Hang Out TG 1

Table of Contents
Scope and Sequence 2
Welcome 4
unit
1 School Things 6
unit
2 My Toys 16
unit
3 My Classroom 26
Review 1 36
unit
4 Family and Friends 38
unit
5 Actions 48
unit
6 Feelings 58
Review 2 68
unit
7 Daily Activities 70
unit
8 My Face and Body 80
unit
9 People’s Jobs 90
Review 3 100
Workbook Answers 102
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Scope and Sequence
Characters: Steven, Clare, Alex, Brian, Emma
Colors: pink, green, blue, yellow, black, orange, red, purple
Welcome Numbers: 1 to 20
Shapes: square, circle, triangle, diamond, rectangle
Unit Title Learning Points Vocabulary

Things for school School things: backpack, crayon, eraser, glue stick,
Saying what you have and lunchbox, marker, notebook, paintbrush, pen, pencil,
1 School Things
what you don’t have pencil case, pencil sharpener, ruler, stapler, tape, textbook
Toys and playthings Toys and playthings: airplane, baseball glove, bike,
Saying who something belongs blocks, board game, cards, doll, elephant, hula hoop,
2 My Toys
to jump rope, kite, puzzle, rollerblades, skateboard, soccer
ball, video game
Things in a classroom Classroom objects: bookcase, calendar, chair, clock,

Saying what color something is computer, cupboard, desk, drawer, drawing, easel, map,
3 My Classroom
mat, poster, shelf, wastebasket, whiteboard
Members of a family Family members and relationships: aunt, brother,

Talking about someone’s age children, cousin, family, father, friend, grandfather,
4 Family and
Friends
grandmother, grandparents, mother, neighbor, parents,
sister, teacher, uncle
Describing common actions Actions: drink, eat, fly, jump, run, sleep, swim, walk
5 Actions
happening at the moment
Names of animals
Animals: bird, cow, fish, horse, mouse, rabbit, sheep,
snake
Talking about your own or Feelings and sensations: angry, bored, cold, excited,
6 Feelings
others’ feelings happy, hot, hungry, relaxed, sad, scared, sick, surprised,
thirsty, tired, upset, worried
Talking about what someone is Activities: eat, exercise, listen to music, play soccer, read,
7 Daily Activities
doing at the moment
Telling where people are in a
house
study, use the computer, watch TV
Locations around the house: backyard, bathroom,
bedroom, dining room, garage, hall, kitchen, living room
Describing how someone or Body and face: arm, ear, eye, face, foot, hair, hand, head,
8 My Face
and Body
something looks leg, mouth, nose, tooth
Hair: curly hair, long hair, short hair, straight hair
Saying what people do and Jobs: actor, businessman, cook, doctor, farmer, florist,
9 People’s Jobs
where they work pilot, police officer
Workplaces: airport, farm, flower shop, hospital, office,
police station, restaurant, theater
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Structures Reading Phonics
Simple present (have) with information questions Students of the Future Long u: blue, boots, cute, glue
What do you have in your backpack? I have a textbook. stick, ruler, school, Tuesday
Singular and plural nouns
I have one pen. I have five pens.
Simple present (have) with Y/N questions
Do you have a stapler? Yes, I do. / No, I don’t. I don’t have a stapler.
Simple present (be) with information questions Old Toys Long o: boat, coat, cold, jump
What is it? It is a doll. rope, nose, pony, video game
It / They
It is a doll. / They are rollerblades.
Possessive adjectives (my, your)
They’re my rollerblades. / They’re your rollerblades.
Simple present (be) with information questions One-room School Long e: bee, easel, eraser, leaf
What is that? That is a computer. Short e: desk, pen, pencil
This / These / That / Those
That is a whiteboard. / Those are posters.
Adjectives as complements
The clock is red.
Simple present (be) with Y/N questions Different Kinds of Soft c: bicycle, celery, cell
Is she your mother? Yes, she is. / No, she isn’t. Families phone, city
Pronouns (he, she, they) Hard c: Canada, car, color,
Is she your mother? / Are they your parents? computer, cupboard
Numbers
She is 10 years old.
Present progressive with information questions Active Kids! Long a: bay, day, rain, skates,
What is he doing? He is drinking. snake, table, train
Present progressive with Y/N questions
Are the birds flying? Yes, they are. / No, they aren’t.
Simple present (be) with adjective complements Extreme Sports Y (long e): angry, baby, happy,
How are you? I’m happy. hungry, silly, thirsty
Simple present (be) with Y/N questions Y (long i): cry, dry, fly, fry, sky,
Are you excited? Yes, I am. / No, I’m not. why
Present progressive with information questions Soccer School Long i: bike, dining room,
What is Emma doing? She is playing soccer. exercise, kite, light, pie
Simple present (be) with prepositions of location (in)
Where is Liz? She’s in the living room.
Simple present (have) with information questions Weird Animals Soft g: Egypt, gel, gem, giraffe,
What does he look like? He has three eyes. gym
Simple present (have) with Y/N questions Hard g: gas, gate, gold, golf,
Does she have long hair? Yes, she does. / No, she doesn’t. gum
Simple present (be) with information questions Where do Vegetables Blends with s: SK: ski, sky; SP:
What do they do? They’re cooks. Come From? speak, spoons; ST: stairs, stapler;
Simple present with prepositions of place (at, in, on) SL: sleep, slide
Where does she work? She works at a flower shop.
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unit
Welcome
6 Our House
Welcome
Q What do your classmates look like?
B 003
p
A CD 002 Listen and trace. 5 min.
• Tell students to open their Student Book to page 6.
• Draw students’ attention to the picture of the family.
Point to the family members one by one to introduce
their names (from left to right: Brian, Alex, Emma, Clare
bla
(Mom), Steven (Dad)). “This is Brian.”
• Play audio track 002 and tell students to listen the first
time.
• Make sure each student has something to write with.
Play track 002 again, and this time tell students to trace C 004
the names of the family members.

D
1
005
1. Hi, my name’s Steven. I’m Dad.

2. Hi, my name’s Clare. I’m Mom.
3. Hi, my name’s Alex.
4. Hi, I’m Brian. A 002
Listen and trace. on
5. Hello, my name’s Emma. 1 3 5
2 4
B CD 003 Listen and repeat. 5 min.

• Tell students to look at page 7. Ask students if they Steven Clare Alex Brian Emma
recognize any of the colors, and whether they know the
names in English. 6
• Play audio track 003. Tell students to listen and repeat
the word.
• (Optional) Play track 003 a second time to give students
another chance to repeat the words.
C CD 004 Listen again. Point and say. Welcome

2 min. E Match and say. G Rea
• Tell students to look at the colors from part B. Play audio
track 004 and tell students to listen, say, and point at the fifteen eighteen 1.
16 ten 20
numbers as they hear them.
10 2.
black / purple / yellow / red / pink / blue /

orange / green eleven 14 sixteen 13 3.
15 19 18
D CD 005 Listen, say, and color. 10 min. twenty fourteen 4.
• Tell students to look at the numbers in part D at the nineteen

twelve 17 seventeen
bottom of page 7. Ask students if they know the 5.
numbers in English.
thirteen 11
• Make sure students have colored pencils to color with.
Students will need the following colors: red, blue, black, 12
green, pink, yellow, purple, and orange.
• Play audio track 005. Tell students to listen and repeat F 006
Listen and circle.
the number. Then students should color the number
1
according to the track. six / seven / eight
2
nine / ten / eleven
3
ten / eleven / twelve
I am
name
. I am
age
.
Ext
4 8
Draw y
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• Meet the family
• Colors, numbers, and shapes
1. Color the one red.

B 003
Listen and repeat.
2. Color the two blue.
3. Color the three black.
4. Color the four green.
pink green blue yellow
5. Color the five pink.
6. Color the six yellow.
7. Color the seven purple.
8. Color the eight orange.
9. Color the nine red.
black orange red purple
E Match and say. 5 min.

• Tell students to look at page 8. Point to the numerals in
C 004
Listen again. Point and say. order starting with the number 10. Tell students to listen
and repeat after you.
D Listen, say, and color. • Make sure all students have something to draw with.
1 2345
005
• Call out the numbers again, starting with 10. Tell the
students to match the numeral 10 with the written form.
If students have difficulty with the written form, you
one three five
can mention that the colors of each numeral and word
two four
6789
match.
F CD 006 Listen and circle. 5 min.

• Tell students to look at the characters at the bottom of
mma six eight page 8. Point to the characters and ask the students if
seven nine
they can remember their names (from page 6). Point
7 to the characters in order and say who each character
is. “She is Emma.” Have students repeat after you.
Continue with the other two characters. (1. Emma, 2.
Brian, 3. Alex.)
• Play audio track 006 and tell students to listen the first
time. Play the track a second time, and tell students to
Welcome circle each character’s age.
G Read and color. Then write the number.
1. She is Emma. She is seven.
1. Color the red. How many squares? three 2. He is Brian. He is nine.
3. I am Alex. I am eleven.
2. Color the blue. How many circles? five
13 3. Color the yellow. How many triangles? four
• Go over answers as a class.
• Finally, tell students to complete the table at the bottom
of the page with their own names and ages.
4. Color the purple. How many diamonds? one • Ask students to stand up one by one and introduce their
een names and ages.
two
en 5. Color the green. How many rectangles?
G Read and color. Then write the number.
15 min.
• Tell students to turn to page 9. Draw their attention to
the shapes in the sentences at the top of the page. Point
to the shape and tell students: “This is a square.” Have
students repeat after you. Repeat with the other four
shapes. (1. square, 2. circle, 3. triangle, 4. diamond, 5.
rectangle.)
• Next, make sure students have colored pencils. Read the
first sentence to students: “Color the square red.”
• Once students have colored all of the squares at the
bottom of the page, ask: “How many squares?”
Students should count and call out the answer. Tell
students to trace the word three.
Extra! • Repeat with sentences 2, 3, 4, and 5.
Draw your family. Write their names and ages.
9 5
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unit
1 School Things
Lesson 1
1 School Things
Q What do you have in your backpack?
A 007
B 008
Look and listen. D 0
Listen and say.

Unit Objectives 1
• Things for school

backpack
c
• Saying what you have and what you don’t have 2
pencil
3 6
Lesson Objectives
Students will be able to: pen
pe
4
• recognize and name the first eight key vocabulary items
• say what they have in their backpacks in the plural and
singular forms, and ask a partner what is in his / her eraserr
5
backpack
Vocabulary Key words 1 lunchbox

6
backpack pencil pen eraser
lunchbox textbook crayon pencil case textbookk 4
7
Core Structure
• Simple present (have) with information questions crayon
8
What do you have in your backpack? I have a textbook.
• Singular and plural nouns
I have one pen. I have five pens. pencil case
10 C 009
Listen and point at the picture.
Materials
• Hang Out Student Book, Workbook
• CD and A/V equipment or Classroom Digital Materials • Play the audio track again, and have students point at the
• Optional: paper images on the left of the page.
CDM Go to the Introduction page and play the audio.
CDM Use the Word Game function to provide C C
students with further vocabulary practice.
Goal & Warm-up Question 5 min. B CD 008 Look and listen. 5 min. • Pla
rep
• Have students open their Student Book to page 10. • Focus students’ attention on the main picture on pages
Sa
• Read the title of the lesson and the learning points. 10 and 11.
• Pa
CDM Go to the Aims page and play the audio. • Talk about the main picture; explain the situation shown
po
• Write “I have …” on the board. in the picture. “This is Emma [point to Emma], and this
is Alex [point to Alex]. They are going to school today.
• Ask students the focus question: “What do you
have in your backpack?” Call on students individually They have lots of things. They have books and pencils.
They are putting them in their backpacks. Then they will
to answer. If students have difficulty coming up
with ideas, demonstrate by holding up an item from go to school.”
• Play audio track 008. D C
one student’s pencil case or your own supplies.
• Te
Encourage different students to give different
Emma: Hi. I’m getting ready for school today. lyr
answers.
I have a backpack. I have one pencil 112
and five pens. I have one eraser. I have three • Pla
firs
A CD 007 Listen and say. 5 min. crayons. I put them in my pencil case. I have
four books. And I have a lunchbox. That’s • Pla
• Focus students’ attention on the vocabulary list on the stu
left-hand side of the page. everything. I’m ready for school!

• Tell students to listen and repeat after the audio.
“Listen to the words. Look at the pictures and say the
words.” CDM Take students on a virtual tour of the image,
• Play audio track 007. Make sure the students are highlighting key words.
following along and repeating the words. CDM Play the animation. Use the Caption and Script
functions to show students the script.
M_Hang Out 1_(TG).indd 6 2017-05-31 �� 5:47:51

• Things for school
• Saying what you have and what you don’t have 1
I’m going to school. I’m ready to go. I’m ready to
D 010
Sing a song. Turn to page 112. go.
I have a backpack. I have a backpack. I have a
backpack.
I’m ready to go.
I’m going to school. I’m ready to go. I’m ready to go.
I have three crayons. I have three crayons. I have
three crayons.
I’m ready to go.
1 I’m going to school. I’m ready to go. I’m ready to go.

I have six textbooks. I have six textbooks. I have six
5 textbooks.
I’m ready to go.
8 I’m going to school. I’m ready to go. I’m ready to go.

I have nine pens. I have nine pens. I have nine pens.
7 I’m ready to go.
3
I have one lunchbox. I have one lunchbox. I have one
lunchbox.
E Look at the picture and say.
I’m ready to go.
2 I have one pen.
I have five pens.
E Look at the picture and say. 10 min.

Extra! • Tell students to look at the dialog box (part E) on page
Look in your backpack. What do you have? Draw a picture. 11 11.
• Put students in pairs. “Sit with a partner.” Have them
practice the dialog by reading the sentences in the box.
“Let’s read together.”
the CDM Click the Show Label button to highlight key CDM Show students model sentences on the screen.
words and their images in the picture. Select from the eight key words to change the
dio.
example dialog. Have students repeat after the audio
C CD 009 Listen and point at the picture. each time.
5-10 min. • Have students look at the main picture and continue
• Play audio track 009. Have students listen to each word, to ask questions about the key vocabulary in the main
repeat it, and point to the item in the picture. “Listen. picture. “Look at the picture. Talk about the picture
es with your partner.”
Say the word. Find it in the picture.”
• Pause the audio after each word, and call on students to • Choose two or three students and have them stand and
wn perform the dialog for the class.
point to where the item/word is. “Where is the pen?”
this
. CDM To review key vocabulary, use the Key Words
and Flash Cards functions.
s. More practice WB
will CDM Repeat the activity with drag-and-drop labels.
Assign pages 6 and 7 of the Workbook as
homework for more practice. Alternatively, if time
D CD 010 Song 10 min.
remains, students can start on the Workbook in class.
• Tell students to turn to page 112, where they will see the Workbook answers on page 104.
lyrics to the song. “Let’s listen to a song. Turn to page
112.”
• Play audio track 010, and have students just listen the
first time.
• Play the song again, but this time encourage the
students to sing along with the song.
CDM Show the animation and lyrics to the song to
encourage students to sing along.
pt
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1
Lesson 2 1 Song
School Things A 011
Listen and sing. Then write the number and say. A Put
1. I have 1 . 2. I have 3 .
3. I have 6 . 4. I have 9 .
Lesson Objectives
Students will: 5. I have 1 .
*a = one
• become more familiar with target vocabulary and
grammar through song
• practice reading a ‘real-world’ text B Read and answer. Reading
• prepare for and participate in a communicative activity
with other students
Los t Pen cil Cas e
Materials . Inside,
• Hang Out Student Book, Workbook Where is my pencil case? It’s blue and yellow
• CD and A/V equipment or Classroom Digital Materials eightt . I have
I have 1 four . I also have 2
B W
. And I have 4 three . w
3 two
W
Please call Brian, (555) 552-4425.
Warm-up 5 min.
Tell students to look at the large picture on pages 10
and 11. As a review, ask students what they can see. What does Brian write about his pencil case?
Encourage different students to provide all of the 1. I have four pencils . 2. I have eight crayons .
words from vocabulary set 1 (introduced in lesson 1). 3. I have two pens . 4. I have three erasers .
Next, ask students to find different items from their 12
pencil cases and make a sentence saying what they
have.
• C
Song I’m going to school. I’m ready to go. I’m ready to th
• (O
go.
st
A CD 011 Listen and sing. 15 min. I have a backpack. I have a backpack. I have a
backpack.
• Tell students to turn to the lyrics on page 112. Play audio
track 011, and have students listen the first time. I’m ready to go.
• Play the song again, but this time encourage the I’m going to school. I’m ready to go. I’m ready to go.
students to sing along with the song. I have three crayons. I have three crayons. I have Re
CDM Show the animation and lyrics to the song to three crayons.
encourage students to sing along. I’m ready to go. B R
• Fo
se
I have six textbooks. I have six textbooks. I have six
th
textbooks.
• N
I’m ready to go.
pi
I’m going to school. I’m ready to go. I’m ready to go. • Te
I have nine pens. I have nine pens. I have nine pens. th
I’m ready to go. an
ne
pl
I have one lunchbox. I have one lunchbox. I have one
• Fi
lunchbox.
se
I’m ready to go.
af

• Tell students to turn to page 12. Focus students’
attention on part A. Play audio track 011 again and
pause the track after each verse. Tell students to write
the number.
M_Hang Out 1_(TG).indd 8 2017-05-31 �� 5:48:20

Song Speaking 1
A Put things in the pencil case. Use the stickers.
Speaking
.
A Put things in the pencil case. 5 min.
.
• Have students look at page 13. Explain that students are
going to “prepare” their own pencil case for school.
• Direct students to the stickers at the back of the book.
Give students 2–3 minutes to choose the items that they
want to put into their pencil case, and stick them on
ding to page 13. “Use the stickers. Put them in the pencil
case.” Demonstrate if necessary.
CDM Show students the example.
• Circulate and monitor the students, providing assistance
where necessary. Encourage students to use a variety of
stickers.
e B Speaking activity 15 min.

B What is in your partner’s pencil case? Ask and answer. Then • Focus students’ attention on the model dialog. Select
write and tell. two students in the class to read the lines for each of
I have one pencil. the characters. “Can you read the dialog? You be Alex,
What do you have in your pencil case?
I have two pencils. and you be Emma.”
• Put students in pairs. Assign one student to be Student A
and the other student as Student B. Have Student A ask
Student B the question first. Student A listens, and writes
yons down the number of items that Student B describes.
.
“Work with a partner. Student B answer first. Student A
sers .
write the answers.”
13
CDM Use the model dialog to demonstrate the
answer / question exchange, and how to complete
the activity in B.
• Choose students to read the sentences aloud to check • Give students two or three minutes to finish the activity.
the answers. Then Student B asks Student A the question and records
• (Optional) Play the audio track one more time for his / her responses. “OK. Now change. Student A
students to check their answers. answer, and Student B write the answers.”
CDM Show students the correct answers on the • Choose students and ask them to make one sentence
screen. about their partner’s pencil case. Students can use the
model sentence at the bottom of the page.
Reading
B Read and answer. 10 min. More practice WB
• Focus students’ attention on the passage in the Reading Assign pages 8 and 9 of the Workbook as
section on page 12. Tell students to look at the images in homework for more practice. Alternatively, if time
the text and give them one minute to do so. remains, students can start on the Workbook in class.
• Next, read the passage to the students, pausing at each Workbook answers on page 104.
picture. Elicit the word from students.
• Tell the students to write the answers to complete
the sentences at the bottom of the page. Circulate
and monitor the students, providing assistance where
necessary. Ensure that students are using the correct
plural forms.
e
• Finally, read the passage again, pausing after each
sentence, and have the students repeat each sentence
after you.
CDM Show the text and the correct answers to
complete the sentences.
M_Hang Out 1_(TG).indd 9 2017-05-31 �� 5:48:39

1
Lesson 3 1 Story
School Things A 012
Listen and repeat. A
Oh no! I don’t have Psst. Do you 1
my pencil case! have a glue stick?
pencil
Lesson Objectives
Students will: 5
• encounter and explore a story linked to the theme of the No, I don’t.
unit Hey, do you
Umm,
have a pencil m
• be able to recognize and name the second eight key sharpener?
Emma, do you
have a pen?
vocabulary items
• be able to ask and answer Yes / No questions based on
what someone has or doesn’t have B 014
C 015
Vocabulary Key words 2 Do

pencil sharpener glue stick ruler paintbrush No, I don’t.
Shh!
marker notebook tape stapler
B Role-play the story.
1
Expansion Structure C Read the story again. Then answer.
a b
• Simple present (have) with Y/N questions
Do you have a stapler? Yes, I do. / No, I don’t. I don’t
a glue sti
have a stapler. 1. What does the boy want? a glue stick a llunchbox
hb
Materials a b
D 016
• Hang Out Student Book, Workbook Ext

2. What does the teacher want? a pen a glue stick What
• CD and A/V equipment or Classroom Digital Materials 14
• Optional: pencil case with various items, scrap paper
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B Role-play the story. 5 min.
Warm-up 5 min. • Put students in groups of three. Assign each student a

Place your pencil case on the table and take out an character from the story to play.
item. Show the item to the students and say: “I have • Have students read through the story playing the part of
a …” Take out two of the same items, show them to the B
the character.
students and say: “I have two …” Choose a student • Have students swap roles and repeat. • H
and ask him / her to choose an item from his / her • (Optional) Call on two or three groups of students to act • Te
pencil case. Ask the student what he / she has. “How out the story in front of the class. an
about you? What do you have?” Repeat with more • Pl
CDM Choose one character in the story. Have
students in the class. re
students read the lines for the character.
w
ne
C Read the story again. Then answer. 5 min.
• Re
Story • Direct students’ attention to part C. is
• Read the questions out loud. Tell students to look at the

A CD 012 Listen and repeat. 5 min. possible answer choices and check one.
• Tell students to turn to page 14. Focus students’ • Review answers as a class.
attention on the comic strip. Ask students two questions CDM Show students the correct answers on the
screen.
C
about the pictures and elicit answers.
1. Point to Emma. “Who is she?” (Emma)
• Fo
2. Point to the backpack. “What does he have?”
• Play audio track 012. The first time, students can just Expand C
listen and follow along. • Sp
A CD 013 Listen and say. 5 min.
• Play the audio track a second time. Pause after each to
• Have students look at the vocabulary on page 15. B
sentence and give students time to read and repeat.
• Tell students to listen and repeat after the audio. an
CDM Show students the animated story on the • Play audio track 013. Make sure the students are
screen. • Te
following along and repeating the words. pa
ot
10
M_Hang Out 1_(TG).indd 10 2017-05-31 �� 5:48:46

tory Expand 1
A 013
Listen and say. based on picture 1. Student B responds.
CDM Show an example of the dialog for each of the
1 3
4 images.
2
• Then have students switch roles and run through the
ruler exercise again.
paintbrush
pencil sharpener
glue stick
6
7
8
Answers
5
1. Do you have a glue stick?  Yes, I do.
2. Do you have a stapler?  No, I don’t.
m, tape
marker stapler 3. Do you have tape?  No, I don’t.
do you
pen?
notebook 4. Do you have a paintbrush?  Yes, I do.
5. Do you have a ruler?  No, I don’t.
B 014
Listen and draw. 6. Do you have a notebook?  Yes, I do.
C 015
Listen. Then look at the pictures. Ask and answer.
Do you have a stapler?

