Cards of review words.
Have more cards than Ss. Place one
Picture Card for each student on the
table (with the picture sides
showing). Name each card and give
Ss 10 seconds to memorize their
locations. Have a variety of colored
cards. Give Ss the color cards. Have
Ss cover a Picture Card with their
color card. All Picture Cards should
be covered. Have Ss then, in turn,
name a color and point to a card and
try to identi8/ the card under it' If the
student correctly identifies the card,
have her take it. Replace this Picture
Card with another one and cover it
with a color card. This student
continues until she fails to identify
the card. Whenever a student fails to
identily the card, play continues n'ith
another student.
Tolk obout it! (Diologsl
31. Repeat in halves
Divide into group A and group B.
Ss
Say the dialog line by line with the
appropriate emotion and gestures.
Have group A repeat line one and
group B line two, copying the
emotion and gestures. Have groups
change roles.
32. Repeatinpartners
Put Ss into pairs. Sa1, the dialog using
appropriate emotion and gestures.
Have SI in each pair repeat line one,
52 repeal line ln'o. lt is important
that Ss look at tlreir partners r,r'hetr
speaking. Ilave Ss in each pair
change roles.
i6 Activity Bonk
33. Sayin halves
Divide Ss into group A and grouP B.
Have Ss look at a dialog. Have grouP
A say line one of the dialog and
group B say line two. Have groups
change roles.
34. Sayinpartners
Put Ss into pairs. Have Sls in each
pair say line one of a dialog and S2s
say line two. Have Ss change roles. It
is important that Ss look at their
partners when speaking.
35. Puppet role-play
Have two Ss go to the front of the
class. Give each a puppet. Have these
Ss perform the dialog using the
puppets, then hand them to tvvo
other Ss. Have these Ss then perform
the dialog using the pupPets.
36. Passthepuppets
Have Ss make a circle. In large
classes, make two or more circles.
Give two Ss in the circle a PuPPet.
Have Ss perform the dialog, then
hand the puppets to tlvo other
Ss
rvho perform the same dialog.
37. Toss the animal
Have Ss stand in a circle. Toss a
stuffed animal to a student (Sl) and
say line one of a dialog. Have S1
respond with line t!vo, say line one
again, then toss the animal to
another student (S2). Have 52
respond with line two, sa), line one
again and so on. Prompt Ss u,hen
necessary.
38. Pass it quick!
Set a timer for about 30 seconds to
one minute. This activiry is similar to
Toss the animal, but have Ss pass the
timer instead. Continue until the
timer goes off
39. Who said it?
Blindfold Sl. Have S2 say line one of
a dialog u,hile trying to disguise her
voice. Have Sl respond u,ith line trn,o
of the dialog, then tr1' to guess n ho
said line one.
Varv b)' having nvo different Ss sa)'
lines one and tn'o. Have thc'
blindfolded student guess both
speakers.
,,:::riri.l.,,i+;,
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.. ,. :ir ;,::*i.-:.;i+:'i:
.
40. Role-play
Have two Ss act out the dialog using
emotion and gestures. Provide tl'rem
rvith all the necessary props.
Note: If a dialog has three lines, do
the activity in the same vvay but have
Sls say lines one and three, not onlv
line one.
41. Change p:rrtners
Divide the Ss into circle A and circle
B with one circle within the other.
Have Ss in the two circles face each
other and stand so that they are
directly opposite a student in the
other circle. Have circle A say line
one of the dialog and their partners
in circle B say line two. Say Change.
Ss in one circle take tr,r,o steps to the
right and the Ss in the other move
two steps to the left so that all Ss
have new partners. Repeat the
procedure. Monitor the Ss and help
r,r,hen necessary.
42. lnthe corner
Divide Ss into four groups. Give each
group and each corner of the room a
number from 1 to 4. Have group 1
line up against the wall starting at
corner 1. Do the same with groups
tn o, three and four respectively. The
four Sls who are standing in the four
corners say the target dialog with the
Sls standing across from them. Use
Picture Cards as cues. For example,
hold up the happy card and have Sl
in corner I say Areyou happy?Have
Sl in corner 3 answer Yes,I am, Hold
up the kitchen card and have Sl in
corner 2 say Where's slze? Have Sl in
corner 4 answer She's in the kitcheru
Have these four 51s then go to the
back of their lines and the next four
Ss move into the corners.
Note:
If a dialog has three lines, do the
activities in the same r,r,ay but have
Sls say lines one and three, not
only line one.
Do it!
43. Listen and point
Have Ss listen to the CD or listen to
vou reading the script. Have Ss point
to the pictures in their books as thev
hear tlrem. To make this activitY more
challenging, read the comrnands in
random order so that Ss cannot
anticipate tire uext command.
44. Draw and do
tJse'l'PR Cards to rv[.rich Ss can
corriider.rtlv respond. Place tlte cards
face dorvr-r on the table. Have SI cir:arv
a card and hand it to you rvithout
looking at it. Give the cornmand on
the card. Have Sl do the action
within five seconds. If he does the
action within the set title, give him
the card. If not, or if he does the
incorrect action, return the card to
the table. Continue with anv other
student.
45. Teacher says (Simon says)
Use TPR Calds to r,vhich Ss can
confidently respond. Have
Ss stand
tup. Give commands using a phrase
such as Teacher says or Please before
some of them. Have Ss do only those
actions preceded by the phrase. If
the phrase is not used, Ss do not
move. To make the activity more
game-like, have Ss who make a
mistake sit down. You could use
negative commands to make the
activiry more challenging. As Ss
become more experienced, have one
of them take on the role of the
teacher.
46. Do as I say, not as I do
Give commands and model them.
NIodel some commands incorrectly,
e.g. say Open the d,oor, but model
closing the door. Have Ss do the
actions you say, not the ones you do.
Ss need to listen to what you say as
opposed to simply copying your
actions.
47. Make a chain
Nlake copies ofTPR Cards of one
unit. Divide Ss into groups of three
or four and give one set ofcards to
each group. Say the commands in a
chain, at first in the same order as in
the book, then later in random order.
Have groups put the cards in the
given order.
48. Choose and tell
Use six to eight TPR Cards to which
Ss can confidently respond. Place the
cards face up on rhe table. Have
volunteers choose and give
commands to otlter Ss using the
cards as cues.
49. Throw and tell
\,lakc l large die r'vith a nrilk
carton
or carclboard. Write contnrancls on
the six taces ol ttre die. Have tr
student thror,v the clie and give the
rrther Ss the command depicted on
the top of the die.
50. Draw and tell
Choose l0 to 12 TPR Cards of
commands to which Ss can respond
contidently. Place the cards in a pile
lace dorvn on the table. Divide Ss
into two groups standing in two
lines. Have Sl in each line take a card
and give that command to 52. Have
S2s do the action. Have Sls go to the
back oltheir lines, and S2s take the
next cards and so on.
51. Lookandtell
Stand at the back of the room so Ss
cannot see you. Have S I go to the
front of the class and face you and
the other Ss. Have Sl watch you do
an action, then instruct the other Ss
to do the same action. Have Sl sit
down and have 52 go to the front.
52. Tellyourpartner
Put Ss into pairs sitting back-to-back
with Sl in each pair facing you. Hold
up one oftheTPR Cards. Have SI
give the command on the card and
have 52 do the action. Have Ss in
each pair change places and roles.
Hold up another card and repeat the
procedure.
53. Charades
Choose TPR Cards to which Ss can
confidently respond. Place the cards
on the table (with the picture sides
chnrrrinal
Jrrvrrrrrb/i Llarra el nhnnca.
^...1
without showing it to anyone. Have
SI act out the card by doing the
action on the card. Have other Ss trv
to guess the command. The first
student who guesses correctlv acts
next.
Build it!
54. In twos
Put Ss into pairs. Have SI be the
"questioner", 52 the "ansrverer".
llodel the dialog. Have SIs repeat
the questions and S2s repeat the
ansrvers. Have Ss change roles.
55. Elicit the answer
{Jse clialogs in wtrich the answer
tbrm is the same as the
corresponding statemeltt ibrm, e.g.
statement torm: We Luant (nooclles).
dialog form: Wltut clo you tuant? We
ruant (noodles). Do this acriviry after
Ss have learned the statement ibrm.
Ask the question on the relevant
Build it! section. Elicit the answer by
prompting Ss to use the statement
form they have already learned and
the pictures on the page as cues.
56. Question on cue
Divide Ss into group A and group B.
Draw a large question mark on the
board. Point to the question mark,
then model the target question. Have
group A repeat. Hold up the card to
be used in the answer, and model
the answer. Have group B repeat.
57. Passitaround
Have Ss stand or sit in a circle. IVIodel
the target dialog, holding up Picture
Cards as cues. Have Ss repeat. Have
S I ask the student on his left (S2) rhe
question. Have 52 answer. Repeat
the procedure with 53 and 54 and
continue around the circle. Model a
different ans\,ver to the question and
repeat the procedure, this time
reversing the direction so that the
roles are changed.
58. 50/50
Divide Ss into group A and group B.
Hold up Picture Cards and say the
grammar dialog. For example, hold
up the sunny card and say What's the
weather lilce? It's sunny, Have Ss
repeat. Hold up another card. Have
group A ask the quesrion and group
B answer according to the card. Do
the same for the remaining cards.
Have Ss change roles.
59. Student-teacher
Have S I stand in front of the otlter Ss
as the "teacher" and ask a question.
Sit in the student's seat rvhile Sl is
asking the qr.restion. Have other Ss
answer. Have a fer.v Ss take on the
role ol the teacher.
60. Change
Place Picture Cards or classroom
iterns in various locations in the
classroom. Have Ss circulate in pairs,
asking and anslvering questions
about the different cards / objects.
When vou say Chattge, have Ss rnove
to another card / object.
Activity Bonk 17
 61. Throwthedie
Put Ss into pairs and have them open
tl.reir books to the relevant Build it!
section. Give each pair a die. Have
Sls in each pair throrv tlre die, and
either sav the statement (section A)
or ask the question (section ts) of
that number. lf Sls asked a question,
have S2s ans\{er. Then it's S2s' turn
to thro',r'the die. \{iren Ss throw a
five, have them make t\\'o statements
or ask n,*'o questions. \\rlren they
thro\\'a six, have them skip a turn.
62. Grammarmemory
Have Ss sit in a circle. Model the
target grammar statement. Have Ss
repeat. Point to other pictures on the
relevant Build it! section in your
book and elicit the statements. Have
Sl then make a statement using the
target grammar point. Have the
student on the left of Sl repeat SI's
statement and make another
statement using the same target
grammar point. Continue around the
circle until the list is too long for Ss
to remember or until a student
makes a mistake. Start again with the
student r,r,ho last said the chain of
statements correctly.
63. My choice
Have Ss use the target grammar
point to make original statements or
dialogs using previously learned
vocabularl,. Teach classroom
language such as Howdoyou say
in Englislt? so that Ss can use r,r,ords
- Place some chairs or pillovvs in a line
they do not know in English in the
statements or dialogs.
64. Outofthehat
Prepare slips of paper making sure
that there is one slip of paper for
each student. Number each slip of
paper in order starting from l. Put all
the slips of paper into a hat. Drart,
two slips of paper from the hat. Have
Ss ltith those two numbers do the
target dialog. Put the slips ofpaper
back in the hat and drar,r'trt,o more.
As a variation, have Ss take turns
draruing the slips of paper front the
hat.
lB Activity Bonk
65. Take a step back
Put Ss into pairs and have them
stand in tu,o parallel lines facing
each other, one arm's length apart.
Hold up one of the Picture Cards.
Have Sls in each pair ask a question
using the target question form and
hai,e S2s ans\\fer. Have both lines
tlren take one step back. Hold up the
next Picture Card. This time, have
SZs ask the question and Sls answer.
Have both lines again take a step
back. Continue in the same n,a_v rt ith
Ss taking one step back each time.
This actirdt,v "forces" Ss to speak
loudly and listen carefull), as man-v
Ss are speaking simultaneousl),.
66. Call our number
Assign each student a number. Call
out anv trvo numbers. Have those
nryo Ssdo the target dialog, using the
Picture Cards you hold up as cues.
67. Chooseacard
Place Picture Cards on the table.
Place the cards face up. Have any
student choose a card and use it as a
cue to say the target statement or
question, or as the first line of a
dialog to be practiced. If the
statement, question or dialog is
correct, have him keep the card. If
not, have him return the card to the
table. It is then another student's
turn.
68. Musical chairs
in the middle of the room. Make sure
that there are half as many chairs as
there are Ss, minus one chair, e.g. if
there are ten students, there should
be four chairs. Have Ss walk in a
circle around the chairs as you ,1.,,
some music (the Sing-a-grant w,ill
do). Have Ss grab another student
when the music stops, say the target
dialog, and then botlr sit don'n on
the same chair. The pair lefi standing
is "out" and can take turns operating
the CD pla1,er. In classes r,',ith an odd
number of Ss. three Ss rvill be left
standing in tl're first round. Have
those three Ss be "out".
Reod it!
69. Fingersup
On the board, drart, two to fir,e
pictures of items or vsrite the rt,ords
with the phonics sounds to be
reviewed. Number each picture or
u'ord. Name one of the piclures or
read one of the rt,ords. Have Ss hold
up lhe number of fingers
corresponding to that picture or
u,ord. For example, have Ss hold up
one finger ifthe rvord corresponds to
picture or u,ord l.
70. I got one!
Write the letters of the phonics
sounds on the board, e.g. ar. Ha\/e Ss
take turns drar.n ing pictures of words
containing those phonics sounds.
Have other Ss try to guess what ther,
are. The student r,r,ho guesses
correctll'draws the next \ryord.
71. Brainstorm it!
Have Ss think of as man1, words as
they can containing the phonics
sound. Drart, pictures of these n,ords
on the board or n rite the r,r,ords.
Have Ss then name each picture or
read each r,t,ord.
72. Phonics toss
Put Ss into pairs. Give each pair a
ball or beanbag. Write the ending
phonics sounds on the board. Have
Sl in each pair sa1'one ofthem and
toss the ball to 52. Have 52 saY a
u,ord containing that sound, ihen sav
another ending phonics sound
before tossing the ball back to Sl,
e.g. Sl: -ar (toss). S2: (catch) Ca.t, -ad
(toss). Sl: (catch) Sad, -an (toss).
73. Write it! Relay
Divide Ss into t\{ro groups and have
them stand in trvo lines. \\rhisper one
ofthe target phonics vvords to Sls in
each line. Have Sls rvhisper the rvord
to S2s in their lines, n'ho then
u,hisper it to 53s, and so on. Have the
last student in each group run ro the
board and r','rite tlre n'ord.

74. What's the word?
Drarv one line lor each letter in a
phonics word on the board, e.g.
for pencil. Have Ss draw
the head of an alien with six facial
parts (two eyes, a mouth, a nose and
two antennae). Have Ss call out
letters they think may be in the r,vord.
Write the letter in its correct position
above the line for each correct guess.
For each incorrect guess, write the
letter somewhere else on the board
and have Ss erase one feature from
the face. Have Ss try to guess the
word before the face is erased. Allow
Ss to take on the role ofthe teacher
once they are used to the game.
75. Match it!
Give each student or pair a set of
blank cards, one card for each word
in the sentences from section B.
Have Ss write each word from each
sentence on a separate card, using
their books as a reference. Have Ss or
pairs then arrange their cards in the
correct order, and read them.
Proclice it! / Review it! / Make one set of cards using l0 to 12
Ploy it!
76. Snap!
Give a set of Reduced Picture Cards
to each student. Put Ss into pairs.
Have pairs put down one card each
on their desks, saying the words on
the cards at the same time. If they
say the same words, they try to be
first to call out Snap! Continue until
all the cards are used.
77. Unscramble it!
Divide Ss into groups of four to six
standing in lines. Write the letters of
a phonics word, in scrambled order,
on the board. Have Sls on each team
run to the board and try to be the
first to write the letters in the correct
order. Have the other Ss help by
calling out the letters or words. Have
Sls then go to the back oftheir lines.
Write another scrambled word or
command on the board and repeat
the procedure with S2s.
ir:i1rrl
78. Grid bingo
[Jse around i5 Picture Cards to be
reviewed. Prepare empq/ grids of
3 x 3 squares. Give each student a group using l0 to 20 pairs of
grid. Show Ss the 15 cards you lvill be
using. Have Ss choose any nine of
these cards and draw a simple
picture ofeach in any square on their
grid. Once Ss have filled up their
grids with the nine pictures, play
bingo in the usual way, crossing out
or placing markers on the pictures.
79. Concentration
Use Reduced Picture Cards to make
one deck of cards containing 5 to I0
pairs ofidentical cards. Place all the
cards face down on the table. Have
Ss try to find matching pairs by
turning over any two cards. If the two
cards match, have the student name
the pair of cards before taking them.
If the two cards do not match, have
the student turn over both cards
again (in their original positions) and
the next student turns over rlvo
cards.
80. No. Sorry. (Go fish)
sets of four identical cards from the
Reduced Picture Cards. Deal out all
the cards among Ss. Have Ss try to
collect sets of four identical cards.
Have S1 ask 52, (52's name),
please. (Or Do you have a -, Or
Can I haue a If 52 has
-? that
give it to Sl. Have Sl
card, have her-.al
continue asking different Ss or the
same student until someone does
not have the card requested. Have
this student answer i1/o. Sorry. It is
then the next student's turn. When a
student has a set offour identical
cards, have her place them on the
table. For larger classes, play in small
groups using one set of cards per
group.
;:;;iiw;;;i:lLii
Bl. Oldmaid
Divide Ss into groups of three to six.
Nlake one deck oIcards for each
Reduced Picture Cards. Add an odd
card, the Old Nlaid card, to each set.
Have a student in each group deal
out ail the cards among the Ss in his
group. Have Ss with pairs of identical
cards put them down and name
them. Have the student with the
most pairs (Sl) then draw a card
from the student on his left (S2). If
the card Sl draws pairs up with one
ofhis cards, have him place the pair
on the table and name it. If the card
Sl draws does not pair up with any
of his cards, then have 52 draw a card
from the student on his left. The
game continues clockwise with the
next student either putting down a
pair or drawing a card from the
student on his left. lVhen one
student is out of cards, he is out of
the game. The student left with the
odd card is the Old Maid.
82. Followthe path
Place 15 to 20 Picture Cards on the
table (with the picture sides
showing) in a straight line, circle or
other pattern. Choose one place to
be Start and one to be Finish. Each
student places a marker on Start.
Have Sl roll a die, move her marker
that number of cards, and name the
card on which she lands. If Sl cannot
name the card, she goes back to
where she started. The game
continues with Ss in each group
taking turns to roll the die until
everyone reaches Finish. This is
more fun if the more challenging
cards are towards Finish.
83. Tic-tac-toe
Divide Ss into group A and group B
and distribute different markers to
each group. Place nine Picture Cards
of items to review on the table (with
the picture sides showing) in the
shape ofa tic-tac-toe board (a nine-
square grid). Have group A turn over
a card and try to name it. If they are
able to do this, have them put one of
their markers on the card. If they
cannot do it, have them turn the card
overagain. Have group B choose
another card. If they name it
correctly, have them put one oftheir
markers on the card. Have groups trv
to be the first to have markers on
three cards in a rorv.
Activity Bonk 19
 84. Monkeyinthemiddle
(Fruits basket)
Use Picture Cards of review words. In
a small class, use one of each card. In
a larger class, use multiples of the
same card. Give each student one
card. Have all except one student sit
in chairs in a circle. Have the student
rt'ith no chair stand in tl.re middle. He
is Ir4onkey. Have Monket' name two
cards at a time. Have Ss vr,ith those
cards stand up and tr),to sit in the
empty chairs, but thel' cannot sit in
the chair that they originally sat in.
Monkey also tries to sit in an empq'
chair. Have the student n'ho is left
standing become MonkeY. \A/hen
Ir4onkey say s M onkey Time!, hav e all
Ss stand up and change seats.
85. Tiddlywinks
Give eacl'r student fir,e coins. Place 10
to l5 Picture Cards and a Pile of
coins (or flat markers) in the middle
ofthe table. Any Sl tosses a coin,
tr1,in* to aim it at one of the cards. If
her coin lands on a card, she names
it and reads the words on it. If Sl can
do this, she takes back her coin, Plus
a bonus coin from the pile in the
middle. If the coin lands on a card
but Sl cannot name it, she should
put her coin on the pile. If her coin
does not land on a card, she should
put her coin on the pile, and lose a
turn. Continue u,ith 52.
96. Btrzz
Have Ss make a circle. Specify a
number from I to10 to be the buzz
number, and a grammar statement
to be the buzz statement. For
example, if the buzz number is 5 and
the buzz statement is / /ille have
Ss begin counting, in turns,-, around
the circle: SI says l, 52 saYs 2, and so
on. When the buzz number is
reached, that student should saY a
sentence using the buzz statement,
but not the buzz number. Have the
next student then continue n ith the
next number, e.g. S1: I., 52:2., 53:3.,
54: 4., 55: I want (nood.les), 56: 6.' S7:
7., and so on up to I0, then start at I
again. If a student makes a mistake
or says thebuzz number, she is out.
Continue ut'ltil onh' one student is
lefi.
20 Activity Bonk
87. Team spelling
Divide Ss into two groups. Make
three or four sets of alphabet cards
and place them face up on the floor.
Call out a revien, phonics word. Have
Ss on each team determine hon,
manv letters that word has, then
have that number of Ss from each
team run to the cards. Have those Ss
tr1'to be the first to select the correct
letters from the alphabet cards and
stand in order to form that word.
Each student should take one letter
only.
Sing-o-grom / Sing'tt!
Chont it!
88. Point along
Use Student Books, Picture Cards or
classroom items. Have Ss listen and
point to the pictures or classroom
items when they hear the r"rords in
the song or chant.
89. Sing and do
Have Ss stand in a circle lt ith
classroom items or Reduced Picture
Cards of items named in the song.
Have Ss hold up the classroom items
or cards when they hear the n'otds in
the song or chant.
90. Singit!
Have Ss sing the song once or t\^'ice.
There should be no movement here,
as they need to focus on the lyrics.
91. Solo
Assign specific rvords or phrases to
indir.idual Ss to sing as a solo. Have
other Ss sing all parts of the song
that are not sung by the soloist.
Instruct the class and soloist tt hen to
start and stop singing. Vary b1' giving
the solo part to a duet or trio.
92. Line byline
Assign different lines of the song to
different groups ofSs. Ifthe song has
questions and ansners, assign tlrose
to differerrt groups. Have groups sit.tg
onll'their assigned lines. lnslrucl Ss
u'hen to start singing.
93.In a round
Dir,ide Ss into two or thret' gror.rps.
Have groul.l A begin singing lirre ottt'.
Have group B llegin singing lint ttto
u'hen group A rcaches thc end ol line
onc and so ort. Ilrslrttct Ss n ltt'n trr
stan sir-rging.
94. My song
Have pairs or snrall groups of Ss
choose words to replace original
lyrics. Provide relevant Picture Cards
or classroom items as reference. Play
the lead-in music of the song, tl.ten
stop the CD. Instruct groups \^,hen to
begin singing.
95. Karaoke
Prepare two toy microphones and set
up an imaginary stage. Have trvo Ss
sing tlre song together using the
same melody as in the original song,
but different lyrics (based on the
vocabular-v the1,have learned in that
/ unit).
Listening
96. Selfcheck
Before checking Ss' ansrt ers, pla-v tire
CD again. Have Ss confirm tl.reir
answers and make any changes the5,
think are necessary.
97. Paircheck
Before checking Ss' answers, harre
them exchange books r,r,ith a partner.
Play the CD again. Have Ss confirm
their partner's answers and consult
with each other on any changes the-v
think are necessar)'.
98. Fill in the blank
Read the script, leaving out the
answers. Have Ss suppl-v the answers
from the pictures. For example, say
I'rn. Have Ss sa1, scared.
Encourage
-. all attempts to supphr an
answer in English.
99. Expandit!
EIicit different responses from those
in the Student Book. Read the script,
leaving out the answers. Have Ss
supply the answers from Picture
Cards or classroom items You hold
up.
Wrop-up
100. Bve-bye game
Shou,individual Ss Picture Cards of
iterns 1o be practiced. Have Ss nanre
tlre cards before they Ieave. Corrc,cl
nristakes. If thev cannot do rhis, have
lhenr repeat the u'ords belbre thel
Ieave.
 l0l. Do it!
Give one, t',vo or three commands to
Ss. Have them do the actions before
leaving.

102. Make aletter/number

Put Ss into pairs. Have all pairs stand
up. Call out the name of a letter.
Pairs should try to form that letter
with their bodies. To make this
activity more challenging, add blg for
uppercase or lirrle for lowercase
before the letter name. This activity
can be done with numbers instead of
letters.

103. Ispy
Think of a review word visible in the
room. It can be a Picture Card, an
object in the room, or an object in a
specific color. Sayfspy. Have Ss ask
- questions to try to guess the word,
e.g. Is it red? Is it a ball?Have ttle
student.who guesses correctly be the
next to say fspy.

104. Parrots
Have Ss stand up. Make true or false
statements using the target grammar
points or vocabulary items. Have Ss
repeat the true statements and
remain silent for the false
statements. Have Ss who make a
mistake sit down.

Rewords
105. Rewardcards
Give Rewards (TR 42: Teacher's
Guide p. 147) to Ss for particiation or
good behavior. Encourage Ss to
collect as many cards as they can.

106. Verbalpraise
Praise Ss often, e.g. Great! Way to go!
Good joblWarm smiles have a great
impact.

107. Certificate of completion

Give a certificate of completion to
each student when the Student Book
is completed (Teacher's Cuide p. 188).

108. Warm fuzzies

A simple warm touch from you can
be a great reward for Ss. A hug goes a
long way.

Activiiy Bonk 2l
 e open the book
Have Ss turn to Student Book pp. 6-7 and look at the
pictures at the bottom of the pages. Play CD track Al .

@ Totk obout it! (vocobutory! Have Ss listen and point to the feelings.

Torget
Ss can point to and narne happy, sad, sleepy, angry,
@ A, Listen and point.
sick, hot, cold and, scared.
haPry' 1211 srick (2x)
sad (2x) ltot (2x)
sleepl, Qx) cold (2x)
Moteriols attg,Jt (2x) scared (2x)

Picture Cards l-8, CD Play CD track 42. Have Ss listen and repeat.

O Before the book

Warm-up / review
@ A. Lkten and repeat.
(Sante a^s altot)e, but eaclt word is said ottly once u,itlt a
Greet Ss as they come in the room. Sa1'Hr, (S's rmnre)! pause for Ss to rcpeat.)
Have Ss say Hi, (T's nanre)! Model it first and encourage Ss
to repeat. Have Ss greet each other in pairs. Have Sls sav gp track 43. Have Ss listen and nun.rber the feelir-rgs.
PIa1,
Hi, (52's nante)! and S2s say Hi, (SI's rmme)!

lntroduce vocabulary
Hold up, nanre and minre each feeling for ])icture Cards B. Listen artd tttfinber.
I -8. For example, snrile broadly for happr,, girre a big 1,au'n Nurnlter l. sick (2x)
for sleept', and n'ipe ),our bron'for hot. Have Ss repeal, Ntrtttbcr 2. ltnTtpl' Qx)
copi,in g vorrr aclions. Nrtutbtr 3. utld (2.r.)
Nrttrrbar 1. nrrgn' i3.t)
Nuntber 5. ltot (2x)
Nuntber 6. scared (2x.)
Ntrtttber 7. snd (2x)
Ntuttber B. sleepv et.)

22 Unit l, Lesscn I
 (llteck Ss' ausrvers br.'saling cacit rrocabrrlarV lvot.tl rrrrtl
har.'irrg Ss lind ancl point to rhc characte rs irr thc rrrairr
scl'ne r,vho shrlr,r,tliis t'eeling. poirrt to tllc picturos ill
nrntlorn order and lrave Ss sar: tlte r. or.ds.
Have Ss look for the hidden iguana in tlte rnairr scerrc.
(;\r-rslver: Its on tlte right-lrand greell curtain in thc
bedroorn.)
to alr untantiliar classroonr itern, e.g. chalk and ask a
strrclcrrt $I) lVlmt's tlnt? Encourage studcnt to shrug
thcir slrorrlders. Sav Irlon'f kttotu. ?Iave Ss repeat.
(lrlntinue lvith other uniirrniliar classroour items.
Diirlog 3: Hold up Picrure- Card B and ask Are you,
scared? Siry Yes, I am. Have Ss repeat. Repeat with other
pictrrres. Have Ss say No, I'nt tzot irs i,vell, for practice.

O After the book O open the book

Place Picture Cards 1-B o11 rhe floor (rvirh the picture
sides showing). Act the ieeling on each card. Have Ss
gtress the feeling by pointing ro tltar card and narning it.
Continue with other Ss using the remaining picture Carcls.
Try to give all Ss a chance to act and name the feelings.
Put Ss into pairs. Have Sls act one of the feelings ancl
have S2s trv to name it.
Have Ss turn to Student Book pp. 6-7. Introduce the main
scene by ptaying CD track A4. Have Ss listen and poinr ro
the people, animals or items as tl.rev are mentioned.
(Note: In the first three units, the main scene is
presented as a series of panels, not one whole illustration.
These panels represent different scenes in different parts
ol the house, not necessarily in a time sequence.)

o Getting to know you (TR 1: Teacher's Guide p. 29) C. Listen to the story.
o Stand up and say it! (Teacher's Guide p. 15) The SuperKids are at Peter and Tbni\ house. Tbni is in bed.
She's sick. Her mother is angry. The dog ate the newspaper
The dog is sad. There's Peter ancl his friend Beth. peter is
Activity Book p. 4 can now be assigned for homework or
ltappy. Beth is hot. Donny and Chip are on the sofa. They
used in class. See ans\,ver key, Teacher's Guide p. l48.
seesomething strange in the yard.ltWat is it? Look at Mojo
the mouse. He's sleepy. loey and Lisa are in the bedroom.
Joey has a toy alligator Lisa is lookingat abird. She's cokl.
Peter Beth, Donny and Chip are looking out the doorl/f'lxat
do they see? It's a spaceship. Donny is scared.

/A Point to Peter and askWho's he? Elicit peter. point to Beth

and ask Who's she? Elicit Beth. Continue with the rest of
@ Tolk obout it! (Diotoss) the SuperKids in the same way.

Torgefs . Say Let'slisten.Play CD tracks A5-A7. For each dialog,

have Ss first listen and point to the character speaking
. Ss can greet each other using FIi
. How are
and then repeat the dialog.
you? and respond with I'm OK And you? Ss can
answer using I'm great, thanks.
o ,Ss_ca1
ask questions to idendry objects using
D. Dialog I.
Whatb that?
. Listen and point.
Ss can express uncertainty usingl dont know.
Peter: Hi, Beth. How ate you?
Beth: I'm OK. And yotr?
Mnlerialc Peter: I'm great, thanks.
Now listen and repeat.
Picture Cards l-8, CD
(Same as aboue, but each line is saicl once Luitlt a pause
for Ss to repeat.)

{B Before the book

Warm-up / review D. Dialog2.
Creet they come in the room. Say Hi (S,s nante).
Ss as Listen and point.
Hotu are you? Have Ss say lii (T's nante). How are you? Donny: What's tltat?
Satl I'm OKand encourage Ss to repeat.
Chip: I don't know.
Introduce dialogs Notu listen and repeat.
(Same as abot'e, but ecLclt litre is sctitl once utitlt a patLse
Dialog l: Point to individual Ss and say Hl, (Sb name).
Horu are you? Elicit /',r? OK. Repeat rvith other Ss. Have for Ss to repedt.)
another student (SI) greet you by saying.Ifi, (T,s name).
How are you? Say I'm OK. And you? Repeat with other Ss.
Have another student (S2) greet you. This time, smile ancl D. Dialog3.
say I'm great, thanks. Repeat with other Ss. Listen and poirtt.
Dialog 2: Hold up a familiar classroom item, e.g. a Beth: Are yoLt scared?
pencil and ask a srudenr (Sl\ What's tltis? Elicit lt,s a Donrty: l'es, I ant
pencil. Repeat with other familiar classroonr iterns. point

Unit l, Lesson 2 23
 Notp listert attd rcpeat.
(Satrte as abote, but eat'lt lirtt, is said ortt'c u'illt o l)tnts(
S.s lo rapear.)
' foin
.fc'r -J'--'
;E Lislen. Poinl.
Pr-rt Ss into pairs artd have thern praclice tlrc clialogs. *ffi\
:'' ##H
q'.hJE
@ Afier the book RJI .m
' ---..
iialc practice dialog I irr pairs using their o\{'lr nanres.
Ss ."".t. oii"
'rci*
oou, Opea h.r dool Sov,'Helio'
I Iave Ss practicc' dialog 2 in pairs. I']lace Picture Cards I -u
on the board. Nou'revien'thc rrords hungrv and tl-rirstr,.
llkti IIUU],
\\1.ite hungrv on the board. Ilub vour stomach and sa1,/hr ilffi
Ittutgrl,. \\'rite thirstv on the troard. Hold vour throat and ,l#ii
,a{J .l<t-7- ffi_n,
sav I'rn rlrirsn,.Have Ss practice dialog 3 in pairs, using tht'
>oI. Lome ll, Go rn!!aie Cro!c the oro:
nerv vocabulart, ar-rd hungn' and thirstr'. Har,e confident
student pairs go 1o the fronl of the rootr-r to pcrlbrrl the ,,-tlfis.s,t,st
dialogs.
:m listen.Poinl.sing
-

. I'm fine!
Introduce additional phrases to answer the I/ou Yes. I om. Yes.1 om

are you? question, e.g. Not too

bad, Not so good,
{Reoeoi hoi i colil
Have Ss stand up. Demonstrate the dialogwith SI
first by saying IIi
(57's name). How are you? Have
Sl say I'm fine, tha nkr,- And you? Say I'm great,
tlmnks.Tell Ss they should use their own names
and can use any ofthe phrases in place off'nr
ftne. Give Ss 2*3 minutes and have them talk to as
many other Ss as possible.
r Act with feelings Gl Before the book
Demonstrate dialog 2 using the feelings that Ss Warm-up / revieu,
have learned. Say e.g. Scared. Have Ss practice the Have Ss asli and ansl^rer tbe l-Iow are ),orrl questiotr in
dialog in pairs using facial expressions, body pairs. Have Ss chatrge partners and ask and ansvver again.
language and tone ofvoice that show they are
scared. Have some pairs act out the dialog in front lntroduce commands
of the rest of the Ss and have other Ss guess what
Say Knock ort tlrc door. Demonstrate the action. Repeat
feeling they are performing.
ktock ott the doon Have Ss do tl.re action along r,tith 1,ou.
Repeat as above tlr.th Opett tlte door. Give the commands
Activitv Br.rok p. 5 can nort be assigned for hontett,ork or Krrock ort tlrc door and Opert tlrc doorn ithout doing tlre
tusctl ir-r class. See ans\^,er ke1,, Teacher's Guide p. i48. actions. Have Ss do the actions. Introduce the rest ofthe
commands in the same vr.a\,. Use the TPR Cards to give the
commands in random order. Have Ss do all the actions.

g Open ihe book

Do it!

O Do it! @ sins-o-grom llave Ss turr"r 1o

Ss liste'n
Studenl Book p. B. Plav CD track AU. Ilave
to the c:ontntarrds and point to the pictures.

Torget
Ss can understand and respond to commands to Listen and Ttoirtt.
Knock an tlrc door Open the doon Say,,,Hello.,,,5a1,,
"Come in.'i Go inside and Close the door. l. r\lriock orr tltt'dorr. i3.r')
J. ()1tt'rt tlrt (ltttr. r-',r)
.J. ^\a.r "llclkt" Bctlr: ilalio. (2x)
Moteriols J. Srnl "(intta irt." I)etcr: (..otitc irt. /l.r'l
3. Oo irrsirlt. (2:;)
'il)ll Cards Unir I (l'lt 6. Cktsa lltc tloil.. r?.r';
2:'lL:acher's Grriric 1:. :i0), CD,
I'ictirrt.C.ards I ar:d 2
l'ltrr tlrc (.1) aglrin trrttl Iravt'Ss iistt'n arrr-1 rlt-r llte aitions.

Slrv t'ornrrxnrrls irr riurtlottt ordcr usirre ilrc'l'I)li (l:riris.

i li+i'i.Ss poiru lo titt,picturt's irt tlrtir booiis.
I lst,tlrt, l l'}li (,lrlls 1o sltr tlrc i'rrtrtt'xrrrii. irt nintlorlr l,r'ii,'
;r,-:l;:t :t!lri l1;ri. sr i!{,i:l( :1, ii,':1..

.\n
jl Unil l, Lesson 3
 Introduce the Sing-a-gram
Moteriols
Use Picture Cards I and 2 to elicit ha1tpy ancl sazl. put
Picture Cards I and 2 on the board (rvith the picture sitJcs Picture Cards I-8, CD
shorving). Play CD trackAg. Have Ss listen arrd point to
tlre leelings on the page. (Note: The Sing-tt-grant lvill be
revierved and taught in more detait in Lesson 4.)

@ffitr-
Ob Listen.soy.
Listen and point. Sing. r;,
Boy: Areyouhappy? ,Iffi,,
Girl: Yes, I am.Yes, I ant.
Boy: Areyousad? cold

Girl: No, f m not. No, I'nt not. ff,t

Boy: Areyou,happy? 141
Girl: Yes, I am. hol
Boy: Areyousad?
0 rlm Usten. Ask. Answer.
Girl: No, I'm not
Boy: Areyouhappy? 6
Girl: Yes,
(Apfionaluerse)
I am.Yes, I am. ffi
hoppy

Girl: Are you hot?

Boy: Yes, I am-Yes, I am.
Girl: Are you cold? &' ongry
Boy: No, I'm not. No, I'm not. O,.'m listen.check.
Girl: Are you hot?
Boy: Yes, I am.
Girl: Are you cold?
Boy: No, I'm not. 4i
Girl: Are you hot?
Boy: Yes, I am.Yes, I am. l

Play the CD again and have two Ss go to rhe front to drar,v

happy or unhappy faces above the picture Cards
according to the lyrics.

O Before the book

@ Afler lhe book
Give all commands in order a few times. Have Ss do the
actions. Start slowly and gradually increase the pace. Mix
up the TPR Cards and give the commands in random
order. Have Ss do the actions as a class or individually.
Give rwo commands in a row. Have Ss listen first, then do
both actions.
tlFilM
Teacher says (Simon says) (Teacher's Guide p. 17)
Activity Book p. 6 can now be assigned for homework or
used in class. See answer key, Teacher,s Guide p, I48.
Warm-up / review
Play SIow motion (Teacher's Guide p. l4) using picture
Cards l-8.
Play All in order (Teacher s Guide p. l4) using picture
Cards I-8.
Introduce gr:rmm:rr
Hold up Picture Card t. Elicit Happy. Keep holding
Picture Card I and say I'mhappy. Have Ss repeat.
Continue with the remaining cards. Hold up picture Card
]again. AskAreyouhappy?Have Ss repeat. Keep holding
Picture Card I and nod. Say Yes, I am. Have Ss repeat.
Keep holding Picture Card I and shake your head. SayNo,
I'm not. Have Ss repeat. Continue as above using the
remaining cards.
Divide Ss into group A and group B. Hold up picture
Cards l-8, one at a time. Have group A say Are you,
(happy)? Have group B Ss answer yes, I am / no, I,m not
according to their fleelings. Have groups change roles.

@ Buitd it! @ sins-o-srom A Open lhe book

A
Torgets Have Ss turn to Student Book p. 9 and look at part A. Note
. Sr .* *"Le a statement
i

about feelings using.Im that the contraction I'm (I am) is used to be more consistent
with natural spoken English. Play CD track AI0. Have Ss
o Ss can ask and answer about feeHlrgs usingAre you listen and repeat.
I am / no, I'm not.
.
;

Ss can singthe Are you happy? iang.

-?Yes,
Unit l, Lesson 4 25
 G@ O After the book
A. Listen and repeat- Have two Ss each choose a picture card and stand at the
front showing the card. Sing the song again, using the
Donny: I'm scared. (pause)
substitutions on the cards. Do this a few times with
different Ss.
Sa-vthe number of each picture in part A. Have individual
Ss say the sentences. Say numbers I-4 in random order.
Have Ss sa)'the sentence for each number.
. Passit around (Teacher's Guide p. l7)
B
trackAll. Have Ss listen
. Musicalchairs (Teacher's Guide p. l8)
Have Ss look at part B' Plal' CD
and repeat.
Activity Book p. 7 can now be assigned for home'a,ork or
used in class. See answer key, Teacher's Guide p. 149.

B. Listen and repeat.

Beth: Areyou scared? (Pausel
Donny: lbs, 1am. (Pause)
Mojo: No, I'nt not. (Pause)
Put Ss into pairs and have them practice the dialog for
each picture in part B.

C
Have Ss look at part C. Play CD track Al2. Have Ss listen 6G@ tistsn.Poinl.soy.

and check ("./") the correct pictures.

i ^'n^* 1f,
C. Listenandcheck. ,tUO*a -e*
1.1'm sad. (2x)
2. I'mcold. (2x) j.or N
s.
lyy9u angry? le,
Yes, I am.
4. Are y-ou sleepy?
No, I'nt not.
--l

) e*l
1
i*' fu,
@Cre
Check Ss' answers by having individual Ss raise their
' J*.,
hands, point to the correct pictures and say the \Y/
statements or dialogs. 5
-ffi
Sing-a-gram
Have Ss look at the Areyou happy? songat the bottom of
p. B in the Student Book. Play CD trackA9. Encourage Ss
to point to and say the names of the feelings when they '9,
hear the words in the song. : fldr @
Listen and point. Sing.
Bolr AreyouhaPPY?
Girl:
Boy:
Girk
Yes, I am.Yes, I ant.
Areyousad?
No, I'm not. No, I'm not.
@ Reod it!
Boy: Areyouhappy?
Girl; Yes, I am.
Ss can say the letter names and sounds of a-J.
Boy: Areyou sad?
GirI: No, I'nt rrct.
Boy: Areyou ltaPPl,?
Moleriols
Girl: Yes,I ant.Yes, I ant.
(See p.25 for optional verse.) CD

Divide Ss into group A and group B. Have group A sing tlre

questions alrd group B sitrg the ans\\'ers. Have both
groups sing the Iast lilre. Have groups change roles and
sirrg the s<-rttg agailr.

26 Unit l, Lesson 5
 {t Belore lhe book Have a strrdellt write the letter /r in the blank. play CD
Warm-up / review track Al5. Have Ss listen and rryrite the letters on ihe lin",
Pla-v CD track 893. Have Ss point to the letters as they sing
'tlrc Alplmbet Song. Plav the CD and
sing the Sing-a-grun
in trvo groups. B. Lkten and write,
Review the letters and sounds l.
hlthappy (2x) 4. bbbaseball (2x)
2. dddesk
(2x) 5. cccold (2x)
Print the lor,ver case letters a-l as a list on the board. Have 3. j j juice
(2x) 6. gggreen (2x)
Ss name the letters as vou write them. (Do not erase the
board so that you can use the letters later.) Show Ss p. 10
in your book. Point to and name the pictures in order. Continue with the other pictures. Walk around the
Have Ss listen and repeat. Point to each picture and ask classroom and check Ss' progress.
What's the first letteri Have Ss answer. Remind Ss that
English letters have both a name and a sound. point to
each picture and ask What's the firsf soun dl Have Ss @ After the book
answer. Point to the pictures in random order. Ask What,s
Point to each letter on the board. Have Ss say the sound or
this? What's the first letter? What,s the first sound.? Have
letter name. Have individual Ss write the corresponding
Ss answer.
upper case letter under each letter. Look around the
classroom. Have Ss find and name any items beginning
Pronunciolion note with the Ietters a-l. Elicit any English words Ss know that
begin with the letters a-l.Write the words or draw
a lal, b lbl, c lkl, d ldl, e let,f ttt, g tgt,h tht, i ltt, pictures of them on the board.
j lfil , k lkl ,l lll (See pronunciation table on
Teacher's Gtiide p.5.)
ftEm
r
@ Open the book Urit I (TR p; Teacher's Guide p. 31)

A r -!_Ii4i-book
kacebyirumber -

Divide the class into teams of about 4-6. Give

Have Ss turn to Student Book p. l0 and look at part A. play
each team member a number using the same
CD track Al3. Fiave Ss listen and point to the pictures.
numbers for all teams. Sa,y-thp a;}gil sound of any
-

@ A. Listenandpoint.
Ietter from a{ and a numb6r};. b;6:AX S6s try
to be the firstto write B orU onitre'bodrd,l,,
'Cbntinue
with the ijttrer letters. (Variation: Add
aa alligator (2x) gggorilla (2x)
, big (representing Fppg5,qasel or little . .
(representing lower case) to your instructions,
bbbird (2x) hh hamster (2x)
e.g. big d,5. SSs write D on the board.)
c c cat (2x) i i iguana (2x)
dddog (2x) j j jacket (2x)
ee elephant (2x) kkkangaroo (2x) Activity Book p. B can now be assigned for homework or
fffish (2x) II lion (2x) used in class. See answer key, Teacher's Guide p. 149.

Play CD track A14. Have Ss listen and repeat.