Yes, I do. D CD 016 Chant. 5-10 min.
No, I don’t. I don’t have a stapler. • Tell students to turn to page 112. Play audio track 016.
2 3
*don’t = do not First, students listen and read the chant silently.
1 6
• Assign half of the class to read role 1, and the other half
tape? No to read role 2.
5
a stapler? No • Play the audio track again. This time tell the students to
4
read along to their part out loud.
a glue stick? Yes a ruler? No
b
box a notebook? Yes CDM Show the animation and lyrics to the chant to
a paintbrush? Yes
encourage students to chant along.
D Chant. Turn to page 112.
016
Extra!
tick What do you have in your pencil case? Draw a picture. Do you have a ruler?
15
Do you have a ruler?
2017-05-22 �� 1:33:47
Yes, I do. Yes, I do.
Here you are. Here you are.
CDM Go to the Expand page and play the audio. Do you have a paintbrush?
CDM Use the Word Game function to provide Do you have a paintbrush?
students with further vocabulary practice. No, I don’t. No, I don’t.
Sorry. Sorry.
B CD 014 Listen and draw. 5-10 min. Do you have a stapler?
• Have students take out a pencil or pen. Do you have a stapler?
• Tell students they should look at the pictures in part A Yes, I do. Yes, I do.
and draw shapes around the words they hear. Here you are. Here you are.
• Play audio track 014. There are pauses in the audio
recording to give students time to draw, but you may Do you have a notebook?
want to pause the track to give them additional time if Do you have a notebook?
necessary. No, I don’t. No, I don’t
• Review answers, calling on individual students. “What Sorry. Sorry.
is in the circle?”
CDM Play the audio and show the answers on the
screen.
More practice WB
C CD 015 Listen. Then look at the pictures. Ask
and answer. 10 min. homework for more practice. Alternatively, if time
• Focus the students’ attention on the model dialog in part remains, students can start on the Workbook in class.
C. Play audio track 015. Workbook answers on page 105.
• Split the class into two halves, A and B. Instruct group A
to repeat the question aloud after you. Then have group
B repeat the answer after you. Have groups switch roles
and ask / answer again.
• Tell students to look at the six pictures. Put students in
pairs and assign one student to be Student A and the
other student to be Student B. Tell A to make a question
11
M_Hang Out 1_(TG).indd 11 2017-05-31 �� 5:48:52

1
1
Lesson 4 Education
School Things A 017

Listen and read.
Lesson Objectives My name is Wei. I go to

a special school. I don’t
Students will:
have a textbook. I use
• encounter some of the target vocabulary and grammar
a computer instead. We
while learning about an engaging topic read on the computer.
• practice using visual clues to assist in comprehension We also watch videos.
• develop listening skills and answering questions about a
text
Materials
• CD and A/V equipment or Classroom Digital Materials
B
Warm-up 5 min.
• Tell students to look around the classroom, and ask
them what they can see.
• Encourage students to use previously learned
vocabulary from the unit. Also, encourage students
16
to talk about items that haven’t been covered in this
unit. If you have a computer and / or tablet available,
draw students’ attention to these devices. If students
are unfamiliar with the English words, teach them screen.
and write the words on the board. DS
C CD 018 Listen and circle. 10 min. • Fo
• Have students turn to page 18. Give students directions pa
Connect about what they will hear. “Let’s listen. There are four
students. They are talking about the reading. What do
16
cl
A CD 017 Listen and read. 15 min. they say? Circle the words you hear.” yo
• Play audio track 018. • C
• Have students turn to pages 16 and 17.
• Check answers. Read the sentence up to the answer • C
• Point to items in the pictures and ask students: “What
choice and then stop. Ask students which word they St
is this?”
heard. Make sure all students have circled the correct se
• Tell students to read along silently as they listen. Play
audio track 017. word.
• Play the audio track again. This time, tell students to try
to read aloud as they listen to the story. 1. The students don’t have pens.
CDM Show the animated slideshow. 2. The students don’t have lunchboxes.
3. The students have textbooks.
M
As
B Answer the questions. 5 min. 4. The students have paintbrushes.
fo
• Focus students’ attention on part B. Read the question stu
and answer choices out loud. an
• Play the audio track again for students to check their
• Tell students to try to circle the correct answers. Give
answers.
students 1–2 minutes.
• Read sentence 1 to the students. Ask the students
• Encourage students to use the text to help them answer
whether the girl is right. Tell students to circle Yes or No.
the questions.
Repeat for the rest of the sentences. Encourage students
• Check answers as a class. Read the first question and
to use the text to help them answer.
select a student to give the answer. Repeat for all
• Check answers as a class.
questions.
CDM Go through the sentences one by one and have
CDM Show students the correct answers on the
students come up and choose the answer.
12
M_Hang Out 1_(TG).indd 12 2017-05-31 �� 5:48:59

Connect 1 1
C 018
Listen and circle. Then answer the questions.
2
1
The students
don’t have
pens / pencils. The students
have / don’t have
I go to lunchboxes.
I don’t
I use
ad. We Is he right? Yes No
Is she right? Yes No
puter.
4
deos. 3
The students
The students have / don’t have
s. I don’t have a
I don’t use pencils or pen have textbooks / paintbrushes.
my wo rk on a computer, computers.
notebook. I do
puter in art
too. We use a tablet com Is he right? Yes No
But we have
class. We draw on it. Is she right? Yes No
pai ntb rus hes , too. And we
crayons and
lunch!
have lunchboxes. I love D What does Wei have in his classroom? Circle and say.
c
a
B Answer the questions. Circle.
b
d
1. What does Wei use in class?

a a notebook b a computer c a textbook
f
g h
2. Where does Wei draw? e
a on paper b in a notebook c on a tablet
17 18
D Summary 5 min.
• Focus students’ attention on part D at the bottom of
ns page 18. Tell the students to re-read the text on pages
ur 16 and 17 and circle all of the objects that are in Wei’s
o classroom. “What does Wei have in his classroom? Do
you remember? Circle it. Look at the story again.”
• Call on students to make sentences using their answers.
Stronger students can be encouraged to make several
sentences and give a simple summary of the reading.
screen.
More practice WB
Assign page 12 of the Workbook as homework
for more practice. Alternatively, if time remains,
students can start on the Workbook in class. Workbook
answers on page 105.
No.
ents
ave
13
M_Hang Out 1_(TG).indd 13 2017-05-31 �� 5:49:06

1
1 Phonics
Lesson 5
School Things A 019
Listen, point, and say.
1 2 3
long u
Lesson Objectives cute Tuesday boots
Students will: B Say the words. Underline the letters that make the long u sound.
• focus on phonics sounds using previously encountered 3
1
key words 4
• prepare for a writing activity 2 blue
ruler
Materials glue stick
school

A Look in your backpack. Fill in the chart.
Writing
How many? What do you have?
I have
Warm-up 5 min. two rulers I have two rulers .
I Spy I have three pencils I have three pencils .

• Choose one of the key words from the unit that you
can see in the classroom, e.g. a pen. I have two notebooks I have two notebooks.
• Tell the students: “I spy with my little eye,
something beginning with P.” Write P on the board. I have one stapler I have one stapler .
• Tell students to raise their hands if they think they
know the answer. 19
• Choose a student to make a guess. Encourage
students to use the core structure. “Do you have
a …?”
• If the student guesses correctly, write the word on
the board. If the student guesses incorrectly, choose B Say the words. 5 min.
another student in the class to guess until the correct • Tell the students to look at the words in part B. Model
answer is given. the words for the students and have them repeat after
• Repeat with other words from the unit. you.
• (Optional) With a strong class, you can have students • Give students 1 minute to underline the letters that make
come to the front and choose an item for other the long u sound.
students to guess. • Go over answers together as a class.
screen.
Phonics
Review 10-15 min.
A CD 019 Listen, point, and say. 5 min.
• Direct students’ attention to the vocabulary in part A.
attention on the three words with the long u sound.
“Look at the pictures.” Call out a number from 1-8 and
• Play audio track 019. Pause the track after each sound,
ask students to say the word together. “One. What is
and tell students to point to the sound and repeat.
the word?”
“Look at the three words. Listen and repeat.”
• Repeat by calling on individual students, saying a
• Next, point at the words and have students say them in
number, and asking students to say the word.
unison. Then call on individual students to do the same.
• Direct students to part E on page 11.
CDM Select individual sounds to give students further • Put students in pairs and have them practice making
practice. sentences by reading the sentences in the box.
“Student A, you are Emma. Make a sentence.”
• Have students look at the main picture and continue
to ask questions about the key vocabulary in the main
picture.
• Next, have students turn to page 15.
• Tell students to look at the vocabulary in part A.
14
M_Hang Out 1_(TG).indd 14 2017-05-31 �� 5:49:09

cs 1
• Call out a number from 1-8 and ask individual students I can sentences:
to say the word. “One. Eric, what is the word?”
• Repeat with a different student for all eight words. Speaking
• Direct students to part C. 1. I can name things at school.
• Put students in pairs and assign one student to be 2. I can say what I have and what I don’t have.
Student A and the other student to be Student B. Tell Listening
A to make a question based on picture 1. Student B 3. I can understand when someone talks about school
und. responds. “Student A, ask question number one. things.
Student B, answer.” 4. I can understand when people say what they have.
• Then students switch roles. Student B makes the
blue question for picture 2, and student A responds. “Now Reading
student B ask question number two. Student A, answer.” 5. I can read and understand short passages about school
• Students continue until they have talked about all things.
pictures.
Writing
g 6. I can write a few sentences describing the things I have
Writing preparation 10-15 min. in my backpack.
e? • Focus students’ attention on the writing section at the Phonics
bottom of page 19. 7. I can make the long u sound.
s . • Tell students to find four different objects from their
bags. Encourage the students to choose objects that
. they already know the English word for. “Look in your Writing
backpacks. What do you have? Find some things we Assign page 79 of the Workbook for students to
.
talked about.” complete the writing activity. This can be completed as
• Tell the students to count how many of each object they homework or in class.
have. Encourage students to choose some objects that
.
they have more than one of.
19 • Tell students to fill in the chart with the name of the
objects and how many they have of each object. Portfolio writing sample answer
• Circulate and monitor the students, providing assistance In my backpack, I have a pencil case. It is blue.
where necessary. Ensure that students are using the I have a ruler. It is green.
plural form for two or more objects. If students request I have three notebooks. They are black.
help for the spelling of words already covered in the
unit, prompt students to try to find the correct spelling
themselves before providing them with the correct
spelling.
CDM Show the students an example of a completed More practice WB
chart on the screen. Assign page 13 of the Workbook as homework
Unit wrap-up 5 min. answers on page 105.
• To wrap up the unit, ask students to turn to page 80 in
the Workbook.
• Make sure students have a pen or pencil.
• Direct students’ attention to the words at the top of the
page. Ask students to check all of the words they know.
“Look at the words. Check the words you know.”
• Walk around the class to briefly gauge the words that
students have difficulty with. If you see the same words
unchecked by many of the students, review these words.
Direct the students back to the pages that contain
images of these words.
• Next, direct students’ attention to the I can sentences on
the second half of the page.
• Read out each sentence one by one, asking students to
check the sentence if they can do it. Make sure that all
students understand each sentence before moving on to
the next.
15
M_Hang Out 1_(TG).indd 15 2017-05-31 �� 5:49:12

unit
2 My Toys
Lesson 1
2 My Toys
Q What’s your favorite toy?
A 020
B 021
Listen and say.

Unit Objectives 1
E Lo
• Toys and playthings

elephant
• Saying who something belongs to 2
cards
3 3
Lesson Objectives
Students will be able to: jump rope
4
• say what toys they have in the plural and singular forms,
and ask a partner what is toys he / she has video game
5
Vocabulary Key words 1 doll

elephant cards jump rope video game 6
doll puzzle blocks airplane
puzzle
Core Structure 7
• Simple present (be) with information questions

What is it? It is a doll. blocks
8
• It / They
It is a doll. / They are rollerblades.
airplane
Materials 20 C 022

• Optional: paper
CDM Go to the Introduction page and play the audio. C
CDM Use the Word Game function to provide
• Pl
re
B CD 021 Look and listen. 5 min. Sa
Goal & Warm-up Question 5 min. • Focus students’ attention on the main picture on pages • Pa
• Have students open their Student Book to page 20. 20 and 21. po
• Read the title of the lesson and the learning points. • Talk about the main picture; explain the situation shown

CDM Go to the Aims page and play the audio. in the picture. “This is Emma. And this is Akira. They
• Ask students the focus question: “What’s your are in Emma’s room. It is an airplane [point to airplane]. It
is a jump rope [point to jump rope]. They are dolls [point
favorite toy?” Call on students individually to answer.
to dolls].”
If students have difficulty coming up with ideas,
• Play audio track 021.
D
demonstrate by holding up a toy in the classroom. • Te
Encourage different students to give different ly
answers. Emma: It is my room! Do you want to see my
11
toys? Look! It is my video game. It’s fun!
• Pl
It is an airplane. It can fly! And look. They are
fir
dolls. Do you like them? Oh, you’ll like this. It’s
A CD 020 Listen and say. 5 min. a jump rope. Do you want to play? Let’s go
• Pl
• Focus students’ attention on the vocabulary list on the st
outside.
left-hand side of the page.
“Listen to the words. Look at the pictures and say the CDM Take students on a virtual tour of the image,
words.” highlighting key words.
• Play audio track 020. Make sure the students are
CDM Play the animation. Use the Caption and Script
following along and repeating the words.
• Play the audio track again, and have students point at the
CDM Click the Show Label button to highlight key
images on the left of the page.
words and their images in the picture.
16
M_Hang Out 1_(TG).indd 16 2017-05-31 �� 5:49:17

• Toys and playthings
• Saying who something belongs to 2
Open the toy box. What do you see? Tell me, tell
D 023
Sing a song. Turn to page 113. me. What do you see?
What is this? What is this?
This is a doll. A doll, a doll. It’s a doll.
It is a doll. / It is an airplane.
They are dolls. Open the toy box. What do you see? Tell me, tell me.
What do you see?
What is this? What is this?
1 This is an airplane. An airplane, an airplane. It’s an
4 5
airplane.
Open the toy box. What do you see? Tell me, tell me.
What do you see?
What are these? What are these?
These are blocks. Blocks, blocks. They are blocks.
8
2 What do you see?
7 What is this? What is this?
This is a jump rope. A jump rope, a jump rope. It’s a
jump rope.
6 What do you see?
These are cards. Cards, cards. They are cards.
Extra!
What toy do you want? Draw a picture. 21 E Look at the picture and say. 10 min.
• Tell students to look at the dialog box (part E) on page
21.
dio. C CD 022 Listen and point at the picture. practice the dialog by reading the sentences in the box.
5-10 min.
CDM Show students model sentences on the screen.
• Play audio track 022. Have students listen to each word,
Select from the eight key words to change the
repeat it, and point to the item in the picture. “Listen.
es each time.
• Pause the audio after each word, and call on students to
• Have students look at the main picture and continue to
point to where the item is. “Where is the airplane?”
wn make sentences using the key vocabulary in the main
CDM To review key vocabulary, use the Key Words picture. “Look at the picture. Talk about the picture
y
and Flash Cards functions. with your partner.”
e]. It
oint CDM Repeat the activity with drag-and-drop labels. • Choose two or three students and have them stand and
make a sentence for the class.
• Tell students to turn to page 113, where they will see the
lyrics to the song. “Let’s listen to a song. Turn to page More practice WB
113.” Assign pages 14 and 15 of the Workbook as
• Play audio track 023, and have students just listen the homework for more practice. Alternatively, if time
first time. remains, students can start on the Workbook in class.
s
• Play the song again, but this time encourage the Workbook answers on page 105.
pt
17
M_Hang Out 1_(TG).indd 17 2017-05-31 �� 5:49:21

2
Lesson 2 2 Song
My Toys A 024
Listen and sing. Then circle the toys you hear. A Poi
Lesson Objectives
Students will:
• practice reading a ‘real-world’ text B Read and answer. Reading
with other students
Akira’s Birthday List
Materials It is my birthday list. It is a 1
. I love playing games. And it B Fin
2 3
• CD and A/V equipment or Classroom Digital Materials is an . It’s cool! They are . They are fun ! And
4
they are . I want to build many things with them! I want
these things for my birthday presents, please!
Warm-up 5 min. What are the things on the birthday list?

Tell students to look at the large picture on pages 20 1. It is / are a video game .
and 21. As a review, ask students what they can see. 2. It is / are an airplane .
Encourage different students to provide all of the cards
3. They is / are .
words from vocabulary set 1 (introduced in lesson 1).
4. They is / are blocks .
Next, ask students to find a toy from the classroom/ 22
their backpacks and make a sentence about what it is.
Song • Te
at
Open the toy box. What do you see? Tell me, tell
pa
A CD 024 Listen and sing. 15 min. me. What do you see?
What is this? What is this? th
• Tell students to turn to the lyrics on page 113. Play audio • C
track 024, and have students listen the first time. This is a doll. A doll, a doll. It’s a doll.
th
• Play the song again, but this time encourage the Open the toy box. What do you see? Tell me, tell me. • (O
students to sing along with the song. What do you see? st
CDM Show the animation and lyrics to the song to What is this? What is this?
encourage students to sing along. This is an airplane. An airplane, an airplane. It’s an
airplane.
What do you see?
Re
What are these? What are these? B R
These are blocks. Blocks, blocks. They are blocks. • Fo
Open the toy box. What do you see? Tell me, tell me. se
What do you see? th
What is this? What is this? • N
This is a jump rope. A jump rope, a jump rope. It’s a pi
jump rope. • Te
an
th
What do you see?
as
us
These are cards. Cards, cards. They are cards.
• Fi
se
af
18
M_Hang Out 1_(TG).indd 18 2017-05-31 �� 5:49:26

Song Speaking 2
A Point, ask, and answer. Then write.
1 2 3
e l ephan t p u z z l e d o l l Speaking
A Point, ask, and answer. Then write.
4 5 5 min.
• Have students look at page 23. Put students in partners
b l o c k s c a r d s and tell them to look at the pictures in part A.
ding • Choose two students and ask them to practice the
What is it? It is a puzzle. / It is an airplane. dialog as a model.
What are they? They are blocks. • Give students 2—3 minutes to practice in pairs. Students
should ask and answer, then complete the words.
nd it B Find the toys from A. Circle them. • Circulate and monitor the students, providing assistance
And where necessary. Encourage students to copy the
spellings from the previous lesson if they are unsure.
want
B Speaking activity 15 min.
• Focus students’ attention on the model dialog. Select
two students in the class to read the lines for each of
the characters. “Can you read the dialog? You be Alex,
and you be Emma.”
• Put students in pairs. Assign one student to be Student
A and the other student as Student B. Have Student A
point at the picture and circle an item, then ask Student
23 B the question first. “Work with a partner. Student A
ask first. Student B answer.”
answer / question exchange, and to complete the
activity in B.
• Give students two or three minutes to finish the activity.
pause the track after each verse. Tell students to circle
Then Student B asks Student A the question. “OK. Now
the toys they hear.
change. Student B ask, and Student A answer.”
• Choose students to read the sentences aloud to check
the answers.
• (Optional) Play the audio track one more time for More practice WB
students to check their answers. Assign pages 16 and 17 of the Workbook as
CDM Show students the correct answers on the homework for more practice. Alternatively, if time
screen. remains, students can start on the Workbook in class.
Workbook answers on page 105.
Reading
B Read and answer. 10 min.
• Focus students’ attention on the passage in the Reading
section on page 22. Tell students to look at the images in
the text and give them one minute to do so.
• Next, read the passage to the students, pausing at each
a picture. Elicit the word from students.
• Tell the students to circle the words and write the
answers to complete the sentences at the bottom of
the page. Circulate and monitor the students, providing
assistance where necessary. Ensure that students are
using the correct plural forms.
after you.
19
M_Hang Out 1_(TG).indd 19 2017-05-31 �� 5:49:32

2
Lesson 3 2 Story
My Toys A 025
Listen and repeat. A 0
No, it’s my
No, it is airplane! Give it 1
Hey,
my airplane! my airplane! back to me!
socc
Lesson Objectives
5
Students will:
• encounter and explore a story linked to the theme of the Stop fighting,
unit you two! Brian, it is
your airplane. Oh, b
• be able to recognize and name the second eight key Mom!
it is my
vocabulary items airplane.
• be able to ask and answer questions using what is and
what are B 027
C 028
Vocabulary Key words 2

soccer ball baseball glove board game rollerblades Yeah!
And it is my
bike skateboard kite hula hoop airplane!
B Role-play the story. 1
• Simple present (be) with information questions a

My airplane! my
What is it? It’s my skateboard. 1.
• Possessive adjectives (my, your)
They’re my rollerblades. / They’re your rollerblades.
My airplane! b D 029
2.
Materials Ext
Draw
• Hang Out Student Book, Workbook 24
• Optional: paper, small toy items (with at least two of the
same toy)


• Put students in groups of three. Assign each student a
character from the story to play.
Warm-up 5 min. • Have students read through the story playing the part of
B
the character.
Place some small toys on the table. Choose one. Show • H
• Have students swap roles and repeat.
the toy to the students and say: “It is a . . .” Take out • Te
• (Optional) Call on two or three groups of students to act
two of the same toys, show them to the students and an
out the story in front of the class.
say: “They are . . .” Choose a student and ask him / • Pl
her to choose a toy from within the classroom. Ask CDM Choose one character in the story. Have
re
the student what it is. “What is it?” Repeat with more students read the lines for the character.
w
students in the class. ne
• Re
• Direct students’ attention to part C. is
• Read the text out loud. Tell students to look at the
Story possible answer choices and draw a line from the

character to the answer.
A CD 025 Listen and repeat. 5 min. • Review answers as a class.
• Tell students to turn to page 24. Focus students’ CDM Show students the correct answers on the
C
attention on the comic strip. Ask students two questions screen.
about the pictures and elicit answers. • Fo
C
Expand
1. Point to Emma. “Who is she?” (Emma)
2. Point to an airplane. “What is it?” (an airplane) • Sp
• Play audio track 025. The first time, students can just to
listen and follow along. B
• Play the audio track a second time. Pause after each • Have students look at the vocabulary on page 25. an
sentence and give students time to read and repeat. • Tell students to listen and repeat after the audio. • Te
• Play audio track 026. Make sure the students are pa
CDM Show students the animated story on the
following along and repeating the words. ot
screen.
ba
20
M_Hang Out 1_(TG).indd 20 2017-05-31 �� 5:49:39

tory Expand 2
A 026
Listen and say.
3
my 2
4 images.
Give it 1
o me! • Then have students switch roles and run through the
exercise again.
board game
soccer ball rollerblades
baseball glove
Answers
8
5
6 7 1. What are they?  They’re my baseball gloves.
2. What is it?  It’s my skateboard.
kite 3. What are they?  They’re your rollerblades.
bike skateboard hula hoop
4. What is it?  It’s your soccer ball.
5. What is it?  It’s my bike.
6. What are they?  They are your board games.
B 027
Listen and draw.
C 028
D CD 029 Chant. 5-10 min.
What is it? It’s my skateboard. / It’s your soccer ball.
• Tell students to turn to page 113. Play audio track 029.
They’re my rollerblades. / They’re your
What are they?
rollerblades.
First, students listen and read the chant silently.
it’s = it is / they’re = they are
1 3 to read role 2.
2 4
6
• Play the audio track again. This time tell the students to
your read along to their part out loud.
my CDM Show the animation and lyrics to the chant to
5
my your
your encourage students to chant along.

029 my
Extra! What is this? What is this?

Draw your favorite toys. This is my soccer ball.
25
Where is yours?
Here it is. Here it is.
Yes, it’s your soccer ball.
CDM Go to the Expand page and play the audio. What are these? What are these?
CDM Use the Word Game function to provide These are my rollerblades.
students with further vocabulary practice. Where are yours?
Here they are. Here they are.
B 027 Listen and draw. 5-10 min.
CD Yes, they’re your rollerblades.
• Have students take out a pencil or pen. What is this? What is this?
• Tell students they should look at the pictures in part A This is my bike.
and draw shapes around the words they hear. Where is yours?
• Play audio track 027. There are pauses in the audio Here it is. Here it is.
recording to give students time to draw, but you may Yes, it’s your bike.
want to pause the track to give them additional time if
necessary.
These are my board games.
• Review answers, calling on individual students. “What
Where are yours?
Here they are. Here they are.
CDM Play the audio and show the answers on the Yes, they’re your board games.
screen.

and answer. 10 min.
• Focus the students’ attention on the model dialog in part
More practice WB
C. Play audio track 028. Assign pages 18 and 19 of the Workbook as
• Split the class into two halves, A and B. Instruct group A homework for more practice. Alternatively, if time
to repeat the question aloud after you. Then have group remains, students can start on the Workbook in class.
B repeat the answer after you. Have groups switch roles Workbook answers on page 105.
based on picture 2. Student B responds.
21
M_Hang Out 1_(TG).indd 21 2017-05-31 �� 5:49:46

2
Lesson 4 2 Social Studies
My Toys A 030
Listen and read.
Children love toys. Look at these toys.

Are they the same as your toys? How
are
theyy the
he same? How are they different?
Lesson Objectives
Students will:
while learning about an engaging topic
• practice using visual clues to assist in comprehension
It iss an
text old toy airplane
.
s.
It has two wing
Materials fly it
I like to fl it.
• Hang Out Student Book, Workbook It is an old rock

ing The
• CD and A/V equipment or Classroom Digital Materials horse. It is big. are
I like
to ride it. Let’
Warm-up 5 min.
• Tell students to look around the classroom, and ask
them what toys they can see.
vocabulary from the unit.
26
Connect they say? Circle the words you hear.”

A CD 030 Listen and read. 15 min. • Play audio track 031.
• Check answers. Read the sentence up to the answer
choice and then stop. Ask students which word they
• Point to the picture of the airplane and ask students:
heard. Make sure all students have circled the correct
“What is this?”
word.
audio track 030.
• Play the audio track again. This time, tell students to try 1. It is my airplane.
to read aloud as they listen to the story. 2. It is my rocking horse.
CDM Show the animated slideshow. 3. It is my monkey.
4. It is my rocking horse.
B Answer the questions. 5 min.
• Focus students’ attention on part B. Read the question
• Play the audio track again for students to check their
and answer choices out loud.
answers.
whether the boy is right. Tell students to circle Yes or No.
the questions.
questions.
screen. D Summary 5 min.
C CD 031 Listen and circle. • Focus students’ attention on part D at the bottom of
10 min.
page 28. Tell the students to re-read the text on pages
• Have students turn to page 28. Give students directions
26 and 27 and circle all of the toys from the article.
about what they will hear. “Let’s listen. There are four
“What toys do the children talk about? Do you
students. They are talking about the reading. What do
remember? Circle them. Look at the story again.”
22
M_Hang Out 1_(TG).indd 22 2017-05-31 �� 5:49:52

Connect 2 2
C 031
1 It is my 2
nkey. airplane /
It is an old toy mo board game.
lou d. I like to listen to it.
e toys. It is
? How are
fferent? It is my
doll / rocking
horse.

Is he right? Yes No
4
3
It is my
board game /
rocking horse.
It is
my ball /
monkey.
ocking These toys are old, bu

t they
ig. I like are still fun to play wit Is he right? Yes No
h!
Let’s play! Is he right? Yes No
D Which toys are old? Circle and say.

a c
b
1. What is the story about?

a old toys b new toys c strange toys
d e
2. Which toy is NOT in the story? f
a rocking horse b monkey c train
27 28

screen.
More practice WB
No.
ents
ave
23
M_Hang Out 1_(TG).indd 23 2017-05-31 �� 5:49:59

2
2 Phonics
Lesson 5
My Toys A 032
1 2 3
• Pu
St
A
long o
re
St
coat cold nose • Th
Lesson Objectives B Say the words. Underline the letters that make the long o sound. qu
Students will: st
1 3
• focus on phonics sounds using previously encountered 2 4
• St
key words pi
• prepare for a writing activity pony
video game boat jump rope
Materials Wr
• Hang Out Student Book, Workbook • Fo
• CD and A/V equipment or Classroom Digital Materials Writing bo
A Draw your favorite toys. Then circle and write. • Te
ho
th
yo
Warm-up 5 min. • Te
st
Picture it on
• Choose one of the key words (a toy) from the unit. • Te
• Write “It is a …” and “They are …” on the board. an
• Without saying the word, draw the toy on the board. It is / They are my It is / They are my It is / They are my • C
• Ask students: “What is it?” Tell students to raise blocks . cards . elephant . w
their hands and choose one student. Encourage pl
students to use the start of the sentence on the 29 he
board: “It is a …” un
• If the student guesses correctly, write the word on th
the board. If the student guesses incorrectly, choose sp
another student in the class to guess until the correct • Go over answers together as a class.
answer is given. CDM Show students the correct answers on the
• Repeat again, but this time draw two of the same screen.
toys. Encourage students to use the start of the
sentence: “They are …” Uni
• Continue with other words from the unit. Review 10-15 min. • To
• Have students turn to pages 20 and 21. th
• Direct students’ attention to the vocabulary in part A. • M
Phonics
“Look at the pictures.” Call out a number from 1-8 and • D
ask students to say the word together. “One. What is pa
the word?”
• Repeat by calling on individual students, saying a • W
number, and asking students to say the word. st
attention on the three words with the long o sound.
• Direct students to part E on page 21. un
• Put students in pairs and have them practice making D
sentences by reading the sentences in the box. im
“Look at the three words. Listen and repeat.”
“Student A, you are Emma. Make a sentence.” • N
• Have students look at the main picture and continue th
to ask questions about the key vocabulary in the main • Re
CDM Select individual sounds to give students further picture. ch
practice. • Next, have students turn to page 25. st
• Tell students to look at the vocabulary in part A. th
B Say the words. 5 min. • Call out a number from 1-8 and ask individual students
• Tell the students to look at the words in part B. Model to say the word. “One. Eric, what is the word?”
the words for the students and have them repeat after
I ca
• Repeat with a different student for all eight words.
you. • Direct students to part C. Spe
• Give students 1 minute to underline the letters that make 1. I
the long o sound. 2. I
24
M_Hang Out 1_(TG).indd 24 2017-05-31 �� 5:50:03

cs 2
• Put students in pairs and assign one student to be Listening
Student A and the other student to be Student B. Tell 3. I can understand when someone talks about things to
A to make a question based on picture 1. Student B play with.
responds. “Student A, ask question number one. 4. I can understand when people talk about what toys are
Student B, answer.” theirs.
question for picture 2, and student A responds. “Now Reading
und.
student B ask question number two. Student A, answer.” 5. I can read and understand short passages about toys
• Students continue until they have talked about all and things to play with.
pictures. Writing
6. I can write a few sentences describing toys and
mp rope playthings.
Writing preparation 10-15 min.
• Focus students’ attention on the writing section at the Phonics
g bottom of page 29. 7. I can make the long o sound.
• Tell students to think about some toys they have at
home. Encourage the students to choose objects that
they already know the English word for. “What toys do Writing
you have at home?” Assign page 81 of the Workbook for students to
• Tell the students to think of three toys. Encourage complete the writing activity. This can be completed as
students to choose some toys that they have more than homework or in class.
one of.
• Tell students to fill in the chart with the name of the toys
and then write the word below.
re my • Circulate and monitor the students, providing assistance Portfolio writing sample answer
nt . where necessary. Ensure that students are using the Look in the toy box. It is a doll.
plural form for two or more objects. If students request They are blocks.
29 help for the spelling of words already covered in the There is also a board game.
unit, prompt students to try to find the correct spelling My favorite toy is a soccer ball.
spelling.
CDM Show the students an example of a completed
chart on the screen. More practice WB
Unit wrap-up 5 min.
• To wrap up the unit, ask students to turn to page 82 in answers on page 105.
the Workbook.
the next.
I can sentences:
Speaking
1. I can name things to play with.
2. I can say what toys people have.
25
M_Hang Out 1_(TG).indd 25 2017-05-31 �� 5:50:05

unit
3 My Classroom
Lesson 1
3 My Classroom
Q What’s in your classroom?
A 033
B 034
Listen and say.

Unit Objectives 1
E Lo
• Things in a classroom
desk
• Saying what color something is 2
chair
4
3
Lesson Objectives
Students will be able to: bookcase
4
• say what is in their classroom in the plural and singular
forms, and ask a partner what is in his / her classroom cupboard
5

computer
desk chair bookcase cupboard 6
computer whiteboard easel poster
whiteboard
Core Structure 7 1
What is that? That is a computer. easel
8
• This / These / That / Those
That is a whiteboard. / Those are posters.
poster
Materials 30 C 035
• Hang Out Student Book, Workbook M_Hang Out 1_(SB) U1-5.indd 31

• Optional: paper
CDM Use the Word Game function to provide C
5-1
B CD 034 Look and listen.
5 min. • Pl
re
Goal & Warm-up Question 5 min. • Focus students’ attention on the main picture on pages
Sa
30 and 31.
• Have students open their Student Book to page 30. • Pa
• Talk about the main picture; explain the situation shown
• Read the title of the lesson and the learning points. po
in the picture. “This is Emma. And this is Emma’s dad,
CDM Go to the Aims page and play the audio. Steven. They are in Emma’s classroom. This is Emma’s
• Ask students the focus question: “What’s in teacher, Mr. Michaels. This is a chair [point to the chair
your classroom?” Call on students individually to at the front of the picture]. That is an easel [point to the
answer. If students have difficulty coming up with easel]. These are desks [point to the desks].”
ideas, demonstrate by pointing to some items in • Play audio track 034. D
the classroom. Encourage different students to give • Te
different answers. ly
Emma: Welcome to my classroom! This is my
chair. See over there? Those are desks. 11
My friends sit there. That’s an easel, and that’s • Pl
A CD 033 Listen and say. 5 min. a whiteboard. And these are bookcases. fir
• Focus students’ attention on the vocabulary list on the There are so many books! So, do you like my • Pl
left-hand side of the page. classroom? st
• Play the audio track again, and have students point at the functions to show students the script.
images on the left of the page. CDM Click the Show Label button to highlight key
words and their images in the picture.
26
M_Hang Out 1_(TG).indd 26 2017-05-31 �� 5:50:12

• Things in a classroom
• Saying what color something is 3
Is this your classroom? Is this your classroom?

D 036
Sing a song. Turn to page 114. What is that? What is that? What is that over there?
That’s an easel. That’s an easel. That’s an easel over
there.
This is a chair.
That is an easel. Is this your classroom? Is this your classroom?
These are desks. What are those? What are those? What are those over
Those are posters.
there?
Those are cupboards. Those are cupboards. Those
6
8 are cupboards over there.
7 What is this? What is this? What is this right here?
This is a whiteboard. This is a whiteboard. This is a
whiteboard right here.
3 Is this your classroom? Is this your classroom?
5 What are these? What are these? What are these right
here?
These are posters. These are posters. These are
2 posters right here.
What is that? What is that? What is that over there?
That’s a bookcase. That’s a bookcase. That’s a
bookcase over there.
Extra!
Look around your classroom. What do you see? Draw a picture. 31 E Look at the picture and say. 5-10 min.
31.

C CD 035 Listen and point at the picture. practice the dialog by reading the sentences in the box.
5-10 min.
repeat it, and point to the item in the picture. “Listen.
es example dialog. Have students repeat after the audio
each time.
wn • Have students look at the main picture and continue to
point to where the item/word is. “Where is the desk?”
ad, make sentences using the key vocabulary in the main
s CDM To review key vocabulary, use the Key Words picture. “Look at the picture. Talk about the picture
r and Flash Cards functions. with your partner.”
he CDM Repeat the activity with drag-and-drop labels. • Choose two or three students and have them stand and
D 036 Song 10 min.
CD
lyrics to the song. “Let’s listen to a song. Turn to page More practice WB
114.” Assign pages 22 and 23 of the Workbook as
• Play audio track 036, and have students just listen the homework for more practice. Alternatively, if time
first time. remains, students can start on the Workbook in class.
• Play the song again, but this time encourage the Workbook answers on page 106.
encourage students to sing along
pt
27
M_Hang Out 1_(TG).indd 27 2017-05-31 �� 5:50:18

3
Lesson 2 3 Song
My Classroom A 037
Listen and sing. Then choose the correct sentence. A Ma
1. This is an easel. / That is an easel.
2. These are cupboards. / Those are cupboards.
3. This is a whiteboard. / That is a whiteboard.

Lesson Objectives
4. These are posters. / Those are posters.
Students will:
• become more familiar with target vocabulary and 5. This is a bookcase. / That is a bookcase.
grammar through song *that’s = that is
• practice reading a ‘real-world’ text
B
Reading
• prepare for and participate in a communicative activity Read and answer.
with other students
Materials I miss you!
Hey, Emma.
How is California? Look at our new classroom!
B W
1 2
Here’s a picture. This is my . And that is a .
3
It’s new! Those are . There are lots of books. And these
4
are big . I really like my new classroom. It’s so cool!
Miss you,
Warm-up 5 min. Sarah

What is in Sarah’s classroom?
and 31. As a review, ask students what they can see.
Encourage different students to provide all of the 1. This is a desk . 2. That is a computer .
words from vocabulary set 1 (introduced in lesson 1). 3. Those are bookcases . 4. These are chairs .
Next, ask students to point to items in the classroom 32
and make a sentence about it. “These are posters.”
Song • Te
at
pa
A CD 037 Listen and sing. 15 min. What is that? What is that? What is that over there?
That’s an easel. That’s an easel. That’s an easel over th
• Tell students to turn to the lyrics on page 114. Play audio • C
track 037, and have students listen the first time. there.
th
• Play the song again, but this time encourage the Is this your classroom? Is this your classroom? • (O
students to sing along with the song. What are those? What are those? What are those over st
CDM Show the animation and lyrics to the song to there?
encourage students to sing along. Those are cupboards. Those are cupboards. Those
are cupboards over there.
What is this? What is this? What is this right here?
Re
This is a whiteboard. This is a whiteboard. This is a B R
whiteboard right here. • Fo
Is this your classroom? Is this your classroom? se
What are these? What are these? What are these right th
here? • N
These are posters. These are posters. These are pi
posters right here. • Te
th
an
What is that? What is that? What is that over there?
ne
That’s a bookcase. That’s a bookcase. That’s a
sin
bookcase over there.
• Fi
se
af
28
M_Hang Out 1_(TG).indd 28 2017-05-31 �� 5:50:23

Song Speaking 3
A Make your own classroom. Use the stickers.
Speaking
A Make your own classroom. Use the stickers.
5 min.
t is going to make their own classroom.
ding Give students 2–3 minutes to choose three or four items
that they want to put into their classroom, and stick
them on to page 33. “Use the stickers. Put them in the
classroom.” Demonstrate if necessary.
B What is in your partner’s classroom? Ask, answer, and check. CDM Show students the example.
What is that? That’s an easel.
What are those? Those are posters.
e
What is this? This is a desk.
stickers.
What are these? These are bookcases.
*that’s = that is
two students in the class to read the lines for each of the
characters. “Can you read the dialog? You be Steven,
. and you be Emma.”
.
33 ask Student B the question first. Student A listens, and
checks the box with the pictures of the objects Student
B describes. “Work with a partner. Student B answer
first. Student A check the boxes.”
the activity in B.
r the correct sentence.
Then Student B asks Student A the question and records
the answers.
his / her responses. “OK. Now change. Student A
• (Optional) Play the audio track one more time for
answer, and Student B check the boxes.”
r students to check their answers.
screen. More practice WB
Reading homework for more practice. Alternatively, if time
B Read and answer. 10 min. Workbook answers on page 106.
section on page 32. Tell students to look at the images in
t the text and give them one minute to do so.
singular or plural forms.
after you.
29
M_Hang Out 1_(TG).indd 29 2017-05-31 �� 5:50:27

3
Lesson 3 3 Story
My Classroom A 038
1
What’s What color is
the matter, the drawing?
Emma? My drawing!
Where is it?
dra
Lesson Objectives
5
Students will:
The drawing
• encounter and explore a story linked to the theme of the is blue.
unit That’s it! sh
• be able to recognize and name the second eight key Hey, what’s
that?
vocabulary items
• say what color something is and ask a partner what color
something is B 040
C 041

drawing calendar wastebasket mat
shelf clock drawer map

a b
1
• Adjectives as complements
The clock is red.
1. What does Emma want? a drawing a map
Materials a b
• Hang Out Student Book, Workbook D 042
• CD and A/V equipment or Classroom Digital Materials Ext

2. Where is it? in the wastebasket in her backpack What
34
Warm-up 5 min.

Point to an item, e.g. a cupboard in the classroom. Ask: B Role-play the story. 5 min.
“What is this?” Elicit the answer from the students. • Put students in groups of two. Assign each student a
“This is a cupboard.” Point to some desks/posters. character from the story to play. B
Ask: “What are these?” Elicit the answer. “These are • Have students read through the story playing the part of
• H
desks.” Choose a student from the class to point to an the character.
• Te
item in the classroom and ask a question. The rest of • Have students swap roles and repeat.
an
the class should answer. Repeat with more students in • (Optional) Call on two or three groups of students to act
• Pl
the class. out the story in front of the class.
re
CDM Choose one character in the story. Have w
students read the lines for the character. ne
Story C Read the story again. Then answer. 5 min.
• Re
is
• Direct students’ attention to part C.
A CD 038 Listen and repeat. 5 min. • Read the questions out loud. Tell students to look at the
• Tell students to turn to page 34. Focus students’ possible answer choices and check one.
attention on the comic strip. Ask students two questions • Review answers as a class.
about the pictures and elicit answers. C
1. Point to Emma. “Who is she?” (Emma) screen.
2. Point to the easel. “What is this?” (an easel) • Fo
• Play audio track 038. The first time, students can just C
listen and follow along. Expand • Sp
• Play the audio track a second time. Pause after each to
sentence and give students time to read and repeat. A CD 039 Listen and say. 5 min. B
CDM Show students the animated story on the • Have students look at the vocabulary on page 35. an
screen. • Tell students to listen and repeat after the audio. • Te
CDM Go to the Expand page and play the audio.
30
M_Hang Out 1_(TG).indd 30 2017-05-31 �� 5:50:35

tory Expand 3
A 039
Listen and say. pairs and assign one student to be Student A and the
3
4 other student to be Student B. Tell A to make a question
1 2
mat images.
calendar wastebasket
drawing • Then have students switch roles and run through the
5 7 8 exercise again.
6
Answers
shelf drawer map 1. What color is the shelf?  The shelf is white.
clock 2. What color is the mat?  The mat is purple.
3. What color are the wastebaskets?  The
B 040
Listen and draw. wastebaskets are red.
4. What color is the calendar?  The calendar is white
C 041
and yellow.
What color is the clock? The clock is red.
5. What color is the clock?  The clock is blue.
What color are the wastebaskets? The wastebaskets are red.
6. What color is the drawer?  The drawer is black.
2 4
6
1 D CD 042 Chant. 5-10 min.