,gE
A. Lkten and repeat.
(Same as aboue, but each item said only once with a
pause for Ss to repeat.)
@ Proctice it! @ Chont it!
Play the CD again. Have individual Ss repeat each item.
lSl: a a alligator.l ISZ: b b bird.l Conrinue. Name the
pictures in random order and askWhat,s thefirst letter? . Ss can understand and produce this unitb target
or What's the first sound? Have Ss answer. Say the initial Ianguage. .

sound or letter name of each picture. Elicit the name of o Ss can chant the How are you? chant.
the pictures. Have Ss turn to Student Book pp. 6-7 and
look at the main scene. Have them find and- name o.,y
items with the sounds they have just reviewed. (Answers: Moteriols
alligator, bird, dog, (hidden) iguana).
Reduced Picture Cards I-B (Teachers Guide p. 170),
B Picture Cards 1-8, CD
Remind Ss that English letters can be written as upper
case letters or lower case letters. Use the lower case letters
on the board and have individual Ss name each one. Have
Ss look at part B on Student Book p. 10. Point to picture I.
Ask What's rhrt? Elicit Hapw.Write _appy on the board.

Unit l. Lesson 6 27
 Toni: I'rn great. Atlfl y6y!
Beth: I'nt OK, tlmrtks.
Totti: Hi, Cltip. Hou, are J,ou?
Wrire/=y€sortr=no. Chip: I'tn sleepy. And you?
Ask 2 tiends. Writs. Torti: l'tn OK, tlnnks.
r:r-r- i---' Chip: Hi, Pet.er. HotLt are ),ott?
7:
t.
a
i *, @.11 Peter: I'ttt ltuttgn. lltd y611t
l?1^'ut
i .)
'B' m Cltip: I'nt OK, thanks.
l cold 2 lhrrsty

i nt" Play the CD again. Have Ss chant along vvith the CD. put
Ss into pairs and have them chant using their otvn names.
'kbndl
i.,
' F.bid 2
L*J*"-- O After the book
@m:r
@ lislen.Point.Chont,
Put
l-B
Ss into pairs and give a set ofReduced picture Cards
(Teacher's Guide p. 170) to each pair. Have Ss, in
turns, pick a card and mime the feeling using the body
How ore vou? Ianguage facial expressions. Have ihe partn"r, gu"rs
-
u', f/.Howorevou:
,q
-and
what the feeling is by asking A re you (sleepy)?
l m greol, And you? ur, . riow ore
I m OK, lhonks
$ voul
I m hungry. And you?

f}
'ji
I m OK. lhonks.
Hr. . How ore you? . Concentration (Teacher's Guide p. 19)
I'm sleepy. And you?
I'm OK. lhonks. o Monkeyinthemiddle (Fruitsbasket) (Teacher,s
Guide p.20)

Activity Book p. 9 can novr, be assigned for homework or

used in class. See answer key, Teachers Guide p. l4g. Now
that Ss have completed Unit l, they can go to the Reward!
O Before the book page, Activitv Book p. 70 and colornumber I blue.

Warm-up / review
Sing the Sing-a-gram rogerher.
Play Reduced picture cards bingo (Teacher's Guide
p. l4) using Reduced Picture Cards l-B (Teacher,s Guide
p.170).
llold up Picture Cards l-8. Have Ss say l,ttt (tmpql for
cach card.

@ Open the book

Practice it!
Put Ss into pairs. Have pairs turn to Student
Book p. l l.
I|ryg on9 pair demonstrate
,,Me,'
the dialog. lSt: Areyoi cod?)
lS?:Yes,I am,l Point to on the t|p ror,,,. Say l,lt ask
tjtlluestlons.If yes, write a check. If io, i,rite an,,X,,.
rornt to rhe picture of cold. Say Are youcold?Have Ss
write acheck ("/ ,,) or an ,,X,,.'Continue r,r,ith the rest
the pictures. put Ss into group, oiii-ri."
of
Hare them ,n.ite
tlreir partners' names in ihe iriend I and
Friend 2 spaces.
Ilave Ss ask their nartners the same questions
"/" or'X". Walk aiound the classroom and check and write
Ss,
progress.

Chanr itt
Re'ierr- the diarogs from
the Tark ab.utirl sections. Ha'e
irrdividual Ss act"out trre aiarols.
Ss listen and point to the pictJre,
i;[i, crj ,rr.t A] 6. Have
and perer
as their names are chanted. "ir"ri,'ciip

GE Listen and point. Chant.

Beth: Hi, Toni. Hortt are yotr!,

ZB Unii I, Lesson 6
 .!-:::: ]ritEE*4*EaqqFil

Getling to know you

Nome

7 a
T
I
I T@
Iom

-l
I

I I

I I

I I

I I

I I

I I

I I

I I

I I

I I

I I

I I

I I

I I

I
I
I

I
I
I

I
I

I
!
I
I
I
I
I
I

I
I
I
l
i

;
I

i
I
i

Teachet's instructions Prepare photocopies for each student in advance. Hand out the ivorksheets. Help Ss clralv
a picture of themselves in the box and write their name on the line. Have Ss copy their age on to tl're line provided. Have
Ss copy their names on to their nametags and the picture of themselves into the space provided. Have Ss cut out their
nametags, fold them along the dorted line and then place them on their desks.

O Peorson Educotion Asio Limited Unit l, Teocher Reproducible 1 29

 TPR Cords UnitI
+--8,
-Ja2

It llll llll ill ill

llll lllljl@\lll
i

i frZNllll
I

I \.qilNAlll
i lI:TN?Ill
I

Ii ll \EiH lll
lll]llN\lll r

Iii {lx-B tPrulll

-t)lUlt\-lll
\IJ
i

Ir-fi \./ I

open the door.

I

Knock on the door. i I

Come in.

Soy,
rvl,
"Hello."
I rvrrv. , -tvtf t \,L,,l I tg il l.
IL___
___r_ ____ I
_l

o
lz:r I ^
i@
r

mm
G
Go inside
a
Close the door.
I

30 Unit l, Teocher Reproducible 2 O Peorson Eciucolion Asic irmiied

 Mini-book UnitI

o
(o
o
-+
o

tr, (J l+-

8offi# lt o -c -g
\,
o T' Ctt .-t
l\)
OJ
\o
TI
o ^>\ o
o
=S
U)
=
sm o
C)')
C
o
)z

=t
o (o o
3 o C o
a =. o _\z
(J
o o- =
.9) o

Teacher's instructions See mini-book instructions on Teacher's Guide p. I46.

Unit l, Teocher Reproducible 3 31

 Where's loey?

-=L;
tr''i !'
My nome's
a,
:
:;
Plulo

&:

@m
EUIlJ,*

fiF- r#\-
dining room holl

@ Open the book

Have Ss turn ro Student Book pp. l2-13 and look at tlre
pictures at the bottom of the pages. play CD track Al7.
@ Tolk obout it! (Vocoburory! Have Ss listen and point to the rooms.

Torget
Ss canpoint to and name kitche,n, lifi.ngroom, dining
'3@A. Listen and poittt.
room, hall, bedroom, bathroom,, closet andyard. kitclrcn (2x) bedroom (2x)
lirtirtg roont (2x) bathroont (2x)
d.irting roont (2x) closet (2x)
Moteriols lmll (2x) yard (2x)

Picture Cards 9-16, CD

Play CD track AtB. Ilave Ss Iisren and repeat.

GI Before the book

\Uarm-up / review
@ A. Listen and repeat.
(Sanrc as abot,e, but each word is said otrly ottce tlirh a
Reviert, the vocabulary from the pre.rrious unit using
pause for Ss to repeat.)
Picture Cards l-8.
PIay Drar,r, a line (Teacher's Guide p. l5).
Play CD track A19. Have Ss listen and number tlre locations.
Introduce vocabulary
Hold up P,cture Cards g-16. Sa1, tlre rvords and have Ss
repeat. B. Lislen and nurnber.
Nuntlter l.batltrrnnt (2.r) Ntortber 5. kircltett (2x)
Ntunber 2. lit,ittg roont (2t) Ntttnber 6. closet (2x)
Nttrttlx'r li. bcdroorn (2x) \ttntbcr 7. dirtirtg roont (lt)
Nt.ttttbar 4.wtrrl Nuntber B. ltall ex)

32 Unit 2, Lesson I
(.lrt:ck Ss' iins\\'ers ltv saving each rocaltular\,,,"vorrl urrtl
Iravins Ss find and poini t,l'ihe ruorns in thc rnuiu sccr.tc.
I)oint to tlte pictures irr randon-r rtr-der.and have Ss siiv tltc
lvolds.
Ha','e Ss loot tbr the hidden iguana in the rnain sccnc.
('\nsrver: lt's on the tloor ol the closet in the lterlrurtur.)
@ Open tlre book
Flavc Ss turn to Student Book pp. l2-13. [ntroduce the rnain
scene bv ptaying CD trtrck A20. Llave Ss listen and poir-rt to
the people, animals or iterns as tllev ale mentioned.

C. Listert to tlte stoty.

O Afier lhe book
Place Picture Cards g-16 on the iloor lwith the picture
sides showing). Sa,v to a student (Sl) Run to the yarcl
picture, pick it up and say it. Have S I run to the yard card,
pick it up, sav Yard and then put ir back dolvn. Conrinue
with other Ss using different cards.
Look. Betlt artcl Dontty at'e in tlrc y6yfl. Beth is ailking to
Pltrto. Dorttty is talkittg to Jrtpiter. Pluto and Jupiter are
alietts. Tltey haue a blue spaceship. Point to the liuittg
roottr.lVho's in the liuing room? Nlojo the mouse. Hello,
Nlojo. Lisa is in the hall. Lisa's father is itt tlrc bedroom.
Poittt to the closet. loey's in the batht-oom. He's brushing
his teeth.Wo's irt the diningroom? Peter antl his tnother
Look at the kitclrcn.ltVlmt color is the kitchen? It's g-een.

Whispers (Teacher's Guide p. 15)
Activiry Book p. 10 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 150.
Point to Beth and askWho's she? Elic\t Beth, Continue
with the rest of the SuperKids in the same !vay. Point ro
Pluto and say She's Plttto. Introduce Iupiter in the same
way'
Say lef 's listen. PLatl CD tracks A21-A23. For each
dialog, have Ss first listen and point ro the character
speaking and then repeat the dialog.

D. Dialog 1.
Lbten andpoint.
@ Tolk obout iil (Diotogs| Beth: Hi, I'm Beth.Wltctt's your name?
Pluto: N[y nante's Pluto.
Torgets Notu lkten and repeat.
. Ss.can greet each other usingFli I'm (Same as aboue, but each line is said ortce witlt (t pause
your name? Ss can answer with My name's _. for Ss to repeat.)
o Ss -tMhat's
can ask and answer How old are you? I'm

- D. Dialog2.
Moteriols
Listen and point.
Picture Cards 9-16, CD Donny: Hotu old are you?
lupiter: I'm 10.
Notu lbten and repeat.
O Before the book (Same as aboue, brfi each line is saitl ottce rcitlt a pause
Warm-up / review for Ss to repeat.)
PlayWhat's different? (Teachers Guide p. t5) using
Picture Cards 9-16.
Play Pick it up! (Teacher's Guide p. l4) using picture
€@ D. Dialog3.
Cards 9-16. Listen and point.
Peter: Where's Joey?
Introduce dialogs lllom: He's itt tlte bathrootn.
Dialog individual Ss as they come in the room.
1: Greet
Notu listen and repeat.
Say.tIi, I'nt your name? Have Ss repeat. Say (Same as aboue, btff eaclt lirte is sttitl ouce utitlt a pfluse
lvly name's _. Have Ss repeat. Repeat r,vith other Ss.
for Ss to repeat.)
Dialog 2:-.What's
Ask a student (Sl) Hotu old are you? Have
other Ss repear. Have Sl sav I'm (agel.Rspsalr,vith other
Divide Ss into group ,\ and group B. point ro each dialog
Ss.
in the main scene. Fiave grotrp A sav line one and group B
Dialog 3: Ask another srudent (S2) to stand outside the sav line trvo. Havc grorrps changc'roles.
classroorn. Pretend to be looking for hirn / her and ask
Wtere's Have Ss ask you and say He,s / she,s in tlrc
lmll. Use Pictr-rre Cards 9- t 6 to pracrice ivith other Ss in
ditferent-?
locations. Place Picture Cards g-16 around the O Affer the book
roorn. Alternate using nrale and tbnrale Ss to elicit FIet / Have Ss practice clialogs I and 2 in pairs using their orvn
she's in the names and ages. Hirve confldent student pairs go to the
lront of the room to pertbrm the tliatogs.
-.
Unit 2, Lesson 2 33

o Repeat in halves (Teacher's Guide p. 16)
. Repeat in parolers (Teacher's Guide p. 16)
Activity Book p. I I can norv be assigned for homelryork or
used in class. See anstter kel',1uu.n"ta Guide p'150.
lntroduce commands
Say Hangupyour coat. Demonstrate tlre action. Repeat
Hangupyour coat.Have Ss do tl.re action along n ith you.
Repeat as above with Make the bed. Give the commands
Hangupyour coat and Make the bed vr'ithout doing the
actions. Have Ss do the actions. Introduce the rest ofthe
commands in the same u,ay. Use the TPR Cards to give the
commands in random order. Have Ss do all the actions.

@ open ihe book

Do it!
Have Ss turn to Student Book p. 14. Pla-v CD track A24.
Have Ss listen to the commands and point to the pictures.
-.-.;.i.t, -,,*l;'r:i;*?**; *ii;il*";:;:!:i&iiaiiji;.lrjil::ii-
---.;.i.r,-;:*l;'r:i;*?**;*ii;il*";:;:4;&i'iiiii"i*i:iililiidl.h".,
,1:, *--...
t Do rt! -
r-/---.-.- Lktenandpoint.
.lP
lirEB Listen.Point.
$sten. Poinl.
-- 1. Hangupyourcoat. (2x) 4. Wipethetable. (2x)
2. Make tlrc bed. (2x) 5. Vacuurn the carpet. (2x1

ffi|.,mfl'#
Hong up your cool Moke lhe bed Wosh lhe dishes
3. Wash the dishes. (2x) 6. Rake tlrc leaues.

Play the CD again and have Ss listen and do the actions.

Say commands in random order using the TPR Cards.
(2x)

&'M,"&
Wipe lhe

,ffi;=,a;
loble. Vocuum lhe .orp€|. . .. , R9k9ll: lmvesl
Have Ss point to the pictures in their books.
Use the TPR Cards to say the commands in random
order again, and have Ss do the actions.

Introduce the Sing-a-gram

l0 and 16 to elicit bedroom,
Use Picture Cards 13, 9,
kitchen,liuingroomandyard. Put Picture Cards 13, 9, l0
i!;Era listen. Poinl. sing.
and l6 on the board (with the picture sides showing). Play
Where's Toni?
CD trackA25. Have Ss listen and point to the pictures of
wneret $ '. ,il t
*r,,"r"" Toni, Mother, Father and Chip as their names are sung.

il=;si-
$r
wtu,es
*1,i:*::.,",
[""];:,1"J;,il:H"..
(Note: The Sing-a-gramvttll be reviewed and taught in
more detail in Lesson 4.)

He's in lhe livtng room. Chip is in lhe yord.

Listen and point. Sittg.

Girl: l\4rcre's Torti?
Boy: Sh,e's in the bedroont.
Girl: Wrcre's Motlrcr?
Bolt; She's irt tlrc kitclzen.

O Do it! @ sins-o-srom Girl:

Bo7,;
Were's Fatlrcr?
He's in the liuing room.
Girl: Wrcre's Cltip?
Torget Boy: He's itt the )'ard.

Ss can understand and respond to commands to Hang

All: Torti is itt tlrc bedroom.
Ir4otlter is itt tlrc kitcltert.
up your coat, Mctke the bed,Wash the dishes,Wipe tlrc
Fatlrcr is irt tlrc living roont.
table,Vacuum the carpet and Rake the leaues.
Clrip is irt tlrc y6v6l.

Mqteriols Plat,the CD again. Have four Ss go to the front and each

hold one of tlre Picture Cards on the board. Have thenr
Picture Cards 9-16, TPR Cards Unit 2 (TR 4: Teacher's raise their cards rvhen thef i.rear the u,ords being sulrg.
Guide p.39), CD

CD Before the book

@ After the book
Give all conrmands in order a fert'times. Harre Ss do the
Warm-up / review actions. Start slovlly and gradualll,ittcrease the pace. Ir4ix
Play What's missing? ('l'eacher's Guidt: p. l5) usittg I)icltttc' up tlre TPR Cards and give the cotnmauds in randnnl
Cards 9- t 6. ordcr. llave Ss do the actiotts as a class or individualll'.
Oivc trto conrr:urnrls itt a rolr'. IJave Ss listen first, tl-retr dtr
I)lav Picasso (l-eacher'.s Guide p. l5) using Picturc
Cards 9- I 6.
both actions.

34 Unit 2, Lesson 3
 [,lav Slow
Play rrlotion (Teacher's Guide p. I4) using picture
CaLds 9-16.
o Look and tell (Teacher's Guide p. 17)
o Tell your partner (Teacher's Guide p. 17)
Introduce grurmmzrr
F{old trp Picture Card g. Elicit Kitchen Keep holding
Activity Book p. l2 can now be assigned for homelvork or Picture Card 9 and then invite a male student (Sl) to the
r:sed in class. See answer key, Teachers Guicle p. 150. front of the class. Say (SI,s name) is in the kitchen. Have
Ss repeat. Continue with the remaining cards. Use
different Ss each time. Hold up picture Card 9 and point
to Sl. Ask Wrcre's (Sl's nante)? again. Have Ss repeat.
Keep holding Picture Card g and say He,s in the kitclrcn.
Have Ss repeat. Repeat the procedures using a female
student to practice s/ze. Continue as above using the
remaining cards, alternating male and female Ss.
-:- *-a-:.'l
/='*.* O Open the book
iEpltE,'t-*1
@tfu usren. soy. A

@'H*& Have Ss turn ro Student Book p. l5 and look at part A. play

CD track A26. Have Ss listen and repeat.

',fu,-ffi
Toni/bedroom Peter/diningroom

€rB A. Listen anclrepeat.

/ kilchen /
.fu tisten. ask. Answer.
Chip Donny living room
Mother: Joey is in the bathroom. (pause)
@

O'tre,et.;oeva,)
,ffi@'@@ Say the number of each picture in part A. Have individual

@l- Ss say the sentences. Say numbers 1-4 in random order.

Have Ss say the sentence for each number.

Q*T
B
Have Ss look at part B. Note that the contraction Where's
oh listen.ckcto (Wltere is) is used to be more consistent with natural
t'
,E+l ,l; n spoken English. Play CD track A2Z. Have Ss listen and
,r_=+,
IT, F
@ l:l
repeat.

/
,W 5-1,
"#*ffi
-t*tlli
- T:F
€@ B. Listen and repeat.
-dL'
Peter: \Ahere's loey? (pause)
Mother: He's in the bathroom. (pause)

Put Ss into pairs and have them practice the dialog for

@ Buitd i* @ sins-o-grom
each picture in part B.

Torget Draw a picture on the board and the letters T / F. Make a

statement and have a student circle the T or say,,yes,' if
o Ss can make a siatement using (someone,s name) is the statement is true or circle the F or say,,No,, if the
in the statement is false. Have Ss look at the pictures in part C.
o Sscan asilnd answer us *|Wfrer", (someoneb Play CD track A2B. Have Ss listen and circle T or F.
name)? Heb I she's in the
' '

o ,
Ss can sing the Where's Toni? song.

C. Listen ancl circle.

Moieriots l. Mojo is in the liuittg roont. (2x)
2. Chip is in tlrc bedroont. (2.r)
Picture Cards 9-16. CD
i. Wrcre'sToni?
irt the kitclten.
She's )r:*s
4. Where's Peter?
O Before the book He's irt tlte yard. )tz.'t
Warm-up / review '
Check Ss' anstvers by having individual Ss raise their
PlayAIl in order (Teacher's Guide p. l{) using picture hands, point to the correct pictures and say the
Cards 9-16.
statements or dialogs.

Unit 2, Lesson 4 35
 :i,.j:"ri;-;''i:'.i'r.G"li;;r ',;::- 't. : lr'-1 1' '.::,":,
Sing-a-gram
Have Ss look at the l44lere ls Ioni? sor.rg at tl.re bottom of
p. l4 in the Student Book. Plal'CD trackA25. Encourage
(m'.,-u1;
3s to point to and say the names of the characters n'hen OG@ Lislen.Poinl.sov.

thev hear their names being sung.

monkey ?&
gnoke

Listen artd Poirtt. Sirtg.

norebook
E for &
Git'l: ooorru rudie
lVhere's Totti? fli{ yo-yo
Bo1': She's irt tlrc bedroottt'
d
CirI: l44tere'sMotlter? : ooro, \
umbrello

Bo1,: She's itt tlrc kitclrcn. i ,ir".tion violn ,"0,o

Girl: l|4tere'sFatlter? e) ffiF
Bo1': He's itt tlte liYitt€{ rttotn'
Girl: llrltere's ChiP?
Bo1,: He's itt tlrc Yard-
Alt: Toni is in tlrc bcdroottt'
L4other is in tlte kitchen. * --"a- Q i.L
Father is in tlre liuing roortt'
CttiP is in rhe Yard- ' P --ocLel-
I B --oler-
Divide Ss into group A and group B' Have group A sing the
questions and group B sing tlre answers' Have both
groups sing the last four lines. Harre groups change roles 9 ine @--jnk---
and sing the song again.

e After lhe book

Put Ss into groups of three. Hold up Picture Cards
9-16, one aia time. Have St and 52 practice the dialog'
e Before the book
Warm-uP / review
lsls: Mrere's (53'sname)?l [S2s: (He'slslre's) ittthe
(bedroom).1Have Ss change roles so that thel'all have a Have Ss write the letters from Unit I on the board. Have
chance to speak. individual Ss letter, name that letter and say its
point to a
sound. Have the resl of the class think of other rvords that
begin with the same letter.

O Change (Teacher's Guide P' 17)
a Throw the die (Teacher's Guide p. 18)
Activiry Book p. 13 can now be assigned for homer'r'ork or
used in class. See ansrver key' Teacher's Guide p. I 5 1 .
Review the letters and sounds
Print the lorver case letters ni-z as a Iist on the board.
Have Ss name the letters as -You rvrite them. (Do not erase
the board so tl'lat you can use the letters later.) Shorv Ss
p. l6 in ),our book. Point to and name the pictures in
order. Have Ss listen and repeat. Point to each picture
and ask l41mt's the first letter?Have Ss answer. Remind Ss
that English letters have both a name and a sound. Point
to each picture and ask What's th.e first sourtd? Have Ss
answer. Point to tlre pictures in ratldom order. Ask l\rhat's
thls?Wlut's the first letter?Vlmt\ the first sound? Have
Ss ansrt,er. For x, ask Wtat's tlrc last letter / sourtd?

@ Reod it! Pronunciotion note

nt ltnl,n lnl, o lo:l,p lpl,q lkl, r lrl,s lsl,r ltl' tt I
Torget rl, r, lt,l , u, /rt'/, t lksl,y lj1, z lzl (See pronunciation
Ss can say the Ietter names and sounds of m-2. tablc' or.r J'eacher's Guide p. 5.)

Moteriols e Open the book

CD
A
Ilave Ss lunt lo Strtclt't'll Book p. 16 and look at part A. l)lar
(lt) track A2t). Ilrn c Ss listen atrd point to the pictures.

36 Unil 2. Lesson 5
 A. Listen and poittt.
tn tn ntonkey (2-u) (2.r)
tt tt rrctebook (2x)
-ttturtlc
rL tL trtnbrella (2-t)
o o octopus (2x) tr u ttiolirt (2-t)
p p parrot /9 v1 tLt tu tttitclt
.-.'.. .-procrice
p1
_,
(2.r) - \' h, \
H@.
{wnere'sronrr-
ktu kru questiort (2x) ts ts/b.r (2.t) L:l "
")

r r rabbit (2x) Look. Cover- Ask. Answ€r.

Y Y Yo-)'o (2-t)
s s snake (2x) z z zebra

Play CD trackA30. Have Ss iisten and repeat.

(2-r) Ilr-iA
\gl gfs? &"E "*
€@ A. Listen and repeat.
(Same as aboue, but each item said ottly once u,itlt a
pause for Ss to repeat.)
.)-.: "._." ..,_-L--.- ::,:
- .- in

Play the CD again. Have individual Ss repeat each item. r{Pt6a,;, *

rd_,ts -:'--J r
lSl: m m monkey.l lS2: n n notebook.l Continue. Name ,'aE)

#s
Ust€n. Chqnt.
the pictures in random order and askWmt's thefirst
letter? or What's the first sound? Have Ss answer. Say the I'm Chip
initial sound or letter name of each picture. Elicit the Hi. t'm Chip. Whol's your nome?
My nome s Plulo.
name of the pictures. Have Ss turn to Student Book pp. How old ore you?
12-13 and look at the main scene. Have them find and I'm 10. How obout you?
Hi. I'm Beth. Whol s your nome?

name any items with the sounds they have just reviewed. im e' My rome s Jup,ler.
How o,a ore your
(Answers: notebook, snake, violin, fox, yo-yo). A flt
,1t' tb -/ I'm 12. How obout You?
til\W dTA rms.
B
Remind Ss that English letters can be written as upper case
d#w
letters or lower case letters. Use the lower case letters on
the board and have individual Ss name each one. Have Ss
look at part B on Student Book p. 16. Point to picture 1. Ask
What's this? Elicit ltb a yard.Write _ard on the board.
Have a student write the lettery in the blank. Play CD track
A3l. Have Ss listen and write the letters on the lines. @ Proctice it! @ chont it!
Torgets
B. Lkten and write.
o Ss can understand and produce this unit's target
1. yyyard (2x)
langulge, .) '.. ,

4. tu w uater (2x) o Ss can chantthe lm Chip chant.

2. sssick (2x) 5. nnnine (2"u)
3. rrracket (2x) 6. pppink (2x)
Moteriols
Continue with the other pictures. lValk around the
classroom and check Ss' progress. Picture Cards 9-16. CD

O After the book O Before the book

Point to each letter on the board. Have Ss say the sound or
letter name. Have individual Ss write the corresponding
upper case letter under each letter. Look around the
classroom. Have Ss find and name any items beginning
with the letters nl-2. Elicit any English lvords Ss know that
begin with the letters m-LU, y, z or that end with r. Write
the words or draw pictures of them on the board.
Warm-up / review
Sing the Sing-a-gram together.
Play Behind your back (Teacher's Guide p. 15).
Hold up Picture Cards 9-16. Elicit Wrcre's (student's
narne)? Elicit He's / she's itt the (kitchen).

O Open ihe book

Practice it!
r Mini-book Unit 2 (TR 5: Teacher'$ Guide p. 40) Put Ss into pairs. Have pairs turn to Student Book p. 17.
o Fingers up (Teacher's Guide p. l8) Have one pair demonstrate the dialog. LSI: Wtere's Totti?l
l lS2: She's in the bathroom.l Say Look at these pictures.
Then have Ss cover the pictures. Demonstrate the dialog
Activiry Book p. 14 can now be assigned for homework or
with individual Ss first. Point to Toni s tace underneath
used in class. See anslver key, Teacher's Cuide p. 151.
the picture. AskWhere'sToni? Elicit She's in the

Unit 2. Lesson 6 37
 bathroont. Have pairs, in turns, ask and ans\ryer about the
pictures.

Chant it!
Review the dialogs from the Talk about trJ sections. Have
individual Ss act out tlte dialogs. Plav CD track A32. Have
Ss listen.

Lkten.and clrunt.
Chip: HL I'nt Cltip.T|tltat's your tqnrc?
Pluto: Ll),name'sPl.tto.
Cltip: Hout old are J'ou?
Pluto: Iin 10. How about y6Y/
Chip: I'nz 9.
Betb HL I'nt Betlt.Wlwt's )toltr name?
lupiter: My nante's Jupiter
Beth: How old are you?
Jupiter: I'nt 12. Hout about YIYT
Beth: I'tn 9.
Play the CD again. Have Ss chant along. Put Ss into pairs
and have them chant using their own names.

O After the book

Place Picture Cards 9-16 on the board. Ask eight Ss to
come to the front. AskWhere's (51's name)? Have a
volunteer answer using one of the places. lS9: (57's nante)
is in tbe (kitclrcn).) Have SI go to the board and stand in
front of the corresponding Picture Card. Point to one of
the Ss. Elicit the question and answer. Repeat the
procedure with different Ss until all eight Ss are standing
in front of the cards.

r ' Whereb To-Bi? (TR 6: Teacher's Guide p, 41) ,,

r Monkei in ttri miaate (Fruits basket) (Teacher's

Guide p.20)

Activity Book p. 15 can now be assigned for homework or

used in class. See answer ke1,, 1"u.n"na Guide p. 151. Now
that Ss have completed Unit 2, they can go to the Reward!
page, Activity Book p. 70 and color number 2 green.
Next lesson: Bring the weather forecast section from a
newspaper to introduce the different weather icons.

38 Unit 2, Lesson 6
 TPR Cords Unit 2

Hong up your coot. Moke the bed.

t--^-
i(o

the di lUJ.
Woshllllg_Ul)l I Wi pe the
vvrH\, rrrv toble.
rvvrv' I

L____rUYa,
/'?\
a, @

i
L--
Vocuum the coripet. I Roke the leoves. ]
O Peorson Educotion,Asio Limited l
Unit 2, Teocher ReProducible 4 39
I

I
 Mini-book Unit 2
r-- >€

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ctD Oil
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Teacher's instructions Set' nrini-iruoli irrstrtrc iiorrs orr it'lrr']rt,;'s ( iLritlr' p. I iti.

40 Unil 2, Teocher Reproducible 5 O Peorson Educciion Asio Lrrniied

 Where's Toni?
-r- I

L m
@

L-
ffi
-e-
)

m i\
-]_

Teacher's instructions Prepare photocopies for each student in advance. Hand out the r,vorksheets. Have Ss cut
out the SuperKids characters and ihe lal,out of the house. Demonstrate the dialog with SI. lSl:.Where's (Torti)X [T: (S/le's
in the (kitchere).] Put Ss into pairs. Have Sls place the characters anylvhere they want. Have S2s ask about all the
characters and place them in the rooms, S I says. Have Ss compare their houses to check if they communicated the
locations correctly. Have pairs change rbles and do the activiry again.

O Peorson Educotion Asio Limited l

Unit 2, Teocher Reproducible 6 4I
I
 @ Open the book
Have Ss turn to Student Book pp. 1B-lg and look at the
pictures at the bottom ofthe pages. PIay CD trackA33.

@ Tolk obout it! (vocobutory) Have Ss listen and point to the pictures.

Torget- .': ...,. ,, .l,, , '

A- Lkten and point.
Ss can point to and narhe suliny, cloud.y, windy, rainy,
snoury, foggy, warm and. cool':: '-'t':::'",''" .rii r'' r"i sutlny (2x) srlouy (2x)
. cloudy(2x) fogg, (2x)
utindy(2x) warnl (2x)
rainy (2x) cool (2x)
Picture Cards 9-24, weather forecast section from a Play CD track A34. Have Ss listen and repeat.
newspaper, CD

O Belore the book

G@A. Listen and repeat.
(Same as abot,e, but eaclz word is sai.d ortly ortce with a
Warm-up / review
pause for Ss to repeat.)
Review the vocabulary from the previous unit using
Picture Cards g-I6.
Play CD trackA35. Harre Ss lisren and number the
Play Memory list (Teacher's Guide p. 14). different types of r.r,eather.
Introduce vocabulary
Show the weather forecast section o[a nervspaper. Draw
tlre vveather icons on the board. Sav Today u,e are goirtg to B. Listen artd nuntber.
talk about the weatlrcr. Hold up Picture Cards I 7-24. Sa1, Nunrbcr 1. rait4, (2x) Ntrrnber 5. snouy (2x)
the rryords and have Ss repeal Nuntber 2. u,clnn (2-r) Nttntber 6. cool (2x)
Nrtttrber 3. suttnll Q-r) Nrtrrtber 7. clotrdt, ex)
Ntutrbar 4. .fogg.v (2x) Nttrnber B. u,ittdt, (2x)

42 Unit 3, Lesson I
CIteck Ss' ans\vers bv sal,ing each vocabularv ,,vrtrtl and
lraving Ss find and poir.rt to the same rveather in thc nrain
scene. (Note: Some pictures show ntore tltau orre of the
vocabulary words.) Point to the pictures in rarndorn order
and have Ss sav the words.
Have Ss look for the hidden iguana in the main scene.
(Answer: It's underneath the control panel in the spaceship.)
O After the book
Place Picture Cards l7-24 on the floor (with the picture
sides showing). Say to a student (SI) Ran to tlrc sunny
picture, pick it up and say it Have Sl run to the sunny
card, pick it up, say Sunny and then put it back down.
Continue with other Ss using different cards.
Thumper (Teacher's Guide p. 15) '
Activity Book p. 16 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 152.
llavc al[ Ss ask you again.-fhis time, say lt's (ruarnt).
(lontinue rvith individual Ss. Poir.rt out of the ,,vindo'"v and
sav Lef 3 go to tlxe Have Ss repeat. Have all Ss make
tlre same strggestion to you. Smile and say Good idea.
-.
Have Ss repeat. Continue r,vith individual Ss.
O Open lhe book
Have Ss turn to Student Book pp. 18-19. Introduce the main
scene by playing CD track 4.36. Have Ss listen and point to
the people, animals or items as they are mentioned.
C. Listen to the story.
Jupiter is meeting Lisa.Where's Chip? He\ by the window.
It's windy outside. Plttto is in the spaceship. She's talking
to herfriends. One is in a rainy andfoggy place. One is in
a sunny and warm place. One is in a cloudy and windy
place. One is in a snowy and cool place. He's not happy.
He's cold. Point to the cat. It's in the chairWhat calor is
the cat? It's purple. Point to Donny and Mojo. Donny has
a kite. Donny, Mojo and Pluto are going to the park. It's a
tuindy day.

Po int to Beth and ask Who's she? Elicit B eth. Point to

@ Tolk obout it! {Diotoss}
Iupiter and ask Who's he? Elicit Jttpiter. Continue with the
rest of the SuperKids in the same way.
Say Let's listen.Play CD tracks A37-A39. For each
dialog, have Ss first listen and point to the character
speaking and then repeat the dialog.

Torgets
. tr1 introduce someone using Thli is myfriend, D. Dialog 1.
Listen and point.
o Sscan respond withNice to meet you. I'm
Beth: This is myftiend, Lisa.
r Sscan say Letb go to the park and respond with. Jupiter: Nice to nxeet you. I'm Jupiter
Good idea. -.
Now lbten and repeat.
(Same as aboue, but each line is said once uith ct pause
Moteriols for Ss to repeat.)

Reduced Picture Cards 17-24 (Teachers Guide p. I72),

Picture Cards 17-24, CD
D. Dialog2.
f icrom
u@ear. an)
@.... maitt
Pvaaao.

O Before the book Toni:

Chip:
What's tlte weather like?
lt's windy.
Warm-up / review
Now listen and repeat.
Play Say it! Bingo (Teacher! Guide p.
14) using Reduced (Same as aboue, but each line is said once ruith a pause
Picture Cards 17-24 (Teacher's Guide p. 172).
for Ss to repeat.)
Play Stand up and say it! (Teacher's Guide p. l5) using
Picture Cards 17-24.
€@
D. Dialog3.
Introduce dialogs
Listen and point.
Dialo g t : Ask What's your name? Elicit My name,s _. Donny:
Repeat with other Ss. Bring a student (S l) to the front of Let's go to the park.
the class. Say IftJs is my friend, Have Ss repeat. Nlojo: Good idea.
Dialog 2: Bring another student (S2) to the front of the Notu listen and repeat.
-.
class. Have Sl introduce 52 to you. Say Nice to meet yot . (Same as aboue, but each line is said once witlt a pduse
I'rn Have Ss repeat. Bring another student (S3) to for Ss to repeat.)
the front of the class. Have 52 introduce 53 to Sl.
-. 3: Have a srudent (St1 ge ro the classroom
Dialog Have Ss practice dialog I in groups ofthree. Encourage Ss
window. AskWhat's the weather like?Have Sl repeat. to use hand gestures when introducing each other. Have
Have other Ss repeat. Have all Ss ask you. Say lr's (sutttty). Ss practice dialogs 2 and 3 in pairs.

Unii 3, Lesson 2 43
 O After the book
Have Ss practice dialog I in groups of three using their
own names. Place Picture Cards 17-24 on the board. Now
revien' the words hot and cold. \{rite hot on the board.
Wipe your brow and say f'nr hot. Write cold on the board.
Shiver and say I'nt cold.Have Ss practice dialog 2 in pairs
using the new vocabulary and hot and cold. Have
confident student pairs go to the front of the room to
perform the dialogs.
@ o Circletalk
Have Ss sit in a circle. Have Sl start the circle*ilk
by pointing to the student who is sitting next to
him / her (S2) and saylngThis is myfriend.,(52's
name). Have 53, who is sitting next to 52,look,at
52 and say Hi, (52'sname),Nice to mcetyb*l'm
(53's rame).Have 52 introduce 53 to 54, who.then
answers, and so on. Continue until all Ss have a
speak
chanc.e to
. Play Name it! Relay (Teacher's Guide p. l5) using
Puppelr_ole-play (Teacher's Guide P: l6t-
Activit-v Book p. l7 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 152.
G@ listen. Poinl.
@
Pul on your roincool
1 Listen and point.
44 Unit 3, Lesson 3
@ Do it! @ sins-o-grom
Torget
Ss.can.understand and respondto commands to Put
on yaur .raincoat, Put on your bgots, Ope.n your
umbrellqWalk in the rain,Iump in the puddle and,
Ctaseyouruibreila.
,,
Moteriols
Picture Cards |7-24,TPR Cards Unit 3 (TR 7: Teacher's
Guide p.49), CD
O Before the book
Warm-up / review
Play Touch and say (Teacher's Guide p. t4) using Picture
Cards 17-24.
Picture Cards 17-24.
Introduce commands
Say Put onyour raincoat. Demonstrate the action. Repeat
Put onyour raincoat. Have Ss do the action along with
you. Repeat as above with Put on your boors. Give the
commands Put onyour raincoat and Put ottyour boots
without doing the actions. Have Ss do the actions.
Introduce the rest of the commands in the samy way. Use
the TPR Cards to give the commands in random order.
Have Ss do all the actions.
@ Open the book
Do it!
Have Ss turn to Student Book p. 20. Play CD track A40.
Have Ss listen to the commands and point to the pictures.
l. Put on your raincoat. (2x) 4. Ivalk itt tlte rain. (2x)
2. Put on your boots. (2x) 5. 1u*O irt the puddle. (2x)
3. Open your untbrella. (2x) 6. Close 1,our untbrcIla.(2x)
Play the CD again and have Ss listen and do the actions.
Say commands in random order using the TPR Cards.
Have Ss point to the pictures in their books.
Use the TPR Cards to say the commands in randonr
order again, and have Ss do the actions.
lntroduce the Sing-a-gram
Use Picture Cards I7, 23, 2O and,24 to elicit sutuly, wann,
rainyani cool.Put Picture Cards 17,23,20 and 24 on tlre
5631i (vuith the picture sides showing). Plav CD track A41.
Have Ss listen and point to the vr,eather s-vmbols on tlre
page. (Note: The Sing-a-gmnr $'ill be rer,ierved and taught
in more detail in Lessort 4.)
Li.stcn and poirtt. Sirtg.
Girl I:14'lrul's tlta u,eatltcr like?
 Bt\t I:
Girl l:
Ir ls s r r lr r l_l

ItVltrx's the Llettlrcr like?

l Sr t t t I t,I,,

It's stLtttttt. It's sttttttv. [t's warrn.

.s t t t t I r-).', .s t t I t I t_l I

@ Buitd it! @ sins-c-srom

Boy 1:
Girl2: l,Vlrttt's tlrc weatlrcr like?
Boy 2: It's rairtl'. Rainy, raitry, raitttt.
Torgets
Girl2: Wlrcfi's tlte L'eatlrcr likc? . Ss can make a statement about the weather using
Boy 2: It's rnitry. [t's rait4'. It's cool. It's
o Ss can ask and answer about the weather using
l)llv the CD again. Have tbur Ss go to the front and eacl't -.
What's the weather like? It's
hol-ci or.re of the Picture Cards on the board. Have them
. Ss can sing the What's the ueather like? song.
raise their cards lvhen they hear the lvords beirlg sttng'
-.
Moteriols
@ After lhe book Picture Cards 17-24, Reduced Picture Cards l7-24
(Teacher's Guide p. 172) (multiple copies)' CD
Give all commands in order a few times. Have Ss do the
actions. Start stowly and gradually increase the pace' lv{ix
up the TPR Cards and give the commands in random
oider. Have Ss do the actions as a class or individually' tt Before lhe book
Give nvo comands in a row. Have Ss listen first, then do Warm-up / review
both actions.
Play Fast motion (Teacher's Guide p. 14) using Picture
Cards 17-24.
Ptay Grids (Teacher's Cuide p. l6) using Reduced
. Throw and tell (Teacher's Guide p. 17) Picture Cards 17-24 (Teacher's Guide p. 172).
o Draw and tell (Teacher's Guide p. 17) Introduce grammar
Hold up Picture Card 17. ElicitSunny. Say Ifbsuzny' Have
Activity Book p. 18 can now be assigned for homework or Ss repeit. Continue with the remaining cards. Hold up
trsed in class. See answer key, Teacher's Guide p- 152' Picture Card 17 again. Ask Wmt's the weather like? Have
Ss repeat. Keep holding Picture Card 17. Say lt's sutttty'
Have Ss repeat. Continue as above using the remaining
cards. Divide Ss into group A and group B' Hold up
Picture Cards 17-24, one at a time. [Group A:Wtat's the
weather like?1 lGroup Bt lt's (sunny).I Have groups
change roles.

O open lhe book

A
O Fusten.Soy.
Have Ss turn to Student Book p.2I and look at partA. Play
CD trackA42. Have Ss listen and repeat.

roin'/ snowy

: -' -.1
-"ll,/
"' A. Listen and rePeat.
a
ioggY Chip: It's windy. (pause)
O b usten. lsk. Answgr.
Say the number of each picture in part A. Have individual
L t/ Ssiay the sentences. Say numbers 1-4 in random order.
Have Ss say the sentence for each number'
cloudy
n
,, ll B
!
cool
Have Ss look at part B. Play CD track A43. Have Ss listen
and repeat.
o .b usten. chock
I

&E
B.Lkten and repeat.
-.J g;
.F-
,aIi.,, Toni: l\4tut's tlrc u,eatlter Like? (lstttLse)
ir s*'tr,' Cltip: It's tLtittdy. (PatLse)
.s?r
,r :-I]E,.:,i

Put Ss into pairs and have them practice the dialog for
each picture in Part B.

Unit 3, Lesson 4 45
 C
Have Ss look at the pictures in part C. PIaY CD trackA44.
Har,e Ss listen and check ("/") the correc( pictures.

C. Listen and clrcck.

1. It's u,ind)l. (2x)
2. It's cloudy. (2x) --Grr'a
O
-,ot-*
ustsn. Point. soy.
GN oc!
J.

4.
l4/hat's tlrc weatlter like?
It's snotq,.
\\4tat's the weatlter Iike?
){zx)
)tzxl
,*'N co:
re'
lr*r
E4
j
sod
R
Ir's fogg1,. hcr ee
3 dcd
&'
Check Ss' ansrvers by having individual Ss raise rheir !,-

hands, point to the correct pictures and say the O Reod. Drow o line. ;;
statements or dialogs.

Sing-a-gram
I ll's o aon.
3 Qg
col . is--"

B
I
Have Ss look at the h?ars ilrc weatlrcr like?
song at the 2 l,'s o sod

bottom ofp. 20 in the Student Book. Play CD trackA4l.

Encourage Ss to point to and say the nanres of the 3 ll's o hol.
tu
'p
weather symbols r.r,hen they hear the words in the song
,.F

# 'y'{
@ tislen lo ttre review words. Wfila.

Listen and poittt. Sittg.

Girl I: Wut's tlrc uteather like?
Bo1,
Girl
1, lt's sunny. Sunny, suru1y, sunny.
1: Wat\ the weatlwr like? ldle .dy b
Boy 1: It's sunny. It's sunny. It's wann.
Girl 2: Wat's the weather like?
&oy2: It's rainy. Rainy, rainy, rainy.
Girl 2: Wmt's tlrc weather like?
Boy 2: It's rainy. It's rainy. It's cool.

Divide into group A and group B. Give Picture Cards

Ss 17, @ Reod it!
23,20 and 24 to Ss in group B. Have group A sing the
questions and group B sing the ans\^rers. Have individual Torget
Ssfrom group B hold up the corresponding Picture Cards Ss can pronounce, read and write -at, -an arfi, -ad
nhen they hear the words being sung. Have groups words.
change roles and sing the song again.

g After the book Moieriols

CD
Put Ss into pairs. Have S I s sit with their backs to the
teacher, so that they cant see, with their books open to
Student Book pp. 18-19. Hold up Picture Cards 17-24, one
at a time. Have S2s make a statement using lf's (suntty), O Before the book
according to the picture on the card. Have Sls poinr to rhe l[arm-up / review
corresponding activity on the page that they hear from
their partner and ask Wmt's tlrc weatlrcr likel Harre S2s Have Ss vvrite the letters from Unit 2 on the board. Have
individual Ss point to a letter, name that letter and say irs
ansr^rer lt's (surtrtlt). Have Ss clrange roles.
sound. Have the rest ofthe class think ofotherrryords that
begin vrith the same letter.

o Take a step back (Teacher's Guide p. 18)

o Call our number (Teacher's Guide p. 18)
Activit-y Book p. l9 can nou, be assigned for iror.nerrork or
used in class. See ans\^rer key, Teacher's Guide p. I53.
Introduce letters and sounds
\^Irite on the board. Have Ss say the sounds of each
.?I
letter. lSs: a.l ISs:,.1 Ilead the letters as one n,ord. Say ar.
IJarre Ss repeal. \Alrite car under dI. Draw a picture of a cal
on the board and sav the sour.rd of the first letter, the trto-
Ic.tter errding courbination, tlrerr the whole n,ord: c-at, ca!.
llave Ss ropeal. \\\'ile ircr under cal and drarv a picture of
a hal otr lht, boarcl. Sav h-ar, hal. Have Ss repeat.
Irrlrodtrcc utt, fitn, t,ari attd nd, sad, dnd in tlre sante vva\'.

46 Unit 3, Lesson 5
 randonr order. Have Ss reatl them. Have individual
Pronunciotion note Ss
lloint to ancl read any ol the serltcnces.
at lietl , att lenl , ad lrcdl (See pronunciatiorr table
on Teacher's Guide p. 5.) C
The final r sound in English is followed by a small \,Vrite ar on ihe board. Have Ss watch caretully. Have
pr-rff of air. Have Ss practice saying the af words individual rvrite a, on the board. Do the same for arz
Ss
while holding a tissue in front of their mouths and and ad. Have Ss look at part C on Student Book p. 22.
puffing out sufficient air to make the tissue move. Have them point to the picture of paddle. Say paddle.
The final n sound in English is pronounced with Flave Ss repeat. Point to arl on the board and then the
the tongue touching the back of the upper teeth, as blanks on tlre page. Write p_ _ dle on the board and fill in
in the r or d sound. Have Ss practice this final n the blanks. Play CD track A47. Have Ss listen and '"vrite the
sound. Speakers ofsome languages often produce a letters on the lines.
nasalised lngl at the end of words. Listen for this
and practice the final /n/ ifnecessary.
The final d sound in English is voiced. Speakers of
some languages say f for rI at the ends of words. Have C- Listen and write.
Ss practice the final d. l. ad, ad, paddle (2x)
2. an, an, candy (2x)
3. at, at,bat (2x)
@ Open lhe book
A Continue with the other pictures. Walk around the
classroom and check Ss'progress.
Have Ss turn to Student Book p. 22 and look at part A. Play
CD track A45. Have Ss listen and point to the pictures.
O After the book
@ A- Listen and point.
Write one of the words from the Read tt! section on the
board. Have Ss find and point to the same word in their
at,at (2x) an,an (2x) ad,ad (2x) books, then read it. Do the same for the remaining words.
at,at,cat (2x) an,an,can (2x) ad,ad, sad (2x)
at,at,hat (2x) an,an,uan (2x) ad,ad, dad (2x)

Play CD track,446. Have Ss listen and repeat.

r Mini-book Unit 3 (TR 8: Teacher's Guide p. 50)
o I got one! (Teacher's Guide p. 18)
@ A. Listen and repeat. Activity Book p. 20 can now be assigned for homework or
(Same as aboue, but each item said only once
used in class. See answer key, Teacher's Guide p. 153.
with a
pattse for Ss to repeat.) Next lesson: Bring the weather forecast section lrom a
newspaper for the After the book section.
Play the CD again. Have individual Ss repeat the items.
Name the pictures in random order. Have Ss point to the
pictures or words. Have Ss tum to Student Book pp. lB-19
and look at the main scene. Have them find and name
pictures of words that end with the at, an ot arl sound.
(Answers: cat, van, sad (alien #3)).

words note @ Proctice it! @ Chont it!

Sight words are words that are most frequently met by
Ss. They are presented in such a way that Ss can read
Torgets
lete sentences from an ea o Ss can understand and produce this unit's target
language.
Introduce sightwords
o Ss can chant the This is my friend, Toni chant.

Write lrsand a on the board. point to and say each word.

Have Ss repeat. Moieriols
B Picture Cards l7-24, weather forecast pages from a
newspaper, CD
Have Ss look at part B on Student Book p. 22. \,Vrite the
three sentences on the board and read one of them. Have
Ss point to the corresponding picture in their books. Have
a volunteer come to the board and point to that sentence.
Demonstrate matching the picture and sentence by
drawing a line. Say Match. Have Ss draw a line from the
picture to the corresponding sentence. Do the same lor
the remaining sentences. Point to the sentences in

Unii 3, Lesson 6 47
 Play the CD again. Have Ss chant along. Put Ss into
groups of three and have them chant using their own
names. Make sure that Ss use hand gestures when they
Ask your ftiend. DIow.
chant llris is nq, friend,

-?./1' { cr d ft.:.',.8 -.
sunny wndl
--.,- ' ,-.
(ml cloudl qotrr rorny snry loggy
. @ After lhe book
I'ig,'6:.'.O.2 (-)
, .;_,.@,:a[*5l,rf
,::i I | r^5J i2 LJ/
Show the weather forecast section ofa nervspaper. Bring
in several pages for large classes. Put
Ss into pairs. Pre-
3 la ./r, teach What's the weatlter like in Have Ss ask and
J// )i): ,,

answer about the weather in various cities in tl.reir

;.'.'""f;'-_{
i //e
^vb

s +,
t6 c4- " country or around the r,,'orld. -?
I +.-r$t
l# i
L*l'..,.!**=J
I
't#

@ffiare
GE tisten. chont.
What's the weather like? (TR g: Teacher's Guide
p.s1)
This is my friend, Tani
$r q2 (Teacher's Guide p.20)
This E my friend, Toni
This is my friend. Toni.
Nice lo meel you, Toni.
Activiry Book p. 21 can now be assigned for homework or
I m Jupiler.
used in class. See answer key, Teacher's Guide p. I53. Now
This is my fnend, Peler.
This is my friend. Peier.
that Ss have completed Unit 3, they can go to the Reward!
Nce io meel you. Peler page, Activity Book p. 70 and color number 3 purple. Test
I m Plulo. I (Teacher's Guide pp. 182-183) can be done in class now
or after completing Recycle it! 1.
Next lesson: Bring a hat that you can use for Pluto's cat
for the After the book section.

O Before the book

Warm-up / review
Sing the Sing-a-gram together.
Play What can you say? (Teacher's Guide p. 14) using
Student Book pp. 1 B-19.
Hold up Picture CardslT-24. Have Ss askyou Wtat's
the weather like? Answer lt's (suruty).

Open the book

Practice it!
Draw one of the weather symbols on the board and ask
Wat's the weather like? to elicit lt's (rainy).Then put Ss
into pairs. Have pairs turn to Student Book p. 23. Have
one pair demonstrate the dialog. ISJ:. Number l.What's
the weather liken lS2: It's (cloudy).1Have SIs look at A
only and S2s look at B only. Ss should cover the other
pictures. Have Ss take turns asking their partners what the
weather is like and then draw simple weather syrnbols in
the corresponding boxes. Have them check their answers
by looking at the pictures.

Chant it!
Review the dialogs from the Talk a.bout ir! sections. Harre
individualSs act out the dialogs. Play CD rrack A4B. Have
Ss listen.

Listen and cltant.

Betlt: This is n4'.fi'iend, Torti.
Tltis is nty, friend, Toni.
Jupiter: Nice to nlcet you, kttti. l'nt Jtrpitar.
Dortnl,: 'l-ltis is ntt, Pater
Ji'iertd,
7'ltis is n4'friertd, Pater.
Pluto: Nicc to nte(l \tou, I'dar. l'nt Pluto.

4B Unit 3, Lesson 6
 TPR Cords Unit 3

Put on your roincoot. Put on your boots.

o @

/l
/,/
/1
r/
|L_*- Open your umbrello.
-yvtrJ\rttt\,ilIlLrtEil\st. I Wolk in the roin.
vv\rlNil!illEll.,llll. I
_____ |

e
lnl^r
@
-tv-
/ \
,/ // / |
//t
j //
', t
i/r
/o

t
I

Jumpt in the puddle. Close your umbrello.

| __ __ I
@ Peorson Educotion Asio Limited Unit 3, Teocher Reproducible 7 49
 Mini-book UnitS
>€
a
--{-
a i-\
o tt
- -i-r
!-l
- -t- 7-\
tl ll
Ll-
!-l

a
o
\-J
- -l-

l\) r.\
..t I
(^)

\--
+ r--1
U) :-a
tl
o
-C
a
o
L-/
--i {-
o
a
H

r--\
lt
! -.4 -r-\
\-l-
7-\
!,-
\--
- -t-

r5
L_
Teacher's instructions See mini-bo<ik instructions on 'l'eacher's (iu iclr: p. I 46.

50 Unil3, Teocher Reproducible I @ Peorson Educoiion Asio Limited

 Whcrfs the weqther like?

_ \/

-o: /\
o
o
Oq
OO

o
oo
o
sunny

I.

It's

2.

It's

3.

It's

Te1eh9t's instructiq,ls,r.. for each student in advance. Hand out the worksheets.
weather icons at the top. Have ll?i:"p-1gi".9gi*
ss t,oot at the piciures and write down the weather in the blanks.'prrt
Go over rhe
s, irrto pairs and
the weather tir,,rt si",iti'inou,y1.1Have some puii,
lf:i:fffr3'**i.1Hi i[:r,,hi11; ffifJ, ,uv the diarogs aroud

@ Peorson Educotion Asio Limited

Unit 3, Teocher Reproducible 9 5l
 Har,e Ss turn to Student Book p.24. Ileview tlre
characters and items in the pictures. Plal,CD lrack A49.
Have Ss listen and point to the pictures.

A. Listen to tlrc stor1,, ltoirt arul repeat.

Pluto: Hi, Peter. Ilott, are J,ou?
Peter: I'nt great. Atrd tott?
Plytg,_ I'trt O_Il tlryt|k1,Come in.
Pluto: Wlwt's tlle u,eatlter like?
Peler: /I ls stlott,l:
Peter: Areysv scared?
Yojq l'cs, I .ant.
U_pje,- )4/tla!:ltt!!l
Pluto: Tlris is rttl' 6111.
Cat: Meow!
Mojo: Tltat ltat is a cat!
Play the CD again and press the pause bulton after eacl.r
line fbr Ss to repeat.
Put Ss into groups offour and have Ss in each group
take the roles of Pluto, Peter, Mojo and Pluto's cal. Use the
hat to represent Pluto'.s cat. Have Ss practice the dialogs.
Walk around the classroonr and check Ss' progress. Have
more confident groups go to the front of the class to
perform the storv.

O After the book

Do What are they saying? (TR 10: Teacher's Guide p. 55).

Questions on the page

Point to the items on the page and ask questions, e.g.
Wzo'she / she?Wr.ere are they?'v{hat's the weather
like?Have individual Ss answer.

Ss can understand and use the target language from

Units l-3.

Mqteriols
Picture Cards I-24, Reduced Picture Cards l-24
(Teacher's Guide pp. 170-172), CD, hat

e Before the book

Warm-up / review
Hold up Picture Cards l-24, one at a tinte. Have Ss sar' lhc
name of each card.
Play Find it and swat it! (Teacher's Guide p. l4) usirrg
Reduced Picture Cards 1-24 (Tcacher'.s Guide pp. 170-l;2).

e Open the book

Ask a studenl (51) Hou' are 1'orll Ilaye Sl atts*'er I'ttt
(great). And totrl Sav I'nt OK, tlnrtlcs. Ask Ss l4/hnlls lirc
u,eatlrcr likc? l1at,c Ss ansr.r,er lt's (surtttl').1-lold up I'iclrrlr'
Card I7. Ask indir,idual Ss.4re1,611 scared'! l-lltve thertr
alls\\,er l'cs, I ant I no, I'ttt ttttl.

52 Recycle il! l. Lesson I

 Open the book
A
Flave Ss turn to Student Book p. 25 and look at part A.
Give different commands and have Ss find and point to
the correct picture each time. Play CD track A50. Have Ss
listen and number the pictures.
eeviewitl
@
Q:$o tisten. Number.

A. Listen and nuntber.

Number l. Open the door (2x)

&. Number2. Putonyourboots.

Number 3. Put on your raincoat,
(2x)
(2x)

tu" Number 4. Knock on the door

Number 5. Wipe the table.
(2x)
(2x)

O
iT
;1
Look. CkclE. Write.
ffi Number 6. Wash the dishes.

Check Ss' answers.

(2x)

t
I lion _- 2 jocket 3 homster
9: "qtsi %5 3 L{/ B
Have Ss look at part B. Point to each picture on the page
ai and ask What's this? Elicit Rabbit, AskWhat's this? Elicit
Lion.Pointto the word and say Lion. [Ss:.Lion.] Say Circle
--: the lion. Show Ss your finger circling the correct picture as
?aM B '# ',w "$,
a zebro 5
: con 6. ,t dod
- an example. Give Ss time to circle. SayNzw write lion.
Have Ss do 2-6. Walk around the classroom and check Ss'
progress. Check Ss' answers.

O After the book

t Unscramblarit! (Teacher's Guidep. 19)

Review it! Use the words and phrases from the Read it!

Torge-t , ., o Word search (TR I I: Teacher's Guide p. 56)

, ',,.' ,',r ,r:,,..:
,:,rl ' : ':. ...

Ss can understand.and use tfre tartet linguagti'tom

unitsl-3. . : - - , Next lesson: Bring some dice (one for each pair or group)
in order to play the board game.

Mqteriols ,
:,:,.-,-:,,:r:.i,.
rr: "'
-.-,. .... ,. ,...: . i,,,:i .
TPR Cards Units l-3 (multipte copies), Reduced
Picture Cards 1-24 (Teacher's Guide pp. 170-172) (one
set for each group), CD

O Before the book

Warm-up / review
Use the TPR Cards from Units t-3. Give all commands
unit by unit, first in order, then in random order. Have Ss
do the actions. Do some actions in random order. Have Ss

PIay On the table (Teacher's Guide p. 14) using Reduced

Picture Cards 1-24 (Teacher's Guide pp. 170-I7Z).
Have volunteers write the upper and lgwer case letters
of the alphabet on the board. Point to each letter. Elicit
the sound. Have Ss connect the upper case letters and the
corresponding lower case letters. Write the words from
the Read irJ section in Unit 3 in random otrder on the
board. Point to the words and have Ss reqd them out.
Name the words in random order. Have individual Ss
circle the corresponding words on the boiard.

Recycle it! l, Lesson 2 53

 a student (S3) ask What's tlu weather like?Have the other
Ss answer Ifb sunny. Continue with spaces l0-12 in the
same way. Have Ss take turns asking questions.
Put Ss into groups ofthree or four and hand out a die
to each group. Have Ss use their erasers as game markers
and put them on the Start space. (See Language note
below for useful game language.) Begin playing. Have Ss
take turns rolling the die and ansu,ering questions from
the other Ss in their group about the items on the spaces
where they land. Have Ss n'ho can't anstver a question or
who ansvver a question incorrectly move their markers
back one space. The game ends u'hen all Ss reach the
Finish space.Walk around the classroont and check Ss'
progress.

note
Teach Ss the following useful game language:
Let's start.
Whose turn is it?
/r b (Sl 3 name)'s runt.
It's rtty tunt.
It's your turn.
Throut the die.
Moue (nuntber) sPaces.
Go back one space.
I did it!

@ After the book

@ Hoyit! o Saythatitem! ',

, Have Ss make statements about the pictures in'

ttre spades on the game board, ' , 1 t.,.,'',
Torget
can understand and use the target language from
;.;
nqd.,I:rzr 1,.,,,,.,,
Ss Yellow: He\lshebinthe
Units 1-3. Blue: Ir3:*
o Playinpairs! : :.r:1.. .:,. ,,;.
Motedols Put injo pairs Have three pairs play togethbr as
Ss
a group.Ifthereis an odd number ofSs, have one
Reduced Picture Cards l-24 (Teacher's Guide pp. 170- Have each'pai1 say the
sei of Ss llay in threes.
172) (two or three sets), dice (one for each pair or group) correct dialog each time they.hand on, a,spa:e.
o Do it! Dominoes (TR 12: Teacher's Guide p. 57)

O Before the book . My choice (Teacher's Guide p. 18)

Warm-up / review
PIay Partner search (Teacher's Guide p. I4) using Reduced
Picture Cards l-24 (Teacher's Guide pp. 170-172).
Activit),Book p. 22 can now be assigned for homework or
used in class. See answer ke1', Teacher's Guide p. 154.
Test I (Teachers Guide pp. lB2-183) cannowbe done in
class.

@ Open the book Next lesson: Bring some pictures of winter, spring,
surrln'ler and fall to introduce the different seasons.
Have Ss turn to Student Book p. 26. Reviert'the characlers
and items in the spaces. lvlodel tlre dialogs for eaclr color
section. Poinl to space I (red section) and have a student
(Sl) askArcyou happl'?H,ave the other Ss ansu'er I'es, I
an. Continue rn,ith spaces 2-4 in tlie sanle \4'a\'. Have Ss
take turns asking questions. PoinI to space 5 (1'ellon'
section) and have'anotlter sluderlt (52) ask l4rhere'sToni?
llave tl.re olher Ss ans\\'er SIleb irr tlrc bedrootrt. Cotrlinlte
n,ith spaces 6-ti in the satlle \(:t\'. IJave Ss take tutlirs
asking questions. I\rirtt 1o spa(:e !) {tllue secliott) atlcl }lavt'

54 Recycle il! l, Lesson 3

 Whot ore they soying?
(l) @

\iK9,

Teache/s instructions Prepare photocopies for half the Ss in advance. Use the Talk about irI sections in Units l-3
to review the dialogs. Put Ss into pairs. t{and out a worksheet to each pair. Have pairs guess what the dialog is for each
picture. Invite a different pair to the front ofthe classroom to act out each dialog. Have other Ss listen and point to the
picture that each pair is role-playing.

@ Peorson Educolion Asio Limited Recycle it! l, Teocher Reproducible 10 55

 Word seorch

@ $ zebro-
bird
umbrello w
U m b r e o h
o S v b I r
I q e d e J d p V

o C t o p U S o
n k t g h C Z b o
a e b r D U o
n d g n e h r
g V C CI t f X d n
f I S h b W f m C

d lion
fish

Teacher's instructions Prepare photocopies for each sluclent iu advance. Lland out tlte n,orksheets.
I'Iave Ss say the names of the vocabularY n,ords tl-rey rryill be searchir-rg lbr. I'oint 1o atrd sav the u'ord ;ella (alreadr'
circled) in the rt,ord search. Cross out the u,ord:rDru alruve the n,ord searclr. Givc Ss titt-re to firrd and circle t]re rest of thr.
words. Remind Ss to cross oul each worcl as thel lincl it. lluvc Ss clrcr:k tlrt,ir:rnstlt'rs irt pairs.

56 Recycle it! l, Teocher Reproducible 11 @ Peorson Educolion Asio Limited

 Do it! Dominoes
,9e<
f -

Knock on
the door.
lr
rl

Put on Open your

your boots. umbrello.

L_ _ __i

Vocuum the
corpet.

I- t- I

Moke Close your

the bed. umbrello.

I
lal

Wosh the
: dishes.
Go inside.

Jump in the Roke the

: puddle. leoves.

Teachet's instructions Prepare one photocopy and cut out the dominoes. Divide Ss into l2 groups. Give one
domino to each group. Have Ss stand pp. Say one of the commands, e.g. Knock on the door. Have tfe gr-oup with that
picture on their domino (group 1) go to the front and put it on the desk while orher Ss do the acrion. nLad the command
on the right-hand side of group 1's domino, i.e, Wash the d.ishes. Have the group with that picture on their domino go to
the front and put it next to group 1's domino. Continue until all dominoes are on the desk.

@ Peorson Educotion Asio Limited ;

I
Recycle it! l, Teocher Reproducible 12 57
 Play CD track A51. Have Ss lislen and point to the
seasons.

€@ A. Lkten and poitrt.

Student Book p. 27 l. winter (2x) ll's tt,intcr. Il's snouq, s11fl s614. (2t)
2. spring (2x) It's sprittg. It's u,ind), and wann. (2x)
3. sununer (2x) Il's sutntner lt's surmy and 7s1. (2x)
4. faU (2x) It fall. lt's clortdy artd cool. (2x)
1
s
l

I
i
I
Play CD track A52. Have Ss listen and repe at.
6 Cm Usron, point. Soy.
I
I
I
I A. Lkten and repeat.
tl (Sante as aboue, but each word or sentettce is said ortl1,
ortce utitlt a pause for Ss to repeat.)

Point to each picture on the page and ask individual Ss to

sa]'the sentences.

B Have Ss look at part B. Plat'CD track A53. Have Ss

listen to the dialog and then repeat.
O @ ust€n. soy. O GE ustqn. sing,

'fitorty*t,j*1" It's winler

seoson?
ll s winler. Il s wrnlel Il's snowy ond cold. B. Dialog. Listen and poirtt.
ll s spring. It s spring. Ii s windy ond rcrm.
Il s summer. Il's sumher. Ils sunny ond hol. Girl: What's 1,ouv fa.uorite season?
It's foll. Il s foll. It's cloudy ood cool. Boy: I like suntmer.
Wrnler. Spnng. Suhmer. Foll. Listen and repeat.
I like summer besl of oll.
(Sante as abotte, but each line is said ottce witlt a pause
wmler. Spring. Summer. Foll.
I like summer besl ofoll. .for Ss ro repeat.)

Have individual Ss say the dialog. Have Ss ask each other

u,hat their favorite seasons are in pairs.

C Have Ss look at the lrt tuinln,' torf. Play CD track A54

and have Ss listen.
Torgets
o Ss can recognize, name and talk about the seasons. ,.3@
o Ss can sing the ltb winter song. C. Lkten and sing.
Girl1: It's utirtter lt's tLtinter. It's snswy a77i ss!fl.
Moteriols Boy 1: Lt's spring. It's sprirtg. It's wirtdy and warnt.
Girl2: lt's suntnrcr. It's sunutrcr. It's suruty and hot.
Reduced Picture Cards 1-24 (Teacher's Guide pp. 170- Bo1,2i lt's fall. It\ fall. It's cloudl, and cool.
i72), pictures of r,',inter, spring, summer and fall, CD All: l\rintu Spring. Suntnten Fall.
I like sumnter besr of all.
Witter. Spring. Sumnter FaIl.
O Before the book I like suntnter best ofall.
Warm-up / review Play'the CD agair.r and encourage Ss to sing along. Have Ss
PIal,Say it! Lotto (Teacher's Guide p. ]4) using Reduced sirrg and substitute their farrorite season in the last line
Picture Cards 1-24 (Teacher's Guide pp. 170-172\. n,hen the),are used 1o the song.
Plat, Word race (Teacher's Guide p. l5) using Reducecl
Picture Cards 1-24 (Teacher's Guide pp. 170-17n. g After the book
lntroduce vocabulary
Say Today we are goirtg Io talk about tlte sensons. Ilold trp
a piclure of a n'inter scene and saY l4/irrrer. I'lave Ss repeut.
Reyreat r,,,ith the rest of the seasons. Drau' sonre r.,'cathc,r
@@ Seasonal survey (TR l3: Teacher's Guide p. 59)
sccnes on tllc. board and rei'ieu'tlte i,,,ords.
Activitl'Book p. 33 can ttorv be assigned for homer,','ork or
rrscrl in ciass. Sct' iuls\^rer ke\', Teacher'.s GLride p. I51.
@ Open the book Ncxt lesson: lirirrg a largc clock to teach Ss rhe
AI lavr: Ss lunt to Sturletrt liook p.27 arrd look irt l)ilrt;\. tiillercrrt Iirnt's.

5B Discover i1! I
 Seosonol survey
o

ffi
ffiffi
@

Teachet's instructions
H^ave ss repeat.
. . Prepare photocopies for each student in advance. point to the first picture and say winter.
continue with the remiining seisons. Put Ss into groups of six or uur" irlJt tr,e orher members
of their group about their favorite season and mark the. responsesiy .itori.rg one"ignt.
of the items in the respective seasonal
boxes- Have Ss. count up the number of colored items that iney naue for eachiseason
when they have finished asking
everybody in their group.

O Peorson Educotion Asio Limited Discover it! l, Teocher Reproducible 13 59

 O Open the book
Have Ss turn to Student Book pp. 28-29 and look at the
times at the bottom of the pages. Play CD track A 55.
Have Ss listen and point to the pictures.
@ Tok obout it! (Vocobuloryl
Torget , -, , ,, ,., ,, .,.,. .,:a.:;,,;
A. Lkten and poirtt.
Ss can point to and bontCt'.ime (h6urs,
say the
quarterhours andhalfhoursotly),, .,,,1, . . :
one o'clock (2x) o'clock
rilne (2x)
two o'clock (2x) teno'clock (2x)
threeo'clock (2x) eleueno'clock (2x)

Moteriols fouro'clock (2x) twilue o'clock (2x)

fiue o'clock. (2x) tweluefifteen (2x)
Picture Cards 17-39, large clock, CD six o'clock (2x) twelue thirty (2x)
seuen o'clock (2x) twelue forty-fiue (2x1
eigltt o'clock (2x)
O BeIore the book
Play CD track A56. Have Ss listen and repeat.
Warm-up / review
Revier,vthe vocabulary from the previous unit using
Picture Card,s 17-24.
Play Behind your back (Teaclrer's Guide p. 15).
GPA. Lkten and repeat.
(Sante as abotrc, bfi eaclt word is said otth'ortce wirlt a
lntroduce vocabulary pause for Ss to repeat.)

Show the clock. Say Toda7,uts svs goirrgto talk about

tinte. Hold up Picture Cards 25-39. Sal' tlre r',,ords and Play CD track A57. Have Ss listen and number the tiures.
har,e Ss repeat.

60 Unit 4. Lesson I
 Dialog 2: Choose anorher student (S2) who is wearing a
watch. Ask lVltat time ls ir? Have Ss repeat. Have anothei
B. Lkten and number. student say the same thing to you. Say 1rb _. Repeat
Nuryber 1. 12:00 (2x) Number 7. 3:00 (2x) with other Ss.
Number 2. 7:00 (2x) Number B. 1l:00 (2x) Dialog 3: Hold your stomach and say lf,s time to eat
Number 3. 5:00 (2x) Nttmber 9. 4:00 (2x) lunch.,Have Ss repeat. Have another student (S3) say the
Nttmber 4. 10:00 (2x) Number 10.6:00 (2x) same thing to you. Pretend that they have left something
Number 5. l:00 (2x) Number 11.2:00 (2x) behind on their desk and say Don'tforgetyour _.
Number 6. 9:00 (2x) Number 12. B:00 (2x) Have Ss repeat. Repeat with other Ss.

Check Ss' answers by pointing to the pictures in random

order and have Ss say the words. @ Open lhe book
Have Ss look for the hidden iguana in the main scene. Have Ss turn to Student Bookpp.2v-Zg.Introduce the main
(Answer: It's on the leg of the clock tower.) scene byplaying CD trackA58. Have Ss Iisten and point to
the people, animals or items as they are mentioned.

O After the book

Show l:00 using the clock. Ask What time is it?Elicit l:00.
(Accept lt's 1:00 ot I;00.) Show Ss various times on the
clock, and have individual Ss tell the times.
Activity Book p.24 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 154.
Listen to the story.
C.
The SuperKids are havingfun in a park.What's the
weather like? It's windy and cloudy. There's Pluto. She's on
the swing. She has a watch. Look at Donny. He has a kite.
Chip and Tbni are running. Toni is happy now. She's not
sick. Point to Beth and Mojo. They're playing on the jungle
gm. Lookat the slide.Itloolcsfun. Peter and Jupiter like
the slide.What'i that under the slide? Thatb Peterb hat.
Point to the clock.What color b it? It's green. It's 12 o'clock.
Areyouhungry?

Po int to D onny and ask Who's he? Elicit Donny. Point to

@ Totk obout it! (Diotoss)
Pluto and askWho's she?Elicit Pluto. Continue with the
rest of the SuperKids and the other characters in the same
way.
Say Let's listen. PIay CD tracks A59-A61. For each
dialog, have Ss listen and point to the character speaking
and then repeat the dialog.

D. Dialog 1.
Lkten andpoint.
Donny: I likeyour watch.
Pluto: Thanks.
Now lkten andrepeat.
(Same as aboue, but eacli line is said or,ce witlt a pause
for Ss to repeat.)
m#"ii$$'lillliiffi *' i:ffi i1,.
,lr'1r

Pictue Cards 25-39, CD

D. Dialog2.
Listen andpoint,
O Before the book Mojo: What time is it?
Beth: h's 12:00.
Warm-up / review Now lktenandrepeat.
Play Slow motion (Teacher's Guide p. 14) using picture (Same as aboue, but each line is said ortce with a pallse
Cards 25-39. Ss to repeat.)
for
Play Picasso (Teacher's Guide p. l5) using picture Cards
25-39.

Introduce dialogs D. Dialog3.

Listen and point.
Dialog l: Choose a student (Sl) who is wearing a watch.
Point to the watch, smile and say I likeyour watch.Have Peter: It's time to eat llutch.
other Ss repeat. Prompt Sl to reply Thanks. Have the Jupiter: Don't forget your lmt.
same student say the same thing to yolt. Say Thanks. Now listen and repeat.
Repeat with other Ss. (Same as aboue, but each line is said once with a paltse
l
I for Ss to repeat.)
:
I

!
.{j
i
I
Unit 4. Lesson 2 61
 Put Ss into pairs and have them practice the dialogs.
O Do it! @ sins-o-srom
€) Afier the book Torget
Have Sq practice the dialogs substituting different itenrs
or times. Have confident student pairs go to tl're front of Ss can understand and respond to commands to
the room to perform the dialogs. Get up at 6:30, Go to school at B:15, Eat lunch at
12:00, Do homework at 4:i0, Take abathat 7:45
and Go to bed at 9:00.

. Pass thepuppets (Teachert Guide p. 16)

Motedols
. Toss the animal (Teacher's Guide p. 16)
Have Ss practice dialog l: I likeyourwatch- Picture Cards 25-39, large clock, TPR Cards Unit 4
' (TR l4: Teacher's Guide p. 67), CD
Tlmnks. (Variation: Have Ss practice the dialog
using different items, e.g. T-shirt, pencil case)

Activity Book p. 25 can nor,r, be assigned for homework or O Before ihe book
used in class. See ansvr'er keY, Teacher's Guide p. 155. Warm-up / review
Next lesson: Bring a large clock in order to introduce Plal'.Fast motion (Teachers Guide p. l4) using Picture
the different commands. Cards 25-39.
Play What's different? (Teacher's Guide p. l5) using
Picture Cards 25-39.

Introduce commands
Use the large clock. Say Gel up at 6:00. Demonstrate the
action by pretending to wake up and yawn. Repeat Get up
at 6:00. Have Ss do the action along rvith you. Repeat r.r,ith
Go to school ar B.'I5. Change the time on the clock and
give the commands Get up at 6:0O and Go to scltool at
8.'I5 without doing the actions. Have Ss do the actions.

ryr'a
H-rei@,ffi#fu
Go lo schooi ot 8:15.
Introduce the rest of the commands in the same say. Use
the TPR Cards to give the commands in random order.
Have Ss do all the actions.

e Open the book

Do it!
Have Ss turn to Student Book p. 30. Play CD track A62.
Have Ss listen to the commands and point to the pictures.

Do_

-a.
homeworkol 4:30. Toke o bolh 01 7:45

G@
;fr o*n,,*r- Listen and point.
1. Get up at 6:30. (2x) 4. Da homework at 4:30.(2x)
@ lislen.Point.sing.
Whoi lime is it? 2. Go to schctol at B:15. (2x) 5. Take a bath at 7:45. (2x)

whor time is il? n.

* whol lrme is il? I's ltE:0011
l-- 3. Eat lurtch at 12:00. (2x) 6. Go to bed at9:00. (2x)
lgj.!!J
.+=
- tsl.
Whot trme F it? I,s lB I Whot trme i1? Il s lll2:001
's Play the CD again and have Ss listen and do the actions.
whol tme rs il? lle l5l. whol trme rsir. rrs[1@
-
18 r
Say commands in random order using the TPR Cards.
Have Ss point to the pictures in their books.
Use the TPR Cards to sav the commands in random order
again, arrd have Ss do the actions.

Introduce'the Sing-a-gram
Drau'trt,o clock laces on thc'board rt'ith the hands at the
appr<rpriate places to elicit B:I5 and l2:00. Plav CD track
AGij. I{avc Ss listen and point to tl.re times on tlie page.
(Nott:: l'hc Srrrg-a-grrrri n'ill be revieu,ed and tauglrt in
nrorc detail in Lessort l.)

I-istcn artd poirrr. -Sirtg.

Girl I: l|irtti tittrL is ii'

62 Unil4. Lesson 3
 Boy 1: Irls 8:15.
Girl l: lVhnt time is it?
Boy 1: It's B:15.
Girl 1:
Boy 1:
Girl I:
Boy l:
WImt time is it?
Ir's BiIs.
It's
Yealt!
time to go to scltool.
ilr. uoo
A 'o ''m
Girl2:
N '-./ I

Wlwttime
"[El '@
is it? 7:00
Boy 2: It's 12:00.
Girl2: Wmttimeisit?
Boy
Girl2:
2: h's 12:00.
What time is it?
l; ,
Ml
lL"/
ffi l0:15 9:30

2: O,&l Listen.Ask. Answen

Boy
,ltrTl
fi\,.:/
It's 12:00.
Girl2: It's time to eat lunch. ,ttP)
Boy2: Yeah! E
10:45 2:00

Play the CD again. Have two Ss go to the front and stand

in front of one of the clock faces on the board. Have them
point to the clock face when they hear the times being
sung.
ffi HI
sr*r#\

ll:00
fuJ
6:30

O AfIer the book

Mixup theTPR Cards and give the commands in random
order. Have Ss do the actions as a class. Divide the class
into two or more groups (group 1, 2, etc.). Give different
commands to each group. Give two commands in a row
e.g. Get up at 6:30. Go to school at 8;15. Have Ss wait until
they hear both commands and then respond to them in
the correct order. Give commands to individual Ss.
O Before the book
Warm-up / review
o Make a chain (Teacher's Guide p. 17) Play Pick it up! (Teacher's Guide p. 14) using Picture Cards
. Choose and tell (Teacher's Guide p. 17)
,,. , . ,' '' 25-39.
Play All pick it up! (Teacher's Guide p. 14) using
Activity Book p. 26 can now be assigned for homework Reduced Picture Cards 25-39 (Teacher's Guide pp. 173-
or
used in class. See answer key, Teacher's Guide p. 155. 174).

Introduce grammar
Hold up Picture Card 25. Elicit I:OO. Keep holding Picture
Card 25 and say -If's I:OO. Have Ss repeat. Continue with
the remaining cards. Hold up Picture Card 25 again. Ask
What time k it? Have Ss repeat. Keep holding up Picture
Card25. Say If 's l:00.Have Ss repeat. Continue as above

@ Buitd it! @ sins-o-srom 'a,'ith the remaining carCs. Divide Ss into group A and
group B. Hold up Picture Cards 25-39, one at a time.
[Group A: What time is ff fl [Group B| It's ( I :00).1 Have
groups change roles.

@ Open the book

A
Have Ss turn to Student Book p. 3l and look at partA. Play
Moteriols ..i,1"1 CD track A64. Have Ss listen and repeat.
,.:;aji .'ii,
Picture Cards 25-39, Reduced Picture Cards 25-39
(Teacher's Guide pp. 173-174),CD G@ A. Listen and repeat.
Beth: It's 12:00. (pattse)

Say the number of each picture in part A. Have individual

Ss say the sentences, Say numbers l-4 in random order.
Have Ss say the sentence for each number.

Unit 4. Lesson 4 63
 O After lhe book
Have Ss Iook at parl B. Plal, CD track A65. Have Ss listen Stand in a big circle. Use the clock to set the hands to any
and repeat. quarter hour time. Show the clock to the student next to
you (Sl) and ask What time fs ir? Give the clock to SI, rvho
then sets the hands to a different time and asks the
student on the other side. Continue around the circle.
B. Lkten and repeat.
Mojo: l4/hat tinte is it? (pause)
Beth: It's 12:00. (pause)
. What time is it? (TR 15: Teacher's Guide p. 68)
Put Ss into pairs and have them practice the dialog for o
each picture in Part B. Questions on cue (Teacher's Guide p. 17)

C Activity Book p. 27 can now be assigned for irontework or

Have Ss look at the pictures in part C. Play CD track A66' used in class. See ans\{er ke1', Teacher's Guide p. 155.
Have Ss listen and check ("/") the correct pictures. Next lesson: Bring a plant pot, a box, a clock and a sock
to introduce the letters and sounds -ot, -ox and -ock.

C. Listen and check.

1. lt's 9:00. (2x)
2. It's 4:30. (2x)
3. Mmt tinte is it?
It's B:15. )rzxt
4. Wat tinte is it?
It's 2:45. )tzxt

Check Ss' answers by having individual Ss raise their

hands, point to the correct pictures and say the
statements or dialogs.

Sing-a-gram
Have Ss look at tbe Wmt time is it? sorrg at the bottom of
p. 30 in the Student Book. Play CD track A63. Encourage
Ss to point to the different times lthen they hear the
@ Reod. Drow o line.
rvords in the song.
I ll's o pol

It's o doi-to-do1
Lkten and point. Sing.
Girl 1: Wmt time is it?
Boy 1: It's B:15.
BoyT: Wmttinteisit?
Boy 1: It's B:15. @ @ usten to the rsviow words. wrile.
Girl 1: Wmt tinte is it?
Boy 1: It's 8:15.
Girl 1: It's time to go to scltool.
Boy 1: Yealt!
Girl2: Wuttimeisit?
Bo1' 2:
hkn
Girl 2: "'t "tOO'
lvln.t time is it?
Boy 2: It's 12:00.
Girl 2: l44mtrinrcisit?
Boy 2: It's 12:00.
Girl 2: lt's titne to eat lunch. rfu\
Boy 2: \'ealt! (f,/ Reod it!
Divide Ss into group A and group B. Have Ss in group A
hold TPR Cards of go to scltool and eat /unch. Drar.t' tvr,o
Torget
clock faces showing B:l5 and 12:00 on the board. Have Ss Ss can pronounce, read and write -ot, -ox and -ock
in group B go to the front and stand in front of the clock words.
faces on tl.re board. Have group A sing the questions and
the lt's tinrc to part. Have group B sing the ansvvers
and the Yealt! parl. Have groups change roles and sing thc Moieriols
song again. - I)lant pot, box, clock, sock, CD

64 Unit 4. Lesson 5
A Before lhe book
Warm-up / review
Write tl're letters r:f one of the sounds fron'r the Read it!
section in Unit 3 on thdboard. Point to each ol the letters
i11 turn and have Ss say the sounds. Have the rest ol the Ss
repeat. Continue with the remaining sounds from Unit 3.
Introduce letters and sounds
Write or on the board. Have Ss say the sounds of each
letter. [Ss: o.] [Ss: ,.1 Read the letters as one word. Say ot.
Have Ss repeat. Write dot under ot. Dra',v a picture of a dot
on the board and say the sound of the first letter, the two-
letter combination, then the whole word: d-ot, dof. Have Ss
repeat. Write pot under dot and hold up the plant pot. Say
p-ot, pot, Have Ss repeat. Introduce -ox, fox and box in the
same lvay. Write k on the board. Have Ss say the sound of
the letter. Write = ck next to it. Explain that when the k
sound is at the end of a w-ord, it is often speiled c,t. Write
ock on the board. Have Ss say the sounds of each letter. [Ssl
o.l [Ss: ck.l Read the letters as one word. Say ock. Have Ss
repeat. Introduce clock and sock in the same way.
B
Llave Ss krok at part B on Student Book p. 32. Write the
three sentences on the board and read one of them. Have
Ss point to the corresponding picture in their books. Flave
ir volunteer come to the board and point to that sentence.
Demonstrate n.ratching the picture and sentence by
drarving a line. Say Match. Have Ss draw a line from the
picture to the corresponding sentence. Do the same for
the remaining sentences. Point to the sentences in
random order. Have Ss read them. Have individual Ss
point to and read any of the sentences.
C
Write o, on the board. Have Ss watch carefully. Have
individual Ss write of on the board. Do the same for o.r
and ock. Have Ss look at part C on Student Book p. 32.
Have them point to the picture of ltot. Say Hol. Have Ss
repeat. Point to oron the board and then the blanks on
the page. Write lz- on the board and fill in the blanks.
-
Play CD track .469. Have Ss listen and write the letters on
the lines.

Pronunciotion note C. Lkten and write.

ot lo:tl , ox /q:ks/, ock lotkl (See pronunciation table 1. ot, ot, hot (2x)
on Teacher's Guide p. 5.) 2. ock, ock, knock (2x)
Speakers of some languages have trouble with the 3. ock, ock, stocking (2x)
English x-sound, because it is a combination of two
sounds, lkl and i s/. If your Ss have this problem, do Continue with the other pictures. Walk around the
extrapronunciation practice to help them say /ksi as classroom and check Ss' progress.
one continuous sound.

@ After the book

O Open the book Write one of the words from the Read it! section on the
board. Have Ss find and point to the same word in their
A books, then read it. Do the same for the remaining words.
Have Ss turn to Student Book p. 32 and look at part A. Play
CD track 467. Have Ss listen and point to the pictures.

@ ,4. Listen and point.

r
o
Mini-book Unit 4 (TR 16: Teacher's Guide
Brainstorm it! (Teacher's Guide p. 18)
p. 69)

ot, ot (2x) ax, ox (2x) ock, ock (2x)

ot, ot, clot (2x) ox, ox, fox (2x) ock, ock, clock (2x) Activity Book p. 28 can now be assigned for homework or
ot, ot, pot (2x) ox, ox, box Q9 ock, ock, sock (2.r) used in ciass. See anslver key, Teacher's Guide p. 156.

Play CD track4.68. Have Ss listen and repeat.

@@
Listen and
A. repeat,
(Same as aboue, but each item said ortly once u'ith a
pause for Ss to repeat.)

Play the CD again. Have individual Ss repeat the items.

Name the pictures in random order. Have Ss point to tl-re
pictures or words. Have Ss turn to Student Book pp. 28-29
and look at the main scene. Have them find and name
pictures of words that end with the ot, o-t ot ock sound.
(Answers: clock, (Toni's) sock).

Write ro on the board. Point to and say the word. Have Ss

Iepeat. Write the review sight words ir's'dnd 4 on the
board. Point to and elicit each word.

Unit 4, Lesson 5 65
 the questiotx.Draw in the clockhands. Point to the second
picture. Say If's tinxe to (go to school).What time is it?
Draw in the clock hands. Have Ss draw in clock hands to
show their daily routines. Continue with the rest of the
pictures. Put Ss into pairs. Have one pair demonstrate the
dialog. [Sl: Nzmber l.What time is it?l [S2: Irb 7:00.1Have
Ss write their partner's name in the My friend space. Have
ff-*tu,i-
Drow. Ark your lriena. orow I
?
I
Ss ask their partners the same questions and draw in clock
hands. Walk around the classroom and check Ss' progress.

Sing it!
Review the dialogs from the Talk about it!sections. Have
individual Ss act out the dialogs. Play CD trackA70. Have
Ss Iisten and point to the pictures as they are sung.

Listen and point. Sing.

Boy: I likeyour watclt. I like your watch.
Girl: Thankyou.Thankyou.
Boy; What time is it?
Girk lt's time to go home.
Boy: Don't forget your hat.
I like your wqlch
Girl: OK
I lke Your wolch.
Boy: I like your watch. I like your watch.
I like your wolch. Don'l forget you hol.
Girl: Thankyou.Thankyou.
Thonk you. Thonk you
Whor ime is il?
oK!
(ReEot)
Boy: Wmttimeisit?
Il s trme lo go home.
Girl; It\ time to go home.
Boy: Don't forget your hat.
Girl: Oru
Play the CD again. Have Ss sing along. Put Ss into pairs
and have them sing.

it! @ O Afier the book

@ Proctice sins it! Place Picture Cards 25-39 on the board. Brainstorm some
activities with the Ss that can be done at each of the
times. Review / pre-teach lt's time to. Have individual Ss
make a statement about each card, e.g. It's (4:00).It\ time
to (stady English), etc.

Moledols' ' " , ,, r, Follow the liath {Teacher's Guide p. 19}

Reduced Picture Cards 25-39 (Teacher's Guide pp. Activit),Book p. 29 can now be assigned for homework or
173-174) (multiple copies), Picture Cards 25-39, CD used in class. See answer key, Teacher's Guide p. 156. Now
that Ss have completed Urrit 4, theycan gotothe Reward!
page, Activity book p. 70 and color number 4 brown.
O Before the book Nerl lesson: Bring some toys (e.g. kites, model cars) to
Warm-up / review use as props.