3
5 First, students listen and read the chant silently.
map
to read role 2.
042
Extra! CDM Show the animation and lyrics to the chant to
backpack What color are the things in your classroom?
35 encourage students to chant along.
What color is the mat? Tell me. Tell me. Tell me.
CDM Use the Word Game function to provide Can you see? What color is the mat?
students with further vocabulary practice. It’s green. It’s green. It’s a green mat.
What color are the drawings? Tell me. Tell me. Tell
B CD 040 Listen and draw. 5-10 min.
me. Can you see? What color are the drawings?
• Have students take out a pencil or pen.
They’re red. They’re red. They are red drawings.
• Tell students they should look at the pictures in part A
and draw shapes around the words they hear. What color is the map? Tell me. Tell me. Tell me. Can
• Play audio track 040. There are pauses in the audio you see? What color is the map?
recording to give students time to draw, but you may It’s blue. It’s blue. It’s a blue map.
want to pause the track to give them additional time if What color are the shelves? Tell me. Tell me. Tell me.
necessary. Can you see? What color are the shelves?
• Review answers, calling on individual students. “What They’re orange. They’re orange. They are orange
is in the circle?” shelves.
screen.

and answer. 10 min. More practice WB
• Focus the students’ attention on the model dialog in part Assign pages 26 and 27 of the Workbook as
C. Play audio track 041. homework for more practice. Alternatively, if time
• Split the class into two halves, A and B. Instruct group A remains, students can start on the Workbook in class.
to repeat the question aloud after you. Then have group Workbook answers on page 106.
31
M_Hang Out 1_(TG).indd 31 2017-05-31 �� 5:50:41

3
Lesson 4 3 History
My Classroom A 043
Listen and read.
One - room School Marga

Her tea
Lesson Objectives Margaret liv

es in a smal
l
es to a on e-
Students will: ttown. She go e
. She has on
• encounter some of the target vocabulary and grammar rroom school ot he r,
ol de r br
while learning about an engaging topic teacher. Her e
in th e sa m
• practice using visual clues to assist in comprehension William, is
is.
class as she
text
Materials Margaret’s school, 1930

• Hang Out Student Book, Workbook Margaret doesn’t have
• CD and A/V equipment or Classroom Digital Materials a notebook. She uses a
slate. It is black. She writes Margar
nd chalk
on the slate with chalk.
A slate a
B
Warm-up 5 min.
• On a piece of paper or the whiteboard, draw an
object from the classroom. For example, some chairs.
• Ask students: “What are these?”
• Elicit the correct answer from the students. “These
36
are chairs.”
• Ask: “What color are the chairs?”
• Elicit the correct answer. “The chairs are red.”
• Hand out paper for students to draw on. the questions. w
• Put students into pairs and ask them to take turns • Check answers as a class. Read the first question and Re
drawing objects from the classroom and asking and select a student to give the answer. Repeat for all to
answering the questions above. questions. • C
• Monitor, offering help when necessary.
screen.
vocabulary from the unit.
C CD 044 Listen and circle. 10 min. DS
• Have students turn to page 38. Give students directions • Fo
Connect about what they will hear. “Let’s listen. There are four pa
students. They are talking about the reading. What do 36
A CD 043 Listen and read. 15 min. they say? Circle the words you hear.” th
• Have students turn to pages 36 and 37. • Play audio track 044. re
• Point to the school building in the first picture and ask • Check answers. Read the sentence up to the answer • C
students: “What is this?” choice and then stop. Ask students which word they • C
• Tell students to read along silently as they listen. Play heard. Make sure all students have circled the correct
audio track 043. word.
to read aloud as they listen to the story. 1. That school has four rooms.
CDM Show the animated slideshow. 2. Those students study together. M
3. Those students have notebooks. As
B Answer the questions. 5 min. 4. That class has three teachers. fo
• Focus students’ attention on part B. Read the question stu
and answer choices out loud. an
• Tell students to try to circle the correct answers. Give • Play the audio track again for students to check their
students 1–2 minutes. answers.
• Encourage students to use the text to help them answer • Read sentence 1 to the students. Ask the students
32
M_Hang Out 1_(TG).indd 32 2017-05-31 �� 5:51:04

Connect 3 3
C 044
2
ol Margaret does not have textbooks.

Her teacher has the only textbook.
1
mall That
school has Those students
ne- four rooms / play / study
s one desks. together.
other, Is she right? Yes No
me Is she right? Yes No
4
3
Margaret likes learning Those students That class

about history the best. Her have chalk / has three teachers
ve notebooks.
teacher tells them good / whiteboards.
a
ss, 1930 stories about the past.
writes Margaret’s cla
Margaret wants to be a Is she right? Yes No
k. Is he right? Yes No
teacher, too.
D What is in a one-room school? Circle and say.
c
B Answer the questions. Circle. a b
1. What color is a slate?

a white b black c red
d f
2. How many teachers do Margaret and William have? e
a one b two c three
37 38

D Summary 5 min.
ns • Focus students’ attention on part D at the bottom of
ur page 38. Tell the students to re-read the text on pages
o 36 and 37 and circle all of the items in D that are in
the article. “What is in a one room-school? Do you
remember? Circle the item. Look at the story again.”
• Call on students to make a sentence using their answers.
screen.
More practice WB
33
M_Hang Out 1_(TG).indd 33 2017-05-31 �� 5:51:28

3
3 Phonics
Lesson 5
My Classroom A 045
Listen, point, and say. • Re
• D
1 2 3 4
• Pu
St
long e short e
A
re
Lesson Objectives bee leaf pen desk
St
Students will: B Say the words. Circle the words with the long e sound. Underline the • Th
words with the short e sound. qu
• focus on phonics sounds using previously encountered
key words 1 2 3
4 st
• prepare for a writing activity. • St
pi
Materials eraser pencil
• Hang Out Student Book, Workbook easel desk

Wr
• Fo
Writing bo
A Look around. What is in your classroom? Write.
• Te
Thing How many? What color? ob
Warm-up 5 min. desk 30 brown
• Fo
Right or Wrong? clock 1 black and white ex
• Point to a key vocabulary item in the classroom ch
and say a sentence which is either true or false, for chair 30 brown • Te
example: “Those posters are yellow.” computer 1 white ob
• Ask students whether your sentence is right or • C
wrong. Tell students to raise their hands and choose wastebasket 2 blue w
one student to answer. 39 pl
• The student should repeat the sentence and say he
“right” or “wrong”. If the sentence is wrong, they un
should correct it. For example, “Those posters th
are green.” If it is right, they should repeat it. “Yes, • Give students 1 minute to circle the words with the long sp
those posters are yellow.” e sound and underline the words with the short e sound.
• Do one or two more examples with the whole class. • Go over answers together as a class.
• Divide students into pairs and ask them to take turns CDM Show students the correct answers on the
to make up right and wrong sentences for each other screen. Po
using other words from the unit.
Th
Th
Review 10-15 min. Th
Phonics
• Have students turn to pages 30 and 31. Th
• Direct students’ attention to the vocabulary in part A. Th
ask students to say the word together. “One. What is
the word?”
attention on the two words with the long e sound and Uni
the two words with the short e sound.
number, and asking students to say the word. • To
• Direct students to part E on page 31. th
• Put students in pairs and have them practice making • M
“Look at the four words. Listen and repeat.”
sentences by reading the sentences in the box. • D
“Student A, you are Emma. Make a sentence.” pa
CDM Select individual sounds to give students further to ask questions about the key vocabulary in the main • W
practice. picture. st
• Next, have students turn to page 35. un
B Say the words. 5 min. • Tell students to look at the vocabulary in part A. D
• Tell the students to look at the words in part B. Model • Call out a number from 1-8 and ask individual students im
the words for the students and have them repeat after to say the word. “One. Eric, what is the word?” • N
you. th
34
M_Hang Out 1_(TG).indd 34 2017-05-31 �� 5:51:32

cs 3
• Repeat with a different student for all eight words. • Read out each sentence one by one, asking students to
• Direct students to part C. check the sentence if they can do it. Make sure that all
• Put students in pairs and assign one student to be students understand each sentence before moving on to
Student A and the other student to be Student B. Tell the next.
A to make a question based on picture 1. Student B
desk
responds. “Student A, ask question number one. I can sentences:
Student B, answer.”
rline the • Then students switch roles. Student B makes the Speaking
question for picture 2, and student A responds. “Now 1. I can name the things in the classroom.
4 student B ask question number two. Student A, answer.” 2. I can say what color things are.
• Students continue until they have talked about all Listening
pictures.
pencil 3. I can understand when someone talks about things in
the classroom.
4. I can understand when someone tells me about colors.
• Focus students’ attention on the writing section at the Reading
g bottom of page 39. 5. I can read and understand short passages about things
• Tell students to look around the classroom and choose in the classroom.
objects that they now know the English word for. Writing
“What can you see around the classroom?”
6. I can write a few sentences describing my classroom.
• Focus students on the chart on page 39 and do one
example with the whole class. For example: Thing: Phonics
chairs; How many? Ten; What color? Yellow. 7. I can make the long e sound.
• Tell students to fill in the rest of th chart with four more
objects that are in the classroom.
• Circulate and monitor the students, providing assistance Writing
where necessary. Ensure that students are using the Assign page 83 of the Workbook for students to
39 plural form for two or more objects. If students request complete the writing activity. This can be completed as
help for the spelling of words already covered in the homework or in class.
unit, prompt students to try to find the correct spelling
spelling.
chart on the screen. More practice WB
Portfolio writing sample answer students can start on the Workbook in class. Workbook
This is my classroom. answers on page 106.
This is a cupboard. It’s a blue cupboard.
These are desks. They’re white desks.
That is an easel. It’s a black easel.
Those are posters. They are blue and white posters.
Unit wrap-up 5 min.

the Workbook.
35
M_Hang Out 1_(TG).indd 35 2017-05-31 �� 5:51:34

1-3 Review 1
1-3 Review 1
A Write the words. B 04
6
8
Across
4 1.
A Write the words. 10 min.
3
• Point to each of the pictures on the page. Say the word,
and have students repeat. 1 2
• Make sure each student has something to write with. g
2
• Point to picture 3 across (kite) and ask students what it d l
3
is. Write the word kite on the board. Tell students to fill in kt ei o
the squares for 3 across on the puzzle. 3
s v
• Tell students to look at the rest of the pictures and fill in 4 5
b o o k c a s e
the remaining squares.
• Encourage students to look back over units 1—3 to help r
4
with finding the answers and correct spellings.
6
c u p b o a r 7d a
• If students are having a difficult time with the words, or o y
to help weaker groups, you can write the list of words on l o
the board. 8
C Re
Down l u n c h b o x 1.
2.
B CD 046 Listen. Then circle. 5 min. 2
1
3.
• Tell students they will listen to two children speaking. 7
The first time, students should just listen. 4.

5
• Play audio track 046. 5.
6.
Wendy: Hi, Peter.

40
Peter: Hi, Wendy. What do you have in your
backpack?
Wendy: I have a notebook. Do you have a notebook?
Peter: Yes, I do. I have two notebooks.
• Te
Wendy: What is this? C Read and circle. 5 min. nu
Peter: This is a soccer ball. This is my soccer ball.
• Focus students’ attention on part C on page 41. at
Wendy: What is that?
• Read each sentence out loud, including both of the N
Peter: That is a bookcase. It’s a blue bookcase.
possible answer choices. For example: “Number one. • Re
Wendy: What are those?
I have / has a notebook.” Have students repeat after you • M
Peter: Those are bikes. They are green bikes.
for each sentence. • G
• Next, elicit the correct answer choice for sentence 1. Say re
• Next, read the four questions on page 41. Then point to to students: “I have a notebook or I has a notebook?” w
the two answer choices for each question (a and b), and and encourage students to provide the answer (have).
ask students to say what they can see. Tell students to circle the word have. E
• Make sure each student has something to write with. Tell • Now tell students to read each sentence by themselves
the students they are going to listen to the two children and circle the correct word. • D
talking again. This time, students should circle the • Monitor and provide assistance if necessary. • Te
correct answer choice. • Give students 2—3 minutes to complete the activity. • N
• Play track 046 again. If students struggle to keep up, • Go over answers as a class. Starting with sentence 2, En
pause the track after each answer is mentioned. choose a student and ask him / her to read out the • Pl
• Review answers as a class. Read the question, and call correct sentence for each item. Make sure all students w
on different students to provide the answers. have circled the correct word. st
• (Optional) Play track 046 one more time to give students th
a chance to listen for any answers they may have
D Look and read. Write Yes or No. 15 min. • G
missed. • Have students look at page 42 and focus students’ • Fi
attention on the picture. Point to the three students in lin
the front row, and read out their names (from left to lin
right: Terri, Mike, and Dennis).
• Next, read the example sentence: “Dennis has a
pencil case.” Tell students to look at the picture, and say
whether this is true or not.
36
M_Hang Out 1_(TG).indd 36 2017-05-31 �� 5:54:37

Review 1 1-3 6
1-3 Review 1 Song
D Look and read. Write Yes or No.
B 046
Listen. Then circle.
a b
1. Who is Wendy?
a b Terri Dennis
2. What does Peter have? Mike
a b
3. What color is the bookcase? Example: Dennis has a pencil case. Yes
1. The textbook is red. No
2. Mike has a pencil sharpener. Yes
a b
3. Mike: Do you have a ruler?
4. What do they see? Terri: Yes, I do. Yes
E Listen. Write the sound. Draw a line between the same

f
047
sounds.
C Read and circle.
1 3
1. I have / has a notebook.
r u ler
2
p o ny b e e
2. She have / has a marker.
3. A: Do you have a sharpener?
B: Yes, I do / don’t.
4
4. This / These are blocks. 6
5
5. This / These is a baseball glove.
l e a f bl u e b o a t
6. The desk is blue. / The blue is desk.
41 42
• Tell students to get their pencils ready. Read sentence

number 1 and have students repeat. Tell students to look
at the picture to find the answer and write either Yes or
No.
• Repeat for sentences 2 and 3.
• Monitor and provide assistance to students if necessary.
• Go over answers as a class. Starting with sentence 1,
read the sentence and then ask a student if he / she
wrote Yes or No.
E CD 047 Listen. Write the sound. Draw a line

between the same sounds. 15 min.
• Direct students’ attention to part E on page 42.
• Tell students to listen the first time. Play audio track 047.
• Next, point to each picture, and ask students what it is.
Encourage all students in the class to say the word.
• Play track 047 again, but this time ask students to
write the missing letters from the six words. If students
struggle, write the missing letters in a random order on
the board.
• Finally, ask students to match the words from the top
line to the words with the same sounds from the bottom
line.
37
M_Hang Out 1_(TG).indd 37 2017-05-31 �� 5:54:41

unit
4 Family and Lesson 1

4 Family and Friends
Friends
Q What is your family like?
A 048
B 049
Listen and say.

Unit Objectives 1 5
• Members of a family
mother (mom)
• Talking about someone’s age 2
2
father (dad)
3
Lesson Objectives
Students will be able to: sister
4
• ask about and say who is or isn’t in their family
brother
Vocabulary Key words 1 5
mother (mom) father (dad) sister brother parents

parents children family friend 6
Core Structure children

• Simple present (be) with Y/N questions 7 E Lo
Is she your mother? Yes, she is. / No, she isn’t.

• Pronouns (he, she, they) family
8
Is she your mother? / Are they your parents?
Materials friend
C 050
44
• Optional: paper, picture of your family (or any family)

5 min. C
• Focus students’ attention on the main picture on pages 5-1
44 and 45. • Pl
Goal & Warm-up Question 5 min.
• Talk about the main picture; explain the situation shown re
• Have students open their Student Book to page 44. in the picture. “This is Brian [point to Brian]. And
• Read the title of the lesson and the learning points. they are Brian’s parents, Steven and Clare [point to the • Pa
CDM Go to the Aims page and play the audio. parents]. She is his sister, Emma [point to Emma] and he po
• Ask students the focus question: “What is your is Brian’s brother, Alex [point to Alex]. He is their friend,
family like?” Call on students individually to answer. Jamal [point to Jamal].”
If students have difficulty coming up with ideas, • Play audio track 049.
demonstrate by holding up a picture of your family in
the classroom. Encourage different students to give Brian: My family is at school today. They are D
different answers. looking at our school. Look over there. • Te
They are my parents. And she is my sister. Her ly
name is Emma. And where is my brother? Oh, 11
A CD 048 Listen and say. 5 min. there he is. See that boy over there? He is my • Pl
• Focus students’ attention on the vocabulary list on the brother. His name is Alex. He is talking to a boy. fir
left-hand side of the page. He is our friend Jamal. Come on. Let’s go talk to • Pl
• Tell students to listen and repeat after the audio. them. st
words.”
• Play audio track 048. Make sure the students are CDM Take students on a virtual tour of the image,
following along and repeating the words. highlighting key words.
• Play the audio track again, and have students point at the CDM Play the animation. Use the Caption and Script
images on the left of the page. functions to show students the script.
CDM Go to the Introduction page and play the audio. CDM Click the Show Label button to highlight key
CDM Use the Word Game function to provide words and their images in the picture.
38
M_Hang Out 1_(TG).indd 38 2017-05-31 �� 5:54:46

• Members of a family
• Talking about someone’s age 4
I like your family. They are nice. Is she your

D 051
Sing a song. Turn to page 115. mother? Is she your mother?
Yes, she is. Yes, she is. She’s my mother.
1 I like your family. They are nice. Is he your father?
8 Is he your father?
Yes, he is. Yes, he is. He’s my father.
4 I love my family and friends.
I love my family and friends.
I like your family. They are nice. Is she your sister?
Is she your sister?
3 Yes, she is. Yes, she is. She’s my sister.
I like your family. They are nice. Is he your brother?
Is he your brother?
No, he isn’t. No, he isn’t. He’s my friend.
7 I love my family and friends.
I love my family and friends.
6
E Look at the picture and say. 5-10 min.
He is my brother. / He is not my brother.
She is my sister. / She is not my sister. • Tell students to look at the dialog box (part E) on page
They are my parents. / They are not my parents. 45.
Extra! “Let’s read together.”
Think about one person in your family. Draw a picture. 45
each time.
C CD 050 Listen and point at the picture. • Have students look at the main picture and continue to
es 5-10 min. make sentences using the key vocabulary in the main
• Play audio track 050. Have students listen to each word, picture. “Look at the picture. Talk about the picture
wn repeat it, and point to the person in the picture. with your partner.”
“Listen. Say the word. Find the person in the picture.” • Choose two or three students and have them stand and
e • Pause the audio after each word, and call on students to make a sentence for the class.
he point to where the person is. “Where is Brian’s father?”
d, CDM To review key vocabulary, use the Key Words
More practice WB
CDM Repeat the activity with drag-and-drop labels. homework for more practice. Alternatively, if time
D CD 051 Song 10 min. Workbook answers on page 106.
115.”
. first time.
o • Play the song again, but this time encourage the
pt
39
M_Hang Out 1_(TG).indd 39 2017-05-31 �� 5:54:51

4 Family and Lesson 2 4 Song
A 052
Listen and sing. Then circle and match. A Dra
Friends 1. She’s my mother. Yes No • •
2. He’s my father. Yes No • •
Lesson Objectives 3. She’s my sister. Yes No • •

Students will:
• become more familiar with target vocabulary and 4. He’s my brother. Yes No • •
grammar through song *she’s = she is / he’s = he is
• prepare for and participate in a communicative activity B Read and answer.
Reading
with other students
My New School
Materials I like Green River Elementary School. I go to
• Hang Out Student Book, Workbook .
school with Emma every day. She’s my 1
I eat lunch with Jamal. He’s my 2 . My 3
help me with homework.