Sing the Sin g-a - grant together.

Play Grids (Teacher's Guide p. 16) using Reduced
Picture Cards 25-39 (Teacher's Guide pp. 173-174). Hold
up Picture Cards 25-39. ElicitWmt tinrc is ir? [Ss: /r's
(1:00).1

g open the book

Practice it!
Have Ss turn to Student Book p. 33. Point to the first
picture. Sav lr's finrc I.o get up. I get up at 7:00. Dran* a
picture of a clock sl-rowing 7:00 on tlre board. Ask l47rar
tinrc is it? Elicit lt's 7:00. Poir')t to the top ror,,'. SAY I'll ask

66 Unit 4, Lesson 6
 TPR Cords Unit4

Get up of 6:30. Go to school of 8:15.

o @

Eot lunch of 12:00. Do homework of 4:30.

L_ I

le I^
@

a^
o
oo

r Toke
. o both at7AS. Ir __
I Oo t\., bed
.\,rr-, to lJgLl ot
UI 9:00.
Z.VV.
___]
I

O Peorson Educotion Asio Limited Unit 4, Teocher Reproducible 14 67

 Whottime is il?
-r>€ I

I
I

i
i

.i-tn I
I

B .UU
I
l

I
i

I
I

t=
i
I

I
I

L! :Ll
i

I
5
I

I I

,)

;! :!-! l:!
oo

ii12 I

{6

Teacher's instructions I\4ake ettouglr copies so llurt c:rclr sturlcnt lxrs u tlocL [ucc. (]ile cach stuclent a carcl

l)irr'1rr(,r's, tltt,i raisc tlreil llttrds togetl)(,r. a,,,r,r.. t,, \ ou ;ut(i sill tl)r, lillrt, ori tlrt,ii r.;rr,ls.

(iU Unil 4, Teocl-rer Reproducible l5 O Peorson Educolion Asio Limiied

 Mini-book Unit4
hC r
-:ii-.

+
a
o
tl
I

a
tt
N)
o E -r--
C
lt
c i-]
tt
tl - a
F

(,

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It

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Lt ___.1
tol

Teachet's instructions See mini-book instructions on Teacher's Guide p. 146.

O Peorson Educotion Asio Limited Unit 4, Teocher Reproducible 16 69


@ Tok obout it!
@ Open the book
Have Ss turn to Student Book pp. 34-35 and look at the
toys at the bottom of the pages. Play CD track A7 l . Have
listen and point to the pictures.
(vocobuloryl Ss

A. Listen andpoint.
can point to and name kites, uideo games, board
Ss
cars, comic books,yo-yos, balloons arrd, rockets.
kites (2x) cornicbooks (2x)
yo,toy uideo (2x) ),o-)tos (2x)
ganrcs
board gantes (2x) balloorts (2x)
Moteriols 'r. l
tolr srrt (2x) rockets (2x)
Picture Cards 25-47, some toys (e.g. kites, model cars), PIal,CD track A72. Have Ss listen and repeat.
CD

O Before the book ,L Listen and repeat.

(Sanrc as aboue, but eaclt word is sa.id only ortce u,itlt a
Warm-up / review pause Ss to repcnt.)
for
Revier,usome vocabulary from previous units using
Picture Cards 25-39.
Pla1, 6p track A73. Hai'e Ss listen and nuntber rhe items.
PlayTouch and sav (Teachers Guide p. 14) using
Picture Cards 25-39.

Introduce vocabulary B.Listen artd rttttrtber.

Bring in as many toys, e.g. kites, nrodel cars as pr-rssiblc. Nrtrnbcr I. kitcs (hi) \tuntber5.balloorts (ix)
Put the lolrs r,"ut yo, and poitlt to thetrl. Sa1' Tltese are Ntttttltcr 2. r0l,(:r/tr (2r) .\trrlDcr 6..l,o-t,o.s (2x )
loys.Todal, ute are goirtg to talk aboul tltirtgs in a to1, Ntutrlxtr !1. vidao {:trtttts (2x) \ rr rrtber 7. ltort rdga rt t cs ( 2x )
slore. Ilold up Picture Carcls 40-47 and say thc'u,ords. l\lttrtrlx'r -1. ror*r't.' if.t) \ttrrtber 8. cornic lnol:s (2t)
En'rphasize the I'inal .s souncl in cach rvord. I-lavt'Ss lr'1'rt'ul

70 Unil5, Lesson I
Check Ss' anslvers bv saying eacl.r vocabulary lvord and
having Ss find and point to the toys in the urain sceue. [)oint
to the pictures in random order and have Ss say the lvords.
Have Ss look lor the hidden iguana in the main scene.
(Anslver: It's on the green bicycle.)
@ Open the book
Have Ss turn to Srudent Book pp.34-35. Introduce the main
scene by playing CD trackA74. Have Ss listen and poinr to
the people, anima-ls or items as they are mentioned.

@ Atter the book

C. Listen to the story.
Place Picture Cards 40-47 on the floor (with the picture
Tlrc SuperKids are in a toy store. It has great toys. point to
sides showing). Say to a student (S1) fizz to the balloons
the rockets. Find Mojo. He's flying on a balloon. Hotu
picture, pick it up and say it Have SI run to the balloons
many balloons? Seuenballoons. Look at pluto. She wants
card, pick it up, say Balloons and then put it back down.
a toy can Point to Peten He likes board games. How many
Continue with other Ss using different cards.
board games? 1, 2,3, 4, 5. Fiue board games. There's Toni.
She's holding a red uideo game. Da you haue a uideo
game? Point to the kites. Look at Chip. He wants a comic
book. Look at Jupiter He's pointing to the yo-yos. Hotu
color (Teacher's Guide p. 16)
Uncover the,,,.1r:.. many yo-yos? Ooh, I don't know. Do you like toys?
,

Activiry Book p. 30 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 156.
Next lesson: Bring a selection of toys to introduce the
dialogs.
Point to Donny and ask Who's he? Eliclt Donny. Point to
Pluto and askWho's she? Elicit Pluto. Continue with the
rest of the SuperKids and the other characters in the same
way.
Say Let's lkten.Play CD tracks A75-A77. For each
dialog, have Ss first listen and point to the character
speaking and then repeat the dialog.

D. Dialog 1.
Tolk obout it! (Diotogs) Listen andpoint.
Donny: lilhich toy car do you want?
Pluto: Theredone.
Now listen andrepeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

D. Dialog2.
Moieriols 't ' ..
Listen and point.
Chip: May I have that comic book, please?
!1i9: 49i 7 r' "1::Li:.1 co
P i.,"-l_:.
".1 i?-yl Clerk: Here you are.
Now listen and repeat.
O Before the book (Same as aboue, but each line is saicl once
for Ss to repeat.)
with a pause
Warm-up / review
Play Pass the card (Teacher's Guide p. 15) using picture
Cards 40-47.
D. Dialog3.
Play Run to it! (Teacher's Guide p. I5) using picture
Lkten and point.
Cards 40-47.
Jupiter: What are tl.tese?
Introduce dialogs Beth: Tltey're yo-yos.

Dialog l: Put the selection of toys Now lktenandrepeat.

at the front of the room.
Choose an individual student. AskWhich do you
want? Have Ss repeat. Have student point to the item in
question. AskWhat color3 to eticit red. Say The red one.
Have Ss repeat. Repeat with individual Ss.
Dialog 2: Ask May I have that _, pleasel Have Ss
repeat. Have individual Ss ask you and, say Here you are,
Dialog 3: Hold up a familiar item. Ask What's this?
Elicit ltb a Hold up two items. Ask What are these?
Have Ss hold up two items and repeat. Say Tbey,re _.
-. Repeat wirh other Ss.
Have Ss repeat.
(Same as aboue, but each line is said once
_ to repeat.)
with a pause
for Ss
Have Ss practice the dialogs in pairs.
O Afier the book
Use the toys from the first part of the lesson. Have some
pairs act out dialogs I and 2 using gestures. Place Picture
Cards 40-47 on the board. Now review the words bats,
helmets, soccer balls and gloves. Draw a picture of two
bats on the board. Say What are these?Elicitbafs. Ask the

Unit 5. Lesson 2 7I
 same question to elicit ltelnrcts, soccer balls and glotres'
Have Ss practice dialog 3 in pairs, using the nenr
O Belore the book
vocabulary and bats, helmets, soccer balls and gloves.
Warm-up / review
Have confident student pairs go to the front of the room PIay Memory list (Teacher's Guide p. l4).
to perform the dialogs. Play Pick it up! (Teacher's Guide p. t4) using Picture
Cards 40-47.

lntroduce commands
. Passit quick! (Teacher's Guide p. 16) Show the board game, together vr'ith some dice. Sal'Pur
. Who saidit? (Teacher's Guide p. 16) your marker on Start. Demonstrate the action. Repeat
Put your rnarker on Start. Have Ss do the action along
with you. lntroduce Throw tlrc dice in the same way, using
Activity Book p.31 can now be assigned for homer'r'ork or the die. Have Ss do the action with their pretend dice. '

used in class. See answer ke1', Teacher's Guide p. 157.

Give the commands Put your marker on Start and Tltrou,
Next lesson: Bring in a board game and some dice in the dicevithout doing the actions. Have Ss do the
order to introduce the different commands. actions. Introduce the rest of the commands in the same
way. Use the TPR Cards to give the commands in random
order. Have Ss do all the actions.

@ Open the book

Do it!
Have Ss turn to Student Book p.36. Play CD trackATB.
/'\."4*-.-
Have Ss listen to the commands and point to the pictures.
, -
} DOI"
,__r**---.. -_-
ii& Listen.Point.

l2
\\. .. \= Lktenandpoint.
\*:\^
/ffi'.,
,/€@,
N
\ .\ (a/' 1. PutyourntarkeronStart.
2. Tbow thedice.
(2x1
(2x)
/Crrr.l-Tct' @O Etf 3. Countthedots. (2x)
Pui your morker on Slotl Throw lne dice. Count the dols.
4. Moue your marker (2x)
{r5 5. Goforward 3 spaces. (2x)
\_\ 6. Goback?spaces. Qx)

ffi/ffi@\
/Cl:rrraree\.
morket. loMord 3 spoces. 60 bock 2 spolej
Play the CD again and have Ss listen and do the actions.
Move your Go
Say commands in random order using the TPR Cards.
Have Ss point to the pictures in their books.
'ffir,n6
f@ Listen.toint.sing.
Use the TPR Cards to say the commands in random
order again, and have Ss do the actions.
Whqt ore ihese?
Whol ore lhese? Whot ore lhese? Introduce the Sing-a-gram
Ttrev're..-.ff1. Tneyre g.-!r;,
.,,Q1 Use Picture Cards 45, 46, 47, 40 and 42 to elicit yo-yos,
Whol ore lhme? Whoi ore lhose? balloons, rockets, f,-ires and board gantes. Put Picture
tn"r'* (! rtreyre @1$--. Cards 45, 46, 47,40 and 42 on the board (with the picture
And these ore r*n, sides showing). Play CD track A79. Have Ss listen and poinl
@. to the tolrs on the page. (Note: The Sing-a-grarnwillbe
reviewed and taught in more detail in Lesson 4.)

Listen and poirtt. Sirtg.

O Do it! @ sins-o-srom Girl:

Bo1,;
l4that are tlrcse?
Tlrclirs Ys-1's5.
Girl: 141hat are those?
Torget 8o1,1 Tltqi'eballoorts.
Ss can understand and respond to commands to Pu, GirI: Wltat are these?
your marker on Start, Throw the dice, Count the dots, Bo1':'lltc.t:rerocl'cts.
Move your marken Go forward 3 spaces and Go back 2 Git'l: l|that are tlrose?
spaces. Bo1,: l'ltefrc kites.
All: Arrd tltese arc board gantcs.\'ealt!
Motedols l)lat'the CD again. Flave five Ss go to the front and eaclr
- ltold onc ol llrc'l'iclure'Cards on the board. Have thenr
Picture Cards 4G-47, board game and dice, TPR Cards
ruisc rlrt,ir clrrcls rt'hctt thev hear the rt'ords being sung.
Unit 5 (TIl I7: I'eacher'.s Guide p. 77), CD

72 Unit 5, Lesson 3
@ Afler the book @ Before the book
Put Ss into srnall groups. Use tl-re game board tron'r Warm-up / review
Recycle it! I (Student Book p. 26). Have Ss play it again Play Reduced picture cards bingo ('Ieacl.rers Cuide p. t4)
without the teacher giving the comrnands. using Reduced Picture Cards 40-47 (Teachers Guide p. 175).

Introduce gr:rmmar
Photocopy Reduced Picture Cards 40-47 (Teacher's Guide
a Listenandpoint (Teacher's Guide p. 16)
p. 175) lor each student.
a Drawanddo (Teacher's Guide p. 17) Have Ss place their cards, picture sides showing, in
lront of them. Hold up Reduced Picture Card 40 and
Activiry Book p. 32 can now be assigned for homelvork or touch the picture of kites. Sa,y These are kires. Prompt Ss
used in class. See answer key, Teacher's Guide p. I57. to touch their kfres cards and repeat. Put Reduced Picture
Card 40 on the board and go to the Ss' side of the room.
Point to Reduced Picture Card 40 from a distance. Say
Those are kites. Prompt Ss to point to Reduced Picture Card
40 and repeat. Continue as above with the rest of the cards.
Draw a large question mark on the board. Point to the
question mark and touch Reduced Picture Card 40. Ask
What are these? Prompt Ss to touch their kifes card and
repeat. Say They're kil'es. Have Ss repeat. Point to the
question mark and put Reduced Picture Card 40 on the
-'1.
_4. "/
BurUifl board. Go to the Ss'side of the room and point to it from a
d.-h urr.n.soy. distance. AskWhat are those?Have Ss point to Reduced

@
Picture Card 40 and repeat. Say They're kires. Have Ss repeat.
Ihese oreyo-yos. &1
comic books
4\
video gomes
Continue as above with the rest of the cards. Have
volunteers take T s role, in turn, and have them ask What are
these / those? Have the rest of the Ss answer accordingly.
3. I
HA
,dM
4M bots O Open lhe book

&
f-@ Listen- Ask. Answ€r- A
Have Ss turn to Student Book p. 37 and look at part A.
Note that the contractionThey're (They are) is used to be
loy aors more consistent with natural spoken English. Play CD

@ helmets
trackAB0. Have Ss listen and repeat.

A. Listen and repeat.

Beth: Theseareyo-yos.(pause)
Donny: Those are kites. (pause)
Say the number of each picture in part A. Have individual
Ss say the sentences. Say numbers l-4 in random order.
Have Ss say the sentence for each number.

B
Have Ss look at part B. Play CD track A8 1. Have Ss listen
and repeat.

@ Buitd it! @ slns-o-srom

Torgets B. Listen and repeat.
. Ss can make statements using These I those are Jupiter: What are these? (pause)
Beth: They're yo-yos. (pawe)
. Ss can ask and answer using Wat are theii I those?
Pluto: Wtat are tlzose? (pause)
They're
Donny: They're kites. (pause)
. Ss can sing the What are these? sa;ng.
- Put Ss into pairs and have them practice the dialog for
each picture in part B.
Moteriols
Reduced Picture Cards 40-47 (Teacher's Guide p. 175),
CD

Unit 5, Lesson 4 73
 Have Ss look at part C. Play CD track AB2. Have Ss listen
and check ("/") the correct pictures.

E€lt:.n+r;: i#i. jJi; ;i ;

p. i8) '
C. Listen and check.
1. Those are board games. (2x) Activity Book p. 33 can now be assigned for homework or
2. These are toy cars. (2x) used in class. See answer key, Teacherb Guide p. 157.
3. Wat are these? Next lesson: Bring some yo-yos, balloons, books and
Tlrcy're ballootts. )tzx) paintbrushes to introduce the sounds ofs, s and es,
4. l44mt are those?
Thqtr" to-tot' )rr,t
Check Ss' answers b1, fi2ving individual Ss raise their
hands, point to the correct pictures and say the
statements or dialogs.

Sing-a-gram
Have Ss look at the Wtat are these? songat the bottom of
p. 36 in the Student Book. Play CD track A79. Encourage
Ss to point to and say the names of the toys when they
hear the words in the song.

Listen and point. Sing.

Girl: What are these?
Boy: Tltqr're yo-yos.
Girl: What are those? O P@d. Drowoline,
SleMrEdr

Boy: They'reballoorts.
Girl: What are tlrcse? il Those ore poinlbrushs. .
Boy: Tlrcy're rockets.
Girl: What are those?
BoJr They're kites. e Thse ore bolloons
11tr
AII: Artd these are board games.Yeal't!
Divide Ss into group A and group B. Have group A hold
Reduced Picture Cards 45 and 47 of yo-yos and rockets.
Put Reduced Picture Cards 46 and 40 of balloons and kites
i3

O@
These ore comic books. .

tisten to tho rovlew rcrds. circle-

il\
on the board. Have groupA sing the questions and group '1 AA

-r*@t.*X['
B sing the answers. Make sure Ss touch the card when
they say these and point to the card when they say those.
Have groups change roles and sing the song again.

€) Afier the book

Put up Reduced Picture Cards 40-47 in different places
around the classroom. Have a student (Sl) stand next to
one of the cards and askwhat are tlrcse? or point to a card
and ask What are those? Have the other Ss answer.
@ Reod itl
: .";...,. . I -. i. 'i1.':
Continue as above with different Ss.
Torgets' n

o Ss can recognlzg and say the letters and qgunds-of s,

s and eswords. , ' ' '.:T '. i
r ,I{ha.t qre these?'!{hat are those? '
'iPut Ss into paip. $iotocopy4eauiea Pictue
Cards 40-47 (Tea-cher's Guide p. 175) for each pair. Moteriols
Give Ss four cards each. Have Ss put their cards,
Yo-yos, balloons, books, paintbrushes, CD
face ddwn, in front of them. Demonstrate the first
dialog with one pair. [Sl: (Touch one of his / her
cards.)WhatarethesefllSZzThey're,l
Demonstrate the second dialog with another pair.
[Sl: (Point to one of S2's cards.) Wwt are thosefl
lS2:They're Have pairs practice either the
first or the second dialog using the cards. If 52
. -l
74 Unil 5. Lesson 5
tt Before lhe book
Warm-up / review
IvVritethe letters of one of the sounds from the Reatl it!
section in Unit 4 on the board. Point to each of the letters
in turn and have Ss say the sounds. Have the rest of the Ss
repeat. Continue with the remaining sounds from Unit 4.
Introduce the sounds of g s and es
Show Ss 2 yo-yos. Sayyo-yos. Have Ss repeat. Write -s on
the board. Write yo-yos under s. Hold up a yo-yo and say
the singular form of the word. Hold up tlvo yo-yos and say
the plural form of the word using the -z ending sound. Say
yo-yo-z,yo-yos. Have Ss repeat. Repeat the procedure for
balloons-
Write another -s on the board. Have Ss say the sound of
the letter. [Ss: s.] Write books under -s. Hold up a book
and say the singular form of the word. Hold up tlvo books
and say the plural form of the word using the -s ending
sound. Say book-s,books.Have Ss repeat. Repeat the
procedure for kites.
Write -es on the board. Have Ss say the sounds of the
letter. [Ss: iz.lWrite paintbrwhes wder -es. Hold up a
paintbrush and say the singular form of the word. Hold up
tvvo paintbrushes and say the plural form of the word using
the -z ending sound. Say paintbrush-iz,paintbrushes.
Have Ss repeat. Repeat the procedure for witches.
Pronunciotion note
s lzl , s I sl , es ltzl (See pronunciation table on
Teacher's Guide p.5.)
Speakers of some languages have trouble with the
voiced final s-sound and pronounce it like a I zl .lf.
your Ss have this problem, do minimal pair
pronunciation practice with words like his / hiss (the
sound a snake makes) , ice / eyes, bus /bttzz (the
sound a bee makes), and raise / race.
O Open the book
A
Have Ss turn to Student Book p. 38 and look at part A. Play
CD trackAB3. Have Ss listen and point ro the pictures.
@ A. Lkten and point.
z, z (2x) s, s (2x) iz, iz
z, z, yo-yos (2x) s, s, books(2x) iz, iz, paintbrttshes (2x)
z, z, balloons(2x) s, s, kites (2x) iz, iz, witclrcs
Play CD track AB4. Have Ss listen and repeat.
(@
A. Listen and repeat.
(Same as aboue, but each item said only once
pawe for
uith a
Ss to repeat.)
Play the CD again. Have individual Ss repeat the items.
Name the pictures in random order. Have Ss point to the
pictures or words. Have Ss turn to Student Book pp. 34-35
and look at the main scene. Have them find and name
pictures of words that end with the z, s or iz sound.
(Answers: yo-yos, balloons, books, kites).
Introduce sight words
liVrite r/rese, tlnse and are on the board. Point to ancl say
enclr rvord. Have Ss repeat. \,Vrite These are yo-yos and
'flrcse are cars on the board. Have Ss read the sentences.
Foint to the sentences in random order and have
individual Ss read.
B
Have Ss look at part B on Student Book p. 38. lVrite the
three sentences on the board and read one of them. Have
Ss point to the corresponding picture in their books. Have
a volunteer come to the board and point to that sentence.
Demonstrate matching the picture and the sentence by
drawing a line. Say Match.Have Ss draw a line from the
picture to the corresponding sentence. Do the same for
the remaining sentences. Point to the sentences in
random order. Have Ss read them. Have individual Ss
point to and read any of the sentences.
C
Have Ss look at part C on Student Book p. 38. Point to the
picture af. snakes. Say Snakes. Have Ss repeat. Write s/rake
and snakes on the board. Ask Snake or snakes? Circle the
worul.Have one student come to the board and circle
snakes. Play CD track AB5.
C.Listen and circle-
l. snakes (2x) 2. car (2x) 3. foxes (2x)
Continue with the other pictures. Walk around the
classroom and check Ss' progress.
@ Afier the book
Write one of the words from the Read it! section on the
board. Have Ss find and point to the same word in their
books, then read it. Do the same for the remaining words.
o Minl-book Unit 5 (TR 18: Teacher's Guide p. 78)
o Phonics toss (Teacher's Guide p. 18)
Activity Book p. 34 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 158.
(2x) Next lesson: Bring some toy cars (including a red one)
and some balloons (including a green one) to use as props.
(2x)
@ Proctice it! @ sins it!
Torgets
. Ss can understand and produce this unit's target
language.
. Ss can sing the Which toy car?song.
Unit 5, Lesson 6 75
 Moteriols
Picture Cards 4047, dice (one for each pair), CD, toy Listen and sittg.
cars (including a red one), balloons (including a green .Man: Wticlttoy car do you want?
one) Girl: The red one.The red one.
May I have tlut red toy car?
Man: Here you are.
Girl: Tlnnkyou.
Wotnan: Wiclt balloort do 1,6u tl,rrtT
Bo1,; The green otte. Tlrc green otte.
May I luue tlut green balloott? .

Wontan: Here you are.

Boy: Tlzankyou.

Play the CD again. Have Ss sing along. Put Ss into groups

of four, and have them sing and mime the actions. Use
some items, e.g. model cars (including a red one),
balloons (including a green one) as props.

O Afier the book

Place Picture Cards 40-47 on the board (with the picture
sides showing). Cover the pictures with some paper so
that only part of them can be seen. Point to one of the
cards. Ask What are these? Have Ss answer. Ask S I to
come to the board and take T's role. Have the rest of the Ss
answer. Continue with the remaining cards.

Thgsg f,those dice (TR 19: Teacher's Guide p.79)

Snap! (Teacher's Guide p. 19)

Activity Book p. 35 can now be assigned for homework or

used in class. See answer key, Teacher's Guide p. 158. Now
that Ss have completed Unit 5, they can go to the Reward!
O Before the book page, Activity Book p. 70 and color number 5 orange.

Warm-up / review
Sing the Sing-a-gram together.
PIay Stand up and say it! (Teacher's Guide p. 15) using
Picture Cards 40-47.
Hold up Picture Cards 40-47. AskWhat are tlrcse?Elicit
They're (kites).

O Open the book

Practice it!
Have Ss turn to Student Book p. 39. Say This k aboard
game. Put Ss into pairs and hand out a die to each pair.
Have Ss use their erasers as game markers and ask them to
put them on the'Start' space. Have Ss roll the die and move
their markers down the game board, making a statement
about the items in the spaces on which they land, e.g.
These are are \4lhen Ss finish the game,
have one pair demonstrate the dialog. [Sl: What are tlrcse\
-Those -.
[S?: They're kites.) Play the game again, this time using tl're
Qs andAs instead of the statements. (This could also be
played by putting the Ss into tvvo teams.) Walk around the
classroom and check Ss'progress.

Singit!
Review the dialogs from the Talk about it!sections. Ha\/e
individualSs act out the dialogs. Pla1, 6p track A86. Ilave
Ss listen.

76 Unlt 5, Lesson 6
 TPR Csrds Unlt 5
'e./e

@@
Put your morker on Stort. Throw the dice.

e@
l__-__*_
Count
-::_,rr the dots.
rrrtvLr\,rlr. | Move your
,vltJvg morker..
yuul lllL,llA.tril I

l/-:\ --l-^- ---l

Go fonruord 3 spoces.
i _ _ _ _ g+ilrillo!.: ____ _l

O Peorson Educotion Asio Limited Unil 5, Teocher Reproducible 17 77

 Mini-book Unit5

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Teacher's instructions Sce rnini-book ir:strrrctions on'!t,irclrt.r''s (irrirlc p. l{(i

7B Unit 5, Teocher Reproducible lB €t Peorson Educolion Asic i-imitecj

 These / those dice
,cFS

iG G
\ iG s
\ :G
:i---
G
:1
:t

\: ..
,/
.\

.,/

----'
Teachet's instructions Prepare itwo photocopies for each student in advance. Hand out the worksheets.
Demonstrate step by step how to make the dice and have Ss follow along. Put Ss into pairs. Have both Ss throw their dice
and have them take turns asking questions about their own or their pariner's dice. Ivlake sure that they that they touch
the pictures for these and point io the picture s for those. Collect the dice and keep for future use.

O Peorson Educotion Asio Limited Unit 5, Teocher Reproducible 19 79

 @ Open the book
Have Ss turn to Student Book pp. 40-41 and look at the
pictures at the bottom of the pages. Play CD track B 1.

@ Tok obout it! Uocobuloryt Have Ss listen and point to the items.

A. Lkten and poittt.

Ss can point to and name spaghetti, French fries, fish,
salad, ice cream, noodlcs,fruit and soup. spaghetti (2x) ice cream (2x)
f ies (2x) rtoodles
French (2x)
fish (2x) fruit (2x)
Materiols i:.:'t. .,-i.
salad (2x) soup (2x)

Piciure Cards 40-55, CD Play CD track 82. Have Ss listen and repeat.

O Before the book

Warm-up / review
@ A. Listen and repeat.
(Same as aboue, but eaclt word is said only s116s still1 6
Review the vocabulary from the prerrious unit using pause for Ss to repeat.)
Picture Cards 40-47.
Play Run to it! (Teaclrer's Guide p. l5) using Picture Plal,CD track 83. Have Ss listen and number the items.
Cards 40-47.

Introduce vocabulary
Say Today we are going to talk about food. Hold up B. Listen andnumber.
Picture Cards 48-55. Say the nords and have Ss repeat. Nuntber l.Frertclt fries (2x) Nuntuer 5. fish (2x)
Nuntber 2. salad Qx) Nutnber 6. soup (2x)
Nurnber 3. ft'uit (2x) Ntttnber 7. spaglrctti (2x)
I\tttntber 4. rtoodlcs (2x) Nutnber B. ice creatn (2x)

B0 Unil 6, Lesson I
 Check Ss' altstvers bt,saving each vocabulary rvord and
lraving Ss iind and poirrt to the irenls in the inain sccrre.
I)oint to tl-re pictures in random order and have Ss say tl-re
ivo rds.
Have Ss look tbr the hidden iguana in rhe main scene.
(Atrsrver: It's on the i'loor next to the trash can.)
O Open lhe book
Ilave Ss turn to Student Book pp. 40-41. Introduce the main
scene by playing CD track 84. Have Ss listen and point to the
people, anirnals or items as they are mentioned.

O After the book C- Listen to the story.

Hold up Picture Cards 48-55 one by one and askDo you
like (spaghetti), (5l's name)? Continue with inclividual Ss
asking and answering using different picture Cards.
Teachet's guess (Teacher's Guide p. 15)
Activiry Book p. 36 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. l5B.
Next lesson: Bring a ball for the After the book section.
The SuperKids are in a restaltrant. Look at peter He\
hungry. He has salad and soup. Beth has spaghetti. Do
you like spaghetti? point to Tbni. She likes fish and ice.
lupiter likes chicken and jLtice. Can Jupiter ttse chopsticks?
No, he can't. Point to thefruit and the Frerrchfties.lNho
has the fruit and French fries? I don't know. Look at pluto.
What does she want? Noodles. Do yott want noodles? Da
you want ice cream?ltVhereb Mojo? Oh, there lrc is. He's in
the book bag. He's not hungry He's sleeping.
Point to Beth and askWho's she? Eltcit Beth. point to peter
and ask Who's he? Elicit Peten Continue with the rest of the
SuperKids and the other characters in the same way.
Say Let's listen- Play CD tracks B5-B7. For each dialog,
have Ss first listen and point to the character speaking and
then repeat the dialog.

@ Tolk obout it! {Diotossf D. Dialog 1.

Lkten and point.
Torgets
Beth: I'm really hungry.
Peter: Me, too.
o Ss can talk about themse lves using I'm really Now listen and repeat.
hungry andcan respond u sing Mi, 1ao, (Same as aboue, but each line is saicl ottce witlt a pause
o Ss can askCanyou use chopsticlcs?and respond Ss to repeat.)
for
v,rith No, I can't. Can you? Ss can answer yei, I can.

Moteriols
@ D.Dialog2.
Listen and point.
Picture Cards 48-55, CD, ball
Toni: Canyou use chopsticks?
Jupiter: No, I can't. Can you?
Toni:
O Before lhe book Yes,

Now listen and repeat.

I can.

Warm-up / review (Same as aboue, but each line is said once utith a pause
Play What's missing? (Teacher's Guide p. I5) using Picture for Ss to repeat.)
Cards 4B-55.
Play Draw a line (Teacher's Guide p. 15) using Picture
Cards 48-55. D. Dialog3.
Listen and point.
Introduce dialogs
Dialog l: Rub your stomach, pretending to be hungrv.
Father: Wlmt do you urmrt?
I'm really hungry. Have
Say Pluto: I want noodles.
Ss repeat. Have Ss mime the
action and say NIe, foo. Repeat with individual Ss. Now lkten and repeat.
(Same as aboue, but eaclt line i.s sakl once witlt a pat$e
_. Dialog 2:,AskCanyou use chopsticks? Have Ss repeat. for Ss to repeat.)
Shake your head to elicit No, I cant t Repeat with
individual Ss. Have Ss ask you the same question. Say No,
I can't. Can you? Nod your head to elicit yes, I can. Repeat Have Ss practice dialogs I and 2 in pairs. place picture
with individual Ss. Have them answer truthfully, Cards 48-55 on the board. Now revielv the words chicken,
according to their own abilities usingyes,I can / no, I juice, cake and rice. Draw a picture of a chicken leg on the
can't. Can you? board. Say What's rftls? Elicit chicken. Ask rhe same
question to elicitjuice, cake and rice. Have Ss practice
Dialog 3: Hold up Picture Cards of differenr food irems.
dialog 3 in pairs, using the new vocabulary and chicken,
AskWhat do you want? Have Ss repeat. Have Ss ask you
and say I want Repeat with individual Ss. iuice, cake and rice. Have confident student pairs go to
the front of the room to perform the dialogs.
-.

Unit 6, Lesson 2 81
 @ Atter the book O Before the book
Have Ss sit in a circle. Toss the ball to a student (Sl) and Warm-up / review
ask Can you use chopstick? Elicit Yes, I cart / rto, I cart't- Pla1, All pick it up! (Teacher's Guide p. I4 ) using Picture
Have SI ask Can you? atrd toss the ball back to the Cards 4B-55.
teacher. Answer Yes, I can / no, I can't. Toss the ball to
Pla1, 51o* motion (Teacher s Guide p. I4) using Picture
another student. Corttinue until all Ss have had a turn.
Cards 48-55.

o Role-play (Teacher's Guide P. 16)
a Change parurers (Teacher's Guide p. 16)
Activity Book p. 37 can novr' be assigned for homework or
used in class. See ans\{er ke1', Teacher's Guide p. 159.
Introduce commands
Have Ss stand up. Sa1' Get in line. Stand in front of Ss and
help them line up. Sa1' Chooseysvvfood. Demonstrate the
action with pretend food. Repeat Choose your food. Have Ss
do the action along rvith you. Give the commands Get in line
and Chooseyourfooduithout doing the actions. Have Ss do
the actions. Introduce the rest of the commands in the
same way. Use the TPR Cards to give the commands in
random order. Have Ss do all the actions.

@ Open the book

Do it!
Have Ss turn to Student Book p. 42.Pla1r CD track BB.
Have Ss listen to the commands and point to the pictures.

a!@
,W lisl€n. Point.
Lkten attd point.
L Get itt line. Qx) 4. Find a seat.
2. Cltooseyourfood. (2x) 5. Eatysvvlv17611. Qx)
(2x)

3. Takeyourfood. (2x) 6. Throwawal, tlrc trash.(2x)

Gel in hne.

"fr=- Play the CD again and have Ss listen and do the actions.
Say commands in random order using the TPR Cards.
Have Ss point to the pictures in the books.
t{,\\
\lr. l'N' Use the TPR Cards to say the commands in random
order again, and have Ss do the actions.

Introduce the Sing-a-gram

(rS lislen.sing.
Whot do you wsnt?
Whol do you wonl2
I wont noodres. ,?Z\
I wonJ noodres. W4
I won: noodtes. \--./
Whol do you woni?
I wonl noodlcs
I @nl iloodles. pleose'
Use Picture Cards 53 and 49 to elicit ttoodles and French
fries. Put Picture Cards 53 and 49 on the board (with the
picture sides shor'r,ing). Play CD track 89 and have Ss
whol do You wonl? listen. (Note: The Sing-a-gran r,r'ili be reviewed and taught
we wonl Flench frres.
in more detail in Lesson 4.)
we wonl French lries.
We wonl Flencn frEs.
Whol do You wonl?
We wonl French fries
We wonl French fies.
Listen and sirtg.
Mant: l\lhat da you utant?
Girl 1: I u,ant tloodles. I utant noodlcs. I wattt
noodles.
Man: l4Ilnt d.o you u,ant?
Girl I: I want rtoodles. I want noodles, please!

O Do it! @ sins-o-srom Wotnart:

Bo1, 1
ll4wt do l,gtt 1pct11s7
g Gi.rl2:\|re want Frcnch fries.Il'e want Frenclt
.f ies.l4re want French .f ies.
Torget lUontan: ll|l:zt do 3'ou want?
Ss can understand and respond to commands to Bo1, 1 & Girl 2:\Ue watlt Ft'etlch f'ries.llie uurtt Frettclr

Get in line, Choose your food, Take your food, Firtd .fries, please!
a seat, Eat your lunch and Throw away the trash.
l,la1'the CD agaitr. i{ave turo Ss go to the front atrd each
hold one of thc Picttrre Cards otr the board. Have then't
Moteriols raisc lhcir cartls rr'helt 1lre1' 5€'-. the rt'ords lreing sung.

Picture Cards 48-55, TPR Cards Unit 6 (TR 20:

'leacher'.s Guide
P. U7), CD

BZ Uni16, Lesson 3
O After ihe book
Mix up the TPR Cards and give the commands in random
order. Have Ss do the actions as a class.
Divide the class into two or more groups. Give different
commands to each group. Give two commands in a rolv,
e.g. Get in line. Choose your food. Have Ss wait until they
hear both commands and then respond to them in the
correct order, Give commands to individual Ss.
f
o re,e-q,.ref .saVs. (Simon',gays) (Teache/s Guide p. i7)
.. r i::r,, i. . ... r., . ... \|.,.:ii .j. .,
a Do p. gay, not as I do-(Teacher's Guide p. tZ)
{ Hold up Picture Card 48. Elicit Spaghet i. point to your
- chest. Say L Prompt Ss to do the same and repeat. hub
Activity Book p. 38 can now be assigned for homework or
used in class. See answer key, Teacher,s Guide p. l5g.
6m List€n.soy.
,r@6
l,/ solod
3,,^
Moteriols
Picture Cards 48-55, CD
O Before the book
Warm-up / review
Play What's different? (Teacher's Guide p. l5) using
Picture Cards 4B-55.
Play Behind your back (Teacher's Guide p. l5).
:
Introduce grammar
your stomach and pretend to be hungry. Say I want
spaghetti. Prompt Ss to do the same and repeat. Continue
as above using the remaining cards.
Have a student (S1; bg yrrr partner. put the rest of the
Ss into pairs. Put your arm around your partner, look at
the class and point to both yourself and Sl. Say We.Have
the rest of the Ss do the same and repeat. Hold up picture
Card 48, point to both yourself and Sl, rub your itomachs
and pretend to be hungry. Say We want spaghetti. Have Ss
do the same and repeat. Continue as above with the
remaining cards. Draw a large question mark on the
board. Have another student (S2) come to the fronl Look
at 52 and point to him / her. Say you. Have Ss except 52
2l^
rd,\
do_the same and repeat. Have 52 pretend to be hungry.
Point to the question mark and look at 52. Ask What do
v/eh you want? Prompt Ss except 52 to repeat. Hold up picture
we / lruil Card 48 and have 52 answer. [SZ: I want spaghetii-l
atn

r r ( W€ wont soup. i
:6
f,G)
96v6
Do the same for the remaining cards. Assign different Ss
to come to the front. Bring two Ss (S3 and 54) to the front.
I / spoghetli we / lish [.ook at 53 and 54 and point to both of them. Say fou. Have
O.Gl5t list€n. Ask. Answer. Ss except 53 and 54 repeat. Point to the question mark and
Iook at 53 and 54. Ask l,that do you want? prompt Ss except
-
53 and 54 to repeat. Hold up Picture Card 48 and have 53
and 54 answer. [S3 & 54: We want spaghetti.l
Continue as above using the remaining cards. Assign
different Ss to come to the front.

O@ usten.check@ tor @@ we. @ Open lhe book

l, '*------=.*i
*.,,O?f A
,0 Have Ss turn ro Student Book p. 43 and look at partA. play
CD track Bl0. Have Ss listen and repeat.
3:
n # |tnr-r'l I 'i6, f 7-., f
I
',._/
..4 ./r-1.-.i
...--;t.
t.tL.-, i (gp
A. Lkten and repeat.
Pluto: I Luant noodles. (pause)
DonnyandChip: VVe want soup. (pause)

@ Buitd it! @ sins-o-srom Say the number of each picture in part A. Have individual
Ss say the sentences. Say
Have Ss say the sentence
numbers l-4 in random order.
for each number.
B
Have Ss look at part B. Play CD track B1 l. Have Ss listen
and repeat.

Unit 6, Lesson 4 83
 B.Listen and rePeat.
Father: l44ut do !,oY want? (Pause)
Pluto: I waril noodles. (Pause)
Donnl,and Chip: We want soup. (pause)

Put Ss into pairs and have them practice the dialog for
each picture in part B.
Og* Uston.Polnl.Soy.

-- ed e!1-::-:*::"-- ei!.--"*
C
e - :pen / A iiberr
Have Ss look at part C. Play CD track Bl2. Have Ss listen
r'*' @S il
and check (",/") the correct pictures.
S ' ren 6@
6@
Slfart 110.6
O Food. Drow o lino'
C. Listen and check.
want noodles. (2x) -t TheseorePens. '

.G:
1. We
2. I want salad. (2x)
3. Whatdoyouwant? -1ex) 2 this is o red bell. .
I
We want souP.
4. Watdoyouwant? -1 fzxt
I want French fries. J' €.Thotisobed. -/tw
G) @ Usten to ttre leviow words. wrilo
Check Ss' answers by having individual Ss raise their
hands, point to the correct pictures and say the ^/
statements or dialogs.

Sing-a-gram i [.
Have Ss look at the lVhat do you want? song at the bottom 'il ,

of p.42 in the Student Book. Play CD track 89 and have Ss

listen.

Listen andsing.
Maru Vfiwt do you want? @ Reod itl
Girl 1: I uant noodles. I want noodles. I want
noodles.
Man: INhat do Yciu want?
Girl 1:
tl

I want noodles. I want noodles, please!

Woman: \Mhat do you want?
Boy 1 & Girl2: f
We want Fretxcl't ies.We u,ant Frencll
fries.We want Frenclx fries. Moteriols
Wotnan: Wat do you utant?
Boy 1 & GirI2: We want French fries.We want Frenclt C?
fries, Please!

Divide Ss into group A and group B. Have group A sing the O Before lhe book
questions. Have Sl from group B sing the l ruant Warm-up / review
part. Have the other Ss in group B sing the We want
part. Have groups change roles and sing the song-again. Write the letters of one of the sounds from the Read it!
- section in Unit 5 on the board. Point to each of the letters
in turn and have Ss say the sounds. Have the rest of the Ss
O After the book repeat. Continue with the remaining sounds from Unit 5.

Put Ss into pairs. Hold up Picture Cards 4&-55, one at a time.
Elicit the statement, then the Q&A dialog. Harre Ss make
statements or practice the dialog using the pictures as cues.
o two-letter combinatioir, then the whole word: r-ed,red.
Grammarmemory (Teacher's Guide p. 18)
. My choice (Teacher's Guide p. 18)
Activity Book p. 39 can nor.i'be assigneifor honrerryork or
used in class. See atls\\,er ker', l'eacher's Guide p' 159.
Introduce letters and sounds
Write ed on the board. Have Ss say the sounds of each
letter. [Ss: e.] [Ss: d.] Read the letters as one word. Say ed.
Have Ss repeat. Write red tnder ed. Point to something red
in the classroom and say the sound of the first letter, the
Have Ss repeat. Write bed under red and, draw a picture of
a bed on the board. Say b-ed,bed.Have Ss repeat.
Introduce -en, pen and ten in the same n'a1'.
\(ritc, / on the board. Have Ss say the sound of the
leller. \\rrite //=/. Explain tlrat nten the spelling is dotrble

84 Unit 6, Lesson 5
 //, the sor-rnd is the same as /. lVrite ell on the board. Have Play CD track B 15. Have Ss listen and write the lerrers on
Ss say the sounds ofeach letter. [Ss: e.] [Ss: l/.1 Read the the lines.
letters as one word. Say elt. Have Ss repeat. Introcluce lrel/
and.spel/ in the same way as red and, bed.
€EB andwrite.
C. Listen
Pronunciotion note
1. en, en, pencil (2x)
ed ledl , en I enl , ell I ell (See pronunciation table on 2. ell,ell,yellow (2x)
Teacher's Guide p. 5.) 3. ed, ed, bedroont tztJ
Please see pronunciation note about the final n in
Unit 3. Continue with the other pictures. Walk around the
classroom and check Ss' progress.

@ Open lhe book

A O Affer the book
Have Ss turn to Student Book p. 44 and look at part A. play Write one of the words tfom thd Read it! section on the
CD track B13. Have Ss listen and point to the pictures. board. Have Ss find and point to the same word in their
books, then read it. Do the same for the remaining words.

G@ A. Listen and point.

ed (2x) en (2x) a
ed, en, ell, ell (2x)
ed, ed, red (2x) en, en, pen (2x) bell
ell, ell, (2x) o
ed, ed, bed (2x) en, en, ten (2x) ell, ell, speil (2x)
Activity Book p. 40 can now be assigned for homework or
Piay CD track B14. Have Ss listen and repeat. used in class. See answer key, Teacher's Guide p. i60.
Next lesson: Bring some real menus from a fast food
G@ A. Lkten and repeat.
restaurant, coffee shop, etc ifyou choose to do the
optional activity Expand the vocabulary.
(Same as aboue, but each item said only once ruith a
pausefor Ss to repeat.)

Play the CD again. Have individual Ss repeat the items.

Name the pictures in random order. Have Ss point to the
pictures or words. Have Ss turn to Student Book pp. 40-41
and look at the main scene. Have them find and name
pictures of words that end with the ed, en or ell soutd.
(Answer: red (spaghetti sauce, girl,s uniform)).

Introduce sightwords Drow 3 items. A5k your rriend. Drow. '

,.,*r,.,$i:r
Write this and is on the board. point to and say each word.
Have Ss repeat. Write This is an ice cream and These are
French fries on the board. Have Ss read the sentences.
S@e@@@
Me
?d.-
I { rrrytr;*a
Point to the sentences in randcm orCer and have
individual Ss read.
I

B
I
Have Ss look at part B on Student Book p. 44. Write the ,l
three sentences on the board and read one of them. Have
I
Ss point to the corresponding picture in their books. Have 1

a volunteer come to the board and point to that sentence.

Demonstrate matching the picture and the sentence by
drawing a line. Say Ma tch. Have Ss draw a line from the
picture to the corresponding sentence. Do the same for rF Usten. point. Sing.
the remaining sentences. point to the sentences in Con you use chopsticks?
random order. Have Ss read them. Have individual Ss
point to and read any of the sentences.
con you use I " conyorr"" 1.
No, I con'|. Con you?

C con you use 1, gon rou u""

I ?

Yes. I @n. Con you?

Write ed on the board. Have Ss watch carefully. Have
individual Ss write ed on the board. Do the same for en (Reoeot)
and ell. Have Ss look at part C on Student Book p. 44.
Have them point to the picture of pencil. Say pencil. Have
Ss repeat. Point to en on the board and then the blanks on
the page. Write p- cil on rhe board and fill in the blanks.
-
Unil 6. Lesson 6 85
 Reduced Picture Cards 48-55 (Teacher's Guide p. 176).

@ Proctice it! @ sins it! Have 51 ask any other student (S2l What d.oyou want?
Have 52 answer I want (Esh). IfSl has that card, he / she
should give it to 52.

o Ss can understand and produce this unitt target

language.
. S: sing the Can you use chopstick?
"* 1onB

Mqteriols
Reduced Picture Cards 48-55 (Teacher's Guide p. 176),
Picture Cards 48-55, CD

O Before the book

Activiry Book p. 4l can now be assigned for homework or
Warm-up / review used in class. See answer key, Teacher's Guide p. 160. Now
Sing the Sin g- a- grant together. that Ss have completed Unit 6, they can go to the Reward!
Play Say it! Bingo (Teacher's Guide p. l4) using page, Activiry Book p. 70 and color number 6 red. Test 2
(Teacher's Guide pp. I84-IB5) can be done in class no1{r or
Reduced Picture Cards 48-55 (Teacher's Guide p. I76).
after completing Recycle it! 2.
Hold up Picture Cards 48-55. Elicit What do you want?
lSs: I4le want (spaghetril.l Alternate with individual Ss to
Next lesson: Bring some kites and some balloons to
elicit: 1 want use as props. Bring some realia, e.g. kites, balloons, yo-
yos and toy cars if1,o, .noo." to do the optional activiry
-. Shopping.
O Open the book
Practice it!
Place Picture Cards 48-55 on the board and go over the
words. Have Ss turn to Student Book p. 45. Point to the Me
section. SaTt Draw tlree items you want. Have Ss draw
three items on the page. Demonstrate the dialog with a
student first. Ask What do you want? lSl: I want
spaghetti.l Circle the picture of spaghetti in tbe My fiiend
section. Put Ss into pairs. Have pairs ask and answer each
other, putting a circle around the corresponding pictures.
Walk around the classroom and check Ss'progress.

Singit!
Review the dialogs from the Talk about it!sections. Have
individual Ss act out the dialogs. Play CD track BI6. Harre
Ss listen and point to the pictures as they are sung.

Listen and point. Sing.

1:
Girl Can you use choltsticks? Can you use
choltsticks?
Boy 1: No, I can't. Can you?
Can ysy use chopsticks? Can you use
chopsticks?
Girl 2: Yes, I can. Catt y6v7
Can you use chopsticks? Can you use
cltopsticks?
Bolr l; No, I can't. Can You?
Can y64 use choltsticks? Can yey 11ss
cltopsticks?
GirI 1: \'es, I can. Can ysvT

Play the CD again. Have Ss sing along. Put Ss into groups

offour and have them sing, each taking a role.

o After the book

Pla1, No. Sorr1,. (Go fish) (l'eacher's Guide p. 19) rrsing

86 Unit 6, Lesson 6
 TPR Cords Unit 6

Get in line. Choose your food.

Toke your food. Find o seot.

L_ _l
le -i
@

IL------:- Eot your lunch., ___L I

Lt toylyrylElqt___l
@ Peorson Educotion Asio Limited )

Unil6, Teocher Reproducible 20 87

 Mini-book Unit6
>€

C
o)
-C,
-r--\
o
o_ lrt
--i- ;..
!-_
I rl -o
--i o
C
t-

l--

--\- r

I rl
t(
l-t .l
I rt

o i
o
o
(o
I
(o
a

Teacher's instructions See nrini-borik irrstnrcrions orr'leacl.rt'r''.s (iuidc p. 1.1(i

BB Unil 6, Teocher Reproducible 21 O Peorson Educotion Asio Lrmiled

 Whotdo you wonl?
Across -)
Q-)

Down 0
c

Teachet's instructions Prepare photocopies for each student in advance. Hand out the worksheets.
Have one pair demonstrate the taiget dialog beiore everyone starts. lSl: Number l.What do you want?l
lS2; I wantfish.l
Point to and say the wordfsft (already written) in the puzzle. Have pairs do the crossword prizzle. Have Sls ask
questions for numbers l-4 and write the Across words in the puzzle. Have S2s ask questioni for numbers
5-B and write
the Down words in the pr;.zzle. Have Ss check their answers with another pair.

@ Peorson Educotion Asio Limited Unil 6, Teocher Reproducible 22 89

 kite to another student (S3) and say I like your kite. Have
53 answer Tlmnks. Ask individualSs What time is irl Have
them answer lt's (12:00). It's time to (eat lunch),
Have Ss turn to Student Book p. 46. Review the
characters and items in the pictures. PIay CD track B I 7.
Have Ss listen and point to the pictures.

Listen to the story, point and repeat.

Saleslady: Which kite do you want?
Donny: TIze blue one.
2 Tbni: May I haue that red balloon, please?
!"t t*"1: ttSylg!!yr_*_
i-.' -- '-" 'i- ---: -;;-i Moylhovelholred Mojo: I likeyour kite.
Pg!!y: " Uqtll _
Donny: Wmt time is it?
!-oje: _ _- _l!':L_,.0a lj !t!j to c9 l1o-U9:
Toni: I'm really hungry.
Donny: Me, too.

Play the CD again and press the pause button after each
line forSs to repeat. Make sure that Ss understand the
story by looking at panel 3 and asking what Pluto is
Whot lime is il?
thinking about.
Put Ss into groups of five and have Ss in each group
take the roles of the Saleslady, Donn1,; Toni, the Salesman
and Mojo. Have Ss practice the dialogs. Give them enough
props, e.g. kites, balloons. Wdk around the classroom and
check Ss' progress. Have more confident groups go to the
front ofthe class to perform the story.

O Afier the book

Do What are theysayrng? (TR 23: Teacher's Guide p. 93).

. Shopping
Torget i . .. -
Use bome'realia, e.g|'Htes, balloons, yo-yos and
toy cars to set up a shop. Ask a volunteer to
Ss can understand and use the target language from become a shop clerk Demonstrate an example
Units,t-6.
. ggnygqq?;tiqr-ry.rth individu4ss. Uavg Ss, in tums,
'
go shopping and have"a Conversation as they
rT.:'fJi .:l1,
wish.
Motedols o What's missing? (Teacher's G-uide p. 15)
Picture Cards 25-55, Reduced Picture Cards 25-55 Use Picture Cards 25-55.
(Teacher's Guide pp. 173-176), some kites and some
balloons, CD

O Before lhe book

Warm-up / review
Hold up Picture Cards 25-55 one at a time. Have Ss sa1'
the name of each card.
Play Find it and swat it! (Teacher's Guide p. l4) using
Reduced Picture Cards 25-55 (Teacher's Guide pp. 173-176).

g Open the book

Hold up two kites and ask a studenl (Sl ) I4'hriclr kite do
J,ou u,ant? Have SI answer The (blue) one, Give one of the
kites to another student (S2) and ask lrlay I l1a1e that (red)
kite, please? Have S2 ans\\,er Here y6v are. Give the other

90 Recycle it! 2, Lesson I

 A
Have Ss turn to Student Book p. 47 and look at part A.
Give dit'ferent commands and have Ss find and point io
the correct picture each time. Play CD track BlB. Have Ss
listen and number the pictures.
neviewitl
@
$ rful [islan. Number.
ob(

^* ,/ffi.
''o
.'/,
Y/ ffi
,tE A. Listen and nurnber.
Number l. CoLtnt the dots.
2. Throw atuay the trash.
(2x)

#/
Number (2x)
3. Get up at 7:00.
,g
@s
Number (2x)
Number 4. Get in line. (2x)
Number 5. Do homeworkat6:30. (2x)
Number 6. Throtu the dice. (2x)

'S *"m
O [ook. Circle. Write. Check Ss' answers.

ld*s "
o@"" B
Have Ss look at part B. Have Ss look at the first word on
the page. Point to the word and sayBor. Point to each
picture on the page. AskWhat's fhlsi Elicit Fox. Ask

eiAJffi
4bed.Ssock What's rhis? Elicit Box. Say Circle the box. Show Ss your
finger circling the correct picture as an example. Give Ss
time to circle. Say Now write box, Have Ss do 2-6. Walk
around the classroom and check Ss' progress. Check Ss'
answers.

@ Afier the book

Review it! o Concentration (Teacher's Grride p. 19)

. Word search (TR24: Tleacher's Guide p. 94)
Torget . fic-tac-toe (Teachet's Guide p. 19)
Sscan understand and use the target language from 'Draw a IaigeTlc+ac-toe gia on ttre board, Divide
Units 4-6. the class into two teams. Have teams take turns
asking and answering What's this?What ai tiese?
questions about the items in part B on the page.-If
Moteriots Ss answer correctly, have anytstudent from-thit
team write an X or and O in the grid. The first
TPR Cards Units 4-6 (multiple copies), Reduced team to getthree )G or three Os in a row is the- '
Picture Cards 25-55 (Teacher's Guide pp. 173-176) wlnner.
(one set for each group), CD

Next lesson: Bring some dice (one for each pair or

group) in order to play the board game.
O Belore lhe book
Warm-up / review
Use the TPR Cards from Units 4-6. Give all commands
unit by unit, first in order, then in random order. Have Ss
do the actions. Do some actions in random order. Have Ss
guess what the commands are.
Play On the table (Teachers
,Picture (Teacher's
Guide p. 14) using Reduced
Cards25-55 Guide pp. 173-176).
Write the words from the Read lr]sections in Units 4-6
in random order on the boarcl. point to the words and
have Ss read them out. Name the words in random order.
Have individual Ss circle the corresponding words on the
board.

Recycle il! 2, Lesson 2 91

 Point to space I I (purple section) and have a student (S3)
ask What do you want? Have the other Ss answer I want
spaghelti. Continue with spaces 12, t4 and t5 in the same
way. Have Ss take turns asking questions.
Put Ss into groups of three or four and hand out a die
to each group. Have Ss use their erasers as game markers
and put them on the Start space. Begin playing. Have Ss
take turns rolling the die and answering questions from
the other Ss in their group about the items on the spaces
where they land. Have Ss who land on one of the balloons
marked by an arrow move their markers forward or back
one space. The game ends when all Ss reach the Finish
space. Walk around the classroom and check Ss' progress.

Lo note
For a list of useful game language to teach Ss, see
Teacher's Guide p. 54.

O Afler the book

illiri'a:i''::r- r_''
r:i.'i;i::tiilrl rl: ;. I

@ Hoyit!

Activity Book p.42 can now be assigned for homework or

Reduced Picture Cards 25-55 (Teacher's Guide pp.
173-176) (two or three sets), dice (one for each pair or
8jo:pl
used in class. See answer key, Teacher's Guide p. 160.
Test 2 (Teacher's Guide pp. IB4-IB5) can nowbe done in
class.
Next lesson: Bring a world map or a globe to introduce
the different countries. Bring pictures of the different
kinds of food to introduce the vocabulary.

O Before the book

Warm-up / review
Play Partner search (Teacher's Guide p. 1 4) using Reduced
Picture Cards 25-55 (Teacher's Guide pp. 173-I76).

@ open the book

Have Ss turn to Student Book p. 48. Revien, the items in
the spaces. Model the dialogs for each color section. Point
to space I (yellow section) and have a student (Sl) ask
Wat time is ir3 Have the other Ss answer /t's B;00.
Continue with spaces 2-4 in the same \{a\,. Har,e Ss take
turns asking questions. Point to space 6 (brown section)
and have another student (S2) ask Wlzat are these? Have
the other Ss ansu,er The7,'re yq-1,ss. Continue rvith spaces
7-9 in the sanre \^'ay. Have Ss take turns asking questions.

92 Recycle lt! 2, Lesson 3

 Whot ore they soying?

o @

Teachet's instructions prepare photocopies for half the Ss in advance. Use the Talk about irl sections in Units 4-6
t"l*i"*ifi" Ji*rgr. priS. into pairs. Hand out a worksheet to each pair. Have pairs guess what the dialog is for each
picture. Invite a difTerent pair to the front of the classroom to act out each dialog. Have other Ss listen and point to the
picture that each pair is role-playing.

@ Peorson Educotion Asio Limiled Recycle it! 2, Teocher Reproducible 23 93

 Word seorch

N COTS

W C h r m t d q
b o o o n S n

e v r k C k X e o
I o g k S o C k
f S b e J e
S
€
e D t d f Z t
o C S h S V b r e
C o r S t b e o S

g U b o X J d p

\h rockets
box
wp
TeaCher'S inStruCtiOnS Prepare plrotocopies lbr eaclr sludent in advance. Hand out the rryorksheets.
Irlave Ss say the names of tl-re vocabularv r,,,ords thel' u'ill be searchit-rg lirr. I'}<.rilt1 to and saY the n,ord pcrr ( alreadi cilclcd )

in the n,ord search. Cross out the rryrlrd pctt above tlte n'orcl searclt. (live Ss tinle to [ind ar-rd circle the rest o1'tlre u orcls.
Ilemind Ss 1() cross out each u,ord as thev find it. Ilave Ss clrcck tltt'ir utts$'t'rs ilt prirs.

94 Recycle it! 2, Teocher Reproducible 24 O Peorson Educolron Asio irmited

 Do it! Dominoes
8E<r -

Get up Eot Iunch

of 6:30. of l2:00.

I
--l

Count Go forurord
the dots. 3 spoces.

L_

Throw owoy
6, : oerin rine
the trosh.

t-
e@ .l
:

f /
'I I

Toke i I : ootobed
your food. W ot 9:00.
@@ :

t--

Throw :DO homework

rl I.
Ine orce. of 4:30.
.

Choose Go bock
your food. 2 spoces.

Teache/s instructions Prepare one photocopy and cut out the dominoes. Divide Ss into 12 groups. Give one
domino to each group. Have Ss stand up. Say one of the commands, e.g. Get up at 6:30. Have the group with that picture
on their domino (group l) go to the frorrt and put it on the desk while other Ss do the action. Read the command on the
right-hand side of group I s domino, i.e, Throw the dice. Have the group with that picture
- on their domino go to the front
and put it next to group I's domino. Continue until all dominoes aie on the desk.

O Peorson Educotion Asio Limited Recycle itl 2, Teocher Reproducible 25 95

 @ Open the book
A Have Ss turn {o Studenr Book p. 49 and look at part A. play
CD track B19. Have Ss listen and point ro rhe picrures.

Student Book p. 49
A. Listen and poittt.
hantburgers (2x) salsa and tacos (2x1
Itot dogs (2x) sushi (2x)
lnntburgers and hot dogs (2x) rice balls (2x)
duntplings (2x) sttslti and rice balls (2x)
conSee (2x) kimchi (2x)
dumplings artd congee (2x) barbecue (2x)
salsa (2x) kintclti ard barbeate (2x)
tacos (2x1
Play CD track B20. Have Ss listen and repeat.

GP A. Lkten and repeat.

(Sante as aboue, but each nuntber is said ortb, once utitlt a
pause for Ss to rcpeat.)
Point to each picture on the page and ask individual Ss to say
the phrases.

B Have Ss look at part B. Play CD track 82l. Have Ss listen ro

the dialog and then repeat.

B. Dialog. Lkten and poirtt.

Boy 1: Do you like tacos?
Girl: Yes, we do.
Boy 2: Tlrcse are great!
Lkten and repeat.
(Same as aboue, but each line is said ottce with a pause for Ss
to repeat.)

Torgets :r;, ',.,,

Have individual Ss say the dialog. Put Ss into pairs. Harre Ss
ask their partners if the"v like the particular food.
o Ss can recognize, name and talk about foods
around the world. C Have Ss look atthe Do you like sushi? chant. plav CD track
o Ss can chant the Doyou like sushi? chant 822 and have Ss listen.
'.
Mslreriols
..- ;:

@ C. Listen and clmnt.

Reduced Picture Cards 25-55 (Teacher's Guide pp. All: Hot dogs, congee,barbecue,
I73-176), world map or globe, pictures of the different Sttshi, kintchi and tacos, too.
kinds of food from around the world, CD Hot dogs, congee, barbecue,
Sushi, kimchi and tacos, too.
Girl 1: Do 1,su like sushi?
O Before the book Bo1, 1 g
Girl 1:
Girl 2: l'es, we do!
Do 1'sY like kintchi?
Warm-up / review Boy 1 & Girl2: \'es, ute do!
Play Say it! Lotto (Teacher's Guide p. 14) using Reduced Girl1: Do ysY like tacos?
Picture Cards 25-55 (Teacher's Guide pp. 173-176). Boy 1 & Girl 2: l'es, we do! Tlrcse are great!

Play lVord race (Teachers Guide p. 15) using Reduced Plav the CD again and encourage Ss to chant along. \\'iren Ss
Picture Cards 25-55 (Teacher's Guide pp. 173-176). are used to tlre clrant, have them chant in groups.

Introduce vocabulary
Say Today ute are going to talk about wlurt people eal
O After the book
around llrc world. Show the rn,orld map or a globe. point
to rhe U.S. and say Tlrc U.S. Have Ss repeat. Repeat nith
the rest ofthe countries. Show a picture ofsonre Kids eat... (TR 26: Teacher's Guide p. 97)
l.rarnburgers. Say Hantburgeru, Havc'Ss repear. Continue
vvith the rest of tl're food irems.
Activitv Ilook p. 4lJ can novr'be assigned for hot.rterr.ork rrr ust,ti
irr class. St,t, ar:su,er kr.r', leacher'.s Guide p. l6l.
96 Discover il! 2
 Kids eot...

l. In Mexico, kids eot

2.InJopon, kids eot

3. In the U.S., kids eot

#\
hornbylf9

Teachet's instructions Prepare photocopies for each student in advance. Hand out the worksheets.
Have Ss look at the slx pictures at the bottom of the page and match one of the pictures with the picture of that country.
Have Ss write one of the words to complete each of the three sentences. Give Ss time to complete the sheet. \Mhen Ss are
ready, ask them to share their pictures and sentences with the rest of the class.

@ Peorson Educolion Asio Limited Discover itl 2, Teocher Reproduclble 26 97

 under the box to show each ofthe positions. Say the
words and have Ss repeat. Hold up Picture Cards 56-63.
Say the words and have Ss repeat.

@ Tolk obout it! ffocobutoryt

@ Open lhe book
Have Ss turn to Student Book pp. 50-51 and look at the
pictures at the bottom ofthe pages. Play CD track B23.
Have Ss listen and point to the pictures.

@ A- Lkten andpoint.
Picture Cards 48-63, box (with a lid), classroom items
sclssars (2x) pins (2x)
(scissors, paintbrushes, paints, stickers and some
paintbrushes (2x) in (2x)
paints (2x) ot't (2x)
Pin.):CD- -. stickers (2x) under (2x)

O Before the book Play CD track 824. Have Ss Iisten and repeat.

Warm-up / review
Review the vocabulary from the previous unit using
C@A. Listen and repeat.
Picture Cards 48-55.
(Sante as aborte, but eaclt word is said ortly o77ss 1ui7h q
Play Name it! Relay (Teacher's Guide p. I5) using
pause for Ss to repeat.)
Picture Cards 4B-55.

Introduce vocabulary PIay CD track 825. Harre Ss listen and number the items.
Show some classroom items, e.g. scissors, paintbrushes,
paints, stickers, pins. Hold up each of the items and name
tlrem. Harre Ss repeat. Put each of the items in / or.r /

98 Unil7. Lesson I
 and ask a student (Sl) l,Vhat's thrsS Elicit lrt a pen.Write p-
e-[ on the board. Have Ss say the individual letters, then
B. Listen and number. the whole word . Ask How do you spell pen? Have Ss repeat.
Number 1. pins (2x) Nttmber 5. paints (2x) Say p-e-n. Have Ss repeat. Repeat with different objects.
Number 2. paintbrushes (2x) Number 6. in (2x) Dialog 3: Hold up another familiar classroom item,j.g.
Number 3. on (2x) Number 7. scissors (2x) scissors and ask Ss What are these? Elicit They're scks6rs.
Number 4. stickers (2x) Number B. under (2x) Hide the object under a box and pretend to be looking for
them. Ask Where are the scissors? Have Ss repeat. Say
Check Ss' answers by saying each vocabulary word and They're under the box. Have Ss repeat. Repeat with the
having Ss find and point to the items in the main scene. same object hidden in different locations.
Point to the pictures in random order and have Ss say the
words.
Have Ss look for the hidden iguana in the main scene.
@ Open lhe book
(Answer: It's on the shelf between the containers of glue.) Have Ss tum to Student Book pp. 50-51. Introduce the main
scene byplaying CD track826. Have Ss listen and point to
the people, animals or items as they are mentioned.
O Afler lhe book
Put the scissors, paintbrushes, paints, stickers and pins
on the table in front of the Ss. Put a box on the table. Have
GnD
Listen to
C- the story.
individual Ss come to the front and pick up the item you
name. Say in the box, on the box or under the box. Have
It's time for art class. Beth and Peter are drawing and
the student place the item into the correct location.
coloing.What\ on the table? Stickers, marlcers and colared
pencik. Point to the rulers. Therulers are under the table.
Repeat with other Ss and the remaining items.
Inok at Jupitex He\ drawingMojo the mouse. Point to
Pluto. Pluto drew a fox. Look at the pins. The pins are on the
deslcTbniandChip arepainting.Pointto the pain* on the
t; i:1 table. Chip wants the scissors. The scissors are in the box.
, !,!!!spers
, ,.1
(lpachet's Guidep.
-
15) I 1 :',
What didChip paint?

Activity Book p. 44 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 161.
Point to Beth and askWho's she? Elicit Beth. Point to Peter
and ask Who's he?Elicit Peter. Continue with the rest of the
SuperKids and the other characters in the same way.
Say Let's listen Play CD tracks 827-829. For each dialog,
have Ss first listen and point to the character speaking and
then repeat the dialog.

@ Tolk obout it! (Diotosst D. Dialog 1.

Listenandpoint.
Beth: What's your fauorite class?
Peter: Artclass-
Now lkten and repeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

Picture Cards 56-63, CD

G@ D. Dialog2.
Listen andpoint.
Pluto: Howdoyouspellfox?
O Before the book Donny: f-o-x
Now listen and repeat.
Warm-up / review
(Same as aboue, but each line is said once with a pause
PIay Fast motion (Teacher's Guide p. l4) using Picture Ss to repeat.)
Cards 56-63.
for
Play AII in order (Teacher's Guide p. 14) using Picture
Cards 56-63.
D. Dialog3.
Introduce dialogs Listen and point.
Dialog l: Ask What's yourfauorite class? Have Ss repeat. Chip: Where are the sclssors?
Have the class ask you and say Ask a student Toni: They're in the box.
(Sl). Encourage 51 to name a favorite class. Repeat with Now listen and repeat.
other Ss. -class. (Same as aboue, but eacl't line is said once witlt a pause
Dialog 2: Hold up a familiar classroom item, e.g. a pen for Ss to repeat.)

Unii 7, Lesson 2 99
 Put Ss into pairs and have them practice the dialogs. Ilave
Ss give true answers for dia-log 1. Teach How do you say
in English? in case Ss don't know how to say their
€ Do it! @ Sins-o-srom
favorite class in English. Have confident student pairs go
to the front of the class to pedorm the dialogs.

O Afier the book

Divide the class into team A and team B. Point to one of the
phonics words that the Ss have leamed and have Sl from
ieam A ask 52 from team B How do you spell Have 52
spell out the word. Have teams take tums to ask. Continue
-? Cards 56-63
until all Ss have a chance to speak Place Picture
on the board. Now revierv the lvords rulers, crayons, erasers
and markers. Draw a picture of two rulers on the board. Say
What are these?Elicft rulers. Ask the same question to elicit
crayons, erasers aad markers. How Ss practice dialog 3 in
paiis, using the new vocabulary and rulers, crayons' erasers
lnd markers. Have confident student pairs go to the front of
the room to perform the dialogs.
o :Say,,14, frifnii.(Tezrcher s cuide
o iaiiit'quiiXIGacher'sGuide
Activity Book p. 45 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. l6l.
Next lesson: Bring somc pictures of animals to
introduce the new word lail.
--',.: ,,r.:,1 ,,,.,
Mffiiidft'.-
Reduced Picture Cards 5&{3 (Teacher's Guide p. 177)
(multiple copies), pictures of animals, classroom
items (paper and crayons or colored pencils), TPR
Cards Unit 7 (TR 27: Teacher's Guide p. 105), CD,
u'r and 63'
l:'::::"t"i9: lt: f6
O Before the book
Warm-up / review
Play Grids (Teacher's Guide p. 16) using Reduced Picture
p 1 6;' " "
Cards 56-63 (Teacher's Guide p. 177).
p- 16)'l Reviewhead, body, ears, legs, e1,es and nose usingyour
own body. Show pictures of some animals and introduce
the new word tail.
Introduce commands
Give each student a piece ofpaper for drawing, together
rvith crayons or colored pencils. Say We are goingto draw a
fox. Say Draw a lrcad and a body.Draw them on the board.
Repeat Draw a head and a body.Have Ss copy what you
drew on the board. Introduce the rest of the commands in
the same way. Use theTPR Cards to give the commands in
random order. Have Ss do all the actions.

e Open the book

Do it!
Have Ss turn to Student Book p. 52. Play f,p track B30.
G@ Listen.Poinl, Have Ss listen to the commands and point to the pictures.
r--l-,\.-
lV6.t t-ffir
IrxL(J
L"_)
Drow o heod ond
L_\(
Drow 4 legs.
Lkten and point.
1. Draw a lrcad and a bod1,. Qx)

'[m 2. Draw 2 ears and a tail.

o body,
(2x)
3. Draw 4 legs. (2x)

lrdvt
.l:"*e',il:'"*
M
Wrile lo-x under
lhe piclure.
4. Draw 2 e1,es and a rtose.
5. Color tltc picture.
6. l|rritef-o-x under tlte picture.
(2x)
(2x)
(2x)

,A Say commands in random order using the TpR Cards.

Have Ss point to the pictures. Sa1' (SI's rtante), come to tlrc
(JeE listen. Sing. front. Draut a head and bod1,. lSl dratvs a head and
Whoro o( lhe Poinls? bod1,.lContinue giving commands to individual Ss in
Where ore ihe poillls'r Wnere ore lhe scissors? order until the last student n'rites [-o-x under tlre picture.
ln lhe box. Under lhe box. ,r;)=-:
In lhe box. Ulocr ir( box ,--:'!ol Introduce the Sing-a-gram
They re rn lhe bor
Where ore the pornls'
Thev re ulder lhe
whera or€ the sc,sscs
box.'l
?
-',,/
_----
'4t- .Z
Use Picture Cards 58, 61, 56 and 63 to elicit paints, itt,
They're in lhe box The! re under the box sci.ssors and under. Put Picture Cards 58, 61, 56 and 63 on
The pornls ore ln llx'l'r'r , Tne scissors ore under lhe box.
the board (u'ith the picture sides shor,r,ing). Play (lp 1.u.tr
83I and havc. Ss listen. (Note: The Silg-a-grarn u'ill be
rc'r,icrled arrd taught in nrore detail in Lessor-r 4.)

100 Unil 7. Lesson 3

 Listen and sittg.
._,, suild il,
Boy: lVhere ttre tlrc painrs? Q *):o r.istan. soy.
Teacher: In tlze box. Irt the box. Thev're in thi box.
Boy: lVlrcre are tlte paints?
Teacher:
Girl:
Tltey're in the box. The paints are
Where are the scissors?
in tlrc box.
The scissors
qre in the box.
,/ffi
ffi
trE{
rr-: ..;:-l
slickers / in pins ,/ on
Teacher:
Girl:
Under the box. Under the box. They,re uuler
the box.
Where are the scissors?
| .
,F:-a
tl___-_.-s.Il
-i-aA!]. t
ffi1
F--a::++l
4 \i>
croyons / in rulers / under
Teacher: They're under the box. The scissors are uncler
O ful
the box.
usten- esk. Answer.
,ffiA
-:--,rffi L"-\{#r
/---ry"
Play the CD again. Have four Ss go to the front and each
hold one of the Picture Cards on the board. Have them
raise their cards when they hear the word being sung. ,m
pointbrushes?

I ' _.14rt
/ on royons?

iqd--B
r----:i*-J
/ under

/
@ Afier lhe book Oib usten.cnect.
points? in scissors? / on

Put Ss into pairs. Have Sls give commands to S2s. S2s t --g :-" '--'-1
draw, color and write. Have Ss change roles. Have a
confident pair perform in front ofthe class.
. I *l--,
. __- *JJ- T;i
_J__r-__-__.*_r I

fr1@lF,
o.IVIQredrawing
rr.Braihgtorm some more animalswith Ss.Write the
';.' lisi
o! animalg,on the board. Elicit from Ss or say
,"the bgdypart6 for each animal, e.g. wings, trunl.
' ,,Put Ss into pairs.
Have paiis chooJe un irrl*ul to
draw. Have Ss give commands and draw some
O Before lhe book
alimals, Havg"gome paip perfoq4 in front of the Warm-up / review
class or show t6.9- animais ihey have drrwn. Play Picasso (Teacher's Guide p. l5) using picture Cards
o Look and tell (Teacher,s Guide p. 1z) 56-63.
PIay.What can you say? (Teacher's Guide p. l4) using
Studenr Book pp. 50-51.
Activity Book p. 46 can now be assigned for homework or
used in class. See answer key, Teacher,s Guide p. 162.
Introduce grammar
Show the pair of scissors and the box. Say in the box, on
the box andunder the box. Have Ss .ep"it. Demonstrate
and say The scissors are in / on / under the box. Have Ss
repeat. Hold up Picture Cards 56 and 6l and say The
scissors are in the box, Have Ss repeat. Repeat with the
different iterns (Picture Cards 56-60) using different

@ Buitd ir! @ sins-o-srom

locations (Picture Cards 6l-63). Divide the class into two
groups. Place the cards of the classroom items in / on /
under the box on the table.
Torgets
o
,. , :: ,..,;. .
Draw a large question mark on the board. point to the
question mark. Ask Where are the (scjssors)p Have group A
Ss canmake statements using,The are in 'I on' - /'
'' ,,' ,
-"- -: -'! repeat the question. Point to the location card in tlie
. - O6i
uhder ihe . ---:, -: '::=- .- 'i',' '-
question. Say Tlrcy're in / on / under tlte bo.r. Havegroup B
o Ss can ask and answer usingWhere are the ? repeat the answer. Continue with the rest of the caids. -
Thtey'rb in l oin / underthebox,''. I i,'
Have groups change roles.
o Ss can sing the Where are the pain*? song.

Moteriols
O Open the book
A
Picture Cards 56-63, pair of scissors, box, CD Have Ss turn ro Student Book p. 53 and look at part A. play
CD track B32. Have Ss listen and repeat.

G@ A. Listen and repeat.

Toni: The scissors are in tlie bo-r. (pattse)

Unit 7, Lesson 4 101

 Say the number of each picture in part A. Have individual Put Ss into pairs. Hold up Picture Cards 56-63, two at a
Ss say the sentences. Say numbers l-4 in random order. time. Have Ss ask and answer, using the pictures as cues.
Have Ss say the sentence for each number.

B
Have Ss look at part B. Play CD track B33. Have Ss listen
and repeat. rn,
GP B. Lkten and repeat.
Activity Book p.47 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. I62.
Chip: Where are the scissors? (pause)
Toni: They're in the box. (pause)

Put Ss into pairs and have them practice the dialog for
each picture in part B.

C
Have Ss look at part C. Play CD track B34. Have Ss listen
and check ("/") the correct pictures.

C, Listen and check.

1. Thepinsareonthebox. (2x)
2. Thepaintbrushes are in thebox. (2x)
3. Where are the scissors? 1 rc-t
box.
They're under the )''^'
paints?
@
sllart urod
4. Where are the
They're on the box. )fZxl

Check Ss' answers by having individual Ss raise their

hands, point to the correct pictures and say the
statements or dialogs.

Sing-a-gram

t
Have Ss look at the Were are the paints? song at the
bottom of p. 52 in the Student Book. Play CD track 83I
and have Ss listen.

Listen and sing.

Boy: Where are the paints?
Teacher: In the box. In the box.They're in tlrc box.
Boy: l{here are the paints?
Teacher: They're in the box. Tlrc paints are in the box.
Girk Where are the scissors?
Reod it!
Teacher: Under the box. Under tlrc box. They're under
the box.
Girl: Where are the scissors?
Tbaclrcr: Tltq/vs under the box. The scissors are under
the box.

Divide Ss into group A and group B. Give Picture Cards 58

and 56 to Ss in group A and give Picture Cards 61 and 63
to Ss in group B. Have group A sing the questions and
group B sing the answers. Have individual Ss from group
A hold up Picture Cards of pain fs and scfssors rivhen thev
are sung. Have individual Ss from group B hold up Picture
Cards ofin and under. Have groups change roles and sing
the song again.
@ After the book
Hold up Picture Cards 56-63, two a1 a time. Use one
classroom item and one preposition. Elicit the staternents.
Moteriols
CD
O Before the book
Warm-up / review
Write the letters of one of the sounds from tl.re Read it!
section in Unit 6 on the board. Point to each of the letters
in turn and have Ss sal,thE sounds. Have the rest ofthe Ss
repeat. Clonlinue u,ith the renraining sour.rds fronr tJnit 6.

702 Unil7, Lesson 5

 lntroduce letters and sounds C
\,Vrite on the board. Have Ss sav the sounds of eacl.r
rir Write ir on the board. Have Ss watch carefully. Have
letter. [Ss: i.] [Ss: ,.] Read the lettlrs as one word. Say ir. individual Ss write iron the board. Do the same for
irz and
Have Ss repeat. \,Vrite lzir under jt. Demonstrate the action ig. Have Ss look at part C on Student Book p. 54. Have them
/rir and say the-sound of the first letter, the two-lerrer point to the picture of windy. Say Windy. Have Ss repear.
combination, then the lvhole word: h-it,hit. Have Ss Point to in on the board and then the blanks on the page.
repeat. \,Vrite si, under hit and demonstrate tl.re action sif. Write w_ _ dy on the board and fill in the blanks. eliy -O
Say s-if, sfu. Have Ss repeat. Introduce in, in, pitt and lg, track 837. Have Ss listen and r.trite the letters on the iines.
big, digin the same way.

Pronunciotion note
C. Listen and write.
it I ttl , in I nl , ig lrgl (See pronunciation table on f . in, in, uindy (2x)
Teacher's Guide p.5.) 2. it, it, kitchen (2x)
Speakers of some languages have trouble with the 3. in, in, uiolin (2x)
English i sound and pronounce ir like ear. Ifyour Ss
have this problem, do minimal pair pronunciation Continue with the other pictures. Walk around the
practice with ir and eat, sit and seat, etc. classroom and check Ss'progress.
See pronunciation note about the final n in Unit 3.

G) After lhe book

@ Open the book Write one of the words from the Read it! section on the
A board. Have Ss find and point to the same word in their
books, then read it. Do the same for the remaining words.
Have Ss turn to Student Book p. 54 and look at part A. play
CD track 835. Have Ss listen and point to the pictures.

@ @",'o 14ipi-6ii61 U. niJ 7 ([R 28: Teacher's

.,.. : ' Guide p. r06)
o What's thil' .:.._:.
.

A. Listen and point. lrrcid? (Teachels Guide p. 19)

it, it (2x) in, in (2x) ig, ig (2x)
...;, ,

it, it, hit (2x) in, in, in (2x) ig, ig, big (2x) Activity Book p. 48 can now be assigned for homework or
it, it, sit (2x) in, in, pin (2x) ig, ig, dig (2x) used in class. See answer key, Teacher's Guide p. 162.
Play CD track 836. Have Ss listen and repeat.

@ ,4- Listen and repeat.

(Same as aboue, but mch item said only once with a
pausefor Ss to repeat.)

Play the CD again. Have individual Ss repeat the items.

@ Proctice itt @ sins ir!
Name the pictures in random order. Have Ss point to the
pictures or words. Have Ss turn to Student Book pp. 50_51
and look at the main scene. Ha',,e them find and narne
pictures of words that end with the it, in or lgsound.
(Answers: sit (kids sitting), in (scissors in thebox;
paintbrushes in the jar), pin, big (elephant picture)).

lntroduce sight words Moteriols ;.i- -. -. :

)i

Write the on the board. Point to and say the word. Have Ss Picture Cards 56-63, box, classroom items (scissors,
repeat. Write the review sight words a and jr3 on the paintbrushes, p1i:.Il an_d pins), CD
board. Point to and elicit each word. :,i:|".s 3ome

B
Have Ss look at part B on Student Book p. 54. Write the
three sentences on the board and read one of them. Have
Ss point to the corresponding picture in their books. Have
a volunteer come to the board and point to that sentence.
Demonstrate matching the picture and the sentence by
drawing a line. Say Ma tch. Have Ss draw a line from the
picture to the corresponding sentence. Do the same for
the remaining sentences, Point to the sentences in
random order. Have Ss read them, Have individual Ss
point to and read any of the sentences. i

Unit 7, Lesson 6 103

 - *r-r*!n+;i;: ;d-;r.r"lli5 Girl: HottL do 1,6v spell Jbxi'

!)i';ro"r' "Rj
Boy: f'o-x
-Ii-r':-:'-. Boy: Hou, do t ott spell big?
Drow. Ask your friena. Drow. I .j-\ Girl: b'i-e
Boy: How do you spell cat?

?\ A,^,
---\9
Girl:
Boy:
c-a-t
A big cat on a box. A big cat on a box.
ril.gft.:*16.r-'-
t-'
-,,J
rffi All: Oh, no!

I .t
il-__=J - A/,/4, Play the CD again. Have Ss sing along. Put Ss into tr.r,o
groups and hate them sing. Have groups change roles
flL-*-1*1
<ll*r i and sing again.

lf,;;ao'
€) After ihe book
Put some classroom items in various places in the
GEEE [islen. sing.
How do you spell fox?
classroom. Make sure they're either in, on or under
something. Ask Ss Where are the and have them
How do you spell fox? f.o-x
How do you spell box? b-o-x
search for the item. Have the student who finds the items
A fox in o box. A fox in o box. say They're in / on / under -?
How do you spell fox? f-o.x

How do you spell big? b-i-g

-.
How do you spell col? c.o-l
A big coi on o box A big cot on o box. WhCr0 are the scissors? (TR 29: Teacher's Guide
Oh. no! p.107)

Activity Book p. 49 can novr, be assigned for homework or

used in class. See answer key, Teacher s Guide p. 163. Now
that Ss have completed Unit 7, they can go to the Reward!
page, Activity Book p. 70 and color number 7 pink.
O Before the book
\tllarm-up / review
Sing the Sing-a-gram together.
PIay Pass the card (Teacher's Guide p. 15) using picture
Cards 56-63.
Show some classroom items, e.g. scissors,
paintbrushes, paints, stickers, pins. Have Ss put the items
in / on / under the box. Point to each item.ElicitWhere
are the (scissors)l Elicit They're (in) tlrc box.

@ open the book

Practice it!
Have Ss turn to Student Book p. 55. Have Ss look at the
dialog at the top right corner ofStudent Book p. 55. Have
one pair demonstrate the dialog. tSl: Where arethe
erasersfl IS2: They're (in the box).|point to the first box. Say
Draw th.e items in the room. [Ss draw &e items.] put Ss into
pairs. Have Sls ask S2s where the items are in their room.
Have Sls draw the items in the second box. Have Ss change
roles. \{alk around the classroom and check Ss' progress.

Singit!
Review the dialogs from the Talk abottt ir! sections. Have
individual Ss act our rhe dialogs. plal,CD track B3B. Have
Ss listen.

Listen and sing.

Girl: LIou' do you spcll .[ox?
Bo14 f-rr-,
Girl: IJotu do j,oy sltcll box?
Bo1,; lt-o-x
Girl & Boy: A Jitx irt a hox. Afox in a lto.t.

104 Unit 7, Lesson 6

 TPR Cords UnitT

Drow o heod ond o body. I Drow z eors ond o toil.

lrar
l\e/ iz.
l@ -----l I

L_ Drow 4 legs. Drow 2 eyes ond o nose.

lo @

Color the picture. i Write f-o-x under the picture. I

@ Peorson Educotion Asio Limited Unii 7, Teocher Reproducible 27 105

 Mini-book UnitT

-{
::r a
o ;i--:
o
u
-!-l

\d
u
-!-l
u 7-\

q' Lt-

3l-o

F-{
I
LJ--r--
6'
--i o -i-)
o o -i:i
g ai
o
x
r\
(, I

I
\o

-
=
o
o O L--
g -.l- rrr
u tl
6' a i-'
--a-

\\_/

r-rl
F-{
I

n .=
o _o
= _o
L- /- o
\!_/ 7-\\
,l

Teacher's instructions See n.rini-book instructiolts on Teacht'r's Cuidt'p. 146.

106 Unit 7, Teocher Reproducible 28 @ Peorson Educotlon Asio Limited

 Where Gre the scissors?

l
on

& nro
F
#
l. The the

2. The ore the

/\

3. The

Teachet's
f&
instructions
ore the

Prepare photocopies for each student in advance. Hand out the worksheets.
Have Ss look at the main scene and at the:smaller pictures of the individual prepositions. Have Ss complete the
sentences by looking at the smaller pictures of the objects from the main scene and choosing which preposition to use.
Check Ss' un.ru"rr b! having one pair demonstrate the dialog. ISI; Where are the (scissorln lS2: They're on the (desk)-l

@ Peorson Educotion Asio Limited Unit 7, Teocher Reproducible 29 I07

 @ Open the book
Have Ss turn to Student Book pp. 56-57 and look at the
pictures at the bottom ofthe pages. Play CD track B39.

@ Tolk obgyt it! (vocobutory| Have Ss listen and point to the classes.

G@ ,4- Listen and point.

Englishclass (2x) dance class (2x)
ntath class (2x) soccer pracrtce (2x)
calligraphy class (2x) judo practice (2x1
swimmingclass (2x) baseball practice (2x)

Play CD track B40. Have Ss listen and repeat.

O Before the book

G@A. Lkten and repeat.
(Same as aborte, but each word is said ortly once with a
Warm-up /review
pause for Ss to repeat.)
Rer.iew the vocabulary from the previous unit using
Picture Cards 56-63.
Play CD track 84 t. Harre Ss listen and number the classes
Play What's missing? (Teaclrer's Guide p. l5) using
Picture Cards 56-63.

Introduce vocabulary
G@B. Listen artd ttumber.
Draw a time line on the board. Write 6:00 get up, B:00-S:45 Nuntbcr 1. judo practice (2x)
scltool,3:45 after scltool in a time line on the board. point Number 2. Ettglish class (2x)
to after school. Say Today u,e are goirtg to talk about afier Nuntbcr 3. calligraphl, slass (2x)
school. Hold up Picture Cards 64-71. Sav the r.tords and Nuntber 4. baseball Ttractice (2x)
have Ss repeat.

108 Unil8, Lesson I

 Ntt.trtber 5. soccer practice (2.r) at soccer practice. Have Ss repeat. Have a student say the
Ntunber6. danceclass (2x) line to you and saySeeyouthen, Have Ss repeat.
Nuntber 7. matlt clnss (2-r)
Dialog 3: Hold up different Picture Cards, one at a time.
Nunber B. stuimming class (2x)
Ask Where are you going? Have individual Ss ask you and
Check Ss' answers by naming the classes from the bottom
say I'mgoingto _class/ practice. Have Ss repeat.
of the pages and having Ss find and point to the classes in
the main scene. Point to the pictures in random order and
have Ss say the words.
@ open lhe book
Have Ss turn to Student Book pp. 56-57. Introduce the
Have Ss look for the hidden iguana in the main scene.
(Answer: It's on the green picture frame in the calligraphy
main scene by playing CD track B42. Have Ss listen and
point to the people, classes and practices as they are
class.)
mentioned.

O After the book

Place Picture Cards 64-71 on the floor (with the picture
sides showing). Say to a student (SI) Run to the English
class picture, pick it ttp and say ir. Have Sl run to the
English class card, pick it up, say English class and then put
it back down. Continue with other Ss using different cards.
Thumper (Teache/s Guide p. 15)
Activity Book p. 50 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 163.
Next lesson: Bring a large clock to introduce the dialogs.
C. Listen to the story.
The SuperKids haue classes at school. They haue a lot of
fitn. Donny likes soccen He's going to soccer practice. Tbni
and Beth are at school. Point to math class.4 times 12.
What's the answer? 48. Point to English class. Doyou like
English? Point to calligraphy ckus.Whereb lupiter? There
he is. Heb in the pool. He likes swimming class. point to
dance class. Can you dance? Look at pluto and peter peter
is going to judo practice. Point to boseball practice. Can
you play baseball?What do you do afier school?
Point to Toni and ask Who's she?ElicitToni. point to Beth
and ask Whob she? Elicit Beth. Continue with the rest of
the SuperKids and the other characters in the same way.
Say Let's lkten Play CD tracks B43-B45. For each
dialog, have Ss first listen and point to the character
speaking and then repeat the dialog.