B W
My school is fun!
Warm-up 5 min.
Who are these people?
Encourage different students to provide all of the 1. She’s my sister . C W
words from vocabulary set 1 (introduced in lesson 1). 2. He’s my friend . fa
Next, ask students to imagine they are Brian in the 3. They’re my parents .
46
picture and to make sentences about ‘their’ family. For
example: “He is my brother, Alex. She is my sister,
Emma.”
• (O
I like your family. They are nice. Is she your st
Song mother? Is she your mother?
Yes, she is. Yes, she is. She’s my mother.
A CD 052 Listen and sing. 15 min.
I like your family. They are nice. Is he your father?
• Tell students to turn to the lyrics on page 115. Play audio
track 052, and have students listen the first time. Is he your father? Re
• Play the song again, but this time encourage the Yes, he is. Yes, he is. He’s my father.
B R
students to sing along with the song. I love my family and friends. • Fo
CDM Show the animation and lyrics to the song to I love my family and friends. se
encourage students to sing along. I like your family. They are nice. Is she your sister? in
Is she your sister? • N
Yes, she is. Yes, she is. She’s my sister. pi
• Te
I like your family. They are nice. Is he your brother?
th
Is he your brother?
an
No, he isn’t. No, he isn’t. He’s my friend.
ne
I love my family and friends. sp
I love my family and friends. • Fi
se
af
the correct answer and then match.
the answers.
40
M_Hang Out 1_(TG).indd 40 2017-05-31 �� 5:54:55

Song Speaking 4
A Draw your family.
Speaking
A Draw your family. 5 min.
going to draw their own family.
• Give students 2–3 minutes to draw the members of their
immediate family in the space on page 47. Demonstrate
on the board if necessary.
ding • Circulate and monitor the students, providing assistance
where necessary.

characters. “Can you read the dialog? You be Jamal,
and you be Emma.”
B Who is in your partner’s family? Ask and answer. and the other student as Student B. Have Student A ask
Student B the questions first. Student A should point at
Is she your mother? Yes, she is. / No, she isn’t.
a member of student B’s family in their drawing and ask
Are they your brothers or sisters? Yes, they are. / No, they aren’t.
the question. Student B should answer. Student A should
*isn’t = is not / aren’t = are not
then check the box in C. “Work with a partner. Student
C Who is in the picture? Look at A and check. A ask the questions first and check the boxes in C.”
father mother brother(s) sister(s) CDM Use the model dialog to demonstrate the
47
the activity in B.
Then Student B asks Student A the questions and checks
the boxes. “OK. Now change. Student B ask the
questions and check the boxes.”
students to check their answers.
• Choose students and ask them to make one sentence
about their partner’s drawing.
screen.
Reading More practice WB

B Read and answer. 10 min. homework for more practice. Alternatively, if time
• Focus students’ attention on the passage in the Reading remains, students can start on the Workbook in class.
section on page 46. Tell students to look at the images Workbook answers on page 107.
in the text and give them one minute to do so.
spelling.
after you.
e
ck
41
M_Hang Out 1_(TG).indd 41 2017-05-31 �� 5:54:59

4 Family and Lesson 3 4 Story
A Listen and repeat. A 054
Friends
053
My grandparents
Hey, are here. It’s my
Happy birthday, I’m eight me, too! grandmother’s
Jasmine! How old years old.
are you? birthday, too. She’s
70 years old.
Lesson Objectives
Students will:
• encounter and explore a story linked to the theme of the
I’m 100 years old.
unit Hi, Grandma Just kidding!
• be able to recognize and name the second eight key and Grandpa! Hi, 7
Mr. Michaels. How t
vocabulary items old are you?
• be able to ask and answer the question “How old is … ?”
B 055
Vocabulary Key words 2 C 056
Happy
Ho
neighbor grandmother grandfather uncle birthday,
(grandma) (grandpa) Grandma! Ho

aunt grandparents teacher cousin

a b
• Numbers
She is 10 years old.
1. Who is eight years old? Jasmine Brian
Materials a b
• CD and A/V equipment or Classroom Digital Materials 2. Who is 70 years old? Grandma Mr. Michaels
Ext
• Optional: paper How o
48

Warm-up 5 min. B Role-play the story. 5 min.

• Put students into pairs. • Put students in groups of four. Assign each student a
• Tell students to go back to their drawings on page 47. character from the story to play.
They should try to remember information about their • Have students read through the story playing the part of
B
partner’s family. For example: “Is he your brother?” the character.
• Have students swap roles and repeat. • H
“Yes, he is.” “Is she your mother?” “No, she
• (Optional) Call on two or three groups of students to act • Te
isn’t.” “Is she your sister?” “Yes, she is.”
out the story in front of the class. an
• Pl
re
Story students read the lines for the character.
w
ne
A CD 053 Listen and repeat. 5 min. • Re
• Tell students to turn to page 48. Focus students’ • Read the questions out loud. Tell students to look at the
attention on the comic strip. Ask students two questions
possible answer choices and check one.
about the pictures and elicit answers. • Review answers as a class.
1. Point to Jasmine. “Who is she?” (Jasmine)
2. Point to Jasmine. “Is she Emma’s sister?” (No she
screen.
C
isn’t. She’s Emma’s friend.) and
• Play audio track 053. The first time, students can just
• Fo
listen and follow along. Expand C
• Play the audio track a second time. Pause after each
• Sp
sentence and give students time to read and repeat. A CD 054 Listen and say. 5 min. to
CDM Show students the animated story on the • Have students look at the vocabulary on page 49. B
screen. • Tell students to listen and repeat after the audio. an
42
M_Hang Out 1_(TG).indd 42 2017-05-31 �� 5:55:04

tory Expand 4
A 054
Listen and say. • Tell students to look at the six pictures. Put students in
arents 1 2
3
grandfather
g pairs and assign one student to be Student A and the
neighbor grandmother
g
’s my (grandma)
(grandpa)
her’s
o. She’s based on picture 2. Student B responds. “Work with
old. your partner. Student A, look at the picture. What does it
say under the picture? Can you read it? Make a question
4
uncle 5
aunt
6
grandparents and then use the number under the picture as your
answer.”
.
images.
7 • Then have students switch roles and run through the
teacher 8
cousin
exercise again.
B 055
Listen and draw.
Answers
C 056
Happy 1. How old is your grandmother?  She is sixty years
How old is your cousin? She is 10 years old.
birthday, old.
Grandma! How old is your uncle? He is 40 years old.
2. How old is your grandfather?  He is seventy years
1 2 3 old.
3. How old is your aunt?  She is twenty-nine years
60 70 29
old.
4 5 6
4. How old is your father?  He is forty years old.
5. How old is your cousin?  She is eight years old.
Brian 6. How old is your brother?  He is nine years old.
40 8 9
D 057
Chant. Turn to page 115.
E x tra !
Michaels • Tell students to turn to page 115. Play audio track 057.
How old are you? How old are your parents? Talk about it.
49 First, students listen and read the chant silently.
to read role 2.
CDM Go to the Expand page and play the audio. read along to their part out loud.
CDM Use the Word Game function to provide CDM Show the animation and lyrics to the chant to
students with further vocabulary practice. encourage students to chant along.

CD
• Have students take out a pencil or pen. How old is your cousin? How old is your cousin?
• Tell students they should look at the pictures in part A She is ten years old. She is ten years old.
and draw shapes around the words they hear. How old is your aunt? How old is your aunt?
• Play audio track 055. There are pauses in the audio She is forty years old. She is forty years old.
recording to give students time to draw, but you may
want to pause the track to give them additional time if How old is your brother? How old is your brother?
necessary. He is eleven years old. He is eleven years old.
• Review answers, calling on individual students. “What How old is your teacher? How old is your teacher?
is in the circle?” She is thirty years old. She is thirty years old.
How old are you? How old are you?
screen.

and answer. 10 min.
• Focus the students’ attention on the model dialog in part More practice WB
C. Play audio track 056. Assign pages 34 and 35 of the Workbook as
• Split the class into two halves, A and B. Instruct group A homework for more practice. Alternatively, if time
to repeat the question aloud after you. Then have group remains, students can start on the Workbook in class.
B repeat the answer after you. Have groups switch roles Workbook answers on page 107.
43
M_Hang Out 1_(TG).indd 43 2017-05-31 �� 5:55:09

4 Family and Lesson 4 4 Social Studies
A
Friends Listen and read.
058
All families are different!

There are small families
Lesson Objectives and big families.
Students will:
Some children have one parent.
• practice using visual clues to assist in comprehension Jacob lives with his dad. They
• develop listening skills and answering questions about a spend a lot of time together. They
text do fun things.
A one-parent family
Materials
• Optional: paper
These children live B

with their mom and
Warm-up 5 min. dad. In the Miller
Tell students to look back at the drawing of their family family, there are two
mily brothers, a mom, and
on page 47. Have students write the ages next to the A two-pare
nt fa
a dad.
family members. Put students into pairs, and tell the
50
students to introduce the members of their family and
their ages to their partner. “He is my father. He is 42.”
C CD 059 Listen and circle. 10 min.

Connect
DS
• Have students turn to page 52. Give students directions
about what they will hear. “Let’s listen. There are four • Fo
A CD 058 Listen and read. 10 min. students. They are talking about the reading. What do pa
• Have students turn to pages 50 and 51. they say? Circle the words you hear.” 50
• Point to some of the people in the pictures and ask • Play audio track 059.
students who they think the people are: “Who is this?” • Check answers. Read the sentence up to the answer ab
• Tell students to read along silently as they listen. Play choice and then stop. Ask students which word they de
audio track 058. heard. Make sure all students have circled the correct • C
• Play the audio track again. This time, tell students to try word.
to read aloud as they listen to the story.
CDM Show the animated slideshow. 1. Jacob lives with his father.
2. The Miller family has two children. M
B Answer the questions. 5 min. 3. There are six people in Stella’s family.
As
• Focus students’ attention on part B. Read the question 4. Stella lives with her grandmother and grandfather.
fo
stu
an
students 1–2 minutes. • Play the audio track again for students to check their
• Encourage students to use the text to help them answer answers.
the questions. • Read sentence 1 to the students. Ask the students
• Check answers as a class. Read the first question and whether the boy is right. Tell students to circle Yes or No.
select a student to give the answer. Repeat for all Repeat for the rest of the sentences. Encourage students
questions. to use the text to help them answer.
CDM Show students the correct answers on the • Check answers as a class.
screen. CDM Go through the sentences one by one and have
44
M_Hang Out 1_(TG).indd 44 2017-05-31 �� 5:55:14

Connect 4 4
C 059
Listen and circle. Then answer the questions. The Miller
family has two /
2
1 three children.
with their
Grandmas and grandpas can live
Stella ’s fami ly is big.
children’s families.
e are six peop le in her fami ly. She likes Jacob lives
Ther
are fun! with his mother /
living with her grandparents. They father.

Is he right? Yes No
4
Stella lives / plays
3
with her grandmother
and grandfather.
nt family
There are
five / six people in
Stella’s family.
Is he right? Yes No
A big family
D Match.
1 2 3 4
n live B Answer the questions. Circle.

m and 1. Who are they?
iller a parents b aunt and uncle c grandparents
are two
2. Are families different? a one-parent b two-parent c family with d not a family
om, and
a Yes b No family family grandparents
51 52
D Summary 5 min.
ns
ur • Focus students’ attention on part D at the bottom of
o page 52. Tell the students to re-read the text on pages
50 and 51 and match the images to the descriptions.
“Which family members do the children talk
about? Do you remember? Match the pictures to the
descriptions. Look at the story again.”
screen.
More practice WB
No.
ents
ave
45
M_Hang Out 1_(TG).indd 45 2017-05-31 �� 5:55:19

4
4
Lesson 5 Phonics
Family and A 060
Listen, point, and say. • Te
Friends soft c
1 2 3 • C
to
cell phone city bicycle • Re
4 5 6 • D
hard c
• Pu
Lesson Objectives Canada color cupboard St
Students will: B Say the words. Circle the words with the hard c sound. A
• focus on phonics sounds using previously encountered Underline the words with the soft c sound. re
4
key words 1
2 3 St
• prepare for a writing activity • Th
celery qu
Materials car
cell phone computer st
• Hang Out Student Book, Workbook • St
pi
A Choose four people. Writing
mother father brother sister
friend grandma teacher neighbor
Wr
• Fo
Warm-up 5 min. B Fill in the chart. bo
Who are they? How old are they? • Te
Spelling Train ot
He / She is my mother . He / She is 45 years old.
• Divide the class into two teams, Team A and Team B. ch
Ask each team to stand/sit in a line. He / She is my father . He / She is 45 years old. fo
• Tell the teams you are going to ask them to spell He / She is my brother . He / She is 14 years old.
ot
some of the family vocabulary words. Give the teams • Te
He / She is my friend . He / She is 9 years old.
a word (don’t write it down). For example: “Can • Te
you spell cousin?” 53 • Te
• Team A starts first. Each member of Team A should th
give one letter of the word in order. They should • C
not confer within the team. For example, student 1 w
says “C”, student 2 says “O”, etc. If a team member
hesitates or makes a mistake, that team’s turn ends, B Say the words. 5 min.
and Team B takes over from the beginning of the • Tell the students to look at the words in part B. Model
word. the words for the students and have them repeat after
• Teams keep taking turns until one team spells the you. Uni
word correctly without mistake or hesitation. That • Give students 1 minute to circle the words with the hard • To
team wins a point. c sound and underline the words with the soft c sound. th
• Continue the game with another word to spell. • Go over answers together as a class. • M
• The team with the most points is the winner. CDM Show students the correct answers on the • D
• Make sure the game is fast-paced and fun. screen. pa
• W
Review
Phonics
10-15 min. st
• Have students turn to pages 44 and 45. un
A CD 060 Listen, point, and say. 5 min. • Direct students’ attention to the vocabulary in part A. D
• Tell students to turn to page 53. Focus students’ “Look at the pictures.” Call out a number from 1-8 and im
attention on the three words with the soft c sound and ask students to say the word together. “One. What is • N
the three words with the hard c sound. the word?” th
• Play audio track 060. Pause the track after each sound, • Repeat by calling on individual students, saying a • Re
and tell students to point to the sound and repeat. number, and asking students to say the word. ch
“Look at the words. Listen and repeat.” • Direct students to part E on page 45. st
• Next, point at the words and have students say them in • Put students in pairs and have them practice making th
unison. Then call on individual students to do the same. sentences by reading the sentences in the box.
“Student A, you are Brian. Make a sentence.”
CDM Select individual sounds to give students further
practice.
picture.
• Next, have students turn to page 49.
46
M_Hang Out 1_(TG).indd 46 2017-05-31 �� 5:55:21

s 4
• Tell students to look at the vocabulary in part A. I can sentences:
• Call out a number from 1-8 and ask individual students
to say the word. “One. Eric, what is the word?” Speaking
• Repeat with a different student for all eight words. 1. I can name the members of my family.
• Direct students to part C. 2. I can describe my family and how old they are.
Student A and the other student to be Student B. Tell 3. I can understand when someone talks about families.
A to make a question based on picture 1. Student B 4. I can understand when someone says how old people
responds. “Student A, ask question number one. are.
• Then students switch roles. Student B makes the Reading
celery question for picture 2, and student A responds. “Now 5. I can read and understand short passages about the
student B ask question number two. Student A, answer.” people in a family.
• Students continue until they have talked about all
Writing
pictures.
g 6. I can write a few sentences describing my family.
ter Phonics
ighbor
Writing preparation 10-15 min. 7. I can tell the difference between soft c and hard c
• Focus students’ attention on the writing section at the sounds.
bottom of page 53.
• Tell students to think about their family and friends and
other people they know. Encourage the students to Writing
ears old.
choose people that they already know the English word Assign page 85 of the Workbook for students to
ears old. for. “Think about your family and friends and some complete the writing activity. This can be completed as
ears old.
other people you know.” homework or in class.
• Tell the students to think of four people.
ears old.
• Tell students to check the boxes in A.
53 • Tell students to fill in the information in the chart in B for
the people they have chosen in A. Portfolio writing sample answer
• Circulate and monitor the students, providing assistance Jack is my friend. He is seven years old.
where necessary. Isabella is my grandma. She is eighty-five years old.
CDM Show the students an example of a completed Luca is my neighbor. He is twelve years old.
chart on the screen.
Unit wrap-up 5 min.

More practice WB
the Workbook.
the next.
47
M_Hang Out 1_(TG).indd 47 2017-05-31 �� 5:55:23

unit
5 Actions
Lesson 1
5 Actions
Q How do people and animals move?
A B D
6
061
062
Look and listen. 0
Listen and say.

Unit Objectives 1
E Lo
I
• Describing common actions happening at the moment
drink
4 1
H
• Names of animals 2 I
8 T
eat
3
Lesson Objectives
Students will be able to: run 5
4
• say what they and other people are doing at the moment
walk
drink eat run walk swim

swim fly jump sleep 6
Core Structure fly

7
• Present progressive with information questions 7
What is he doing? He is drinking.

jump
Materials 8

sleep
• CD and A/V equipment or Classroom Digital Materials C 063
54
• Optional: paper

Goal & Warm-up Question 5 min. C
• Have students open their Student Book to page 54. B CD 062 Look and listen.
5 min.
• Read the title of the lesson and the learning points. • Focus students’ attention on the main picture on pages • Pl
CDM Go to the Aims page and play the audio. 54 and 55. Re
• Ask students the focus question: “How do people • Talk about the main picture; explain the situation pi
and animals move?” Call on students individually shown in the picture. “This is Alex [point to Alex]. And in
to answer. If students have difficulty coming up these are Alex’s parents, Steven and Clare [point to the • Pa
with ideas, demonstrate by miming some of the parents]. They are walking. They are at Alex and Emma’s po
action verbs on page 54. For example, swimming school. He is drinking. [Point to the man drinking from a ju
or jumping. Encourage different students to give bottle.] They are flying.” [Point to the birds.]

different answers. • Play audio track 062.

Alex: Today is a fun day at school. Everyone is
A CD 061 Listen and say. 5 min. outside. Look! There are my mom and dad. D
• Focus students’ attention on the vocabulary list on the They are walking. There’s Emma. She’s running.
• Te
left-hand side of the page. She’s in a race. Brian is in a race, too. He is
ly
• Tell students to listen and repeat after the audio. jumping. And look over there. Look at Akira. He is
11
“Listen to the words. Look at the pictures and say the eating pie. Wow! It’s a lot of fun today. What do
• Pl
words.” you want to do?
fir
• Play audio track 061. Make sure the students are • Pl
following along and repeating the words. st
• Play the audio track again, and have students point at the CDM Take students on a virtual tour of the image,
highlighting key words.
images on the left of the page.
48
M_Hang Out 1_(TG).indd 48 2017-05-31 �� 5:55:29

• Describing common actions happening at the moment
• Names of animals 5
Hey, hey! I see him! What is he doing?

D 064
Sing a song. Turn to page 116. He’s jumping. He’s jumping. He’s jumping on the
bed.
He’s jumping on the bed.
I am jumping.
Ouch, he hit his head.
He / She is drinking.
It is flying. Hey, hey! I see her! What is she doing?
They are running.
She’s eating. She’s eating. She’s eating all the cake!
She’s eating all the cake.
Oh, she has a stomachache.
3
Hey, hey! I see them! What are they doing?
They’re sleeping. They’re sleeping. They’re sleeping
in their beds.
They’re sleeping in their beds.
They are resting their heads.
2
55.
Extra! example dialog. Have students repeat after the audio
Draw an action. Ask your classmates to guess what it is. 55 each time.
make sentences using the key vocabulary in the main
picture. “Look at the picture. Talk about the picture
dio. CDM Click the Show Label button to highlight key with your partner.”
words and their images in the picture. • Choose two or three students and have them stand and
C CD 063 Listen and point at the picture.
5-10 min.
es More practice WB
• Play audio track 063. Have students listen to each word. Assign pages 38 and 39 of the Workbook as
Repeat it, and point to the person doing the action in the homework for more practice. Alternatively, if time
picture. “Listen. Say the word. Find the person doing it remains, students can start on the Workbook in class.
nd in the picture.”
e Workbook answers on page 107.
a’s point to where the person doing the action is. “Who is
ma jumping?”
CDM To review key vocabulary, use the Key Words
CDM Repeat the activity with drag-and-drop labels.

is
116.”
first time.
pt
49
M_Hang Out 1_(TG).indd 49 2017-05-31 �� 5:55:34

5
Lesson 2 5 Song
Actions A 065
Listen and sing. Then write and circle. A Pick
Tak
1. He’s jumping on the bed.
eating
Lesson Objectives 2. She’s all the cake.
Students will:
grammar through song 3. They’re sleeping in their beds.
B Read and answer.
Reading
with other students
Materials B W
• Hang Out Student Book, Workbook Hi, Bing. What are you doing?
• CD and A/V equipment or Classroom Digital Materials I’m walking to school. What are you doing?
D
I’m eating breakfast.
School starts in 10 minutes. You’ll be late!
Oh no! Now I’m running!
Warm-up 5 min.
Who is doing these things?
Tell students to look at the large picture on pages 54 1 2 3
Encourage different students to provide all of the
Emma / Bing Emma / Bing Emma / Bing
Next, ask the whole class to mime the actions from the 56
picture as you call them out.
Song
Hey, hey! I see him! What is he doing? Re
A CD 065 Listen and sing. 15 min. He’s jumping. He’s jumping. He’s jumping on the
• Tell students to turn to the lyrics on page 116. Play audio bed. B R
track 065, and have students listen the first time. He’s jumping on the bed. • Fo
• Play the song again, but this time encourage the Ouch, he hit his head. se
students to sing along with the song. • Re
Hey, hey! I see her! What is she doing?
CDM Show the animation and lyrics to the song to • Te
She’s eating. She’s eating. She’s eating all the cake!
encourage students to sing along. qu
She’s eating all the cake.
m
Oh, she has a stomachache.
ne
Hey, hey! I see them! What are they doing? • Fi
They’re sleeping. They’re sleeping. They’re sleeping se
in their beds. af
They’re sleeping in their beds.
They are resting their heads.
• Tell students to turn to page 56. Focus students’ Sp

pause the track after each verse. Tell students to write A P

and circle the actions they hear. T
• Choose students to read the sentences aloud to check • H
the answers. • Th
• (Optional) Play the audio track one more time for • C
students to check their answers. w
screen.
50
M_Hang Out 1_(TG).indd 50 2017-05-31 �� 5:55:40

Song Speaking 5
A Pick an action and do it in front of the class. • They should act out the action in front of the class. The
Take turns and guess the action.
class should guess the action and say what it is using a
full sentence.
ink eat • Demonstrate first if necessary.
dr • Choose another student to act out an action.
ru
n walk s
p s ep
le
m
wi
m fl y j u • Focus students’ attention on the model dialog. Select
characters. “Can you read the dialog? You be Emma,
and you be Brian.”
ding • Put students in groups of five or six. Tell one student to
choose an action from part A and act it out.
B What is your classmate doing? Ask and answer.
• Two of the other students in the group should ask and
What is he doing? He is flying. answer questions about the first student using the model
What is she doing? She is swimming. dialog.
Draw one of your classmates here. CDM Use the model dialog to demonstrate the
the activity in B.
• Give students three or four minutes to let each student
in the group do an action at least once. Make sure that
different students are asking and answering the question
each time.
• Finally, tell the students to draw one of their classmates
doing an action from the previous stage of the activity.
57
More practice WB
Reading remains, students can start on the Workbook in class.
section on page 56.
• Read the passage to the students.
• Tell the students to circle the words to answer the

questions at the bottom of the page. Circulate and
monitor the students, providing assistance where
necessary.
g sentence, and have the students repeat each sentence
after you.
Speaking
e A P
ick an action and do it in front of the class.
Take turns and guess the action. 5 min.
ck • Have students look at page 57.
• The whole class will work together.
• Choose one student to pick an action from the wheel
without saying what it is.
51
M_Hang Out 1_(TG).indd 51 2017-05-31 �� 5:55:45