D. Dialog 1.
@ Tolk obout it! (Diotoss! Lkten and point
Toni: Areyouready to go?
Beth: Yes.Howaboutyou?
Toni: Uh-huh. Let's go.
Now lkten and repeat.
(Same as aboue, but each line is said once with a pause
forSs to repeat.)

,rnOtgfiOtS.*,,.1.,,..','1.- -- .i'
D. Dialog2.
Picture Cards 64-71, large clock, CD Listen and point.
Donny: Seeyouat soccer practice.
Bye.
Chip: Seeyouthen.
O Before the book Now listen and repeat.
Warm-up / review (Same as aboue, but each line is said once with a pause
Play-Name it! Relay (Teacher's Guide p. I5) using picture for Ss to repeat.)
Cards 64-71.
Play Behind your back (Teacher's Guide p. 15).
D. Dialog3.
Introduce dialogs Listen and point.
Dialog 1: Showthe clock and move the hands to indicate Pluto: Where are you goittg?
the time that school ends. Ask Ss Mtat time k ir? Elicit the Peter: I'mgoingtojttdopractice.
answer. Put on your coat and pretend that you are ready
Now listen andrepeat.
to leave. AskAre you ready to go? Have Ss repeat. Have a
(Same as aboue, bu.t each line is said once witlt a pause
student ask you and say Yes. How aboulryoai Have Ss
for Ss to repeat.)
repeat. Have another student ask you the same question.
This time say llh-huh. Let's go. Have Ss repeat.
Put Ss into pairs and have them practice the dialogs. Have
Dialog 2: Hold up Picture Card 69 and say Bye. See yott

Unit 8, Lesson 2 109

 i (p it! @
confident student pairs 8o to the front of the room to
perform the dialogs. Do sins-o-srom

O After the book

Have Ss stand in ftr,o lines line I on one side of the
-
room and line 2 on the other side of the room. Have the
first two Ss from line I perform dialog l, then run to the
end of Line 2. Have the first two Ss from Line 2 perform
dialog I , after which they run to the end of Line 1.
Continue with the next two Ss from line 1 until all the Ss
have had a chance to perform the dialog. Repeat as above
for dialog 2. Place Picture Cards 64-71 on the board. Now
review art class. Draw a picture of something on the clothing, TPR Cards Unit 8 (TR 30: Teacher's Guide p.
board. Say What class rs rhls? Elicit art class. Have Ss 115), cD
practice dialog 3 in pairs, using the new vocabulary and
irt class. Have confident student pairs go to the front of
the room to Perform the dialogs'
O Before the book
Warm-up / review
Play Say it! Bingo (Teacher's Guide p. 14) using Picture
Cards 64-71.
Play Run to it! (Teacher's Guide p. l5) using Picture
Cards 64-71.

Activiry Book p. 5l can now be assigned for homework or

used in class. See answer key, Teacher's Guide p. 163.
Next lesson: Bring some school items (a book, a bag
and a jacket) and some sports clothing for the After the
book activiry.
Introduce commands
Say Putyour books inyour bag. Demonstrate the action.
Repeat Put your boolcs in your bag. Have Ss do the action
along with you. Repeat with Put on your iacket. Give the
commands Put your books in your bag and Put on your
jacketv'nthott doing the actions. Have Ss do the actions.
Introduce the rest of the commands in the same way. Use
the TPR Cards to give the commands in random order.
Have Ss do all the actions.

@ open the book

Do it!
Have Ss turn to Student Book p. 58. Play CD track 846.
Have Ss listen to the commands and point to the pictures.
@ tisten.Point.

--B
1@ Listen andpoint.
1. Putyourbook inyourbag. (2x)
2. Putonyourjacket.
.ffi|
Put on yourjockel.
Soygoodbye lo (2x)
yourleocher.
3. Saygoodbyetoyourteaclxen (2x)
f,t'
4. Putonyourunifurm. (2x)
5. Run to baseballpractice. (2x)

Pul on your uoilolm Run 1o boseboll proclice.

8W llil y9:!l1"orL
6. Joirt your teatn. (2x)

Play the CD again and have Ss listen and do the actions.

Say commands in random order using the TPR Cards.
Have Ss point to the pictures in their books.
@ usten.sing.
Use the TPR Cards to say the commands in ra:rdom order
Where ore vou going?
Where ore you gorng? again, and have Ss do the actions.
I m gorng lo swimming closs
Where ore you going? Introduce the Sing-a-gram
l'm gorng lo swimhrng clos6
Use Picture Cards 67 and 69 to elicit srufrlnting class and
Where ore you gorng?
I'm go,ng lo somer proc|ce.
soccer practice. Put Picture Cards 67 and 69 on the board
Where ore you going? 1n,ith the picture sides shorving). Play CD track 847 and
I'm going lo soccer proctice. harre Ss listen. (Note: The Sirrg-a-grant u'ill be revietted
and taught in more detail in Lesson 4.)

110 Unii 8, Lesson 3

 Lkten and sing. i r1;r;i,,,1 1
Boy: Wlrcre are yotL goittg?
@ . tisten.soy.
Girl: I rn goittg to swimmingclnss. r ,,:\ 2 /--\
Boy:
Girl:
Where are you goittg?
I'm going to swimming class.
i\-t) l.Gl
Girl: Wlrcre are you goittg? colligrophy closs swimming c,oss

Boy:
Girl:
Boy:
I'mgoingtosoccerpractice.
Wltere are you going?
I'mgoingtosoccerpractice.
3
titr)
\-/
/--_\-

donce
t6)
closs
, -/_-_\

soc€er prociice

Ob usten. lsk. Answor

Play the CD again. Have two Ss go to the front and each
hold one ofthe Picture Cards on the board. Have them (+,'z\
raise their cards when they hear the words being sung.
molh closs English closs
3:-l
O After the book
Show Ss the school items and sports clothing. IVIix up the
(\,
boseboll proclice
@ orl closs

TPR Cards and give the commands in random order. Have

Ss do the actions as a class. Divide the class into two or
more groups. Give different commands to each group.
Give two commands in a roq e.g. Put your books in your
bag. Put on your jacket. Have Ss wait until they hear both
commands and then respond to them in the correct
order. Give commands to individual Ss.

o 1ie4your partner (Teacher's Guide p. 17)

o Throw and tell (Teacher's Guide p. 17) O Before the book
Warm-up / review
Activity Book p. 52 can now be assigned for homework or Play Draw a line (Teacher's Guide p. 15).
used in class. See answer key, Teacher's Guide p. 164.
Play Pass the card (Teacher's Guide p. 15) using Picture
Cards 64-71.

Introduce grammar
Hold up Picture Card 64. Elicit English class. Keep holding
Picture Card 64. Say I'm going to English class. Have Ss
repeat. Continue with the rest of the cards. Draw a large

@ Buird it! Sing-o-grom

question mark on the board. Point to the question mark.
AskWhere are you going? Have Ss repeat. Hold up Piiture
Card 64 again. Say I'm going to English class. Have Ss
repeat. Continue with the rest of the cards. Put Ss into
pairs. Hoid up Picture Cards 64-7i, one at a time. [Sls:
Where are you going?| lS2s: I'm goingto (dance class).1
Have Ss change roles.

@ open the book

A
Moteriols
Have Ss turn to Student Book p. 59 and look at partA. Play
Picture Cards 64-71, CD CD track B4B. Have Ss listen and repeat.

G@ A. Lkten and repeat.

Peter: I'mgoingtojrtdopractice.(pause)

Say the number of each picture in part A. Have individual

Ss say the sentences. Say numbers 1-4 in random order.
Have Ss say the sentences for each number.

Unit 8, Lesson 4 111

7 B
Activity Book p. 53 can now be assigned for homework or
Have Ss look at parr B. Play CD track B49. Have Ss listen used in class. See answer key, Teacher,s Guide p. 164.
and repeat.

G@ B.Lkten andrepeat.
Pluto: Wrcre areyou going? @ause)
Petgr: I'm goingtojudo practice. (pause)

Put Ss into pairs and have them practice the dialog for
each picture in part B.
6{@ uden,polnr.soy.
C
Have Ss look at part C. Play CD track B50. Have Ss listen
and check ("/") the correct pictures.

C. Listen and check.

1. I'm going to math class (2x) O Reod. Drow o tins.

z. rm"goinlg b dance ctasi. (2x) $ lruninlhesun.

3. Where are you going? ffi
Pluto: I'rn going to soccer practice. frzxt 3
4. Where are you going?
This is my drutrr
&,
I'm going to English class. 1rr.t
'3 Thegumisinlhecup..
Check Ss' answers by having individual Ss raise their +
hands, point to the correct pictures and say the Om Usten lo tho review words. write.

statements or dialogs. o (3

Sing-a-gram @ ,ffi
Have Ss look at the Wzere are you going? song at the
bottom of p. 58 in the Student Book. play CDtrack 847
and have Ss listen.

Listen andsing.
Boy: Where areyou going?
Girl:
Boy:
I'm goingto swimmingclass.
Where areyou going?
@ Reod it!
Girk I'm going to swimming class.
GirI: Where areyou going?
Boy: I'm goingto soccerpractice.
Girl: Where areyou going?
Boy: I'm goingto soccerpractice.

Divide Ss into group A and group B. Give picture Cards 67

and 69 to Ss in group B. Have group A sing the questions
and group B sing the answers. Have individual Ss from
group B hold up the corresponding picture Cards when
they are sung. Have groups changes roles.
O Afler the book
Put Ss into pairs. Have each student choose a picture Card
and stand at the front of the classroom showing the card.
Sing the song again, using the substitutions on-the cards.
Repeat with different Ss.
. Choose a card (Teacher's Guide p. 1g)
. Musical chairs (Teacher's Guide p. lg)
O Before lhe book
Warm-up / review
Write the letters of one of the sounds from the Read it!
sect.ion in Unit 7 on the board. point to each of the letters
in turn and have Ss say the sounds. Have the rest ofthe Ss
repeat. Continue with the remaining sounds from Unit 7.
Introduce Ietters and sounds
Write r.rn on the board. Have Ss say the sounds of each
letter. [Ss: rr.l [Ss: n.] Read the letters as one r,r,ord. Sav un.
Have Ss repeat. Write rrrn under rzn. Demonstrate the
action run and say the sound of the first letter, the tvr,o_
letter conrbination, then the rthole rvord: r-un, nor. Have

ILz Unif 8, Lesson 5

 slrn under rrul and drar,v a picture of a sun
Ss repeat. \iVrite
rln the board. Sav s-&tr, szn. Have Ss repeat. Introduce rrp,
ttp, cup and um, gum, clrutrt in the sarne lvay. C. Lkten ancl write.
1. um, um, jump (2x)
Pronunciotion note 2. um, wn, dumplings (2x)
3. tu't, un, under (2x)
tttt I xol , up lrtpl, ttm I tml (See pronunciation table
on Teacher's Guide p. 5.)
Continue with the other pictures. Walk around the
Please see the pronunciation note about the final classroom and check Ss' progress.
n in Unit 3. Minimal pairs like um I nutgor nm I
rung are common pronunciation problems.
@ Afier the book
O open the book Write one of the words from the Read it! section on the
board. Have Ss find and point to the same word in their
A books, then read it. Do the same for the remaining words.
Have Ss turn to Student Book p. 60 and look at part A. Play
CD track 85I. Have Ss listen and point to the pictures.

o Mini-bookunit I (TR 3l: Teacherls Guide p. 116)

@@
Lkten and point.
A.
.,- Matqhit!, (Te.acl1eltLGulde n,19) ;t
1'.;
;,::, .,,.,.';,, -, t.

un, un (2x) up, up (2x) um, um (2x)

un, un, run (2x) up, up, up (2x) um, um, gum (2x) Activity Book p. 54 can now be assigned for homework or
un, un, sun (2x) up, up, cttp (2x) um um, drum (2x) used in class. See answer key, Teacher's Guide p. 164.

Play CD track B52. Have Ss listen and repeat.

@ A. Listen and repeat.

(Same as aboue, but each itent said only once with a
pause for Ss to repeat.)

PIay the CD again. Have individual Ss repeat the items.

Name the pictures in random order. Have Ss point to the
pictures or words. Have Ss turn to Student Book pp. 56-57
and look at the main scene. Have them find and name
pictures of words that end with the un, up ot am sound.
(Answer: run (Peter running)).

Introduce sight words

lVrite l and my on the board. Point to and say each word.
Have Ss repeat. Write the review sight words the, this and
is on the board. Point to and elicit each word.

B
Have Ss look at part B on Student Book p. 60. Write the
three sentences on the board and read one of them. Have Are you reody io 90?
Ss point to the corresponding picture in their books. Have Are you reody lo 90?
a volunteer come to the board and point to that sentence. Are you reody to go?

Demonstrate matching the picture and the sentence by Yes. Yes.

How oboui you?
drawing a line. Say Match.Have Ss draw a line from the How obout you?
picture to the corresponding sentence. Do the same for Uh-huh. Lei's go.
the remaining sentences. Point to the sentences in Uh-huh. Lel's go.

random order. Have Ss read them. Have individual Ss Let's 9o. Lel's go. Let's go.
Let's go. Lel's go, Let's go.
point to and read any of the sentences.

C
Write un on the board. Have Ss watch carefully. Have
individual Ss write un on the board. Do the same for up
and um. Have Ss look at part C on Student Book p. 60.
Have them point to the picture of under. Point to ur? on
the board and then the blanks on the page. Write on the
board and fill in the blanks. PIay CD track B53. Have Ss
listen and write the letters on the lines.

Unit 8, Lesson 5 113

 @ Proctice it! @ Chont it!
(Teacher's Guide p. l78). Have S2s ask Where are you
going? when Sls turn over a card. Have SIs answer f ,nr
goittg to Have Ss reverse roles.

Torgets -,
o Ss can understand and produce this unit's target

o
language. , . "l'l/here ary you going? (TR 32: Teactrer's Guide p.
Ss can chant the.Are yoi goi"l1nt rr7)
" o Unscramble it! (Teacher's
:ady : :.

' Guide p. 19)

Motreriots
Activity Book p. 55 can now be assigned for homework or
Picture Cards 64-71, CD, Reduced Picture Cards 64-71 used in class. See answer key, Teacher's Guide p. t 65.
(Teacher's Guide p. l78) (enough for each pair) Now that Ss have completed Unit B, they can go to the
Reward!page, Activit1,3es1 p. 70 and color number 8
)'ellow.
O Before ihe book
Warm-up / review
Sing the Sing-a - gram together.
Play All in order (Teacher's Guide p. l4) using Picture
Cards 64-71.
Hold up Picture Cards 64-71. AskWhere areyou going,
(SI's name)? Elicit I'rl going to (English class). Ask
individual Ss.

Open the book

Practice it!
Put Ss into pairs. Have pairs turn to Student Book p. 61.
Have one pair demonstrate the dialog. lSl:Where areyou
goingl {52: I'm going to soccer practice.) Have pairs use
the game board to play Tic-tac-toe (Teacher's Guide p. l9)
in the usual way, but Ss should use the dialogwhen they
fill in a square, e.g. Sls choose a square and S2s askWere
areyou going? Sls have to answer correctly before
marking the square. Walk around the classroom and
check Ss' progress. Repeat the game for further practice
using the other student's book.

Chantit!
Review the dialogs from the Talk about frl sections. Have
individual Ss act out the dialogs. Play CD track B54. Have
Ss listen.

@ Lkten and chant.

Girl: Areyou ready to go?
All: Are y6y ready t6 gsz
Boy: Yes.
All: )'es.
Boy: Houtaboutyou?
All: How aboutJou?
Girl: Ult-ltuh. Let's go.
All: Uh-|ruh. Let's go.
Girl & Bo1,: Let's go. Let's go. Let's go.
All: Let's go. Let's go. Let's go.

Play the CD again. Ilave Ss chanl along. put Ss iltto pairs

and have them chant.

O Afier the book

Put into pairs. Have pairs play Concentration
Ss
(Teacher's Cuide p. 19) using Reduced picture Cards 6.1-71

14 Unil8, Lesson 6
,efr r-
@, TPRCordsUnirS
- T

Put your books in your bog. Put on yourjocket.

[@

Soy goodbye to your teocher. Put on your uniform.

L__ __l
ln
it,

4
o

Run to boseboll proctice. Join your teom.

L__ __, i

@ Peorson Educolion Asio Limited Unil 8, Teocher Reproducible 30 115

 Mini-book UnitS
x

-l
=
-{_ o
Cl)
=
oE(o _o
(,'i \-l-

--i ::jj r--

--\
I

='
N) N
C,) \o

-F1
.-:
.a !--
---\
!-- O)
--\ :--
=
_o
u
C
o
(o -c
F
CI
C
o

C),
=j
oo =
co
t_
(Q
\--
--i
-l::
:-' a L.y-

,1l
Teacher's instructions- See mini-lrook instnrcliorrs on ]eacht,r's (iuidr: p. I46.

116 Unit 8, Teocher Reproducible 31 @ Peorson Educolion Asio Lirnited

 Where o!'e you going?

+t-tL-

donce moth English

l. I'm going to closs.

2. I'm going to closs.

3. I'm going to closs.

Teachet's instructions Prepare photocopies for each student in advance. Hand out the worksheets.
Have Ss look at the three pictures of the different activities. Have Ss match the pictures with
the names of the activities
and write the correct words in the blanks. Put Ss into pairs and have them ask ind answer.
lsts: (Number 2).Where are
you goingl lS2s: I'm going to (math class).1 Have some pairs read out the dialogs to check ih"
u.r.*"r, with the whole
class.

@ Peorson Educolion Asio Limited Unit 8, Teocher Reproducible 32 117

 doing? He's reading a book. Pretend to be drinking juice or
drink real juic e. Say What am I doing now? I'm drinking
juice.Prompt 52 to do it as well. [S2 does the action.] Point
to 52. Say What's he doing? He\ drinking juice. Do the

@ Totk obout it! (vocobulory) same with a female student and "she's". Hold up Picture
CardsT2-79. Say the phrases and have Ss repeat.
I *.r:1:: i
Torget '
Ss can point to and name eatingasnack, drinking O open the book
juice, playing the drunts, watching a DW, reading a Have Ssturn to Student Book pp. 62-63 and look at the
book, feeding the hamsten painting a picture and activities at the bottom ofthe pages. Play CD track B55.
drawingamap. Have Ss listen and point to the pictures.

Materiols , ',.-, l.:'

"

A. Listen and point.

Picture Cards 64-79, CD
eatinga snack (2x) readinga book (2x)
d.rinkingjuice (2x) feedingthelnntsrer (2x)
playi71t r1r, Orunts (2x) painting a picture (2x)
O Before the book watcltirry a DW (2x) drawirtg a ntap (2x)
Warm-up / review
Review the vocabulary from the previous unit using PIay CD track 856. Have Ss listen and repeat.
Picture Cards 64-71.
Play Pick it up! (Teacher's Guide p. l4) using Picture
Cards 64-71.
@@
Listen and
A. repeat.
(Sanrc as aboue, buI each word is said only o71ss 11i1h 6
Introduce vocabulary pause for Ss to repeat.)
Pretend that you're reading a book. SaS,Wnt am I doirtg?
I'm reading a book. Aska male student (Sl) to conte to tlre Play CD track B57. Have Ss listen and number rhe
front and do the same action. Point to S1. Sar' ll/hat's he phrases.

I lB Unil9, Lesson I
 Introduce dialogs
Dialog l: Choose an individual student, wave and say
B. Listen and number. Goodbye, Have the student say the same thing to
NLunber 1. drinking juice (2x) you and say I had a great time.Tlmnk you. Have Ss
Number 2. tuatching a D\,D (2x) -. with other Ss.
repeat. Repef,t
Number 3. painting a picture (2x)
Dialog 2: Give a classroom item to a student as a
Number 4. feedingthe hamster (2x)
present and say This isforyou. Have the student give you
Number 5. playingthe drums (2x)
the same present back and sayA Thanks. Repeat
Nttmber 6. drawing a map (2x)
with other Ss.
Number 7. eating a snack (2x)
-.
Dialog 3: Hold up Picture CardsT2-79, one at a time,
NumberB. readingabook (2x)
and say What are you doing? Have Ss do the action on the
card. Elicit I'm Ask another student What's
Check Ss' answers by saying each phrase from the bottom of
doing?Elicit He's / she's Repeat with other Ss.
the pages and having Ss find and point to the person doing -. -
that action in the main scene. AsklVhat\ each -.
time. Allow Ss to answer with the phrase only. Point to the
pictures in random order and have Ss say the phrases. -doing? @ Open the book
Have Ss turn to Student Book pp. 62-63. Introduce the
Have Ss look for the hidden iguana in the main scene.
main scene by playing CD track B5B. Have Ss listen and
(Answer: It's on the decorations hanging from the ceiling.)
point to the people, animals or items as they are
mentioned.
O Afier the book
Do the actions one by one using some classroom items if
possible. Have Ss say the phrases. Ask some individual Ss C. Listen to the story.
to take the teacher's role. Have the rest of the Ss say the Look. It's a class party. Pluto and Jupiter are going home.
phrases. Ask each student to bring in an inexpensive gift A girl is playing the drums. Point to the drums. Beth is
for the teacher, e.g. a used book, a drawing, a handmade eating a snack. Her friend is drinking juice. Look at Toni.
card or a candy bar for the next lesson. She's feeding the hamster Donny is giuing a soccer ball to
Jttpiter. Point to the girl reading a book. Point to the boy

@....,:...,.:.',..".'.
Four corlers (Teacher's Guide p. 15)
painting a picture. Hey, he's painting Pluto. Where's
Chip? He's watching a DW. There's Mojo. He's dratuing a
map. It's a space map. Iupiter and Pluto had a great
time. And so did the purple cat. Meow.
Activity Book p. 56 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p.155. Point to Peter and askWhob he?Elicit PeterPoint to Pluto
Next lesson: Bring a selection of small gifts (e.g. and ask Who's she? Elicit Pluto. Continue with the rest of
chocolate, stickers) to introduce the dialogs. the SuperKids and the other characters in the same way.
Say Let's listen.Play CD tracks 859-861. For each
dialog, have Ss first listen and point to the character
speaking and then repeat the dialog.

D. Dialagl.
Listen and point.
@ Tclk cbout it! (Dioloss) Peter: Goodbye, Pluto.
Pluto: I had a great time. Thankyott.
Now listen and repeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

G@ D. Dialog2.
Moldriols Listen and point.
-: ,. nr.--;-;.,-'. -, ",1,;,::",,,.r..::,.,,.r;,: ,,;-,,r,11i-.. ,,.: ;,...-'ri .,, ,.
,.,;.
Donny: Thisisforyou.
Reduced Picture CardsT2-79 (Teacher's Guide p. 179), Asoccer ball. Thanks.
Jupiter:
selection of small gifts (e.g. chocolate, stickers),
Now listen and repeat.
Picture Cards 72-79, CD
(Same as aboue, but each line is said once with a paltse
for Ss to repeat.)
O Before the book

Play Reduced picture cards bingo (Teacher's Guide p. 14)

using Reduced Picture CardsT?-79 (Teacher's Guide p. 179).

Unit 9, Lesson 2 L19

 D.DialogS. @ Do it! @ sins-o-srom
Listen and point.
Girl 1: Wut's Mojo doing?
Girl2: He's drawinga map.
Now listen and, repeat.
(Same as abot e, but each line is said ortce with a pause
for Ss to repeat.)

Put Ss into pairs and have them practice the dialogs. Have
Picture Calds 721fl9, wR Cards Unir g (TR 33:
confident student pairs go to the front of the room to
Teacher's Guide p. 125), CD, classroom items (e.g.
perform the dialogs.
some toys, a broom and a cloth)

o After the book

O Before the book
Have Ss line up in front of you with the gifts that they
have brought in for the lesson. Have a conversation with Warm-up / review
each student using dialog 2, substituting the gift items. PIay Draw a line (Teacher's Guide p. 15).
Play Stand up and say it! (Teacher's Guide p. 15) using
Picture CardsT2-79.

Introduce commands
.. PaCriAEuicJd.l Say Pick up the foys Demonstrate the action. Repeat Pick
,t u;e.ei*-s*r.* up the toys. Have Ss do the action along with you. Repeat
vttth Put away the toys. Give the commands Pick up the
Activity Book p. 57 can now be assigned for homework or toys and Put away the toysvithout doing the actions. Have
used in class. See answer key, Teacher's Guide p. 165. Ss do the actions. Introduce the rest of the commands in
the some way. Use the TPR Cards to give the commands in
random order. Have Ss do all the actions.

O Open the book

Do it!
Have Ss turn to Student Book p. 64. Play CD track 862.
Have Ss listen to the commands and point to the pictures.
€kM
@ Ustsn.Poinl.

Listen and. point.

(2x) 4. Wipe the desks.
1. Pick up the toys. (2x)
2. Putawaythetoys. (2x) 5. Erasetheboard. (2x)
3. Sweepthetloor. (2x) 6. Turnoffthelighx. (Zx)

Play the CD again and have Ss listen and do the actions.

Saycommands in random order using the TPR Cards.
Have Ss point to the pictures in their books.
Use the TPR Cards to say the commands in random order
Wipe lhe desks. Erose lhe boord. Turn otr lhe lights,
again, and have Ss do the actions. [Note: "Turn ort''was

@k'g
@ Uden.ttng.
introduced in SuperKids Student Book 1. You can review it
here as the opposite of "Tum offthe lights".)

Whol's Chip doing? Introduce the Sing- a- gram

Who|! Chip doing? Whol's Chip doing?
He's wqlching o DVD.
Use Picture Cards 75, 72,76 and 74 to elicit watchinga
Whol's Toni doing? Whol's Toni doing? DW, eating a snack, reading a book and playing the
She's eoring o snock. drums. Put Picture Cards 75, 72,76 and 74 on the board
Whol s B€lh doing? Whot's Both dorng? (with the picture sides shor,,,ing). Play CD track 863 and
She's reodrng o book
lrave Ss listen. (Note: The Sing-a-gram vvill be reviewed
Whsl s Mojo domg? Whol's Mojo doihg?
He's ploying ihe drums. and taught in more detail in Lesson 4.)

Listen and sirtg.

Teocher: llrhat's Cltip doing?l{hat's Cttip cktingl

120 Unit 9, Lesson 3

 Girl l: He's utatcltittg a Dl,,D.
Teacher:
Boy 2:
Wltat's Totti doiug? l,Vltat's Totti cloittg?
eating a snack.
Slze's
Teacher: Wlnt's Betlz doittg? lVlmt's Beth doittg?
@ Buitd i, @ sins-o-srom
Girl2: She's reading a book. Torgets
Teacher: What's Ivlojo doing? Wltar's ltojo tloittg? . Ss can make statements using.FIe3 / she's
Boy 1: He\ playingthe dnuns. o Ss can ask.and answer using l4lleaf,s (studentb name)
Play the CD again. Have
doing?Heb/she\',".,,',.,',,,.'r .

four
go to the front and each Ss o ssla"n't"iri"t11r1,,'1!aoinisaia,,
hold one ofthe Picture Cards on the board. Have them
raise their cards when they hear the lvords being sung.

O Afler the book Picture Cards 72-79, CD

Put the classroom items at the front of the room. Say (SI ,s

name), come to the ftont. Pick up the toys. [S1 picks up the
toys.l Have individual Ss use the other classroom irems
when they do the actions. Continue giving the commands
O Before the book
to individual Ss until the last srudent turni offthe light.
Warm-up / review
Play Run to it! (Teacher's Guide p. 15) using picture Cards
72-79.
GF+++.ff .r,:rr. r";, ;r.;;i,,,1,..,..,., :, r,;1,*,,..ii,,. : l
Play.Name it! Relay (Teacher's Guide p. 15) using picture
. ,WiiAt's M;ther doing?
r'j':', ii.1 l. 'T";her
irn sl, s Guide p
--1i1.;;- -:
CardsT2-79.
" i.1iffi '',t'i;i'---
Introduce grammar
Using Picture CardsT2-79 hold up, and do the action for
each-card. Elicit eating a snack, drinking jaice, playing
Activity Book p. 58 can now be assigned for homework or t-he drums, watching a DW, reading a iiotc,yeidtig tie
used in class. See answer key, Teacher,s Guide p.166.
hamster, painting a picture and drawing a tnap. UJla up
Picture Card72 and have Ss do the action. Whiie Ss are
doing the actiln, point to a male student (Sl) and say IIe,s
eating a snack. Point to a female student (S2) an6 ,u;
She's eating a snack.
Continue as above with the rest of the cards. Draw a
large question mark on the board. Have a male student
(S3) come to the front, take one of the cards and do
the
action. Point to 53 and the question mark. Ask What,s
(s_tudent's name) doing? Have Ss repeat. Say IIeb
Have Ss repeat. Have a female studint (S4) come to the
front, take one of the cards and mime the action. -.
point to
, f!!
# 54 and the question mark. Ask What,s (student,s name)
doing?Have Ss repeat. Say Sheb-' Have Ss repeat.
Continue as above with the rest of the cards, alternaiing
3Ll
drinkingjuice
.'@&
feding the homster
male and female students.
-#-
,1

rc
'r\

fui lsk.
eoling o snock wotching o DVD
@ Open the book

# s
G) usten. Answer.
r .tJ A
Have Ss turn to Student Book p. 65 and look at part A. play
ploying the drums
&s
rsding CD track 864. Have Ss listen and repeat.
o bmk
a, r-?t

&Y @
€
poinling o picture eoting o snock A. Listen and repeat.
O :9m usren. cnecr @ tre or j]
Girl2:
',@dw;
rhe.
He's drawing a map. (pause)
z: " --fi{*
Say the number of each picture in part A. Have individual
Ss say the sentences, Say numbers 1-4 in random order.
Have Ss say the sentence for each number.

B
Have Ss look at part B. Play CD track 865. Have Ss listen
and repeat.

Unit 9, Lesson 4 lzL

 B. Listen and repeat.
1:
Girl lVhat's Mojo doing? (pause)
Girl2: He'sdrawing a map (pause)
Activity Book p. 59 can now be assigned for homework or
Put Ss into pairs and have them practice the dialog for used in class. See answer key, Teacher's Guide p. 166.
each picture in part B. (Note: If you don't know the names
Next lesson: Bring a game, a cake, a pencil case and a
ofthe characters, you can refer to the labelled character
vase in order to introduce -ame, -ake and -ase words.
lists on the title page of Student Book 2.)

C
Have Ss look at part C. Play CD track 866. Have Ss listen
and check (" /") the correct pictures.

C. Listenandcheck.
1. He's watchinga DW. (2x)
2. She's painting a picture. (2x)
3. Wut's Pluto doing? OCm Ur;gn.point.Soy.

hamster )\L^)
She's feedingthe
-1 rt,.t *Ome-, - ql6E- OSS=:T
4. What's Donny doing? l fZxl Ut
nome ,.E\ ,d\ pencircose
{EG @i'

s
He's eating a snack.
=
Check Ss'answers by having individual Ss raise their 3:r: $s ,;;:1"", vose S ;

hands, point to the correct pictures and say the

statements or dialogs. O Rood. Drow o lin€.

Sing-a-gram fi Theboordgomeis
on lhe bed.
.Vffi@
Have Ss look at the What's Chip doing? song at the bottom
ofp. 64 in the Student Book. Play CD track B63 and have {4'
(9
listen.
(, Thol! my pencil cose.
Ss

5 Mynomeisonlhevose. . @
Lbten and sing. @@ ustentolhe review
ri (-
Teacher: Whatb Cltip doing?What's Chip doing?
Girl2:
Tbocher:
He's watching a DVD.
What's Toni doing?What's Toni doing?
q- @
Boy 2:
Teacher:
She's eating a snack.
lNhat's Beth doing?lUhat's Beth doing?
err
Girl 1: She's readinga book.
Teacher: l4lhat's Mojo doing?l$hat\ Mojo doitzg?
Boy 7: He's playing the drums.

Divide Ss into group A and group B. Give Picture Cards 75,

72,76 and,74 to Ss in group B. Have group A sing the
questions and group B sing the answers. Have individual
Ss from group B hold up the corresponding Picture Cards
@ Reod it!
when they are sung. Have groups change roles.

@ Afier the book

Put Ss into pairs. Have Sls sit with their backs to the
teacher, so that they can't see, with their books open to Moteriols
the double page spread at the start of the unit. Hold up
Picture CardsT2-79, one at a time. Have S2s make a Game, cake, pencil case and vase, CD
statement using he / she, according to the picture on the
card. Have Sls point to the corresponding activity on the
pa8e that they hear from their partner and ask Wat's
doing? Have S2s answer He's / slte's (watching a
O Before the book
DW).Have Ss change roles, Warm-up / review
- Write the letters of one of the sounds from the Read it!
section in Unit B on the board. Point to each ofthe letters
in turn and have Ss say tlre sounds. Have the rest ofthe Ss
repeat. Corrtinue rvith the remaining sounds from Unir B.

122 Unil9, Lesson 5

Introduce letters and sounds Say Match. Have Ss drar,v a line from the picture to the
Write arre on the board. Explain that'"vhen the letter e is at corresponding sentence. Do the same for the remaining
the end of the word with avowel, the first vowel is sentences. Point to the phrases in random order. Have Ss
pronounced as its name and the final e is silent. This e at the read them. Have individual Ss p-oint to and read any of the
end of a word is called a Si/ent e or lvlagic e. point to anE on sentences.
the board. Have Ss name the letter a, say the lrr sound, then
put their fingers on their lips for rhe Silent e. Read the letters C
as one word. Say ame, Have Ss repeat. Write name under Write ame on the board. Have Ss watch carefully. Have
amaWrite name ofi the board and say the sound of the first individual Ss write ame on the board. Do the same lor ake
letter, the three-letter combination, then the whole word: z- and ase. Have Ss look at part C on p. 66. Have them point
ame, name. Have Ss repeat. Write gr, me undet name and to the picture of baseball. Say Baseball. Have Ss repeat.
hold up a game. Say g-ame, game.Have Ss repeat. Introduce Point to ase on the board and then the blanks on the page.
Write b-
ake, cake, snake and ase, pencilceue, ucseinthe same way.
- - ball on the board and fill in the blanks. Play
CD track B69. Have Ss listen and write the letters on the
lines.
Pronunciotion note
ame lerml , ake I etkl , ase I ersl (See pronunciation
table on Teacher's Guide p. 5.)
C. Listenandwrite.
1. ase,ase,baseball (2x)
2. ake, ake, snake (2x)
@ Open the book 3. ase,ase,eraser (2x)

A Continue with the other pictures. Walk around the

Have Ss turn to Student Book p. 66 and look at part A. Play classroom and check Ss' progress.
CD track 867. Have Ss listen and point to the pictures.

O
aP ,4. Listen and point.
After the book
Write one of the words from the Read it! section on the
board. Have Ss find and point to the same word in their
afiie, ame 1Zx) books, then read it. Do the same for the remaining words.
arne, ame, ndme (2x)
Atne, anie, board game (2x)
ake,ake (2x)
ql-O',',:.';'.:"'r' ]'''
ake, ake, cake (2x) i,.,, Mltri-boof< U,,qrij S (TR 35: Teacher! Guide p. I27)
bed
ake, ake, make the (2x) . Fingers up{Teaclqrlg Guidg q, 18) :

ase, ase (2x)

c$e, ase, pencilcase (2x)
Activity Book p. 60 can now be assigned for homework or
ase, ase, uase (2x)
used in class. See answer key, Teacher's Guide p. 166.
Next lesson: Bring some props that Ss can use while
Play CD track B5B. Have Ss listen and repeat.
singing if you choose to do the optional activity New
verse. Bring some pictures from magazines which show
G@ A- I.ictpn nnd tonont
people doing something if you choose to do the optional
activity Expand the vocabulary.
(Same as aboue, but each item said only once with a
patue for Ss to repeat.)

Play the CD again. Have individual Ss repeat the items.

Name the pictures in random order. Have Ss point to the
pictures or words. Have Ss turn to Student Book pp. 62-63
and look at the main scene. Have them find and name
pictures of words that end with the ame, ake or ase sound.
(Answers: cake, pencil case).
@ Proctice it! @ sins it!
rorgeE
lntroduce sightwords .

o Ss canunderstand and produce this unit's target

Wtite That's on the board. Point to and say the word.
Have Ss repeat. Write the review sight words The / the, is . Ss can sing the This is for you song.
and my on the board. Point to and elicit each word.

B
Have Ss look at part B on p. 66. Write the three sentences on
Moteriols :

the board and read one of them. Have Ss point to the Picture CardsT2-79, CD, Reduced Picture CardsT2-79
corresponding picture in their books. Have a volunteer (Teacher's Guide p. 179)
come to the board and point to that sentence. Demonstrate
matching the picture and the sentence by drawing a line.

Unil9, Lesson 5 123

 A uideo gante.
Tltis is for you.
Boy: A uideo game! Tlunk you. Thank you. Thankyou.
[@k. Cover. Ark. ANwel

&g 0 ffi6 PIay the CD again. Have Ss sing along. Put Ss into pairs.

t-ffi
Have more confident pairs sing the song in front of the
class.

@ Afier lhe book

Put Ss into groups of three. Give a set of Reduced Picture
CardsT2-79 (Teacher's Guide p. I79) to each group. Have
them, in turns, pick a card and do the action. Have the
other two Ss ask and answer usingWhat's (51's name)
doing? He's I she's
@ utlen.!tng.
This is fot you -ing.
This is fo. you. A rcr boll.
A srcer boll.
A s@cer boll.
This is for you.
A smcer boll! Thonk you. This is for you. A video Eome.
Thonk you. Thonk you. A vdeo gome.
A vid@ gome.
This is for you.
Avid@ gome! Thonk you.
Thonk you. Thonk yo!.

O Before lhe book

Warm-up / review
Sing the Sing-a-gram together.
PlayAll pick it up! (Teacher's Guide p. 14) using Picture
CardsT2-79.
Hold up Picture Cards 72-79. AskWmt\ (Donny) Activity Book p. 61 can now be assigned for homework or
doing? Elicit He's / she's (eating a snack). used in class. See answer key, Teacher's Guide p. 167. Now
that Ss have completed Unit g, they can go to the Reward!
@ Open the book page, Activity Book p. 70 and color number 9 black. Test 3
(Teacher's Guide pp. 186-t87) can be done in class now or
Practice it! after completing Recycle it! 3.
Put into pairs. Have pairs turn to Student Book p. 67.
Ss Next lesson: Bring a box, pencils, rulers, a kite, party
Have one pair demonstrate the dialog. [Sl:What's Mojo hats and a soccer ball to use as props.
doingfl lS2z He's drinking juice.l Say Look at these
pictures. Then have Ss cover the pictures. Put Ss into
pairs. Demonstrate the dialog with individual Ss first.
Point to Mojo's face underneath the picture. AskWhat's
Mojo doing? Elipit He's drinking juice. Have pairs, in
turns, ask and ariswer about the pictures.

Singit!
Review the dialogs from the Talk about lrJ sections. Have
individual Ss act out the dialogs. Play CD track B70. Have
Ss listen.

Listenandsing.
Boy: This isforyou. A soccerball.
A soccer ball.
A soccer ball.
Tltis is for ysy.
Girl: A soccer ball! Tltattk y6y. Tltattk t ou. Tltartk t orr
Girl: Tltis is for you. A uideo Eante.
A uicl.eo ganrc.

124 Unit 9, Lesson 6

 TPR Csrds Unit 9
':Hir
o-

@q
Pick up the toys. Put owoy the toys.
-l-
l-e @

Sweep the floor. Wipe the

I rv desks.
vvvt\vt
L__ I

-i ^ -----l
lo @

IL-- Erose the boord. I

lqryIlleltsltt____l
----L
@ Peorson Educotion Asio Limiied Unit 9, Teocher Reproducible 33 125
 Whqfs Motherdoing?

L Whot's doing?

She's o

2. Whot's doing?

He's o

3. Whot's doing?

She's

reoding drinking wotching

Teacher's instructions Prepare pl.rotocopies for each student in advance. Hand ou1 the vvorksheets.
Have Ss look at the picture at the top of the page and tlre descriptions ol'r,r,hat the differer.rt characters are doing. Explain
that Ss have to match the descriptions to the people in the picture and u'ri1c, tlre ansn,ers on the lines prorrided. Check
answers by putting Ss into pairs. Have one pair den'lonstrate the dialog. lSl: l4,that's Mother doittg?l l52: SIle's u,atclting e
DVD.I

126 Unit 9, Teocher Reproducible 34 @ Peorson Educotion Asio Limiied

 Mini-book Unit 9
'3d< r

U) =
(-) =
pz

lrl
3 --t-
7-\
'i=; g t--
::i o
t'1'' O C
I-
l-t-l o
+4

N) r\
(, \o

3 u) it',
_v -i'i
q;
lii a+ q 7-\
;-.,
;=:
tJ', (l)
tl::-.
>-c
i.,r

=E

E .C
o
o -{ .J) u')
('). ) o
IJ
o lr I

6'
--I-
U
C
3 !-- o
o-
E
5 = Lf) r
L _l
Teachqls instructions See mini-book instructions on Teacher's Guide p. 146.

@ Peorson Educolion Asio Limiled Unit 9, Teocher Reproducible 35 lZ7

 Have them ans\^rer They're in / ott / urtder tlrc Ask a
student (54) How do you spell Have student
-.
answer. Give a student (S5) a soccer ball and say This is
-?
foryou. Have them say A present.Thanks.
Have Ss turn to Student Book p. 68. Review the
characters and items in the pictures. Play CD track 871.
Have Ss listen and point to the pictures.

Listen to the story, point and repeat.

"3 Chip: Whatb Pluto doing?
v Toni: She's reading a book.
gED uden. Polnt. soy.
Peter: What\ Jupiter doing?
iirhorsruprdoinpi - -'^-.-1 Ppy"y:_ lSl tg! *Eg DvD.
i Whol's Plu,o doing? "h
Beth: Wrcre are the markers?
Donny: They're under the table.
Beth:
I qffiH
Howdoyouspellgoodbye?
Peter: g-o-o-d-b-y-e
--l I Shes reodino o book Toni: This isforyou.
Jupiter: A present. Thank.

Play the CD again and press the pause button after each
line forSs to repeat.
Put Ss into groups offive or six and have Ss in each
group take the roles ofChip, Toni, Peter, Donny, Beth and
]upiter. Have Ss practice the dialogs. Give them enough
props, e.g. a box, pencils, rulers, a kite, party hats and a
soccer ball.Walk around the classroom and check Ss'
progress. Have more confident groups go to the front of
the class to perform the story.

@ After the book

Do What are they saying? (TR 36: Teacher's Guide p. 131).

Picture Cards 56-79, Reduced Picture Cards 5G-79

(Teacher's Guide pp. 177-I79), box, pencils, rulers,
kite, party hats and a soccer ball, CD

O Before the book

Warm-up / review
Hold up Picture Cards 56-79 one at a time. Have Ss say
the name of each card.
PIay Find it and swat it! (Teacher's Guide p. 14) using
Reduced Picture Cards 56-79 (Teacher's Guide pp. 177-179),

@ Open the book

Point to a male student (Sl) and ask another student (S2)
Whatb (51's name) doing?Have answer He's Repeal
u,ith a female student. Put some pencils in, ou or under
-. perrcils?
something and ask a student (53) lltlrcre are tlrc

128 Recycle it! 3, Lesson I

 @ open the book
A
Have Ss turn to Student Book p. 69 and look at part A.
Give different commands and have Ss find and point to
the correct picture each time. Play CD track B72. Have Ss
listen and number the pictures.
n""i.*irr
@
OrF lislen. Numb6r.

A. Listen and rutmber.

@ Number
Number
Ntunber
Number
1. Color the picture.
2. Put onyour jacket.
3. Sweep the floor
4. Write c-a-t under the picrure.
(2x)
(2x)
(2x)
(2x)
(2x)
Number 5. Erase the board.
Number 6. Put your books in your bag. (2x)

O Lqok. circlo. writ€. Check Ss'answers.

n?'t" r
B
{ Have Ss look at part B. Point to each picture on the page.
AskWhat's this? Elicit Pin. AskWhat\ this? Elicit Pen.
Point to the word and say Pin. [Ss: Pin.] Say Circle the
piz. Show Ss your finger circling the correct picture as an
d: cuo s. t'&.rn''
S @ e#
coke
-)o,:-dt, example. Give Ss time to circle. Say Now write pin.Have
, +-_-i,'trl.Tta:t :lI ::itr) .:,:i pif :: jj.j*. :i i:l
N> It
.t:tlfjf :::.- tr . ::r.a
Ss do 2-6.Walk around the classroom and check Ss'
r
iij,.:. t
progress. Check Ss' answers.
'; i i t::
r__,____ 1
:, ) ..
!a
' -..rll,i. : :;:i; :r,:..-:1,' *j
@ After the book
-l
. I got,one! (Teacher's Grride p. 18) t
@ Review it!
";ili:.":ri,lr":l'11.::r1: lrrl:i;:r'l:!'11r;.fiin:,,,,;tr.,1.11.]i-'l. i:,:ll!:ll
o Word search (TR 37: Teacher's Guide p. 132)

Next lesson: Bring some dice (one for each pair or

TOfget ;;,rf,iri',.}j.j;r..,,:,.:.;t :::).1,, , 1,,,. ;,",. ,, .i1' ,. ,,1,
group) in order to play the board game.
Ss can understand and use the target language from
.. i. .,::,,.,, ,l , . .-
'-'.' !.::,'-.-,

Unilg,jT:iq:i ; ,. , ., , l
-l
.:..,.".,j:..,.-,.t:.,.;..,.;...,:.:..,rs.,:.,-.-,".-,
::
-, " -.-..,.......,...

"',' ir::r'"' r " -'r :'

Mo1*!fiOiS:."'
TPR Cards Units 7-9 (multiple copies), Reduced
Picture Cards 56-79 (Teacher's Guide pp. 178-179)
(one set for each group), CD

O Before the book

Warm-up / review
Use the TPR Cards from Units 7-9. Give all commands
unit by unit, first in order, then in random order. Have Ss
do the actions. Do some actions in random order. Have Ss
guess what the commands are.
Play On the table (Teacher's Guide p. l4) using Reduced
Picture Cards 56-79 (Teachers Guide pp. 178-179).
Write the words from the Read irlsections in Units 7-9
in random order on the board. Point to the words and
have Ss read them out, Name the words in random order.
Have individual Ss circle the corresponding words on the
board.

Recycle itl 3, Lesson 2 129

 asking questions. Point to space l1 (pink section) and
have a student (S3) ask I4rhatb Peter doing? Have the
other Ss answer Ileb playing the drums. Continue with
spaces l3-15 in the same way. Have Ss take turns asking
questions.
Put Ss into groups of three or four and hand out a die
to each group. Have Ss use their erasers as game markers
and put them on the Start space. Begin playing. Have Ss
take turns rolling the die and answering questions from
the other Ss in their group about the items on the spaces
where they land. Have Ss who land on one of the spaces
marked by an arrow move their markers forward or back
one space. The game ends when all Ss reach the Finish
space. Walk around the classroom and check Ss' progress.

note
For a list of useful game language to teach Ss, see
Teacher's Guide p. 54.

@ Afier ihe book

@ Phyit!

Activity Book p. 62 can now be assigned for homework or

used in class. See answer key, Teacher's Guide p. 167.
Test 3 (Teacher's Guide pp. 186-187) can now be done in
.ffi.....]..:":",'."-'.:.'..-,l.'. class.
Reduced Picture Cards 56-79 (Teacher's Guide pp.
178-179) (&vo or three sets), dice (one for each pair or
group)

O Before the book

Warm-up / review
Play Partner search (Teacher's Guide p. 14) using Reduced
Picture Cards 56-79 (Teacher's Guide pp. l7B-179).

O open the book

Have Ss turn to Student Book p. 70. Model the dialogs for
each color section. Point to space I (yellow section) and
have a student (St) ask Where are tlrc scissors? Have the
other Ss answer They're on the desk. Continue vr'ith spaces
2,4 and 5 in the same way. Have Ss take turns asking
questions. Point to space 6 (green section) and have
another student (S2) ask Wtere are you going? Have the
other Ss answer f'rn goittg to dance class. Continue r,r,ith
spaces 7, 9 and l0 in the same \4/a\,. Have Ss take turlrs

130 Recycle ill 3, Lesson 3

 Whot ore they soying?

)))

Teachet's instructlons ' Prepare photocopies for half the Ss in advance. Use the Talk
about itlsections in Units 7-9
to review the dialogs. Put Ss into pairs. Hand out a worksheet to each pair. Have pairs guess
what the dialog is for each
picture. Invite a different pair to the front of the classroom ro act out each dialog.
HuuJ otrtl. i, risten and point to rhe
picture that each pair is role-playing.

@ Peorson Educotion Asio Limiled Recycle it! 3, Teocher Reproducible 36 l3l

 Word seorch

drum
snoke

o e p o c o k e b
S e U X t f m
n J n g p U e S q
o h d r V h S U n
k n S v C r k g
e t I
I U m b J ra-l
k Z f o o U q r

CI m V m p d g U

V o S e C n W d U
p ffi \i.
/ \/
\ z---:'
/
oin
*U -()-
,l\
VOSE
sun

Teacher's instructions Prepare pl'rotocopies for eaclr student in advance. Hand out the worksheets.
Have Ss say the names of the vocabulary vr'ords they lvill be searching for. Poittt to and sa1' the u'ord drron (alreadv
circled) in thetrrord search. Cross out the word dntnt above the word search. Give Ss time to find and circle the rest of the
words. Remind Ss to cross out each rrr,ord as they iind it. Have Ss check their answers in pairs.

l3Z Recycle it! 3, Teocher Reproducible 37 @ Peorson Educolion Asio Limited

 Do lt! Dominoes

Drow o heod Wipe the

ond o body. desks.

L I

;T:*.'l
ffffi
I

L I

t-
--.t-.-- --l I
I

ll-A-ll iwriter-o-x under

I

m.,.Tffi::il:,
I

ffiil
thePicture
r-r
I

I
I

l- ___l
I

lffi-,ll : Drow2eyes
4W Drow4less I i

ondonosei
I

t-
W
----------l
w
l--

D-,-- Pick up

lffil
I fo"6-*
Yourunrlorm' ihe toys.

Turn off Put on

-.
the lights. your jocket.
:l rLS

Teachet's instructions Prepare one photocopy and cut out the dominoes. Divide Ss into l2 groups. Give one
domino to each group. Have Ss stand up. Say one of the commands, e.g. Draw a head and a body. Have the group with
that picture on their domino (group 1) go to the front and put it on the desk lvhile other Ss do the action. Read the
command on the right-hand side of group I's domino, i.e. Say goodbye to your teacher. .Have the group with that picture
on their domino go to the front and put it next to group I's domino. Continue until all dominoes are on the desk.

@ Peorson Educotion Asio Limited Recycle it! 3, Teocher Reproducible 3B 133

 Play CD track B73. Have Ss listen and point to the
* numbers.

A. Lbten and poirtt.

Student Book p. 7l tlirteen (2x) ftf'teen (2x) seuenteett (2x) ttineteen (2x)
fourteen (2x) sixteen (2x) eighteett (2x) tutenq, 2x)
Play CD track B7q. Have Ss listen and repeat.

A. Lkten and repeat.

(Same as abotte, but each ttuntber is said ortly o176s *i71,
a pause for Ss to repeat.)

Point to each number on the page and ask individual Ss to

say the numbers.

B Have Ss look at part B. Play CD track 875. Have Ss

listen to the dialog and then repeat.

@ B. Dialog. Listen and poittt.

Pluto: How man1, ye1l6p ftslt can )ou see?
Mojo: I can see 13.
Listen and repeat.
(Same as aboue, but each line is said once witlt a pause
for Ss to repeat.)

Have individual Ss say the dialog. Put Ss into pairs. Have

Ss ask each other about the number of other color fish
they can see. [S ls: How many red fish can you see\ lSas:, I
can see 16.1

C Have Ss look at part C on Student Book p. 7I. Ask how

many red fish Ss can see. Have Ss count the number of
red fish and write the number in the space. Do the
same with the blue fish.
Torgets
o Ss'can recognize and name the numbers 13-20. D Have Ss look at the How many fish? song. Play CD track
o Ss can sing the .Eloul many fi,sh? sorg. 876 and have Ss listen.
.

Moleriols G@ D. Lkten and sing.

Reduced Picture Cards 56-79 (Teacher's Guide pp. Au: 13, 14, 15, 16, 1 7, 18, 19, 20
178-179), CD How man1,7sfl fislt canyou see?
Girl: I can see 16.
All: 20, 19, 18, 17, 16, 15, 14, 13
O Before the book
Boy:
Hout man), blue fish can you see?
I can see 19.
Warm-up / review
Play Say it! Lotto (Teacher's Guide p. 14) using Reduced Play the CD again and encourage Ss to sing along.
Picture Cards 56-79(Teacher's Guide pp. 178-179).
Play Word race (Teachers Guide p. t5) using Reduced
Picture Cards 56-79 (Teacl"rer's Guide pp. 178-179).
o Afler ihe book

lntroduce vocabulary
Write the numbers 1-12 on the board and rerriew the
@ Lotto! (TR 39: Teacher's Guide p. 135)
numbers.\A/rite the numbers 13-20 on the board. Sa.v Today
wearegoingtoleantthe nunfuus 13-20. Pointro 13. Say /3.
Have Ss repeat. Continue nitl.r the rest of the numbers. Activity Book p. 63 can nou'be assigned for homen'ork or
used in class. See answer key, Teacher's Guide p. 167.

g Open the book

Nex:t lesson: Bring some pictures of children celebrating
Mother's Dalr / po1.,a,''t Day and some pictures of flotvers,
slippers, chocolates, earrings, a tie. a belt, a r,"allet and a
A Have Ss turn 1o Student llook p. 7l and look al part A. handkerchief lo introduce Ir.lotlter's Dat'/ Fatlrer'.s Dar..

134 Discover il! 3

 Lotto!
q1,2

^l
(])I

@l

L
Teacheds instructions Prepare photocopies for each student in advance. Hand out the worksheets. Review the
numbers 1-20 on the board. Have Ss cut out their grids. Have each student choose eight numbers irom the board and
write a number in each square, using each number only once. Give out pieces of paper to use as markers. Call out
numbers and have Ss mark their number if it is called. Have the first student to put markers on all of their numbers
shout "IofioI"

@ Peorson Educotion Asio Limited Discover it! 3, Teocher Reproducible 39 135

 Mothe/s Doy / Fothe/s Doy

Tok obout lfl

l. Give your mom o P'e$nl ond o cord 2. Helpyourmomolhome.

*
--'t-
These ore for you
Hoppy Molh€r'E Doy.
Th€se ore ior you.
Flowers. ch$ololes.
And eorings, te!
Hoppy Fsther's Doy.
These ore for you.
A bell, o tie,
And o wollel. lool

3. Gwyourdodopresenl. 4. Helpyourdodolhome.
words O (}@ uslen. Polnl. soy. @ rina. Diologs O(g@ lJslen. Poinl. Soy.

Iltr!!trrsld
L#),

Culture note
On the second Sunday in May, children in North
America honor their mothers. Children make or buy
@ Tolk obout it! (vocobuloryl small presents, give their mothers flowers and often
do chores that their mothers usually do, so that their
mothers can have a day off.
On the third Sunday in Iune, children in North
America honor their fathers. Small presents are
made or purchased beforehand and children often
do chores that their fathers usually do.

Introduce vocabulary
Show Ss pictures of the Mother's Day / Father's Day
mOdriols vocabulary or draw some on the board. Say the vr,ords one
at a time and have Ss repeat.
Pictures of children celebrating Mother's Day /
Father's Day, pictures of flowers, slippers, chocolates,
a be-lll and a handkerchief, CD note
,:*Ii:gr:i l1e, lwallet
FIowers, slippers, chocolates or earrings are all
popular Mother's Day presents.
O Before the book A tie, a belt, a wallet or a handkerchief are all
popular Father's Day presents.
Introduce Mother's Day / Father's Day
Say Today we are going to leant about Mother's Day /
Father's Day. Shor,r, Ss pictures of children celebrating
Mothers Day / Father's Day (taken from magazines, the
Internet, etc.).
O Open the book
Have turn to Student Book pp. 72-73 and look at tlre
Ss
iten.r: al the botlonr of tlre pages. Plav CD track B77. Have
Ss lislcn and poinl to the pictures.

136 Culture l, Lesson I

€@
A. Listen ancl poittt.
flotuers (2x) tie
slippers (2x) belt (2x)
cltocolates (2x)
earrings (2x)
wallet
handkerchief
f1-\
(2x)
@ Tolk obout it! (Dioloss)

Torgets
Play CD track B7B. Have Ss listen and repeat. . Ss can make statements using ilap py Mother's Day,
Mom or Happy Father's Day, Dad. . ..\...
€@A. Lkten and repeat.
. Ss can make statements and respond tsingThese
y: fol yota. Oofu! F,lowers. Thank you .ot lt's a new tie.
Thanks a lot.
(Same as aboue, but each word is said ottly once with a
pause for Ss to repeat.)
o Ss can ask and answer using (l1at'areyou'd6in'g?
We're
o Ss can sing the These are for you song.
Play the CD again. Have Ss find and point to the items in
the four scenes.
Moteriols
G) Affer lhe book Pictures of flowers, slippers, chocolates, earrings, a tie,
Have a student (Sl) go to the front of the room. Point to a a belt, a wallet and a handkerchief, items for presents,
Mother's Day i Father's Day vocabulary word on Student Picture Cards 72-79, CD
Book pp. 72-73.Have Sl draw the word on the board' As
Sl is drawing, have the other Ss guess what it is by asking
Is it a Have 51 answer Yes, it is I no, it's not. Have
the first student to guess correctly go to the board to draw
O Before the book
the next-?word. Continue until all the vocabulary words Warm-up / review
have been drawn. Show Ss pictures of Mother's DaY / Father's Day words or
draw some on the board to review the vocabulary taught
in the last lesson.

Run to it! (Teacher's Guide p. 15) Introduce dialogs

Use the drawings of the Mother's Day / Father's
Dayvocabulary words on the board.
What's tl resent?
*;ir;" Have ss discuss what
"*Jigroupt.
they would do foitheii mothers or fathers on ,
Moiher's Day I Father's Day. Ha.ve groups do their
action in front of the other groups. Have the other
Ss g-uesswhat action each group is performing.
Next lesson: Bring some pictures of flowers, slippers,
chocolates, earrings, a tie, a belt, a wallet and a
handkerchief and some items that you can use for
presents to introduce the dialogs. Bring some white and
green paper and some glue if you choose to do the
optional activity Mother's Day lilies (TR 40: Teacher's
Guide p. 139).
Dialog 1: Have some items, e.g. flowers, chocolates, that
you can give to Ss as presents. Pre-teach Happy Motlrcr's
Day and Happy Father's Day.
Dialog 2: Give one of the presents to a student and say
This isforyou. ElicitA-.Thanks. Repeat the action
with trvo classroom items and say These are for you.Have
Ss repeat. Say-(s). Thankyou or lt's a a
lot. Have Ss repeat. Repeat with other Ss.
-.Thanks
Dialog 3: Hold up Picture Card,sZi-lg, one at a time
and ask What are you doing? Elicit I'm Repeat the
question with two students. Say We're Have Ss
-.
repeat. Repeat'with other Ss.
-
@ Open the book
Have Ss turn to Student Book pp. 72-73 aod look at the
four scenes. Play CD tracks B79-B82. For each dialog,
have Ss first listen and point to the character speaking
then repeat the dialog.

C. Dialog your mom a present anel a card.

1. Giue
Listen and point.
Peter: Happy Motlter's Day, Nfom.
Toni: These arefor you.
Mom: Oolt! Flowers. Thank you.
Now lkten and repeat.
(Same as aboue, bu each line is said once with a palLse
for Ss to repeat.)

Culture l, Lesson 2 137

7

C. Dia.lag 2. Help your mom at home.

Listen andpoint.
Mom: What areyou doing?
Ioey: We'remakingbreakfast.
Now listen and repeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

C.Dialog3. Giueyour dad. a present.

Listen and point
Da* It's anew tie.Thank a lat.
Peten Happy Father's Day.
Naw listm and repeat.
(Same as aboue, but eaclt line is said once with a pause
for Ss to repeat.)

C. Dialog 4. Help your dad at home.

Listenandpoint.
Da* What areyoudoing?
Toni: We're washing the car
Now listen and repeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

Divide Ss into group A and group B. Point to each dialog

in the main scene. Have group A say line one and group B
say line two. Have groups change roles.

Song
Play CD track B83. Have Ss listen.

G@ D. Lkten and sing.

Alk Happy Mother's Day.
These areforyou.
Flowers, chocolates,
And earrings, too!
Happy Father's Day.
These areforyou.
A belt, a tie,
And a wallet, too!

Play the CD again and have Ss sing along.

O After lhe book

i.' :wtriifitirs OaV liliel$n +!: Teachgr's p. I39)

lyide
Activity Book pp. 64-68 can now be assigned for
homework or used in class. See answer key, Teacher's
Guide p. I68.
Next lesson: Bring some pictures of children
celebratingValentine's Day and some pictures of roses,
violets, daisies, carnations, cookies, brownies, chocolate
kisses and candy hearts to introduceValentine's Day.

138 Culture l. Lesson 2

 Mothefs DqY lilies

out the worksheets' Give out a

TeaChet'S inStruCtions Prepare photocopies for each student in advance' Hand
paper to each student. Demonstrate step by step how to make the lilies and
sheet of white paper and a sheet of green
have Ss follow along.
l. Have Ss put their hands on the white paper and trace round them'
2. Have Ss cut out the shape oftheir hands'
3.HaveSsgluethethumbandthebabyfingertogethertomakethepetalsofthetily.to make the tips of the petals'
tops of the fingers
4. Have Ss glue ,*o frurr", iog"rn", uo.t-to-Uu.t] Fold back the to
paper and roll them up to make the stems of the lilies' Have Ss attach these
- Have Ss cut out some strips of green
5.
tfreir petals to make the completed lilies'
Have Ss make as many lilies as thev like
and give them to Mom as a special Mother's Day bouquetl

Culfure l, Teocher Reproducible 40 139

O Peorson Educotion Asio Limited
 Volentine's Doy

2. Givelhecordloofriend

Roses ore red

Roses ore red.
Roses ore red.
Violels ore blue.
Vaolers ore blue.

Sugor as swel.
Sugor is sweel.
And you ore, loo.
And you or€. loo.

3. Reodthecord. 4. Hovesomecondy.
words 6 G@
O lislen. Point. soy. @ rina. Diotogs O(@ listsn.Poinl.Soy. Song @GED tislen.Chonl.

itriwiBimj afi$r
-#sB
Rrr{.riJl
v
cookies r tP-"P i.m.:.s:.

@ Tok obout it! (vocqbulory|
o Ssban point to and name rosesruiobti,dakics,'
carnations, coobies, brownies, chopolate kissei and
candyhear*.
o Ss can understand and participate inValentine's
Day.
Moteriots
Pictures of children celebrating Valentine s Day,
pictures of roses, violets, daisies, carnations, cookies,
brownies, chocolate kisses and candy hearts, CD
O Before ihe book
Introduce Valentine's Day
Say Today we are goirxg to leant about l/alentine's DaJr.
Show Ss pictures of children celebrating\/alentine's Da-v
(taken from magazines, the Internel, etc.)
Culfure note
Valentine's Day, February l4th, is a holiday honoring
lovers. It's celebrated by the custom of sending
greeting cards or presents to express affection. The
cards, known as valentines, are often designed vr,ith
hearts to symbolize love.
The holiday probably derives from the ancienr
Roman festival of Lupercalis (February lsth). During
Lupercalia, women wrote their names on love notes
and put them into a container. Men then drew these
love notes from the container; the man could seek
tle favors of the woman whose love note he drew.
The festival gradually became associated with the
feast day (February 14th) of two Roman martyrs,
both named St.Valentine, rvho lived in the 3rd
century. St. Valentine has traditionallv been regarded
as the patron saint oflovers.
Introduce vocabulary
Show Ss pictures oftheValentines Dav vocabulary or
drau, some on the board. Sav tl're words one at a time and
har,e Ss repeal.

I40 Cullure 2, Lesson I

 Lonouooe note
roses: they come in manv colors, although red is the
most popular. Roses are a very popular present for
Valentine's Day.
violets: small, purple flor,vers.
daisies: small, white and yellow flowers.
carnations: pink and white flowers.
cookies: often made in the shape of hearts, with red
strgar sprinkled on them.
brownies: a cake-like chocolate confection, often
with nuts.
chocolate kisses: cone-shaped, chocolate candies
wrapped in silver, red or gold foil.
candy hearts: small, hard, multicolored sugar hearts
with a variety of expressions on them, e.g. I loue you.
O Open the book
Have Ss turn to Student Book pp. 74-75 and look at the
items at the bottom of the pages. Play CD track BB4. Have
Ss listen and point to the pictures.
A. Listen and point.
roses (2x) cookies f)w\
uiolets (2x) brownies (2x)
daisies (2x)
carnations (2x)
cl'tocolate kisses
candyhearts
(2x)
(2x)
Play CD track BB5. Have Ss listen and repeat.
G@A. Listen and repeat.
(Same as aboue, but each word is said only once with a
pause for Ss to repeat.)
Play the CD again. Have Ss find and point to the items in
the four scenes.
O Afler the book
Hand out a piece of paper to each student. Have Ss draw
and color their o',tmValentine's Day present and put them
up around the classroom.
Drawaline (Teacher's Guide p. 15)
Next lesson: Bring some pictures of children celebrating
Valentine's Day, pictures of roses, violets, daisies,
carnations, cookies, brownies, chocolate kisses and candy
hearts and some cookies, brownies, chocolate kisses or
candy hearts that you can give as presents to introduce
the dialogs. Bring some cardboard that you can use to
back the hearts and some gifts that you can use to give as
prizes if you choose to do the optional activity Musical
valentine hearts (TR 4I: Teacher's Guide p. 143).
/A
€9 Tolk obout it! (Diotosst
Torget
rr Ss can askWhat areyou rnaking? and respond with
A card. Ss can ask and answer usingHow about
you? Me, too.
o Ss can make statementsusingilappyValentine\ |
Day,
. Ss can offer and respond usingHaue sar4e cand.y
-.
hearts?Thankyou.'.. . ..
o Ss can chant the.Roses are redchant.
Moteriols
Pictures of children celebrating Valentine's Day,
pictures of roses, violets, daisies, carnations, cookies,
brownies, chocolate kisses and candy hearts, a small
bag of sugar, some cookies, broramies, chocolate kisses
or candy hearts that you can give as presents, CD
O Before the book
Warm-up / review
Show Ss pictures ofValentine's Day words or draw some
on the board to review the vocabulary taught in the last
lesson.
lntroduce dialogs
Dialog 1: Have some classroom items, e.g. cookies,
brownies, chocolate kisses or candy hearts, that you can
give to Ss as presents. Pre-teach HappyValentine's Day.
Point to an individual student and ask What areyou
making?Have student repeat. Have the student askyou
the same question. Pretend to be making something and
say Acard. Ask the same student How aboutyou? Elicit
How about you? Reply Me, too. Repeat with other Ss.
Dialog 2: Give a student a card and say Happy
Valentine's Day, ;Elicit HappyValentine's Day,
Dialog 3: Point to either the picture or the illustration
on the board to elicit Roses. Point to something red in-,the
classroom and ask What color? to elicit.Red. Do the same
withViolets and Blue. Say Roses are red.Have Ss repeat.
Repeat with Violets are blue. Hold up the bag of sugar and
say Sugan Have individual Ss repeat. Say Sugar is sweet.
Have Ss repeat. Say Andyou a.re too. Have Ss repeat.
Dialog 4: Give a student a present and say Haae some
candy hearts? Have Ss repeat. ElicitThankyolr. Repeat
with other Ss.
@ Open the book
Have Ss turn to Student Book pp. 71-75 and look at the
four scenes. Play CD tracks 886-889. For each dialog,
have Ss first listen and point to the character speaking
then repeat the dialog.
Culture 2, Lesson 2 l4L
7
O Atter the book
C.Dialag l.Makeacard.
Listenandpoint.
Peter: What are you making?
Beth: Acard.Howaboutyou?
Peter: Me, too.
Now listen andrepeat. Activity Book p. 69 can now be assigned for homework or
(Same as aboue, but each line is said once with a pause used in class. See answer key, Teacher's Guide p. 168.
for Ss to repeat.)

C. Dialog 2. Give the card to a friend.

Listenandpoint.
Peten HappyValentine's DaY, Beth.
Beth: HappyValentine's DaY, Peter
Now listen and repeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

C. Dialag 3. Read the card.

Lkten and point.
Peter: Roses are red.
Beth: Violets are blue.
Peten Sugar is sweet.
Beth, Peter and All: And you are, too.
Now listen andrepeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

C. Dialog 4. Have sorne candy.

Listen and point.
Mojo: Haue some candy hearts?
Pluto: Thankyou.
Now listen andrepeat.
(Same as aboue, but each line is said once with a pause
for Ss to repeat.)

Divide Ss into group A and group B. Point to each dialog

in the main scene. Have group A say line one and group B
say line two. Have groups change roles.

Chant
PIay CD track B90. Have Ss listen.

G@ Listen andchant.
Peter: Roses are red.
All: Roses are red.
Betlt Violets are blue.
All: Violets are blue.
Peter: Sugar is sweet.
All: Sugar is sweet.
Betlu And you are, too.
Alk An.d you are, too.

Play the CD again and have Ss chant along.

142 Cullure 2. Lesson 2

 4t Musicol vslentine heorts

\
\ I
\ I
I

"\
--{16

Teache/s instructions ' Prepare photocopies for each student in advance. Hand out the worksheets.
Have Ss color the heart red, cut it out and write their name on it. Back each heart with a piece of cardboard. Make a circle
of hearts. Start the music and have the Ss,walk around the circle. Have them stand in front of the nearest heart when the
music stops. Take away one heart each time. Have those Ss that are "out" operate the CD player or chant the " Roses are
red" chant. Commend the last child in the game as well as the child whose name was written on the very last heart (for
having a lucky heart).

@ Peorson Educotion Asio Limited Culture 2, Teocher Reproducible 41 143

 Student Book pp. 76-77

to the Picture Card for happy. AskWhat's rhrs3 Elicit

Picture Cards I-79, Reduced Picture Cards l-79
(Teacher's Guide pp. 170-179), CD, certificates of
completion (Teacher's Guide p. 188) for each student
Happy.Draw a line from the Picture Card to the sentence
I'm happy. Say I'm happy.Have Ss repeat. Ask two
different Ss to try the other two Picture Cards. Have Ss
turn to Student Book p. 76 and look at part A. Read the
sentences l-4 and have Ss listen and repeat. Say Lookand
draw a line. Give Ss sufficient time to complete the
exercise.
Correct the exercise as a class. Have Ss write a check
("/") beside each right answer and an "X" beside each
wrong answer.

O Before the book B

Warm-up / review Have Ss look at the pictures in part B. Point to each
picture and have Ss guess r,r,hat the characters are saf ing.
Review all ofthe vocabulary introduced in Level 2 using PIay CD track 89l. Have Ss listen and number the
Picture Cards 1-79. Mix up Reduced Picture Cards l-79 pictures.
(Teacher's Guide pp. 170-179) and have Ss put them into
nine groups according to what \?e of words thev are. In
large classes, have Ss work in groups.
Play Tiddlyvinks (Teacher's Guide p. 20). B. Listen and nuntben
l.
Play Team spelling (Teacher's Guide p. 20). Number
Boy: How old ars yeu! t,. ,

cir!' I'nt 10. _)t:^)

@ Open the book Nuntber 2.
A Girl: This is nq,friettd. l rr*t
Place Picture Cards l, 13 and 17 on the board. \\Irite the U: Nice to tneel.)tou. _l

sentences I1n happy, He's in the bedroont and lt's sunttl, Nurnber 3.
on the board underneath the cards, but do not rtrite each Boy: Can you usc cltol:sticks?

sentence directly under the matching Picture Card. Point Girl 1: No, I can'1. )e,t

744 I con do itl

 Ntunber 1.
Girl l: l,l'ltnt's your fnlori rc r:/rrs.sl
Girl: Arr i.la_s1_ )r'*,
NLLtnber 5.
Boy 1: Bye. See you at soccer practice.
Boy: _ _
See y64 17"r. ),'o
Number 6.
Girl 1: This is for you.
Boy: A soccer balMhanks. ),,*,
Correct the exercise as a class. Have Ss lwite a check
beside each right answer and an "X" beside each wrong
answer.

C
Place Picture Cards 70 and 71 on the board. Tell Ss to
Iisten carefully and say Where areyou going? I'm goingto
baseball practice.Wite a check next to the baseball
practice card. Have Ss look at part C on Student Book
p.77.Play CD track B92. Have Ss listen and check ("/")
the correct picture.

C. Listen and check.

1. Where's Mojo?
He's in the closet. )ea
2. TNhat are those?
They'revo-yos. )rzxt
3. l,Uhere are you going?
I'm going to English class. )rz*t
4. INhat\ she doing?
She's eating a snack. 7tr*t

Correct the exercise as a class. Have Ss write a check

beside each right answer and an "X" beside each wrong
answer.

D
Go over the words in the boxwith Ss. Show the
corresponding pictures or classroom items if available.
Show Ss a hat or a picture of a hat. AskWhat's rllis? Elicit
It's a hat.I/ir.ite hat on the board. Have Ss Iook at part D
on Student Book p. 77. Say Look at the pictures and write
thce watds. Give Ss sufficient time to complete the
exercise. Correct the exercise as a class. Have Ss write a
check beside each right answer and an "X" beside each
wrong answer.

O Afler ihe book

Have Ss count how many checks they have on pp.76-77.
Praise Ss for all of their hard work throughout the course
and hand out a certificate of completion (Teacher's Guide
p. IBB) to each student.

Icon do it! 145

 I. Cut out the mini-book. Fold the poper in holf lengthwise.

2. Ford ir in horf widthwoys

gffi

3. Fold it in holf widthwoys ogoin.

4. Unfold the poper. .t

5. Fold it in holf widthwoys ogoin.

6. Cut the center fold from the edge to the next fold
(doshed line).

7. Unfold the poper ogoin. :<>!

\:
C
-i

8. Fold the poper in the some woy os in step 1.

9. Push the ends together.

will fold itself into o mini-book.
It
The cover should be on top. ren ffi*E
Teacher's instructions Make one copv for each student. Have Ss lollow the instructions aborre so tlrey have an
eight-page mini-book. Name the picture on each page and l.rave Ss repeat. Have individual Ss name the picture on each
page. Assign the book for homervork. Have Ss complete the phrases or sentences b), writing the letters of the
corresponding phonics sound(s) under each picture. For pictures ofcharaclers, have Ss u,rite the upperrase Ietters (for
names). Have Ss color the pictures and practice reading the book.

i46 How 1o Moke ond Use o Mini-book O Peorson Educotion Asio Limiied
 Rewords

Cob, ff rr-^,
tr'il_a)
.($$

ffi
t-----_--- - ^ -l I

t7@ukE
.Sffinx

Teacheds instructions Make copies of the rewards (on colored paper if desired) and cur rhem out. Give rewards
toSs for participation or good behavior. Motivate Ss to collect as manyrewards as they can. Name the rewards when
handing them to Ss.

@ Peorson Educotion Asio Limited Rewords, Teocher Reproducible 42 147

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-6 {s

@ fon obout it! oioloss @ ooiu

A A
@ fom obut it! vocouutory Play CD track 3, pausing it at each Play CD track 4, pausing it at each
bell sound fcr Ss to write the bell sound for Ss to circle the T
A number next to the approPriate (true) or the F (false). After the
Play CD track 2, pausing it at each picture. After the activiry saY the activiry read the script again.
bellsoundfor Ss to circle the first line of each dialog. Have Ss Have Ss say whether each is True
check ("/") or the "X". After the say the second line and letter of or False.
activity, read the script again. the picture.
Have Ss answer les orNo for each
one. If the answer is No, have Ss A. Listen and circle.
say what the picture is.
A, Listen and number. 1. Open the door
1. Beth: Areyouscared? ) Knock on the door.
Donny: Yes, I am. 3. Say, "Hello."
,4. Listen and circle. 2. Peter: Hi, Beth. How are you? 4. Say, "Come in."
1. Hot. Beth: I'mOKAndyou? 5. Go inside.
2. Scared. Peter: I'm great, thanks. 6. Close the door.
3. Happy. 3. Chip: Areyousick?
4. Angry. Toni: Yes, I am. B
5. Sick. 4. Donny: \/Vhat's that? PIay CD track 5, pausing it at each
6. Sad. Chip: I don't know. bell sound, for Ss to write a or b.
After the activiry read the script
B B
again. Have Ss say the correct
Have Ss look at each picture, saY Have Ss look at each picture and Ietter for each item.
the word and match the picture say the word. Have Ss find the
with the appropriate word. Have word in the grid and circle it. Have
Ss then trace the word. Have Ss Ss then write the word. After the
B. Listen and utrite.
use the word bank as a reference. activity, have individual Ss name
1. a. Knock on the door
ffier the activiry wite a, b, c, d on each picture and write the word
b. Say, "Hello."
the board. Have individual Ss on the board.
2. a. Go inside.
write the words. b. Open the door.
3. a. Go inside.
b. Say, "Hello."
4. a. Say, "Come in."
b. Open tlrc door.
5. a. Go inside.
b. Ktock on tlze doon
6. a. Say, "Come in."
b. Close the door.

148 Activity Book Answer KeY, Unit 1

Adivity Book pp.7-9

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@ euiu itr @ Reod itt @ nroctice it!

A A A
Play CD track 6, pausing it at each Play CD track 7, pausing it at each Play CD track B, pausing it at each
bell sound for Ss to write a check bell sound for Ss to circle the bell sound for Ss to write the
("/") next to the appropriate appropriate phonics sound. After number next to the appropriate
picture. After the activity, read the the activiry have Ss name each picture.
script again. Have Ss raise their picture and say the phonics sound
right or ieft hands to indicate the they circled.
correct picture. A. Listen and number.
t. ]oey: Areyottcold?
A. Listenandcircle. Donny: Yes, I am.
A. Listen and check. 1. a a apple 2. Lisa: Areyott sleepy?
1. I'm scared. 2. d d Donny Beth: Yes, I am.
2. I'm cold. 3. g g gloue 3. Chip: Areyouhappy?
3. I'm happy. 4. I I igloo Peter: Yes, I am.
4. Are you hot? 5. b b Beth 4 Beth: Are you sad?
Yes,I am. 6. k k kite Toni: Yes, I am.
5. Areyou angry? 7. j j jttggle
No, I'm not. B- I I lion B
6. Are you sleepy?
Have Ss look at each of the
Yes, I am. B pictures in activity (A) and match
Have Ss match each lower case each picture with the appropriate
B
letter with the appropriate upper dialog in activity (B). Have Ss then
Have Ss trace each word and read case letter. write the words to complete the
the statement or dialog. Have Ss dialog. Have Ss use the word bank
then circle the appropriate pictuie. C as a reference. After the activiry
Have Ss use the word bank as a have Ss read each question and
reference. After the activity, have Have Ss name the two pictures
answer.
Ss "read" the sentences by looking
with the same initial phonics
at the answers they circled. sound. Have Ss then write the
upper and lower case letters of the
initial phonics sound. After the
activiry have Ss name each
picture and say the first letter.

Activity Book Answer Key, Unit I 149

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"tr . -living-room,

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@ ron obout it! oiotoss @ oo itr

A A
@ fom obout it! vocobulory Play CD track 10, pausing it at Play CD track ll, pausing it at
each beJI sound for Ss to write the each bell sound for Ss to circle the
A
number next to the appropriate T (true) or the F (false). After the
Play CD track 9, pausing it at each picture. After the activiry say the activiry read the script again.
bell sound for Ss to circle the first line of each dialog. Have Ss Have Ss saywhether each is True
check ("/") or the "X". After the say the second line and letter of or False.
activity, have Ss name each the picture.
picture.
A, -Lkten and circle.
A- Listen and number. 1. Makethebed.
A. Listen and circle. t. Beth: Hi, I'm Beth.What's your 2. Wipe the table.
1. Kitchen. name? 3. Wash the dishes.
2. Diningroom. Pluto: My name's Pluto. 4. Rake the leaues.
3. Liuingroom. 2. Peter: Where's Dad?. 5. Vacuumthecarpet.
4. Bedroom. Mom: He's in the bathroom. 6. Hangupyourcoat.
5. Closet. 3. Chip: How old are you?
6. Yard. B
Jupiter: I'm 10.
4. Peter: Where's Joey? Play CD track 12, pausing it at
B Mom: He's in the bedroom. each bell sound for Ss to wdte a or
Have Ss look at each picture, say b.After the activiry read the script
the word(s) and match the picture
B again. Have Ss say the correct
with the appropriate word(s). Have Ss look at each picture, then letter for each item.
Have Ss then trace the word(s). say and write the word(s) to
Have Ss use the word bank as a complete the word in the bold
reference. After the activity, wdte box. Have Ss then complete the B, Listen and write.
a, b, c, d on the board. Have dialog using the word contained 1. a. Make the bed.
individual Ss write the words. in the bold box. After the activiry b. Wash the dishes.
have individual Ss name each 2. a. Vacuumthecarpet.
picture and write the word on the b. Wipe the table.
board. Then have two Ss say the 3. a. Rake the leaues.
dialog. b. Wash the dishes.
4. a. Hangupyourcoat.
b. Wipe the table.
5. a. Vacuumthecarpet.
b. Hangupyourcoat.
6. a. Make the bed.
b. Rake the leaues.

150 Activity Book Answer Key, Unil 2

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A A
Play CD track 13, pausing it at
each bell sound for Ss to write a
check ("/") or an "X". After the
activity, have Ss say a sentence for
each picture.
A
Play CD track 14, pausing it at
each bell sound for Ss to circle the
appropriate phonics sound. After
the activiry have Ss name each
picture and say the phonics sound
they circled.
Play CD track 15, pausing it at
each bell sound for Ss to write the
number next to the appropriate
picture. After the activity, have Ss
"read" the sentences by looking at
the pictures.

A. Listen and write.

1. Beth is in the hall. A. Listen and circle. A- Listen and number.
2. Mojo is in the bathroom. 1. z, z, zero 1. lVhere's Beth?
3. Peter is in the dining room. 2. y,y,yard She's in the bedroom.
4. Pluto is in the closet. 3. p,p, Pluto 2. Were's Peter?
5. Where's Jupiter? 4. u, u, up He's in the yard.
He's in theyard. 5. t,t,Toni 3. l$here's ToniT
6. ItVhere's Chip? 6, o, o, ostrich She's in the bathroom.
He's in the liuing room. 7. kw, kw, queen 4. l[here's Chip?
7. Were'sToni? B. w, w, water He's in the hall.
She's in the kitchen.
B. Where's Lisa? B B
She's in the bedroom.
Have Ss match each Iower case Have Ss look at each of the
B letter with the appropriate upper pictures in activity (A) and match
case letter. each picture with the appropriate
Have Ss trace each vrord and read
dialog in activity (B). Have Ss then
the statement or dialog. Have Ss
C write the words to complete the
then circle the appropriate
dialog. Have Ss use the word bank
picture. Have Ss use the word Have Ss'name the fwo pictures
with the same initial phonics as a reference. After the activiry
bank as a reference. After the
sound. Have Ss then write the have Ss read each question and
activity, have Ss "read" the
upper and lower case letters of the answer-
sentences by looking at the
pictures they circled. initial phonics sound. After the
actiyity, have Ss name each
picture and say the first letter.

Activity Book Answer Key, Unil 2 I51

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A A
@ fom obout it! vocobulory Play CD track 17, pausing it at PIay CD track 18, pausing it at
each beII sound for Ss to write the each bell sound for Ss to circle the
A number next to the appropriate T (true) or the F (false). After the
Play CD track 16, pausing it at picture. After the activiry saY the activity, read the script again.
each bell sottnd for Ss to circle the first line of each dialog. Have Ss Have Ss say whether each is True
check ("/") or the "X". After the say the second line and letter of or False.
activiry have Ss name each the picture.
picture.
A. Listenandcircle.
A. Listenandnumber, 1. Walkintherain.
A. Listen and circle. 1. Pluto: What's the weather like? 2. Jump in the puddle.
1. Cloudy. Jupiter lt's windy. 3. Putonyourraincoat.
2. Cool. 2. Donny: Let's go to the Park. 4. your umbrella.
Close
3. Windy. Pluto: Good idea. 5. your umbrella.
Open
4. Foggy. 3. Pluto: What's the weather like? 6. Put onyourboots.
5. Warm. Jupiter: It's sunny.
6. Snowy. 4. Beth: This k my friend, Lisa. B
Jupiter: Nice to meetyou. I'm Play CD track 19, pausing it at
B Jupiter. each bell sound for Ss to write the
Have Ss look at each picture, saY letter(s) of the appropriate
B
the word and match the picture picture(s) in the correct order.
with the appropriate word. Have Have Ss look at each picture and After the activity, read the script
Ss then trace the word. Have Ss say the word. Have Ss then write again. Have Ss say the correct
use the word bank as a reference. the word and complete the dialog Ietters for each item.
After the activiry write a, b, c, d on using the Ietters in the bold boxes.
the board. Have individual Ss After the activiry have individual
write the words. Ss name each picture and write
B. Listen and write.
the word on the board. Then have
1. Put onyour raincoat.
two Ss say the dialog.
2. Walk in the rain.
3. Close your umbrella.
a. Put onyour boots. Put on your
raincoat.
5. Open yosT untbrella. Close your
umbrella.
6. IUalk in the rain. Jump in the
puddle.

152 Activity Book Answer Ke1', Unit 3

 i ;: '.'
Aclivity Book pp. l9-2I

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A A A
Play CD track 20, pausing it at Play CD track 21, pausing it at Play CD track22, pausing it at
each bell sound for Ss to write a each bell sound for Ss to circle the each bell sound for Ss to write the
check ("/") or an "X". After the appropriate phonics sound. After sentence under the picture. Have
activity, have Ss say a sentence for the activity, have Ss name each Ss use the word bank as a
each picture. picture and spell the ending they reference. After the activiry have
circled. Ss "read" the sentences by looking
at the pictures.
A. Listen and write.
1. It's sunny. A. Listenandcircle.
2. It's cloudy. 1. at, at, cat A. Listen, trace and write.
a
J, It's rainy. 2. ad,ad,dad 1. What's the weather like?
4. It's warm. 3. at, at, fat It's rainy.
5. What's the weather like? 4. an,an,uan 2. What's the weather like?
It's windy. 5. ad, ad, mad It's cool.
6. Wat's the weather like? 6. an,an,pan 3. What's the weather like?
It\ foggy. It's snoury.
lUhat's the weather like? B 4. What's the weather like?
It's snowy. It's sunny.
8. What's the weather like? Have Ss look at each picture and
[t's cool. say the word. Have Ss then write
B
the word. After the activiry have
B individual Ss name each picture Have Ss find and circle each word
and write the word on the board. a-long the line of letters. Have Ss
Have Ss trace each word and read
then draw a line to match the
the statement or dialog. Have Ss word with the appropriate picture.
C
then circle the appropriate picture.
After the activiry have Ss name
Have Ss use the word bank as a Have Ss read each sentence and
each picture. Have individual Ss
reference. After the activity, have Ss match it with the appropriate
write the words on the board.
"read" the sentences by looking at picture. After the activity, have Ss
the pictures they circled. read each sentence and say the
letter of the picture.

Aclivity Book Answer Key, Unit 3 153

 Oiblh.q4. O(aEunn.w- @mmnmm.
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A A foU. obout it! vocobulory

Play CD track 23, Pausing it at
each bel/ sound for Ss to circle the
appropriate word. After the
activity, have Ss name each
picture. Have individual Ss write
the words on the board.
A, Lkten and circle.
1. I'm sleepy.
2. I'msad.
3. Peter is in the bathroont.
, Where's Jupiter?
He's in theyard.
5. It's rainy.
6. What's tlrc weather like?
It's warm.
B
Have Ss circle the naro pictures
words with the same initial
phonics sound and then write the
upper and lower case letters of
that sound. After the activiry have
Ss name each picture. Have
individual Ss write the endings on
the board.
C Have Ss write down their favorite
Have Ss circle the two pictures of
words with the same ending
phonics sound and then write the
letters of that sound.
Play CD track? , pausing it at
@
A
each lrell sound for Ss to write the
number next to the aPProPriate Play CD track 25, pausing it at
picture. After the activiry have Ss each bel/ sound for Ss to circle the
name all the pictures. check ("/") or the "X". After the
activity, have Ss name each
picture.
A. Listen and number.
1. It's winten lt's snoutY and cold.
2. It's spring. It's windY and warm- A. Listenandcircle.
3. It's sutnnler lt's sunnY and hot, 1. 2:00
4. It's fall. It's cloudy and cool. 2. 7:00
3. 11:00
B 4. 9:00
Have Ss draw pictures of
5. 4:00
themselves in the four seasons of
6. 10:00
this personalization activitY.
B
c Have Ss say the time on the digital
of clock and then draw the
Have Ss look at each of the
corresponding time on the clock
pictures in activity (A) and match
face. After the activity, have Ss
each picture with the aPProPriate
name each picture.
word in activity (C). Have Ss then
write down the appropriate
number.
D
seasons in the shaded box then
compare their answers in class'
After the activity, have two Ss saY
the dialog, using their on'n
ans'l^rers.