5
Lesson 3 5 Story
Actions A 066
Listen and repeat.
Oh,
A 0
Look at that cute cat! it’s really 1

It’s sleeping. cute!
Lesson Objectives 5
Mom, Can we
Students will: look at this get it?
• encounter and explore a story linked to the theme of the cat!
A cat Your father m
unit is a lot of
Hold on.
It’s Dad on the says OK. We can
• be able to recognize and name the second eight key work.
phone. get the cat.
Please, Yay!
vocabulary items Mom!
• be able to use the question form of the present Please ... ! It’s eating
progressive and give short answers
the treat! B 068
C 069
Vocabulary Key words 2 Stop

jumping!
cow horse sheep rabbit You’ll scare
mouse bird fish snake our cat. 1

a b
• Present progressive with Y/N questions
1. Who is sleeping? the cat Clare
Materials a b

• Optional: paper 2. What is Brian doing? running jumping What’
58

• Put students into pairs and ask them to turn to pages • Put students in groups of three. Assign each student a
54 and 55 and look at the picture for one minute. character from the story to play. B
• Give each pair a piece of paper. Tell students to • Have students read through the story playing the part of
• H
close their books and then give them 2-3 minutes to the character.
• Te
write as many sentences as they can about what the • Have students swap roles and repeat.
an
people in the picture are doing. For example, Emma • (Optional) Call on two or three groups of students to act
• Pl
is running, the man is sleeping, etc. out the story in front of the class.
re
• Stop students when the time is up and ask which pair CDM Choose one character in the story. Have w
has the most sentences. That pair should read out students read the lines for the character. ne
their sentences. • Re
C Read the story again. Then answer. 5 min. is
Story • Read the questions out loud. Tell students to look at the
A 066 Listen and repeat. 5 min. • Review answers as a class.
CD
C
• Fo
C
1. Point to Clare. “Who is she?” (Clare/Mom)
2. Point to Brian and Alex is the last frame. “What are
Expand • Sp
to
they doing?” (They are jumping.) A CD 067 Listen and say. 5 min. B
• Play audio track 066. The first time, students can just • Have students look at the vocabulary on page 59. an
listen and follow along. • Tell students to listen and repeat after the audio. • Te
• Play the audio track a second time. Pause after each • Play audio track 067. Make sure the students are pa
sentence and give students time to read and repeat. following along and repeating the words. ot
CDM Show students the animated story on the CDM Go to the Expand page and play the audio. ba
screen.
52
M_Hang Out 1_(TG).indd 52 2017-05-31 �� 5:55:50

tory Expand 5
A 067
Listen and say. CDM Show an example of the dialog for each of the
1 3 images.
2 4 • Then have students switch roles and run through the
exercise again.
cow sheep
5
horse
7
rabbit Answers
we 1. Is the cow running?  No, it isn’t.
6 8
?
2. Are the birds flying?  Yes, they are.
mouse fish 3. Is the mouse jumping?  No, it isn’t.
bird snake 4. Are the fish swimming?  Yes, they are.
Yay! 5. Is the snake walking?  No, it isn’t.
6. Is the sheep drinking?  Yes, it is.
B 068
Listen and draw.
C 069
Is the cow running? Yes, it is. / No, it isn’t.
1 2 3 • Play the audio track again. This time tell the students to
running? flying? jumping? CDM Show the animation and lyrics to the chant to
4 5 6 encourage students to chant along.
Clare
swimming? walking? drinking?
The cow is jumping.
070
The sheep is jumping.
E x tra ! The animals are jumping.
mping What’s your favorite animal? Draw a picture of the animal doing something.
59 The bird is swimming.
The fish is swimming.
The animals are swimming.
The mouse is running.
CDM Use the Word Game function to provide The rabbit is running.
students with further vocabulary practice. The animals are running.
B CD 068 Listen and draw. 5-10 min. The horse is eating.
• Have students take out a pencil or pen. The snake is eating.
• Tell students they should look at the pictures in part A The animals are eating.
and draw shapes around the words they hear.
want to pause the track to give them additional time if More practice WB
necessary.
CDM Play the audio and show the answers on the Workbook answers on page 108.
screen.

and answer. 10 min.
C. Play audio track 069.
53
M_Hang Out 1_(TG).indd 53 2017-05-31 �� 5:55:53

5
Lesson 4 5 Health
Actions A 071 Listen and read. R
ove.
Kids love to m
Jumping on a tra
g is grea t
mpoline Movin
er cise. Kids move in
ex
Lesson Objectives many differe
nt ways.
Students will:
• encounter some of the target vocabulary and grammar g on a
while learning about an engaging topic This is Brad. He is jumpin
pol ine. It’s a lot of fun. And it’s good
tram
• practice using visual clues to assist in comprehension he is jumping!
exercise. Look how high
text
Materials
This is Steph. She is

riding a skateboard.
She is wearing a
helmet. Good move,
Steph! Riding a
Warm-up 5 min. skateboard is good
• Ask one student to think of an animal and an action. exercise, too!
Ask them to act out the animal doing the action for Riding a skateboard
the class. Demonstrate if necessary.
• Ask the class: “What animal is Jo? What is Jo
60
doing?”
• Encourage students to use the structure and M_Hang Out 1_(SB) U1-5.indd 60 2017-05-22 �� 1:34:18 M_Hang Out 1_(SB) U1-5.indd 61
vocabulary they have learned so far.

• The student who guesses correctly first takes the next
turn. C CD 072 Listen and circle. 10 min. DS
about what they will hear. “Let’s listen. There are four pa
Connect students. They are talking about the reading. What do
they say? Circle the words you hear.”
60
A CD 071 Listen and read. 10 min. • Play audio track 072. re

• Have students turn to pages 60 and 61. • Check answers. Read the sentence up to the answer • C
• Point to the boy jumping and ask: “What is he doing?” choice and then stop. Ask students which word they • C
• Tell students to read along silently as they listen. Play heard. Make sure all students have circled the correct St
audio track 071. word. se
to read aloud as they listen to the story. 1. Brad is swimming.
CDM Show the animated slideshow. 2. David is jumping on a trampoline.
3. Steph is riding a skateboard.
B Answer the questions. 5 min. 4. Michelle is climbing. M
• Focus students’ attention on part B. Read the question As
and answer choices out loud. fo
• Play the audio track again for students to check their stu
answers. an
the questions.
questions.
screen.
54
M_Hang Out 1_(TG).indd 54 2017-05-31 �� 5:55:58

Connect 5 5
C 072
Rock climbing
2
1
in
David is
ys. Brad is flying / jumping
jumping / on a trampoline.
swimming.
Is he right? Yes No
4
3 Steph is
riding / climbing
a skateboard.
e Michelle
d David ar
Michelle an is climbing /
b in g . Th ey are riding.
rock clim
high!
climbing so
Is he right? Yes No
D Which activities are in the story? Circle and say.

a c
1. Who is jumping?
b
a Michelle b Brad c Steph d
2. What are Michelle and David doing?

a climbing b jumping c riding
61 62
2017-05-22 �� 1:34:18 M_Hang Out 1_(SB) U1-5.indd 61 2017-05-24 �� 2:02:47 M_Hang Out 1_(SB) U1-5.indd 62 2017-05-24 �� 2:03:04
D Summary 5 min.
o 60 and 61 and circle all of the actions in the article.
“What actions do the children talk about? Do you
screen.
More practice WB
No.
ents
ave
55
M_Hang Out 1_(TG).indd 55 2017-05-31 �� 5:56:04

5
5 Phonics
Lesson 5
Actions A 073
Listen, point, and say. • Th
qu
1 2 3
st
long a • St
pi
Lesson Objectives day skates train
Students will: Wr
• focus on phonics sounds using previously encountered B Say the words. Underline the letters that make the long a sound. • Fo
key words 1 2 3 4 bo
• prepare for a writing activity • Te
ha
Materials th
snake table rain bay
• Hang Out Student Book, Workbook an
• CD and A/V equipment or Classroom Digital Materials • Te
Writing
an
ne
A Think of three animals. Fill in the chart.
us
Animal Action What is the animal doing? • D
Warm-up 5 min. Horse Run The horse is running .
• C
w
Simon Says of
Bird Fly The bird is flying .
• Tell students you are going to play a game called to
Simon Says. They have to follow the instructions you Fish Swim The fish is swimming . pr
give them, but only when you say: “Simon Says …”
• Do an example first. “Simon says be a mouse. Sheep Drink The sheep is drinking .
Simon says you are eating. Simon says you are flying.
Jump up and down . . . I didn’t say ‘Simon says’!” 63
• Any students who follow the instructions when Uni
you don’t say “Simon says” are out of the game and • To
should sit down. The last student left playing the th
game is the winner. Review 10-15 min. • M
• With stronger classes, students can take turns giving • D
out the instructions. pa
• Direct students’ attention to the vocabulary in part A.
ask students to say the word together. “One. What is • W
Phonics the word?” st
un
A CD 073 Listen, point, and say. 5 min. number, and asking students to say the word. D
• Tell students to turn to page 63. Focus students’ • Direct students to part E on page 55. im
attention on the three words with the long a sound. • Put students in pairs and have them practice making • N
• Play audio track 073. Pause the track after each sound, sentences by reading the sentences in the box. th
and tell students to point to the sound and repeat. “Student A, you are Brian. Make a sentence.” • Re
“Look at the three words. Listen and repeat.” • Have students look at the main picture and continue ch
• Next, point at the words and have students say them in to ask questions about the key vocabulary in the main st
unison. Then call on individual students to do the same. picture. th
CDM Select individual sounds to give students further • Next, have students turn to page 59.
practice. • Tell students to look at the vocabulary in part A. I ca
• Call out a number from 1-8 and ask individual students
to say the word. “One. Eric, what is the word?” Spe
B Say the words. 5 min.
• Repeat with a different student for all eight words. 1. I
• Tell the students to look at the words in part B. Model 2. I
the words for the students and have them repeat after • Direct students to part C.
• Put students in pairs and assign one student to be 3. I
you. a
• Give students 1 minute to underline the letters that make Student A and the other student to be Student B. Tell
the long a sound. A to make a question based on picture 1. Student B
• Go over answers together as a class. responds. “Student A, ask question number one.
screen.
56
M_Hang Out 1_(TG).indd 56 2017-05-31 �� 5:56:06

cs 5
• Then students switch roles. Student B makes the Listening
question for picture 2, and student A responds. “Now 4. I can understand when someone talks about common
student B ask question number two. Student A, answer.” animals.
• Students continue until they have talked about all 5. I can understand when people talk about common
pictures. actions.
Reading
Writing preparation 10-15 min. 6. I can read and understand short passages about actions
und. • Focus students’ attention on the writing section at the and animals.
bottom of page 63. Writing
• Tell students to think about some animal words they 7. I can write a few sentences about actions and animals.
have learned. Encourage the students to choose animals
that they already know the English word for. “Which Phonics
bay animal words do you know in English?” 8. I can make the long a sound.
• Tell students to fill in the chart with the name of the
g animals and then write an action for each animal in the
next column. Next, tell students to write a sentence Writing
using the present progressive in the third column. Assign page 87 of the Workbook for students to
ng? • Demonstrate if necessary. complete the writing activity. This can be completed as
• Circulate and monitor the students, providing assistance homework or in class.
.
where necessary. If students request help for the spelling
of words already covered in the unit, prompt students
.
to try to find the correct spelling themselves before
ng . providing them with the correct spelling. Portfolio writing sample answer
CDM Show the students an example of a completed This is a bird. It is black.
ng .
chart on the screen. The black bird is flying.
That is a sheep. It is white.
63 The white sheep is eating.
Unit wrap-up 5 min.
the Workbook.
• Make sure students have a pen or pencil. More practice WB
• Direct students’ attention to the words at the top of the Assign page 45 of the Workbook as homework
page. Ask students to check all of the words they know. for more practice. Alternatively, if time remains,
“Look at the words. Check the words you know.” students can start on the Workbook in class. Workbook
• Walk around the class to briefly gauge the words that answers on page 108.
the next.
I can sentences:
Speaking
1. I can name animals that I see.
2. I can name common actions.
3. I can answer questions about what people or animals
are doing.
57
M_Hang Out 1_(TG).indd 57 2017-05-31 �� 5:56:08

unit
6 Feelings
Lesson 1
6 Feelings
Q How are you feeling?
A 074
B 075
Listen and say.

Unit Objectives 1
E Lo
• Talking about your own or others’ feelings 1

happy
2
sad
3
Lesson Objectives
Students will be able to: angry
4
• ask and answer questions about how people feel 8
tired
happy sad angry tired hot

hot cold hungry thirsty 6
Core structure cold
• Simple present (be) with adjective complements 7 4

How are you? I’m happy.
hungry
Materials 8

thirsty
• CD and A/V equipment or Classroom Digital Materials C 076
64
• Optional: paper

5 min. C
Goal & Warm-up Question 5 min. • Focus students’ attention on the main picture on
• Have students open their Student Book to page 64. pages 64 and 65. • Pl
• Read the title of the lesson and the learning point. • Talk about the main picture; explain the situation shown re
CDM Go to the Aims page and play the audio. in the picture. “This is Alex [point to Alex]. This is Brian in
• Ask students the focus question: “How are you [point to Brian]. And this is Emma [point to Emma]. They w
feeling?” Call on students individually to answer. are at a museum. Emma is hungry [point to Emma]. Brian • Pa
If students have difficulty coming up with ideas, is tired [point to Brian].” po
demonstrate by telling the class how you are feeling • Play audio track 075.
and acting the feeling out. For example, pretend to
be hungry by rubbing your stomach and saying: Alex: We’re at a museum today. I love museums!
“I’m hungry.” Encourage different students to give So, I’m happy. But look at Brian. He is tired.
different answers. He’s sitting on the floor with Jason. Jason is cold.
And look at Emma. She is hungry. She wants D
to eat lunch. Oh, no. Katrina is sad, and Jenn • Te
A CD 074 Listen and say. 5 min. is angry. They are fighting. So, not everyone is ly
• Focus students’ attention on the vocabulary list on the happy ... 11
left-hand side of the page. • Pl
• Tell students to listen and repeat after the audio: fir
“Listen to the words. Look at the pictures and say the CDM Take students on a virtual tour of the image, • Pl
words.” highlighting key words. st
• Play audio track 074. Make sure the students are CDM Play the animation. Use the Caption and Script
following along and repeating the words. functions to show students the script.
• Play the audio track again, and have students point at the CDM Click the Show Label button to highlight key
images on the left of the page. words and their images in the picture.
58
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• Talking about your own or others’ feelings 6
How are you feeling? How are you? How are you?
D 077
Sing a song. Turn to page 117. I am happy. I am happy. I am happy today.
E Look at the picture. Ask and answer. How is she feeling? How is she? How is she?
How are you? I’m happy. She is angry. She is angry. She is angry today.
How is he? He’s happy.
How are they? They’re happy. How are you feeling? How are you? How are you?
*I’m = I am / he’s = he is / they’re = they are I am tired. I am tired. I am tired today.
How is he feeling? How is he? How is he?
3 5 He is cold. He is cold. He is cold today.
2 7
How are they feeling? How are they? How are they?
They are thirsty. They are thirsty. They are thirsty
today.
E Look at the picture. Ask and answer.

6 5-10 min.
• Tell students to look at the dialog box (part E) on
page 65.
Extra! each time.
How are you feeling? Draw a picture. 65
make sentences using the key vocabulary in the main
with your partner.”
C CD 076 Listen and point at the picture. • Choose two or three students and have them stand and
5-10 min. make a sentence for the class.
wn repeat it, and point to the person who is feeling this way More practice WB
ian in the picture. “Listen. Say the word. Find the person
hey who feels like this in the picture.”
rian • Pause the audio after each word, and call on students to
point to where the person who feels that way is.
“Who is angry?”
CDM To review key vocabulary, use the Key Words
d.
117.”
first time.
pt CDM Show the animation and lyrics to the song to
59
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6
Lesson 2 6 Song
Feelings A 078
Listen and sing. Then circle and match.
A Play
1. I’m tired / happy today. • •
2. She’s angry / thirsty today. • •
Lesson Objectives 3. I’m hungry / tired today. • •

Students will:
• become more familiar with target vocabulary and 4. He’s cold / sad today. • •
• practice reading a ‘real-world’ text 5. They are thirsty / hot today. • •
with other students
B
Reading
Read and answer.
Materials
• CD and A/V equipment or Classroom Digital Materials Hi, Emma. How are you?
. But, I’m now.
is fun. I’m
Hi, Dad. The art museum
How is Brian?
rk.
He is . He has lots of homewo
d bec ause the field trip is over.
is bore
Warm-up
Alex
5 min. B A
Tell students to look at the large picture on pages 64 H

How are they?
and 65. As a review, ask students what they can see. H
Encourage different students to provide all of the 1. Emma is happy and tired .
words from vocabulary set 1 (introduced in lesson 1). 2. Brian is sad .
Next, put students into pairs and tell them to ask and 66
answer questions about how the characters in the
picture feel. “How is Brian?” “He is tired.”
• Tell students to turn to page 66. Focus students’ attention

Song on part A. Play audio track 078 again and pause the track
Sp
after each verse. Tell students to circle the feelings they
A CD 078 Listen and sing. 15 min. hear and then match them to the pictures. A P
• Tell students to turn to the lyrics on page 117. Play • Choose students to read the sentences aloud to check • H
audio track 078, and have students listen the first time. the answers. an
• Play the song again, but this time encourage the • (Optional) Play the audio track one more time for A.
students to sing along with the song. students to check their answers. • Lo
CDM Show the animation and lyrics to the song to CDM Show students the correct answers on the bo
encourage students to sing along. screen.
Reading B S
How are you feeling? How are you? How are you? • Fo
I am happy. I am happy. I am happy today. B Read and answer. 10 min. tw
• Focus students’ attention on the passage in the Reading ch
How is she feeling? How is she? How is she?
section on page 66. Tell students to look at the faces in an
She is angry. She is angry. She is angry today.
the text and give them one minute to do so.
How are you feeling? How are you? How are you? • Next, read the passage to the students, pausing at each
I am tired. I am tired. I am tired today. picture. Elicit the word from students.
How is he feeling? How is he? How is he? • Tell the students to write the answer to complete the • N
He is cold. He is cold. He is cold today. sentences at the bottom of the page. Circulate and pa
monitor the students, providing assistance where • En
How are they feeling? How are they? How are they? necessary. • M
They are thirsty. They are thirsty. They are thirsty • Finally, read the passage again, pausing after each
today. sentence, and have the students repeat each sentence
after you.
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Song Speaking 6
A Play the game with a p
partner.
rtner.
1. Flip a coin.
Heads = Move one space More practice WB
Tails = Move two spaces Assign pages 48 and 49 of the Workbook as
2. Move.
stions.
3. Ask and answer questi homework for more practice. Alternatively, if time
ding
B Ask and answer.

How is he? He’s happy.
How are they? They’re happy.
67
Speaking
A Play the game with a partner. 5 min.
and tell them to look at the game and instructions in part
A. Read the instructions to the class.
• Look at each of the pictures of the people on the game
board, and go over the feelings as a class.
B S
peaking activity 15 min.
and you be Steven.”
the activity in B.
• Now direct students back to the game in part A to play in
pairs.
• Encourage students to use the model dialog from part B.
• Monitor and provide assistance when necessary.
61
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6
Lesson 3 6 Story
Feelings A 079
1
Where’s I’m worried.
Alex? We can’t find Alex.
I don’t
know.
exc
Lesson Objectives
5
Students will:
unit Are you
Boo! surprised? worr
• be able to recognize and name the second eight key Shhhhhh.
vocabulary items
• be able to ask and answer Yes / No questions about
feelings Ahhhh! B 081
C 082
Vocabulary Key words 2 No, I’m not.

I’m angry!
excited bored relaxed upset
worried surprised sick scared
B Role-play the story. 1

a b
• Simple present (be) with Y/N questions
Are you excited? Yes, I am. / No, I’m not.
1. What can Emma not find? her brother her homework
Materials a b

D 083

2. How does Emma feel at the end? worried angry How d
• Optional: paper 68

Choose one of the feelings, for example hot, and act
it out for the class. Say: “How am I feeling?” Elicit character from the story to play.
the correct response. “You are hot.” Ask a student • Have students read through the story playing the part of
to choose another feeling and act it out for the class.
B
the character.
Ask: “How is he/she?” and elicit the correct response. • Have students swap roles and repeat. • H
You could also encourage individual students to ask the • (Optional) Call on two or three groups of students to act • Te
questions. out the story in front of the class. an
• Pl
re
w
ne
• Re
A CD 079 Listen and repeat. 5 min. • Direct students’ attention to part C. is

attention on the comic strip. Ask students two questions possible answer choices and check one.
1. Point to Emma. “Who is she?” (Emma) CDM Show students the correct answers on the
screen.
C
2. Point to Emma in the final frame. “How is she
feeling?” (angry)
• Fo
listen and follow along.
Expand C
• Play the audio track a second time. Pause after each • Sp
A 080 Listen and say. 5 min.
CD
sentence and give students time to read and repeat. to
CDM Show students the animated story on the • Tell students to listen and repeat after the audio.
screen. an
62
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tory Expand 6
A 080
3
1 2 4 other student to be Student B. Tell A to make a question
bored relaxed upset
excited images.
6 7
• Then have students switch roles and run through the
5 8
exercise again.
sick
worried surprised scared Answers
1. Is she scared?  Yes, she is.
2. Are they worried?  No, they’re not.
B 081
Listen and draw. 3. Is he upset?  No, he’s not.
4. Is he bored?  Yes, he is.
C 082
5. Are they excited?  Yes, they are.
o, I’m not.
m angry! Are you excited? Yes, I am. / No, I’m not.
6. Are they surprised?  No, they’re not.
Is he excited? Yes, he is. / No, he’s not.
Are they excited? Yes, they are. / No, they’re not.
1 4 D CD 083 Chant. 5-10 min.

3
2 • Tell students to turn to page 117. Play audio track 083.
scared? bored? First, students listen and read the chant silently.
upset? • Assign half of the class to read role 1, and the other half
worried? 6
5 to read role 2.
homework
surprised?
083
excited?
Extra! CDM Show the animation and lyrics to the chant to
angry How do your friends feel? Write a list. encourage students to chant along.
69
2017-05-22 �� 1:37:56
How do you feel? Are you excited? Are you

excited?
CDM Go to the Expand page and play the audio. Yes, I am. Yes, I am.
How does he feel? Is he bored? Is he bored?
No, he’s not. No, he’s not.
CD How does she feel? Is she surprised? Is she surprised?
• Have students take out a pencil or pen. Yes, she is. Yes, she is.
• Tell students they should look at the pictures in part A How do they feel? Are they upset? Are they upset?
and draw shapes around the words they hear. No, they’re not. No, they’re not.
recording to give students time to draw, but you may How do you feel? Are you worried? Are you worried?
want to pause the track to give them additional time if Yes, I am. Yes, I am.
necessary.
More practice WB
screen.
and answer. 10 min. Workbook answers on page 108.
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6
Lesson 4 6 Sports
Feelings A 084
Listen and read.
Rock climb
ck
ydiving, ro
Lesson Objectives Bungee ju
mping, sk
nta in b ik in g are
and mou
Students will: climbing, Some peo
ple like
sp o rt s.
• encounter some of the target vocabulary and grammar extreme peo p le are
rts. Other
while learning about an engaging topic these spo
them!
scared of
Bungee jumping
text
Materials Skydiving
• Hang Out Student Book, Workbook What a

• CD and A/V equipment or Classroom Digital Materials like ext
do you
• Flashcards (two sets)
Some extreme
sports
Warm-up 5 min. are dangerous.
are hard to do
They
. But
• Prepare two copies of each feeling word flashcard they are fun.
(total 16). Stick one set of the words on the board
or around the classroom. Write “Are you …?” on the
board. Mix up the other set of flashcards and place 70
them face down in front of you. Choose a card at
random and look at it, but keep it hidden from the
students. Tell the students to make sentences to
guess how you are feeling (based on the word on the • Encourage students to use the text to help them answer • Re
flashcard). Students should keep making sentences the questions. w
until they get the correct answer. Encourage students • Check answers as a class. Read the first question and Re
to look at the words posted in the classroom to help. select a student to give the answer. Repeat for all to
Repeat a few times with different words. Continue questions. • C
the warm-up by choosing students to come up to CDM Show students the correct answers on the
the front to choose the flashcard and answer the screen.
questions from the rest of the class.
Connect students. They are talking about the reading. What do 70
they say? Circle the words you hear.” to
A CD 084 Listen and read. 10 min. • Play audio track 085. ab
• Have students turn to pages 70 and 71. • Check answers. Read the sentence up to the answer pi
• Point to the bike in the last picture and ask students: choice and then stop. Ask students which word they • C
“What is this?” heard. Make sure all students have circled the correct • C
• Tell students to read along silently as they listen. Play word. St
audio track 084. se
• Play the audio track again. This time, tell students to try 1. Mountain biking is an extreme sport.
to read aloud as they listen to the story. 2. Some extreme sports are dangerous.
CDM Show the animated slideshow. 3. Extreme sports are easy to do.
4. Some people feel scared by these sports.
B Answer the questions. 5 min. M
• Focus students’ attention on part B. Read the question As
and answer choices out loud. • Play the audio track again for students to check their fo
• Tell students to try to circle the correct answers. Give answers. stu
students 1–2 minutes. an
64
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Connect 6 6
C 085
Rock climbing 2
1
Some people
like Some extreme
rock climbing. sports are fun /
They feel happ dangerous.
ock y
and excited. Bu Mountain
ng are t biking / Swimming
other people fe
e like el is an extreme
worried or up
are set. sport.
Is he right? Yes No
4
3
Mountain biking
Some people
Extreme feel excited /
you sports are easy /
ut you? Do scared by these
What abo s? H ow hard to do. sports.
e spo rt
like extrem th em?
a b o ut
do you feel Is she right? Yes No
Is he right? Yes No
D Match and write the correct letter. b
a
1. They’re happy. b
rts
1. Which is an extreme sport?
2. She’s scared. a
ey d
a ice skating b rock climbing c soccer 3. He’s excited. c c
2. Do all people like extreme sports? 4. He’s worried. d
a Yes b No
71 72
wer • Read sentence 1 to the students. Ask the students

D Summary 5 min.
o 70 and 71 and write the letters to match the sentences
to the images. “What feelings do the children talk
about? Do you remember? Match the feelings to the
pictures them. Look at the story again.”
screen.
More practice WB
65
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6
6 Phonics
Lesson 5
Feelings A 086
1 2 3 4
• Th
qu
long e st
• St
hungry baby silly thirsty
5 6 7 8 pi
long i
Lesson Objectives
Students will: fly dry fry sky s
PhonicWr
• focus on phonics sounds using previously encountered B A
Say the words.
086 Circle the
Listen, wordsand
point,
the words with the long i sound.
with say.
the long e sound. Underline • Fo
key words bo
12 2 3 4
• prepare for a writing activity 1 3 4
Phonic s 6 • Te
long e • Te
A Listen, point, and say.
Materials
086
D
1
hungry 2
baby 3
silly
4
thirsty
Expan7d 6
angry cry why happy
• Hang Out Student Book, Workbook long e 5 6 8
• W
• CD and A/V equipment or Classroom Digital Materials sh
A PickListenlongand i say. hungry baby silly thirsty
Writin8g
080
A three classmates.
5 How are 6they? Ask them.7 sp
3
Write and draw
long i 2 pictures of their answers. th
1
fly dry 4 fry sky
Jen is angry . Jenny is sad . Tom is scared .
• C
B Say the
classmate feeling fly
words. Circle the
classmate dry fry
wordsclassmate
feeling
with the long feeling sky
e sound. Underline w
Warm-up 5 min. excited Bthe Saywords
thebored with
words. thethe
Circle long
relaxed
wordsi sound. upset
with the long e sound. Underline of
the words with the long i sound. to
Vocabulary Race 5
1
1 6 2
2 7
3
8
3
4
4
pr
• Divide the class into two teams and ask the teams to
stand in two lines facing the board. At the top of the sick
board draw two columns - “Team A” and “Team B.” worried surprised
angry cry scared
why happy
angry cry why hap
• Give a marker to the first student in each team.
• Say “When I say ‘go’, run to the board and write a Uni
feeling word from the unit. Next, pass the marker to B APick three classmates. How are they? Ask them.
Listen and draw. Wri73ting
Writ• inTo
081
the next person and join the back of the line.”

C 082
A Write and draw pictures of their answers.
Pick three classmates. How are they? Ask
them.
th
• Students should work in their teams to write a feeling M_Hang Out 1_(SB) U6-9.indd 73 Write andisdraw pictures
. of their
is answers.
. is
2017-05-22 �� 1:38:09
.
Are you excited?
classmate Yes, I
feeling am. /classmate
No, I’m not. feeling classmate feeling • M
word in their column. • D
Is he excited? is Yes, he is. / No,
. he’s not. is . is
• When the time is up call “Stop”. The team with pa
classmate feeling
feeling classmate classmate feeli
the most words wins. You can add/deduct points for Review 10-15 min. Are they excited? Yes, they are. / No, they’re not.
1 4
spelling. • Have students turn to pages 64 3 and 65. • W
• Direct students’ 2attention to the vocabulary in part A. st
“Look scared?
at the pictures.” Call out a number from 1-8 and
bored?
un
upset?
Phonics
ask students to say the word together. “One.
worried? 6 What is D
5
the word?” im
• Repeat by calling on individual students, saying a surprised? • N
A CD 086 Listen, point, and say. 5 min. D
number, andChant.
asking
083
Turnstudents
to page 117.to say the word.
excited?
73
th
• Tell students to turn to page 73. Focus students’ tra! to part E on page 65.
Exstudents
• Direct M_Hang Out 1_(SB) U6-9.indd 73 2017-05-22 �� 1:38:09
• Re
attention on the four words with the long e sound and • Put students in pairs
How do your friends anda have
feel? Write list. them practice making
69
ch
the four words with the long i sound. sentences by reading the sentences in the box. st
• Play audio track 086. Pause the track after each sound, “Student A, you are Alex. Make a sentence.” th
and tell students to point to the sound and repeat. • Have students look at the main picture and continue
“Look at the words. Listen and repeat.” to ask questions about the key vocabulary in the main
• Next, point at the words and have students say them in picture.
M_Hang Out 1_(SB) U6-9.indd 73
I ca
unison. Then call on individual students to do the same. • Next, have students turn to page 69. Spe
CDM Select individual sounds to give students further • Tell students to look at the vocabulary in part A. 1. I
practice. • Call out a number from 1-8 and ask individual students 2. I
to say the word. “One. Eric, what is the word?”
B Say the words. 5 min. • Repeat with a different student for all eight words. List
• Tell the students to look at the words in part B. Model • Direct students to part C. 3. I
the words for the students and have them repeat after • Put students in pairs and assign one student to be
you. Student A and the other student to be Student B. Tell
• Give students 1 minute to circle the words with the long A to make a question based on picture 1. Student B
e sound and underline the words with the long i sound. responds. “Student A, ask question number one.
• Go over answers together as a class. Student B, answer.”
screen.
66
M_Hang Out 1_(TG).indd 66 2017-05-31 �� 5:56:47

cs 6
question for picture 2, and student A responds. “Now 4. I can read and understand short passages about
student B ask question number two. Student A, answer.” feelings.
sty Writing
pictures.
5. I can write a few sentences describing how people feel.
y
Phonics
6. I can make the long e and long i sounds that y makes.
rline • Focus students’ attention on the writing section at the
bottom of page 73.
• Tell students to choose three of their classmates. Writing
• Tell students to ask their three classmates how they are.
Assign page 89 of the Workbook for students to
Demonstrate if necessary.
happy complete the writing activity. This can be completed as
• When the classmate has answered their question they
homework or in class.
should write their name and how they are feeling in the
ing spaces at the top of each column and draw a picture of
that feeling underneath.
scared .
• Circulate and monitor the students, providing assistance Portfolio writing sample answer
feeling where necessary. If students request help for the spelling
These are my classmates: Sara, Hye Won, and David.
This is Sara. She is bored.
to try to find the correct spelling themselves before
This is Hye Won. She is thirsty.
providing them with the correct spelling.
This is David. He is relaxed.
Unit wrap-up 5 min. More practice WB

73 • To wrap up the unit, ask students to turn to page 90 in Assign page 53 of the Workbook as homework
the Workbook. for more practice. Alternatively, if time remains,
2017-05-22 �� 1:38:09
• Make sure students have a pen or pencil. students can start on the Workbook in class. Workbook
• Direct students’ attention to the words at the top of the answers on page 108.
the next.
I can sentences:
Speaking
1. I can say how I feel and how others feel.
2. I can ask about others’ feelings.
Listening
3. I can understand when people talk about their feelings.
67
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4-6 Review 2
4-6 Review 2
A Find the words. Circle. B 08
4
2
1
3
A Find the words. 10 min. 1.

• Point to each of the pictures on the page. Say the word,
and have students repeat.
• Make sure each student has something to draw with. A D
7
H T E Y N N A D 2
• Point to picture 4 (swim) and ask students what it is. H
2
F A T H E R U T
3
M
Show students the word “swim” in the puzzle, which has 1
F U P E S U O H I O
already been circled. Repeat for picture 7 (happy).
A T P I O R B H O T
• Tell students to look at the rest of the pictures, find the 6
M O Y F I S H J S H 3
words in the puzzle, and circle them.
5
• Encourage students to look back over units 4—6 to help I S D T N A G T F E
8
with finding the answers. L H U N G R Y K A R
• If students are having a difficult time with the words, or Y E U I F I C I L D C Re
to help weaker groups, you can write the list of words on E E S E U G M Y E N 1.
the board. 4 2.
B P A O M S W I M Q
3.
5
4.
6
• Tell students they will listen to two children speaking. 8
5.
The first time, students should just listen.
• Play audio track 087. 6.
Emma: Hi, Ben, how are you today?

74
Ben: Hi, Emma. I’m happy.
Emma: Who’s that? Is she your sister?
Ben: Yes she is.
Emma: How old is she?
• Te
Ben: She’s seven. C Read and circle. 5 min. se
Emma: Is he your brother?
• Focus students’ attention on part C on page 75. co
Ben: No, he isn’t. He’s my friend.
• Read each sentence out loud, including both of the • Re
Emma: What is he doing?
possible answer choices. For example: “Number one. • M
Ben: He’s eating.
Is / Are he your father?” Have students repeat after you • G
Emma: Is he hungry?
for each sentence. se
Ben: Yes, he is.
• Next, elicit the correct answer choice for sentence 1. Say w
to students: “Is he your father or Are he your father?”
• Next, read the four questions on page 75. Then point to and encourage students to provide the answer (is). Tell E
the two answer choices for each question (a and b), and students to circle the word is.
ask students to say what they can see. • Now tell students to read each sentence by themselves • D
• Make sure each student has something to write with. Tell and circle the correct word. • Te
the students they are going to listen to the two children • Monitor and provide assistance if necessary. • N
talking again. This time, students should circle the • Give students 2—3 minutes to complete the activity. En
correct answer choice. • Go over answers as a class. Starting with sentence 2, • Pl
• Play track 087 again. If students struggle to keep up, choose a student and ask him / her to read out the th
pause the track after each answer is mentioned. correct sentence for each item. Make sure all students lin
• Review answers as a class. Read the question, and call have circled the correct word. • G
on different students to provide the answers.
• (Optional) Play track 087 one more time to give students D Look and read. Write the correct word.
a chance to listen for any answers they may have • Have students look at page 76 and focus students’
missed. attention on the pictures. Point to each picture in turn.
Say the word and have students repeat.
• Next, read the sentences for item 1. “This person
works in a school. This person helps students.” Tell
students to look at the pictures, and choose the answer
that the sentences describe. If students have a difficult
time, focus on the key words in the sentences (school,
students).
68
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Review 2 4-6 4-6 Review 2 Song
D Look and read. Write the correct word.
B 087
a b
teacher mouse father

1. How is Ben? thirsty
a b
horse rabbit
bored hungry
2. How old is Ben’s sister?
1. This person works in a school. This person helps students.
teacher
a 2. This animal is big. It runs fast.
1
b
horse
3. What is Ben’s friend doing? 3. This is how you feel when you want to eat something.
hungry
E 088
Listen and repeat. Draw a line between the same sounds.
C
fi
Read and circle.
1 2 3 4 5
1. Is / Are he your father?
2. How old is / are you?
car
3. What is she do / doing? cell phone snake thirsty sky
4. A: Is it eating?
B: Yes, it is / isn’t.
5. A: How are they? a b c d e
B: He’s / They’re hot.
6. A: Are you tired?
rain baby celery cry computer
B: Yes, I are / am.
75 76
• Tell students to get their pencils ready. Read the

sentences for item 1 again, and tell students to write the
correct word on the line.
• Repeat for sentences 2 and 3.
• Go over answers as a class. Starting with item 1, read the
sentences and then ask a student what word he / she
wrote.
E CD 088 Listen and repeat. Draw a line

between the same sounds.
• Play track 088 again, but this time ask students to match
the words on the top line to the words on the bottom
line that have the same sounds.
69
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unit
7 Daily Activities
Lesson 1
7 Daily Activities
Q What is your family doing?
A 089
B 090
Listen and say.

Unit Objectives 1
• Talking about what someone is doing at the moment

• Telling where people are in a house 2
eat
4
exercise
8
3
Lesson Objectives 5
Students will be able to: watch TV
• recognize and name the first eight key vocabulary items 4
3
• ask and answer questions about what other people are
doing listen to music
5
Vocabulary Key words 1 read

2
eat exercise watch TV listen to music 6
read use the computer study play soccer
use the compute
Core Structure 7
r
• Present progressive with information questions E Lo
What is Emma doing? She is playing soccer. study

8
Materials
• Hang Out Student Book, Workbook play soccer
C 091
78
B CD 090 Look and listen.5 min. C C
Goal & Warm-up Question 5 min. • Focus students’ attention on the main picture on
• Have students open their Student Book to page 78. pages 78 and 79. • Pla
• Read the title of the lesson and the learning points. • Talk about the main picture; explain the situation shown rep
in the picture. “This is Emma. She is in the garden. Sa
CDM Go to the Aims page and play the audio.
She is playing soccer. Mom and Dad are in the house. • Pa
• Ask students the focus question: “What is your
They are exercising and watching TV. Alex is busy. He po
family doing?” Call on students individually to answer.
is studying. Brian is in the living room. He is listening to stu
If students have difficulty coming up with ideas,
music and reading a book.”
demonstrate by giving some examples from your
• Play audio track 090.
own family or acting out common actions, such as
eating, walking, sleeping, etc. Encourage different
students to give different answers. Emma: Everyone is busy at our house. I’m playing
soccer outside. Brian is in the living room. D C
He is reading a book and listening to music. • Te

A CD 089 Listen and say. 5 min. Where’s Alex? Oh, there he is. He is studying. lyr
Hey, want to come over and hang out? 118
• Focus students’ attention on the vocabulary list on the
left-hand side of the page. • Pla
• Tell students to listen and repeat after the audio. firs
CDM Take students on a virtual tour of the image, • Pla
“Listen to the words. Look at the pictures and say the highlighting key words.
words.” stu
• Play the audio track again, and have students point at CDM Click the Show Label button to highlight key
the images on the left of the page. words and their images in the picture.
CDM Go to the Introduction page and play the
audio.
70
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• Talking about what someone is doing at the moment
• Telling where people are in a house 7
What’s Steven doing? What’s going on? What’s
D 092
Sing a song. Turn to page 118. Steven doing? What’s going on?
He’s watching TV. He’s watching TV. He’s watching
TV, and it’s a lot of fun.
What’s Clare doing? What’s going on? What’s Clare
doing? What’s going on?
She’s reading a book. She’s reading a book. She’s
1 reading a book, and it’s a lot of fun.
7 What’s Emma doing? What’s going on? What’s Emma

She’s playing soccer. She’s playing soccer. She’s
playing soccer, and it’s a lot of fun.
What’s Alex doing? What’s going on? What’s Alex
6 He’s eating dinner. He’s eating dinner. He’s eating
dinner, and it’s a lot of fun.
What’s Brian doing? What’s going on? What’s Brian
He’s studying French. He’s studying French. He’s
E Look at the picture. Ask and answer. studying French, and it’s a lot of fun.
What is Brian doing? He is reading.
What are Mom and Dad doing? They are watching TV.

Extra! 5-10 min.
Imagine it is Sunday. Think about your family. What is everyone doing? 79 • Tell students to look at the dialog box (part E) on
page 79.
C CD 091 Listen and point at the picture. “Let’s read together.”
5-10 min. CDM Show students model sentences on the screen.
• Play audio track 091. Have students listen to each word, Select from the eight key words to change the
wn repeat it, and point to the item in the picture. “Listen. example dialog. Have students repeat after the audio
Say the word. Find it in the picture.” each time.
• Pause the audio after each word, and call on students to • Have students look at the main picture and continue
point to where the person doing the action is. “Who is to ask questions about the key vocabulary in the main
o studying?” picture. “Look at the picture. Talk about the picture
CDM To review key vocabulary, use the Key Words with your partner.”
and Flash Cards functions. • Choose two or three pairs of students and have them
CDM Repeat the activity with drag-and-drop labels. stand and perform the dialog for the class.

More practice WB
lyrics to the song. “Let’s listen to a song. Turn to page Assign pages 54 and 55 of the Workbook as
118.” homework for more practice. Alternatively, if time
• Play audio track 092, and have students just listen the remains, students can start on the Workbook in class.
first time. Workbook answers on page 108.
pt CDM Show the animation and lyrics to the song to
71
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7
Lesson 2 7 Song
Daily Activities A 093
Listen and sing. Then circle and match. A Circ
1. Steven is playing soccer / watching TV. • •
2. Clare is reading a book / playing soccer. • •
Lesson Objectives 3. Emma is eating dinner / playing soccer. • •
Students will: 4. Alex is eating dinner / studying French. • •

5. Brian is reading a book / studying French. • •
B
Reading
Read and answer.
with other students
Dear Diary,
Materials 1
. Brian is
2
.
Emma is
• Hang Out Student Book, Workbook 4
3
. My friends are .
• CD and A/V equipment or Classroom Digital Materials Mom and Dad are
my bedroom.
They are happy and excited. I am just in
I’m so bored.
Alex B W
Warm-up 5 min. What are they doing?