154 Activily Book Answer Key, Recycle it!

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A A A
Play CD track 26, pausing it at PIay CD track2T , pausing it at Play CD track 29, pausing it at
each bell sound for Ss to write the each bell sound for Ss to circle the each bell sound for Ss to write a or
number next to the appropriate T (true) or the F (false). After the b. After the activity, have Ss say a
picture. After the activiry say the activity, read the script again. sentence for each picture.
flrst line of each dialog. Have Ss Have Ss say whether each is True
say the second line and letter of or False.
the picture.
A. Listen and wrtte.
t. a. It's 5:00.
A. Listen and circle. b. It's 6:00.
A. Listenandnumber. 1. Get up at 6:30. 2. a. It's 7:45.
1. Beth: What time is it? 2. Go to bed at 9:00. b. It's 1:45.
Donny: It's 12:00. J. Take a bath at 7:00. 3. a. It's 8:00.
2. Toni: I likeyour watch. 4. Do homework at 4:30. b. It's B:30.
Pluto: Thanks. 5. Go to school at 8:15. 4. a. It's 2:15.
3. Toni: What time is it? 6. Eat lunch at 12:00. b. It's 4:15.
Pluto: It's 4:00. 5. What time is it?
4. Peter: It's time to eat lunch. B a. It's 3:00.
Iupiter: Don't forget your hat. b. It's 3:45.
Play CD track 28, pausing it at
lvhat time is it?
B each bell sound for Ss to write the
a. It's 10:30.
letter(s) of the appropriate b. It's 12:30.
Have Ss look at each clock and say picture(s) in the correct order.
the time. Have Ss then write the 7. What time k it?
After the activity, read the script a. It's 2:A0.
time.,{fter the activiry have again. Have Ss say the correct
individual Ss read each clock and
b. It's 10:00.
letters for each item. 8. lNhat time is it?
write the time on the board.
a. It's 3:45.
b. It's 4:45.
B. Listenandwrite.
B
1. Getupat6:30.
2, GotoschoolatB:15. Have Ss read the statement and
3. Eat lunch at 12:00. Go to bed at dialogs then circle the clocks that
9:00. match. Have Ss trace dialog 3 and
4. Take a bath at 7:00. Get up at then use the dialogs as a model to
6:i0. write dialog 4. After the activity,
5. Go to bed at 9:00. Go to school at have Ss "read" the sentences by
B:15. Eat lunch at 12:00. Iooking at the pictures they
6. Do homework at 4:30. Eat lunch circled.
at 12:00. Take a bath at 7:00.

Activity Book Answer Key, Unit 4 155

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eroctice it!
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A
PIav CD track 30, Pausing it at PIay CD track 3I, Pausing it at @ fon obut it! vocouutorv
sound for Ss to circle the each beil sound for Ss to write the
"uihbult
appropriate Phonics sound. After number next to the approPriate
Play CD track 32, Pausing it at
tt name each
aciiviry have Ss oicture. After the activitY, have Ss
e each bell sound for Ss to find the
picture and sPell the ending theY make sentences bY looking at the
appropriate Picture and color it a
pictures.
circled. suitable color. After the activity,
have Ss name the items and tell
what color each is.
A. Lkten and circle. A. Listen and number.
ox, ox, 1. What time is it?
1. fox
2. ot, ot, Pot It's 6:45. It's time to get uP.
Listen and. find.. Color.
3. ock, ock, knock 2. Whattime is it?
It's 5:00. It's rtme tu do homework'
The rockets are blue. Color the
4. ot, ot, robot rockets blue.
5. ock, ock, clock 3. What fime is it?
It's 7:30. It's time to take a bath. The board games are green. Color
6. ox, ox, box the board games green.
4. Wlxat time is it?
It's 9:15. It's time to go to bed. The balloons are yellow. Color
B the balloonsyellow.
Have Ss look at each Picture and The kites are orange. Color the
say the word. Have Ss then write kites orange.
the word. After the activiry have Have Ss look at each ofthe The uideo games are black. Color
pictures in activitY (A) and match the uideo games black.
individual Ss name each Picture
and write the word on the board. each picture with the aPProPriate The toy cars are purPle. Color the
sentence in activity (B). Have Ss toy cars purple.
then write down the aPProPriate Theyo-yos are pink. Color the
C vo-vos oink.
time. After the activitY, have Ss 'fn, to*i, book-s are red' Color
Have Ss read each sentence and read the questions and answers.
match it with the aPProPriate the comicbooks red.
picture. After the activity, have Ss
iead each sentence and saY the B
letter of the Picture. Have Ss look at each Picture, saY
the word(s) and match the Picture
with the appropriate word(s).
Have Ss then trace the word(s).
Have Ss use the word bank as a
reference. After the activity, 1arri1g
a, b, c, d on the board. Have
individual Ss write the words.

156 Activity Book Answer KeY, Unit 4

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A A A
Play CD track 33, pausing it at Play CD track 34, pausing it at Play CD track 36, pausing it at
each bell sound for Ss to write the each bell sound for Ss to circle the each bel/ sound for Ss to write a or
number next to the appropriate T (true) or the F (false). After the b. After the activitl4, have Ss say a
picture. After the activity, say the activity, read the script again. sentence for each picture.
first line of each dialog. Have Ss Have Ss saywhether each is True
say the second line and Ietter of or False.
the picture.
,4- Lkten and write.

A. Listen and circle.

l. a. Those are yo-yos.
A. Lkten and number. b. These are yo-yos.
1. Throw the dice. 2. a. Those are kites.
l. Peter: May I haue that 2. Moue your marker b. These are kites.
comic book, please? 3. Go back 2 spaces. 3. a. These are uideo games.
Adult: Here you are. 4. Putyour marker on Start. b. Those are video games.
2. Pluto: lUhat are these? 5. Go forward 3 spaces. 4. a. Theseare rockets.
Beth: They're yo-yos. 6. Count the dots. b. Those are rockets.
2
Donny: l4ltich toy car do 5. a. What are those?
you want? B They're toy cars.
Iupiter: The red one. b. lhat
are these?
4. Pluto: What are these? Play CD track 35, pausing it at
They're toy cars.
Toni: They're board each Del/ sound for Ss to write a or
b. After the activity, read the script
6. a. What are these?
84mes, They're board games.
again. Have Ss say the correct
b. ltVhat are those?
B letter for each item.
They're baarC games.
Have Ss follow the maze from 7. a. What are these?
"START" to "FINISH". Have Ss say They're comic books.
and number each item along the B, Listen and write. b. What are those?
way. 1. a. Countthedots. They're comic boo6s.
b. Put your marker on "Start." B. a. What are those?
C 2. a. Throw thedice. They're balloons.
b. Go forward 3 spaces. b. What are these?
Have Ss write down the words of 3. a. Go back 2 spaces. They're balloons.
each of the numbered items in b. Count the dots.
aclivity After the activity, have
(B). 4. a. Moue your marker B
individual Ss write the words on b. Throw the dice. Have Ss trace each word and read
the board. 5. a. Go forward 3 spaces. the statement or dialog. Have Ss
b. Put your marker on "Start." then circle the appropriate
6. a, Moue your marker picture. Have Ss use the word
b. Go back 2 spaces. bank as a reference. After the
activity, have Ss "read" the
sentences by looking at the
pictures they circled.

Activitv Book Answer Kev tJnil 5 157

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@
A A
Play CD track 37, Pausing it at
eachbell sound for Ss tocheck
("/") the correct answer. After the
activiry have Ss name each
picture.
A. Listen and.check.
1. book
2. kites
3. paintbrush
4. yo-yos
5. witclxes
6. balloon
B say the word(s). Have Ss then
Have Ss look at each Picture and
say the word. Have Ss then write
the word. After the activiry have
individual Ss name each Picture
and write the word on the board.
C Have Ss use the word bank as a
Have Ss read each sentence and
match it with the aPProPriate
picture. After the activity, have Ss
read each sentence and saY the
letter of the Picture.
Play CD track 38, Pausing it at each
bell sound for Ss to write down the
word represented in the Picture.
Have Ss use the word bank as a
reference. After the actMty, have Ss
read the sentences bY looking at
the pictures.
A. Listen, trace and write.
1. Thosearekites.
2. Theseareyo-Yos.
B 3. ftsh
Have Ss look at each Picture and
write the word(s) and comPlete
the dialog using the letters in the
bold box. After the activity, have
individual Ss name each Picture
and write the word on the board.
Then have two Ss saY the dialog'
@ fott obout it! Vocobulory
A
Play CD track 39, pausing it at
each bell sound for Ss to circle the
check ("/") or the "X". After the
activiry have Ss name each
picture.
A. Listen and circle.
1. soup
2. salad
4. ice cream
5. spaghetti
6. French fries
B
Have Ss look at each Picture, saY
the word(s) and match the Picture
with the appropriate word(s).
Have Ss then trace the word(s).
reference. After the activity, write
a,b, c, d on the board. Have
individual Ss write the words.

158 Activily Book Answer KeY, Unil 5

 _,.-rr..:,:ji,:,.,,1_ :.:

Activity Book pp.37-39

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A A A
Play CD track 40, pausing it at Play CD track 41, pausing it at Play CD track 43, pausing it at
each bell sound for Ss to write the each bell sound for Ss to circle the each bell sound for Ss to write a
number next to the appropriate T (true) or the F (false). After the check ("/") or an "X". After the
picture. After the activiry say the activity, read the script again. activiry have Ss say a sentence for
first line of each dialog. Have Ss Have Ss say whether each is True each picture.
say the second line and letter of or False.
the picture.
A. Listen and write,
A. Listen and circle. T. We want ice cream.
A. Listen and number. 1. Findaseat. 2. We wantfruit.
l. Toni: Whatdoyouwant? 2. Chooseyourfood. ) I want spaghetti.
Pluto: I want noodles. 3. Eatyourlunch. 4. I wantfish.
2. Peter: I'm really hungry. 4. Get in line. 5. What do you want?
Beth: Me, too. 5. Takeyourfood. We want soup.
3. Chip: Can you use chopsticks? 6. Throw away the trash. 6. What do you want?
Iupiter: No, I can't. Can you.? We want noodles.
Chip: Yes, I can. B 7. What do you want?
4. Beth: IUhat do you want?
Play CD track 42, pausing it at
I want Frenchfries.
Donny: Iwantfish. B. What do you want?
eachbell sound for Ss to write a or I want salad.
B b in the box next to each part of
the picture. After the activity, read B
Have Ss look at each picture and the script again. Have Ss say the
IJ.t,a C. trara aanh,,,^.4 -^A .^^A
draw in the missing food. Have Ss correct letter for each item.
then say and write the word(s). the statement or dialog. Have Ss
After the actiyiry have Ss say then circle the appropriate picture.
what's missing in each picture. Have Ss use the word bank as a
Have individual Ss write the words
B. Listen and write. reference. After the activiry have Ss
on the board. 1. a. Throw away the trash. "read" the sentences by looking at
b. Cltoose yottr food. the pictures they circled.
2. a. Get in line.
b. Eat your lwtch.
3. a. Takeyourfood.
b. Eatyourlunch.
4. a. Get in line.
b. Choose yoLtr food.
5. a. Find a seat.
b. Tltrow auay the traslt.
6. a. Find a seat.
b. Takeyourfoocl.

Activity Book Answer Key, Unit 6 159

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A A
Play CD track 44, Pausing it at
each bell sound for Ss to circle the
appropriate phonics sound. After
the activiry have Ss name each
picture and spell the ending theY
circled.
A
Play CD track 45, pausing it at
Play CD track 46, pausing it at
each bell sound for Ss to trace and
each bell sound for Ss to circle the
write the appropriate word. Have
correct time or word(s). After the
Ss use the word bank as a
activiry have Ss name each
reference. After the activiry have
picture. Have individual Ss write
Ss read the sentences by looking at
the words on the board.
the pictures.

A. Listen and circle.

A. Listen and. write.
A. Lkten and circle.
1. en, en, pen
, ed, ed, bed 1. We want fruit.
1. Whattimeisit?
, ell, ell, spell 2 I wantfish.
It's 4:30.
4. en, en, ten
2. What time is it?
It's 12:15.
5. ed, ed, sled B
6. ell. ell, bell
3. Those are kites.
Have Ss find and circle each word 4. What are these?
along the line of letters. Have Ss They're toy cars.
B 5. Wat doyou watxt?
then match the word with the
Have Ss look at each picture and appropriate picture. After the We want spaghetti.
say the word. Have Ss then write activity, have Ss name each 6. lVhat doyou want?
the word. After the activiry have picture. Have individual Ss write I want Frenchfries.
individual Ss name each picture the words on the board.
and write the word on the board. B
Have Ss circle the tlvo pictures of
C words with the same ending
Have Ss read each sentence and phonics sound and then write the
match it with the appropriate letters of that sound. After the
picture. After the activiry have Ss activity, have Ss name each
read each sentence and say the picture. Have individual Ss vr,rite
letter of the picture. the endings on the board.

160 Activity Book Answer Key, Unit 6

:l'fffixr,gf6f1o;4ffi 'd':,,:.. :i...,r1; '|',,: 1; ;
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pins oll
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' poinfb,cushes '- points _

@ fotf obout it! oioross

A A
@ fon obout it! vocobutory Play CD track 49, pausing it at
Play CD track 47, pausing it at
A each bell sound for Ss to write the
each bell sound for Ss to write the
number next to the appropriate
number next to the appropriate Play CD track 48, pausing it at picture. After the activity, say the
picture. After the activity, have Ss each bell sound for Ss to find the
name all the pictures.
first line of each dialog. Have Ss
appropriate picture and color it a say the second line and letter of
suitable color. After the activity, the picture.
have Ss name the items and tell
A. Listen and number. what color each is.
7. salsa A. Listen and number.
2. hot dogs
3. dumplings 1. Peter: Where are the markers?
A. Lkten andfind. Color. Beth: They're in the box.
4. rice balls
5. tacos 1. The scissors are green. Color the 2. Pluto: Where are the scissors?
6. barbecue scissors green. Peter: They're in the box.
2. 2 paintbrushes. One paintbrush 3. Jupiter: How do you spell
7. congee
is yellow and one paintbrush is
f-o-x?
8. hamburgers Pluto: f-o-x
9. sushi blue. Color one paintbrush bltrc 4. Toni: What\yourfauoriteclass?
10. kimchi
and one paintbrush yellow. Beth: Art class.
3 markers. One marker is orange,
one marker is brown and one B
B
marker is purple.
Have Ss match and write down the 4. One box of paints with I colors. Have Ss follow the maze from
corresponding food in activity (A) The paints are red, yellow, blue, "START" to "FINISH". Have Ss say
with the country flag in activity greeh orange, brown, purple and and number each iieii-r along the
(B). black. way.
5. The pins are purple. Color the
C pins purple. C
6. The stickers are red. Color the
Have Ss draw a picture of their Have Ss write down the words of
stickers red.
favorite lood in this each of the numbered items in
personalization activity. B acdviry (B). After the activiry have
individual Ss write the words on
Have Ss look at each picture, say the board.
D the word(s) and match the picture
Have Ss draw a picture of their with the appropriate word(s).
country's flag in this Have Ss then trace the word(s).
personalization activity. Have Ss use the word bank as a
reference. After the activity, write
E a, b, c, d on the board. Have
individual Ss lvrite the words.
Have Ss vwite their country's name
in this personalization activity.
After the activiry, have two Ss say
the dialog, using their own
answers,

Activity Book Answer Key, Discover tl2 161

 O*n
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A A
Play CD track 50, pausing it at
each beII sound for Ss to circle the
T (true) or the F (false). After the
activity, read the script again.
Have Ss say whether each is True
or False.
,L Listen and circle.
1. Color the picrure.
2. Draw 2 ears and a tail.
3. Drawaheadandabody.
4. Draw2eyesandanose.
5. Draw 4legs.
6. Write f-o-x under the picture.
B a. They're on the box.
Play CD track 51, pausing it at
each bel/ sound for Ss to write the
letter(s) of the appropriate
picture(s) in the correct order.
After the activiry read the script
again. Have Ss say the correct
letters for each item.
B. Lkten and write.
1. Write f-o-x under the picture.
Draw 2 ears and a tail.
2. Color the picture. Draw a head
and a body.
3. Draw 2 eyes and a nose, Draw 4
legs.
4. Draw 2 ears and a tail. Draw 2
eyes and a nose.Write f-o-x
under the picture.
5. Draw 4 legs. Draw a head and a
body. Color the picture.
6. Draw a head and a body. Draut 4
legs. Draw 2 e),es and a nose.
Play CD track 52, pausing it at
each bel/ sound for Ss to write a or
b. After the actMty, have Ss say a
sentence for each picture.
A. Listen andwrite.
1. a. The pins are in the box.
b. The pins are on the box.
) a. The scissors are on the box,
b. The scissors are under the box.
3. a. The crayons are in the box.
b. The crayons are on the box.
4. a. The paints are under the box.
b. The paints are in the box.
5. Where are the paintbrushes?
b. Tlrcy're under the box.
6. Where are the markers?
a. They're in the box.
b. They're under the box.
Where are the rulers?
a. They're in tlze box.
b. They're on the box.
8. Where are the pencils?
a. They're under the box.
b. They're on the box.
B picture. After the activity, have Ss
Have Ss trace each word and read
the statement or dialog. Have Ss
then circle the appropriate
picture. Have Ss use the word
bank as a reference. After the
activity, have Ss "read" the
sentences by looking at the
pictures they circled.
A
PIay CD track 53, pausing it at
each bell sound for Ss to circle the
appropriate phonics sound. After
the activiry have Ss name each
picture and spell the ending they
circled.
,4- Listenandcircle.
f . in, in, in
2. ig, ig, big
3. in, in, violin
4. it, it, rabbit
5. ig, ig, igloo
6. it,it,kirchen
B
Have Ss look at each picture and
say the word. Have Ss then write
the word. After the activiry have
individual Ss name each picture
and write the word on the board.
c
Have Ss read each sentence and
match it with the appropriate
read each sentence and say the
Ietter of the picture.

162 Aclivity Book Answer Key. Unit 7

Aclivity Book pp. 49-51

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@ nroctice itl @ fom obout it! oiotoss

A A
Play CD track 54, pausing it at
each bel/ sound for Ss to trace and
complete the dialog. Have Ss use
the_word bank as a reference. After
the activiry have Ss read the
sentences by looking at the
pictures.
@ foU< obout it! vocobutory
A
Play CD track 55, pausing it at
each bell sound for Ss to circle the
check ("/") or the "X". After the
activiry, have Ss name each
picture.
Play CD track 56, pausing it at
each bell sound for Ss to write the
number next to the appropriate
picture. After the activity, say the
first line of each dialog. Have Ss
say the second line and letter of
the picture.

A. Listen, trace akd write. A. Listen and number.

1. They're under the box. ,L Lkten and circle. 1. Toni: Are you ready to go?
2. They're on the box. 1. Englishclass Beth: Howaboutyou?
Yes.
2. dance class Toni: Uh-huh. Let's go.
B 3. calligraphy class 2. Peter: Bye. See you at soccer
Have Ss look at each picture and
4. baseball practice practice.
5. soccer practice Donny: See you, then.
say the word. Have Ss then write
6. swimming class lupiter:Where are you going?
the word in the appropriate box.
After the activiry have Ss name
Chip: I'mgoingtojudo
B practice.
each picture. Have individual Ss
Have Ss look at each picture, say 4. Plato: Where are you going?
write the words on the board. Beth: I'm going to dance class.
the words and match the picture
with the appropriate words. Have
B
Ss then trace the words. Have Ss
use the word bank as a reference. Have Ss look at each picture and
After the activiry write a, b, c, d on say the words. Have Ss then write
the board. Have individual Ss the words. After the activiry have
write the words. Ss name the activity in each
picture. Have individual Ss write
the words on the board.

Aclivity Book Answer Key, Unit 7 163

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A A
Play CD track 57, Pausing it at
each bell sound for Ss to circle the
T (true) or the F (false). After the
activiry read the script again.
Have Ss say whether each is True
or False.
A. Listen and circle.
1. Put your books in your bag.
2. Putonyourunifurm.
3. Say goodbye to your teachen
4. Run to baseball practice.
5. Putonyourjacket.
6. Join your team.
B a. I'm goingto dance class.
Play CD track 58, pausing it at
each bell sound for Ss to write
the letter(s) of the appropriate
picture(s) in the correct order.
After the activity, read the script
again. Have Ss say the correct
letters for each item.
B. Listenandwrite.
1. Put your books in your bag Put
onyour unifurm.
2. Join your team. Put on your
jacket.
3. Run to baseball practice. Say
goodbye to your teacher.
4. Put on your unifurm. Join your
team. Run to baseball practice.
5. Put onyour jacket. Put your
book in your bag. Ioin your
team.
6. Put your book in your bag. Put
on your uniform. Run to baseball
practice.
@ neod it!
@ euno in
A
Play CD track 59, pausing it at Play CD track 60, pausing it at
each bell sound for Ss to write a or each bell sound for Ss to circle the
b. After the activity, have Ss say a appropriate phonics sound. After
sentence for each picture. the activiry have Ss name each
picture and spell the ending they
circled.
A. Listenandwrite.
1. a. I'm gaingto swimmingclass.
b. I'm going to math class. A. Lktenandcircle.
2. a. I'm going to soccer practice. 1. up,up,up
b. I'm going to baseball practice. 2. um, um, drum
3. a. I'm goingto calligraphy class. 3. um,um,jump
b. I'm going to English clnss. 4. un,un,under
4. a. I'mgoingto judopractice. 5. un,un,run
b. I'm going to baseball practice. 6. up,up,puppy
5. tfihere are you going?
B
b. I'm goingto calligraphy class.
Have Ss look at each picture and
6. Where are you going?
say the word. Have Ss then write
a. I'm going to soccer practice.
b. I'm going to judo practice. the word. After the activiry have
Where are you going? individual Ss name each picture
a I'm goingto English class. and write the word on the board.
b. I'm goingto math class.
8. Where areyou going? . C
a. I'm goingto dance class-
Have Ss read each sentence and
b. I'm going to swimming class.
match it with the appropriate
B picture. After the activiry have Ss
read each sentence and say the
Have Ss trace each word and read letter ofthe picture.
the statement or dialog. Have Ss
then circle the appropriate picture.
Have Ss use the word bank as a
reference. After the activiry have Ss
"read" the sentences by looking at
the pictures they circled.

164 Activity Book Answer Key, Unit 8

j':l:-
ii :.

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@ eroctice it! @ fott obout it! oioross

A A
Play CD track 61, pausing
bell sound for Ss to complete the
sentence. Have Ss use the word
bank as a reference. After the
activiry have Ss read the sentences
by looking at the pictures.
A. Lkten and write.
1. I'm going to Englkh class.
2. I'm going to judo practice.
B 2. drinkingjuice.
Have Ss look at each picture and
say the words. Have Ss then write
the words and complete the dialog
using the letters in the bold box.
After the activity, have Ss name
each picture. Have individual Ss
write the words on the board.
it at each @ fof. obot t it! vocobutory Play CD track 63, pausing it at
each bell sound for Ss to rvrite the
A
number next to the appropriate
Play CD track 62, pausing it at picture. After the activity, say the
each bell sound for Ss to circle the first line of each dialog. Have Ss
check ("/") or the "X". After the say the second line and letter of
activity, have Ss name each the picture.
picture.
A, Listen and number.
A. Listenandcircle. 1. Peter: This isforyou.
1. eatingasnack. Jupiter: A soccer ball. Thanks.
2. Toni: What's Mojo doing?
3. feeding the hamster. Donny: He's drawing a map.
4. readingabook. 3. Chip: What's Tbni doing?
5. playing the drums. Beth: She's painting a picture.
6. painting a picture. 4. Donny: Goodbye,Pluto.
Pluto: I had a great time.
B Thankyou.
Have Ss look at the picture, say the
words and match the picture with B
the appropriate words. Have Ss Have Ss look at each picture and
then trace the','rords. Have Ss use dravu in ihe missing sections of the
the word bank as a reference. After artwork. Have Ss then write the'
the activiry write a, b, c, d onthe words. After the activiry have Ss
board. Have individual Ss write say what's missing in each picture.
the words. Have individual Ss write the words
on the board.

Activily Book Answer Key, Unit 8 165

 @ *"' @ **,
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r rn 7-4.
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A A
Play CD track 64, pausing it at
each bell sound for Ss to circle the
T (true) or the F (false). After the
activity, read the script again.
Have Ss say whether each is True
or False.
A. Listen and circle.
I. Erase the board.
2. Put away the toys.
J. Wipe the desks.
4. Turn off the liglzts.
5. Sweep the floor
6. Pick up the toys.
B a. She's reading a book.
Play CD track 65, pausing it at
each bel/ sound for Ss to write a or
D- in the box next to each part of
the picture. After the activiry read
the script again. Have Ss say the
correct letter for each item.
B. Listen and write.
1. a. Put away the toys.
b. Erase the board.
2. a. Turn off the ligltts.
b. Erase the board.
3. a. Sweep tlu floor.
b. Turn offthe lights.
4. a. Pick up tlw to)ts.
b. Wipe the desks.
5. a. Put away tlrc toys.
b. Wipe tlrc desks.
6. a. Sweep tlrc floor.
b. Pick up the tol,s.
A
Play CD track 66, pausing it at Play CD track 67, pausing it at
each bel/ sound for Ss to write a or each bell sound for Ss to circle the
b. After the activiry have Ss sa1, a appropriate phonics sound. After
sentence for each picture. the activiry have Ss name each
picture and spell the ending they
circled.
A, Listen andwrite
1. a. He's drinking juice.
b. She's drinking juice. A. Listen a nd circle.
2. a. He's eating a snack. 1. a\e, ase, pencil case
b. She's eating a snack. 2. ake, ake, snake
J. a. She's feeding the hamster ) ame, anw, boardgame
b. He's feeding the hanxste,r 4. ase, ase, baseball
4. a. She's painting a picture. 5. ake, ake, rake
b. He's painting a picture. 6. ame, atne, flante
5 I{lxat's Toni doirtg?
B
b. She's watching a DW.
Vtllat's Chip doing? Have Ss look at each picture and
a. He's watching a DW. say the word. Have Ss then write
b. He's drawing a map. the word. After the activiry have
7, Wmt's Peter doing? individual Ss name each picture
a. He's playing the drums. and write the word on the board.
b. He'sreadingabook.
What's Beth doirtg? C
a. She's eating a snack.
Have Ss read each sentence and
b. Slze's drawing a nzap.
match it with the appropriate
B picture. After the activity, have Ss
read each sentence and sat, the
Have Ss trace each word and read letter of the picture.
the statement or dialog. Have Ss
then circle the appropriate picture.
Have Ss use the word bank as a
reference. After the activitl', have Ss
"read" the sentences by looking at
the pictures they circled.

I66 Activity Book Answer Key, Unit 9

 !'.:..'.t: . r:iiir'i,ii:,.:|".
Activity Book pp.6l-63

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"*, ceoding olook "s@@eO l ,. +*3.0 t.s { -rs
..7 rb,s gE"-4e=16
\!).' rMdM-d b(@bB &cdt]lfuoM. *osL _--lrn

@ eroctice it!
A
PIay CD track 68, pausing it at
each bell sound for Ss to trace and
complete the dialog. Have Ss use
the word bank as a reference. After
the activity, have Ss read the
sentences by looking at the
pictures.
A, Listen, trace and write.
1. reading a book.
She's
2. He's eating a snack.
B
Have Ss match, then write the
words. After the activiry have Ss
read each phrase. Have individual
Ss write the phrases on the board.
A A
Play CD track 69, pausing it at Play CD track 70, pausing it at
each belJ sound for Ss to circle the each bell sound for Ss to find the
appropriate word. After the appropriate animals and color
aclivity, have Ss name each them a suitable color.
picture. Have individual Ss write
the words on the board.
A- Listenandcolor.
1. How many purple birds can yoLt
A, Listen and. circle. see?
t. The paints are in the box. see 4 purple birds. Color the
I can
2. Where are the scissors? birds purple.
4
They're on the box. 2. How many red cats can you see?
J. I'm goingto math class. I can see 5 red cats. Color the 5
4. Where are you going? cats red.
I'm going to baseball practice. How many blue dogs canyou see?
5. She's watching a DW. I can see 6 blue dogs. Color the 6
6. l4lhat's Donny doing? dogs blue.
He's drinking juice. 4. How many green rabbits can yolt
see?
B I can see 7 green rabbits. Color
the 7 rabbits green.
Have Ss circle the two pictures of How many yellow turtles canyou
words with the same ending see?
phonics sound. Have Ss then w.rite I can see 8 yellow turtles. Color
the letters of that sound. After the the B turtles yellow.
activity, have Ss name each
picture. Have individual Ss write B
the endings on the board.
Have Ss count the animals in
activiry (A) and write the numbers
in the boxes in activity (B). Have
Ss then add the numbers and
write the answers. After the
activiry, have Ss read each
equation, d.g. B rurtles and (or
pltts) 6 dogs is (or equals) 14.

Activity Book Answer Key, Unit I T67

 Okhra',!dd.H.

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t.
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ioi
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vose.rloFk. Pi.ture Pin

hhdod!tuffie.ffi.sY.
Gl
Hoppy Fother 's DoY-

A A
Have Ss look at each Picture and Have Ss find and circle the 15
say the word. Have Ss then write pictures of words that contain a
the word. Have Ss use the word heart or hearts.
bank as a reference. After the
acdviry have Ss name each B
picture. Have individual Ss write Have Ss write the names of the
the words on the board. objects they circled in activity (A).
After the activiry have Ss name
B the items they found.
Have Ss complete the greeting
using the word contained in the
bold boxin activity (A).

68 Activity Book Answer Key, Culture 1

Reduced Picture Cords,Word,,List,,r :,i
i
I:'l ii;:r::;i:,ii,ii.Si
1. t ." . -j-'...:il*:
";r

Unit I Unit 6
1. hoppy 48. spoghetti
2. sod 49. French fries
3. sle-epy 50. fish
4. ongry 5.l. solod
5. sick 52. ice creom
6. hol 53. noodles
7. cold 54. fruit
B. scored 55. soup

Unit 2 Unit 7
9. kitchen 56. scissors
10. living room 57. poinlbrushes
11. dining room 58. points
.l2.
holl 59. stickers
.l3.
bedroom 60. pins
.I4.
bothroom 6.I. in
.l5.
closel 62. on
16. yord 63. under

Unit 3 Unit 8
17. sunny 64. English closs
'18.
cloudy 65. moth closs
19. windy 66. colligrophy closs
20. roiny 67. swimming closs
21. snowy 68. donce closs
22. foggy 69. soccer proclice
23. worm 70. judo proctice
24. cool 71. bosebollproctice

Unit 4 Unit 9
25. l:00 72. eoling o snock
26.2:00 73. drinkingjuice
27. 3:40 74. ploying the drums
28. 4:00 75. wotching o DVD
29. 5:00 76. reoding o book
30. 6:00 77. feeding the homsler
3.l. 7:00 78. pointing o picture
32. 8:00 79. drowing o mop
33. 9:00
34. 10:00
35. ll:00
36. l2:00
37. 12:15
38, l2:30
39.12:45

Unit 5
40. kites
4.l. video gomes
42. boord gomes
43. loy cors
44. comic books
45. yo-yos
46. bolloons
47. rockels

Reduced Piclure Cords Word List 169

 t__ hoppy _l
le

\
,'r.

\t
cold I scored

I70 Reduced Piclure Cords, Unit I O Peorson Educolion Asio Limited

 kitchen living room

I dining room
F--

----J/l'.-.
Xl.,
bedroom bothroom

@ Peorson Educotion Asio Limited Reduced Picture Cords. Unit 2 17I

 r>€

\L/
Y.sunny
-l
cloudy
-lI

#-o
o 6 0 66
o

6 o 6
O aO 6 o e^6o
6 o- o
^o o
@ 666o

windy rorny
t_
rl -1
@ lo
Oo
o o
ooooo ooo
o
o
o
oO oO
oo
oo ooo

foggy
I _iloyy_ -t-- I

@ i@

|L-- - worm I cool I

I-- ----r
172 Reduced Picture Cords, Unit 3 @ Peorson Educotion A,sio Limiled
.r<'
@ @
rn (\zr- 2\
'10
1^2

I V/
a 3
8 4t
\z 6,

@
ffir\
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@ lo
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2 '10 ,\
a

I ( I fr 3
,8 4 8 () 4,
25, 6
b

t_ t- i

lo @
,)
t10 2\
I 3
\8 4/

@ Peorson Educotion Asio Limited

Reduced Picture Cords, Unit 4 173
 f'J ') '/n t? N
'I0 I er
e\ 3

81

l0:00
l__ I
I
-l
IA
lo @

ll:00 l2:00

@ @
12
n0
I
(
\a

l2:.l5 l2:30 J
I _l_
I

12.45
L--
@ Peorson Educotion Asio Limited
t74 Reduced Picture Cords, Unit 4
 @

\z O
kites video gomes

boord gomes toy cors

@

comic books
I

bolloons

@ Peorson Educotion Asio Limited Reduced Piclure Cords. Unit 5 175

 @

spoghetti French fries

fish solod

@ @

w
ice creom noodles

176 Reduced Piclure Cords, Unil 6 O Peorson Educotion Asio Limiled

i
i---
scissors
-l /:\
pointbrushes

,w
I z>'
rQ9 a?

I
F--
re points i
WYg
stickers
@

qP
dbP
pins

'dffi,
L--
on ___r I under
vrrsvr
__) I

@ Peorson Educotion Asio Limited Reduced Picture Cords, Unit 7 177

 I

1x 12=

t_ English closs moth closs

t_ -lI

lo

colligrophy closs I swimming closs

@ @

donce closs soccer proctice I

@
-(B}

L_____Jy1o_ryrytrg
boseboll proctice __l
l7B Reduced Picture Cords, Unit 8 O Peorson Educolion Asio Limited
I
eoting o snock I
d rin kingvr juice
le
I

ploying the drums

il r\r Lrl Lrt I lJ wotching
,vL,ilLt ilt lg o DVD
L, lJv L)
L_ _ _ _ j," I,rrv I |

@ l,@

reoding o book feeding the homster I

pointing o picture drowing o mop

@ Peorson Educotion Asio Limited Reduced Picture Cords, Unit 9 179
 Test script
Tests 1, 2 and 3 on Teacher's Guide C. Listen and clwck. Tesl 3: Units 7-9
pp. l82-l87 are to be given afterSs l. Wat's the weather like?
have completed Recycle it! 1,2 and 3 It's rainy. (2x) ,L Listen and draw a line.
or after Units 3, 6 and 9 respectively. 1. (2x)
Before giving any test, review the
2. Wtere's Donny? stickers
He's itt the kitchen. (2x) 2. paintbrushes (2x)
target language in the three units.
3. Are you cold? Yes, I arn. (2x) 3. calligraphy class (2x)
Make a copy of both pages of the test
for each student. Have Ss write their 4. Where's Betlz? 4. soccer practice (2x)
She's irt the yard. (2x) 5. drinkingjuice (2x)
o\{rn names on the test pages. If ss
are not able to do this, write their 6. readingabook (2x)
names on the first page of the test
D. Listen, find and write.
and have them copy their names on l. lmt (2x1 B. Listen and nuntber.
the subsequent page. 2. alligaror (2x) Number 1. loin your team. (2x)
Ss need crayons or colored Pencils 3. turtle (2x) Number 2. Draw a lrcad and a
for parts A. The listening sections are 4. kangaroo (2x) body. (2x)
not recorded on the CD, so read each 5. monkey (2x) Number 3. Turn offthe lights. (2x)
script out and give Ss sufficient time 6. sad (2x) Number 4. Draw 2 ears and a
to complete each task . tail- (2x)
(approximately 5-10 seconds)' If you
do the speaking option at the end of Test 2: Unils 4-5 Number 5. Put away the toys. (2x)

each test, have Ss speak uP in Pairs. Number 6. Say goodbye to your

Walk around the classroom and A. Listen and draw a line.
' teacher. (2x)
assess each student by circling either 12:15 (2x)
1. C. Listen and check.
the big smiley face (very good), 2. 12:45 (2x)
smiley face (good) or small smileY 1. Wat'sTonidoing?
(2x)
face (needs improvement). Answers
3. board games
(2x)
She's playing the drutns. (2x)
for all three tests are on Teacher's 4. comic books 2. Where are you going?
Guide p. I8l. 5. French fries (2x) I' m going to s wimming p ractice. Qx)
6. salad (2x) 3. Where are tlrc scissors?
They're in the box. (2x)
Plocement B. Lktenand number.
4. What's Peter doing?
These three tests can also be used Number 1. Take abath at 7:45. (2x) He's readinga book. (2x)
as placement tests. Use them as Number 2. Find a seat. (2x)
follows: Number 3. Putyour marker on D. Lkten, find and write.
a. If Ss score more than B0% on Start. Qx) 1. make the bed (2x)
Test 1, give themTest3. Ifthey 4. Moue your marker (2x)
Nuntber 2.up (2x)
also do very well on this test,
Number 5. Eatyour lunclt. (2x) 3. pencilcase (2x)
they should be in Level 3.
Number 6. Go to bed at 9:00. (2x) 4. gum (2x)
b. lfSs score between 30To-B0To
on Tests 1,2 or 3, they are in the 5. in (2x)
C. Listen and check.
correct level. 6. big (2x)
c. IfSs score less than 30% onTest
1. Wmtdoyouwant?
I want ice cream. (2x)
they should be placed in
1,
Level l. 2. lMtat tinte is it?
It's 3:30. (2x)
3. What do you want?
We want spaghetti. (2x)
Test I: Units I -3 4. Wtat are tltese?
,4- Listen and d.raw a line.
They're uideo games. (2x)

1. sleepy (2x) D. Listen, find and write.

2. angry (2x) 1. ten (2x)
3. kitchen (2x) 2. spell (2x)
4. bathroom (2x) 3. dot (2x)
5. wa.nn (2x) 4. books (2x)
6. cool (2x) 5. clock (2x)

B. Lkten and number.

6. utitcltes (2x)

Nuntber 1. Open the door. (2x)

Nuntber 2. Juntp in tlte puddle. (2x)
Nuntber 3. Rake the leaves. (2x)
Nuntber 4. Vacuunt tlrc carpet. (2x)
Nugtber 5. Open your untbrella. (2x)
Nutnber 6. Go ittside. (2x)

180 Tesl Script ond Answer Key

 , -t,;:i'rri:'.:=,#,
' :":'. '. r:if,'j.j..

Test onswer key

Correct the tests in class with Ss or
Test l
collect them and correct them out ol
class. Go over the answers i,vith Ss.
Have Ss take the tests home and
show them to their parents. Each test
consists of four parts of six questions
each, making a total of 24 points
(one point for each correct answer.)
If the speaking option is done, award
slx points to a very good speaker,
four points to a good speaker and , M dqoB @ bnsr@ .tll& *a 1

two points to a speaker who needs

improvement, making a total of 30
points for each test. Ss who obtain i,\
over 17 124 or 21l30 (if the speaking ,")
q;d ]-
option is included) are doing well
(7lVo). O*tmm
wh o Ftu. phy tu &m6 M
{EOl6t

1612

Otifuhoh. O uds.tur.
12,45 h.d$nE

@ urorm.wrn;
rh +d dor tub &k w--l

ffi

IBt 3 Test 3
:at..-.:t:::- --, _-Pl

o*-.,*.ni-

s; H'7
.oliEophy <lo5r dnhgjuke s(s Ro.r(e

moreheH up ri.o* qh 54
'n

t hkB@h
r!ilh o Fms. pby he @m m t..\,..\i.\
[=l Y. El

Test Script ond Answer Key 1B I

 Test I
poge I

Nome:

O Listen. Drow o tine.

worm cool bothroom
a
sleepy
a
a
ongry
o
' kitchen
o

o a

,r"rf *"rf
O Listen. Number.

rl
/rt

trTr

', t )
,r/,
e

IBZ Tesl l. Teocher Reproducible O Peorson Educotion Asio Limiled

 Test ?
pcge 2

O Listen. Check.
l.

-U
,/T\
3.

W
O Listen. Find. Write.

hot olligotor turfle kongoroo monkey sod

O Speoking option.
With o portner, ploy the gome on ffr dfr
qY/ \v
i.Ft .\

@ Peorson Educotion Asio Limited I

Test l, Teocher Reproducible 183
 Test 2
poge I

Nome:

O Listen. Drow o line.

12:45 boord gomes comic books

o
solod ' l2:.l5
a
' French fries
a
o

a a a a

:\
lf :15 lM:Li5ll
I/
\--__-/ \
ool

@) Listen. Number.

184 Test 2, Teocher Reproducible O Peorson Educotion Asio Limited

 Tesi 2
poge 2

O Listen. Check.

EB

O Listen. Find. Write.

ten spell dot books clock witches

fl0
2
a

,/ \.4
() Sp"oking option.
rh
With o portner, ploy the gome on
Student Book p 48. ffi ffi V Ire . 1

@ Peorson Educotion Asio Limited Test 2, Teocher Reproducible 185

 Test 3
poge I

O Listen. Drow o line.

colligrophy closs drinking juice soccer proctice

reoding o book pointbrushes stickers
a a a

a o o

0 w ff K r\}

O Listen. Number.

186 Tesl 3, Teocher Reproducible @ Peorson Educotion Asio Limiled

 Tesff 3

O Listen. Check.

O Lisien. Find. Write.

moke the bed up pencil cose gum in @

Gl Speoking option.
With o portner, ploy the gome on ti,.. . \ .l
Student Book p 70.
'Y;' Y.,'
O Peorson Educolion Asio Limited Test 3, Teocher Reproducible lB7
 J
6l-ril

gl
(o
)o
o

{
a'
UI r)
}.+ o
tr o
-
o. .l
r=)
o (1 o
o o
,=+ 3
E p- 6'
U
o o o E
+ -o
(D
o
I
=.
(o a
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N =
o
o-
ttl
g
.+
-l
o
Il
o
-
J

l-:r
:i,
 uvsd',u Ltst {poEe references ore fo the Student Book}
g d I r
o 22 dod 22 I 50 robbii t6
ore 38 doisies 74 ice crecm 41 rccket t6
oiligolor t0 donce closs 57 rguono t0 roiny IB
ongry 6 desk t0 ln (i qd
reoding o book 63
ort closs 57 dig 54 ink t6 red 44
1a 4i
dining room IL is 4+1+ rice 41
b dog t0 it's 22 rice bolls 49
bolloons 35, 38 dot 1C rockets CC

borbecue 49 drowing o mop

I
J rOSES 74
boseboll ]0, 66 drinking juice o1 jocket t0 rulers
(l
JI
boseboll proctice 57 drum 60 judo proctice 57 run 60
boihroom 13 dumplings 49, 60 juice 41
bolls) 22,35 jump OU s
bed 44 6 sod 6,22
bedroom 13,44 eorrings 72 k solod 40
bell 44 eoiing o snock 62 kongoroo t0 solso 49
belt 73 elephont l0 kimchi 49 scored 7

g- bis
bird
boord gomes 34
54
l0
English closs 56
erose(s) 5.l, 66
kitchen
kites
knock
12,54
34, 3B
32
scissors
sick
sif
50

54
7

books 38 t sleepy 6
box 32 foll (n) 27 I slippers 72
brownies 75 feeding the homster 63 lion t0 snoke(s) ]6,38, 66
fish ]0, 40 living room 12 snowy 19
c flowers 72 soccer bolls 35
coke 41, 66 foggy 19 m soccer proctice 57
colligrophy closs 56 fox(es) 16. 32, 38 moke ihe bed 66 sock 32
con 22 French fries 40 morkers 51
soup 41
condy 22 fruit 41 moih closs 56 spoghetti 40
condy heorts 75
.,o o
monkey 16
spell 44
cor JU my 60 spring 27
cornotions 74 gome 66
n stickers 50
cot 10,22 gloves 35
nome
stocking 32
chicken 41 gorillo t0 66
1A
summer 27
chocolole kisses 75 green t0 nine
sun 60
'i
chocolotes 72 gum 60 noodles
notebook
41
sunny 18
clock 32
h
r6
sushi 49
.4. closel t3 errrimmina rlacc
ilr rv l,vJJ trA
JU
U cloudy to holl 12 o
octopus
cold 7,19 homburgers 49
on
16
t
comic books 35 homster t0 5l iocos 49
congee 49 hondkerchief /J len 44
hoppy p l
cookies 75 6
poddle 22
thot's 66:
cool t9 hot 22 ihe 54
croyons (1 helmets 35 pointbrushes 38, 50
JI these
cup 60 hir 54 pcinting o piciure 63
thirsty 7.
hot 7,19 points 50
this
iA
+1
hot dogs 49 porrot 16
those
.

hungry 7
pen 44
tie
JO
73'
pencil 44
to JL
pencil cose 66
pin{s} 54
ioy cors 34i
ploying the
5.1,
drums 62
turtle t6:
poi 32 u
umbrello t6
q
question t6
under 5r, 60 :

up

tt^,-l t',^t t89

 v
von 22
VOSE 66
video gomes 34
violets 74
violin 16, 54

w
wollet 73
worm t9
wotching o DVD 62
woler 16
windy 't8.54
winler 27
witch(es) .16.38

Y
yord t3
yellow 44
yo-yo(sl 16, 35, 38
- -14'
z
zebro t6

Time
l:00 one o'clock ZB
2:00lwo o'clock 28
3:00lhree o'clock ZB
4:00 four o'clock ZB
5:00 five o'clock ZB
6:00 six o'clock ZB
7:00 seven o'clock ZB
B:00 eight o'clock 29
9:00 nineo'clock Zg
10:00len o'clock 29
ll:00 eleven o'clock 29
12:00 twelve o'clock 29
12:.15 twelve fifteen 29
12:30 twelve lhirty 29
l2:45 twelve forty-five29

Numbers
'13
thirteen 71
14 fourleen 71
l5 fifteen 71
16 sixteen 71
17 seventeen 71
18 eighteen 71
l9 nineteen 71
20 twenty 71

190 Word Lisi