Tell students to look at the large picture on pages 78 1. Emma is / are listening to music. J
and 79. As a review, ask students what they can see. reading
3. Brian is / are a book.
Encourage different students to provide all of the W
2. Steven and Clare is / are watching TV.
Next, ask students what they are doing. “We are 4. Alex’s friends is / are playing soccer.
80
studying. We are reading. We are using the computer.”
Song • Te
What’s Steven doing? What’s going on? What’s at
A CD 093 Listen and sing. 15 min. Steven doing? What’s going on? th
• Tell students to turn to the lyrics on page 118. Play He’s watching TV. He’s watching TV. He’s watching ac
audio track 093, and have students listen the first time. TV, and it’s a lot of fun. • C
• Play the song again, but this time encourage the th
What’s Clare doing? What’s going on? What’s Clare • (O
students to sing along with the song. doing? What’s going on? st
CDM Show the animation and lyrics to the song to She’s reading a book. She’s reading a book. She’s
reading a book, and it’s a lot of fun.
What’s Emma doing? What’s going on? What’s Emma
She’s playing soccer. She’s playing soccer. She’s
Re
playing soccer, and it’s a lot of fun. B R
What’s Alex doing? What’s going on? What’s Alex • Fo
doing? What’s going on? se
He’s eating dinner. He’s eating dinner. He’s eating in
dinner, and it’s a lot of fun. • N
pi
What’s Brian doing? What’s going on? What’s Brian
• Te
an
He’s studying French. He’s studying French. He’s
th
studying French, and it’s a lot of fun.
as
us
• Fi
se
af

72
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Song Speaking 7
A Circle three people in the picture below.
Speaking
A Circle three people in the picture below.
5 min.
• Have students look at page 81.
• Tell them to choose three of the characters in the
picture and circle them.
B Speaking activity. 15 min.

ding two students in the class to read the lines for each of the
characters. “Can you read the dialog? You be Steven,
and you be Clare.”
and the other student as Student B.
• Tell students to look at the three people their partner has
circled and take turns to ask and answer the question in
the dialog box.
B What is everyone doing? Ask and answer. CDM Use the model dialog to demonstrate the
the activity in B.
• Review answers as a class for all six characters.
Jasmine Brian Lisa Emma Owen Alex
What is Emma doing? She is eating lunch.

More practice WB
81
attention on part A. Play audio track 93 again and pause
the track after each verse. Tell students to circle the
actions they hear and then match them to the pictures.
the answers.
students to check their answers.
screen.
a
Reading
section on page 80. Tell students to look at the images
• Tell the students to circle the words and write the
answers to complete the sentences at the bottom of
the page. Circulate and monitor the students, providing
assistance where necessary. Ensure that students are
using the correct -ing forms.
after you.
73
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7
Lesson 3 7 Song
OK, let’s go! He’s in his Brian, put on 1

Where’s Brian? bedroom. He’s your shoes!
reading. Let’s go!
OK, Mom.
bed
Lesson Objectives 5
Students will:
Hurry, or we bac
unit won’t have time Hurry up,
Now where
• be able to recognize and name the second eight key is he? for ice cream! Alex!
vocabulary items
• be able to ask and answer questions about where people
B 096
are in a house and what they are doing

C 097

Ice
bedroom living room dining room kitchen cream?!
backyard garage bathroom hall 1

a b
• Simple present (be) with prepositions of location (in)
Where is Liz? She’s in the living room.
1. Who is in the living room? Alex Brian
Materials a b

• Optional: paper 2. Who is in the bedroom? Clare Brian Think
82

• Have students open their books to page 81. Give
them one minute to look at the picture and try to character from the story to play.
remember what the characters are doing. • Have students read through the story playing the part of
• Tell students to close their books.
B
the character.
• Now ask individual students questions about what • Have students swap roles and repeat. • H
the characters are doing. “What is Owen doing?” • (Optional) Call on two or three groups of students to act • Te
“Owen is playing soccer.” out the story in front of the class. an
• Pl
re
w
ne
• Re
A CD 094 Listen and repeat. 5 min. • Direct students’ attention to part C. is

attention on the comic strip. Ask students two questions possible answer choices and check one.
1. Point to Clare. “Who is she?” (Clare) CDM Show students the correct answers on the
screen.
C
2. Point to Brian in frame 2. “What is Brian doing?”
(He’s reading.)
• Fo
Expand C
• Play the audio track a second time. Pause after each • Sp
sentence and give students time to read and repeat. to
CDM Show students the animated story on the • Tell students to listen and repeat after the audio.
screen. an
• Play audio track 095. Make sure the students are • Te
ot
ba
74
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Song Expand 7
A 095
Listen and say. CDM Show example of the dialog for each of the
1 3 images.
K, Mom. exercise again.
bedroom dining room
living room kitchen
5 7
Answers
6 8 1. Where is Emma?  She’s in the living room.
What’s she doing  She’s watching TV.
backyard bathroom 2. Where is Alex?  He’s in the bedroom.
garage hall
What’s he doing?  He’s reading a book.
3. Where is Brian?  He’s in the kitchen.
What’s he doing?  He’s eating.
B 096
Listen and draw. 4. Where is Steven?  He’s in the office.
C 097
Listen. Then look at the pictures. Ask and answer. What’s he doing?  He’s using the computer.
Where is Liz? She’s in the living room. 5. Where is Clare?  She’s in the backyard.
What’s she doing? She’s watching TV. What’s she doing  She’s exercising.
6. Where is Jasmine?  She’s in the dining room.
1 Emma 2 Alex 3 Brian
What’s she doing?  She’s reading a book.
living room bedroom kitchen

4 Steven 5 Clare 6 Jasmine
Brian office backyard dining room • Assign half of the class to read role 1, and the other half
098 to read role 2.
a ! • Play the audio track again. This time tell the students to
Ex tr
Brian Think about your friends. Where do they hang out? Draw a picture.
83 CDM Show the animation and lyrics to the chant to
encourage students to chant along.
CDM Go to the Expand page and play the audio. Where is Alex? Where is Alex? Let’s look around.
CDM Use the Word Game function to provide He’s in the bedroom. He’s in the bedroom.
students with further vocabulary practice. What’s he doing? What’s he doing?
He’s studying French.
CD
Where is Brian? Where is Brian? Let’s look around.
He’s in the living room. He’s in the living room.
What’s he doing? What’s he doing?
He’s using the computer.
recording to give students time to draw, but you may Where is Emma? Where is Emma? Let’s look around.
want to pause the track to give them additional time if She’s in the backyard. She’s in the backyard.
necessary. What’s she doing? What’s she doing?
• Review answers, calling on individual students. “What She’s playing soccer.
Where is Steven? Where is Steven? Let’s look around.
CDM Play the audio and show the answers on the He’s in the dining room. He’s in the dining room.
screen. What’s he doing? What’s he doing?
He’s eating lunch.
and answer. 10 min.
More practice WB
75
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7 Soccer Sc
Lesson 4 7 Sports
Daily Activities
A 099
Listen and read.
This is Pierre. He goes to

soccer school. Here is his day.
Lesson Objectives
Students will:
text
Pierre goes to school at 9:00
in the morning. He is in the
Materials classroom. He is studying math.
It’s 4:0
• Hang Out Student Book, Workbook Math is his favorite class.
Pierre
• CD and A/V equipment or Classroom Digital Materials of soc
goals.
Now
No it’s 12:00 noon.
Pierre
Pi is eating
lunch.
lu He eats lots of B A
Warm-up 5 min. fruit
fr and vegetables 1.
with
w his lunch. He
• Prepare two copies of each feeling word flash card also
a drinks lots of
(total 16). Stick one set of the words on the board water. 2.
or around the classroom. Write “Are you …?” on the
board. Mix up the other set of flashcards and place
them face down in front of you. Choose a card at 84
random and look at it, but keep it hidden from the

students. Tell the students to make sentences to
guess how you are feeling (based on the word on the
flashcard). Students should keep making sentences • Encourage students to use the text to help them answer • Re
until they get the correct answer. Encourage students the questions. w
to look at the words posted in the classroom to help. • Check answers as a class. Read the first question and Re
Repeat a few times with different words. Continue select a student to give the answer. Repeat for all to
the warm-up by choosing students to come up to questions. • C
the front to choose the flash card and answer the CDM Show students the correct answers on the
questions from the rest of the class. screen.

Connect students. They are talking about the reading. What do 84
they say? Circle the words you hear.” tim
A CD 099 Listen and read. 10 min. • Play audio track 100. to
• Point to the picture of the soccer ball (under the boy’s choice and then stop. Ask students which word they • C
arm) and ask students: “What is this?” heard. Make sure all students have circled the correct St
• Tell students to read along silently as they listen. Play word. se
audio track 099.
• Play the audio track again. This time, tell students to try 1. Pierre studies all day at school.
to read aloud as they listen to the story. 2. Pierre eats fruit with his lunch.
CDM Show the animated slideshow. 3. Pierre really likes soccer practice.
4. Pierre plays soccer every afternoon. M
B Answer the questions. 5 min. As
• Focus students’ attention on part B. Read the question fo
and answer choices out loud. • Play the audio track again for students to check their stu
• Tell students to try to circle the correct answers. Give answers. an
76
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7 7
er School
Connect
C 100
1 2
Pierre
studies / plays all
It’s 1:00 in the day at school.
afternoon. Pierre is on
Pierre eats
the soccer field. The
fruit / bread with
team is practicing. his lunch.
Pierre likes to play,
but he doesn’t like to
practice. Is she right? Yes No
4
3
Pierre
plays soccer
Pierre really
It’s 4:00 in the afternoon. every afternoon /
likes soccer games /
morning!
Pierre is playing a game practice.
of soccer. He scores two
goals. He is very happy! Is he right? Yes No Is he right? Yes No
oon. D Look and match.

g 1 2 3
lots of B Answer the questions. Circle.

tables 1. Where does Pierre eat lunch on a school day?
. He a at home b at school c on the soccer field
ts of
2. Where does Pierre play soccer?
a at home b in the classroom c on the soccer field a 9:00 in the b 12:00 noon c 4:00 in the
morning afternoon
85 86
wer • Read sentence 1 to the students. Ask the students

D Summary 5 min.
o 84 and 85 and match the activities to the times. “What
time does Pierre do these activities? Match the activities
to the times.”
screen.
More practice WB
77
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7
7 Phonics
Lesson 5
3
• N
• Te
1 4
2
• C
to
long i
• Re
bike kite
• D
Lesson Objectives light pie • Pu
Students will: St
• focus on phonics sounds using previously encountered B Say the words. Circle the words with the long i sound. A
1 3 re
key words 2 4
• prepare for a writing activity St
• Th
Materials dining room exercise qu
• Hang Out Student Book, Workbook living room listen st
• CD and A/V equipment or Classroom Digital Materials • St
pi
• Optional: paper, flashcards
Writing
A Imagine it’s after dinner. Which rooms are your
family members in? What are they doing? Fill in the chart.
Wr
Who? Where in the house? Doing what?
• Fo
Warm-up 5 min. My dad in the kitchen He / She is reading . bo
• Te
Guess Where and What My mom in the kitchen He / She is cooking .
fa
• Prepare one set of flashcards for the action words, En
My sister in the bathroom He / She is washing .
and one set for the room words. th
• Act out one of the daily activities for the class and brother yo
My in the backyard He / She is exercising .
also pretend to be in a particular room of the house. m
For example, if the action is use the computer and in 87 • Te
the living room, pretend you are relaxing on the sofa • Te
with your feet up while using a computer. fa
• Say to students: “Where am I? What am I doing?” th
Elicit the response: “You’re in the living room. • C
You’re using the computer.” The first student to get B Say the words. 5 min. w
the correct answer takes the next turn. • Tell the students to look at the words in part B. Model of
• Invite the student to the front of the class. Ask them the words for the students and have them repeat after to
to choose one flashcard from the “action” pile, and you. pr
one from the “room” pile. Encourage them to act • Give students 1 minute to circle the words with the long
it out for the class. Ask the students: “Where is i sound.
(Dominic)? What is he doing?” Elicit the correct • Go over answers together as a class.
answer from the class. CDM Show students the correct answers on the
• You could also invite more than one student at a time screen. Uni
to act out for the class. “Where are they? What are
they doing?” • To
th
Review 10-15 min. • M
• Have students turn to pages 78 and 79. • D
Phonics • Direct students’ attention to the vocabulary in part A.
pa
A CD 101 Listen, point, and say. 5 min. ask students to say the word together. “One. What is • W
• Tell students to turn to page 87. Focus students’ the word?” st
attention on the four words with the long i sound. • Repeat by calling on individual students, saying a un
• Play audio track 101. Pause the track after each sound, number, and asking students to say the word. D
and tell students to point to the sound and repeat. • Direct students to part E on page 79. im
“Look at the words. Listen and repeat.” • Put students in pairs and have them practice making • N
• Next, point at the words and have students say them in sentences by reading the sentences in the box. th
unison. Then call on individual students to do the same. “Student A, you are Alex. Make a sentence.” • Re
CDM Select individual sounds to give students further • Have students look at the main picture and continue ch
practice. to ask questions about the key vocabulary in the main st
picture. th
78
M_Hang Out 1_(TG).indd 78 2017-05-31 �� 5:57:38

cs 7
• Next, have students turn to page 83. I can sentences:
• Call out a number from 1-8 and ask individual students Speaking
to say the word. “One. Eric, what is the word?” 1. I can talk about daily activities people do.
• Repeat with a different student for all eight words. 2. I can say where people are in a house.
• Direct students to part C. Listening
pie • Put students in pairs and assign one student to be 3. I can understand when someone talks about daily
Student A and the other student to be Student B. Tell activities and the places in a house.
A to make a question based on picture 1. Student B
responds. “Student A, ask question number one. Reading
Student B, answer.” 4. I can read and understand short passages about daily
• Then students switch roles. Student B makes the activities and the places in a house.
question for picture 2, and student A responds. “Now
Writing
ten student B ask question number two. Student A, answer.”
5. I can write a few sentences about daily activities and
where someone is in a house.
pictures.
g Phonics
6. I can make the long i sound.
• Focus students’ attention on the writing section at the
ng . bottom of page 87. Writing
• Tell students to think about what the members of their Assign page 91 of the Workbook for students to
. family do after dinner and what rooms they are in. complete the writing activity. This can be completed as
Encourage the students to choose activities and rooms homework or in class.
.
that they already know the English word for. “Imagine
. you are at home after dinner. What are your family
members doing? Which room are they in?”
87 • Tell the students to think of three people in their family. Portfolio writing sample answer
• Tell students to fill in the chart with the name of the My sister is in the dining room.
family members, the room in the house, and the activity She is studying.
they are doing. My brother is in the bedroom.
• Circulate and monitor the students, providing assistance He is listening to music.
where necessary. If students request help for the spelling
to try to find the correct spelling themselves, before
providing them with the correct spelling.
More practice WB
chart on the screen. Assign page 61 of the Workbook as homework
Unit wrap-up 5 min. answers on page 109.
the Workbook.
the next.
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unit
8 My Face Lesson 1
8 My Face and Body
and Body
Q What does your friend look like?
A 102
B 103
Listen and say.

Unit Objectives 1
E Lo
W
• Describing how someone or something looks
ear
7 W
2 W
2
3
eye
1
Lesson Objectives 8
3
Students will be able to:
nose
4 4
• ask what somebody / something looks like and describe
them / it mouth
5

hair
ear eye nose mouth 6
hair tooth head face
Core Structure 7
tooth
6
• Simple present (have) with information questions
What does he look like? He has three eyes. head
8
Materials
• Hang Out Student Book, Workbook face
C 104
88
• Optional: paper
B CD 103 Look and listen.5 min. C C
• Focus students’ attention on the main picture on

Goal & Warm-up Question 5 min. pages 88 and 89. • Pla
• Have students open their Student Book to page 88. • Talk about the main picture; explain the situation shown rep
• Read the title of the lesson and the learning points. in the picture. “This is Alex. And this is Emma. They are Sa
CDM Go to the Aims page and play the audio. outside a house. It’s a monster [point to Emma/Monster]. • Pa
It has big teeth [point to the monster’s teeth].” po
• Ask students the focus question: “What does
your friend look like?” Call on students individually • Play audio track 103.
to answer. If students have difficulty coming up
with ideas, demonstrate by describing a friend of Alex: It’s Halloween. Emma and I are dressed
yours. Encourage different students to give different up. I am an alien. See my mask? I have a
answers. green face. I have three eyes. I also have purple D C
hair. I am a funny alien. Oh, there’s Emma. • Te

She’s dressed up as a monster. She has a big lyr
A CD 102 Listen and say. 5 min. nose. She has lots of big teeth. Oh . . . She is a 119
• Focus students’ attention on the vocabulary list on the scary monster. Are you ready? Let’s go trick or • Pla
left-hand side of the page. treating. firs
• Tell students to listen and repeat after the audio. • Pla
“Listen to the words. Look at the pictures and say the stu
• Play the audio track again, and have students point at functions to show students the script.
the images on the left of the page. CDM Click the Show Label button to highlight key
CDM Go to the Introduction page and play the words and their images in the picture.
audio.
students with further practice.
80
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• Describing how someone or something looks 8
I have four heads. I have eight eyes.

D 105
Sing a song. Turn to page 119. I am a monster.
E Look at the picture. Ask and answer. S
he has four arms. She has four mouths.
What does he look like? He has three eyes. She is a monster.
What does she look like? She has a green face.
What does it look like? It has one tooth.
I have two mouths. I have six noses.
I am a monster.
2 He has two mouths. He has six noses.
8 He is a monster.
We have green hair. We have red eyes.
We are all monsters.

5-10 min.
• Tell students to look at the dialog box (part E) on
5 page 89.
Extra! each time.
What do you look like? Draw yourself. 89 • Have students look at the main picture and continue
with your partner.”
C CD 104 Listen and point at the picture. • Choose two or three pairs of students and have them
stand and perform the dialog for the class.
5-10 min.
wn repeat it, and point to the item in the picture. “Listen. More practice WB
are Say the word. Find it in the picture.” Assign pages 62 and 63 of the Workbook as
ter]. • Pause the audio after each word, and call on students to homework for more practice. Alternatively, if time
point to where the body part is. “Where is a mouth?” remains, students can start on the Workbook in class.
CDM To review key vocabulary, use the Key Words Workbook answers on page 109.
e D CD 105 Song 10 min.

119.”
first time.
pt
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8 My Face Lesson 2 8 Song
A 106
Listen and sing. Then circle and check. A Ma
and Body 1. She has four arms. She has

four / six mouths.
2. He has two mouths. He has

Lesson Objectives six eyes / noses.
Students will:
3. We have green hair. We have
grammar through song red eyes / teeth.
with other students
B Read and answer.
Reading
Materials
Hi, Akira. Do you want to go to a B W
• CD and A/V equipment or Classroom Digital Materials monster A
costume party with me? I have a
costu me. It has four ears and a green W
He
face. My brother Brian is going, too.
noses
has an alien costume. It has three
do’s house.
and purple hair! The party is at Ricar
Warm-up 5 min. Please come.
and 89. As a review, ask students what they can see. What does Emma say about the costumes?
Encourage different students to provide all of the 1. I have a monster costume. It has four ears .
2. Brian has an alien costume. It has purple hair .
Next, ask students to choose a classmate and make a 90
sentence to describe what they look like.
Song • Tell students to turn to page 90. Focus students’

Sp
A CD 106 Listen and sing. 15 min. the words then check the monsters they hear. A M
• Tell students to turn to the lyrics on page 119. Play • Choose students to read the sentences aloud to check
audio track 106, and have students listen the first time. the answers.
• Play the song again, but this time encourage the • (Optional) Play the audio track one more time for • H
students to sing along with the song. students to check their answers. go
CDM Show the animation and lyrics to the song to • D
encourage students to sing along. G
screen.
th
on
I have four heads. I have eight eyes. Reading m
I am a monster.
B Read and answer. 10 min. • C
S
he has four arms. She has four mouths. • Focus students’ attention on the passage in the Reading w
She is a monster. section on page 90. st
I have two mouths. I have six noses. • Next, read the passage to the students.
I am a monster. • Tell the students to write the answers to complete B S
the sentences at the bottom of the page. Circulate • Fo
He has two mouths. He has six noses. and monitor the students, providing assistance where tw
He is a monster. necessary. ch
We have green hair. We have red eyes. • Finally, read the passage again, pausing after each an
We are all monsters. sentence, and have the students repeat each sentence • Pu
after you. an
CDM Show the text and the correct answers to St
complete the sentences. th
a
dr
82
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Song Speaking 8
A Make a monster face. Use the stickers.
the activity in B.
Then Student B asks Student A the question and draws
the monster face “OK. Now change. Student A answer,
and Student B draw the monster.”
• Choose students and ask them to make one sentence
about their partner’s monster.
More practice WB
ding homework for more practice. Alternatively, if time
B What does your partner’s monster look like?
Ask and answer. Then draw it.
What does it look like? It has three green eyes.
.
hair .
91
Speaking
A M
ake a monster face. Use the stickers.
5 min.
going to make their own monster face.
Give students 2–3 minutes to choose 3 or 4 items that
they want to put on their monster face, and stick them
on to page 91. “Use the stickers. Put them on your
monster face.” Demonstrate if necessary
stickers.
B S
peaking activity 15 min.
and you be Steven.”
and the other student as Student B. Have Student A ask
Student B the question first. Student A listens, and draws
the monster face that Student B describes. “Work with
a partner. Student B answer first. Student A, listen and
draw the monster face.”
83
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8 My Face Lesson 3 8 Story
A Listen and repeat. A
and Body
107
I’m not
Help! a monster! I’m an 1
Trick or treat! Monsters! alien. I have two
heads!
Lesson Objectives 5
Students will: Oh my!
• encounter and explore a story linked to the theme of the Come in!
I’m the
unit monster! There are snacks
You have curly
Roar! and treats.
• be able to recognize and name the second eight key too many
vocabulary items cookies!
• be able to ask and answer Yes / No questions about B 109
body features
C 110
Vocabulary Key words 2 Oh, I see. Yay!

I need
more cookies.
You have a green Let’s eat! I have two
arm leg hand foot face! mouths!
curly hair straight hair short hair long hair 1

a b fiv
• Simple present (have) with Y/N questions
Does she have long hair? Yes, she does. / No, she doesn’t.
1. What does the alien have? two heads a red face
Materials a b

• Optional: paper 2. What food does the alien have? lots of cookies lots of cake Think
92

Warm-up 5 min. • Put students in groups of three. Assign each student a

Ask students to open their books to page 90 and look character from the story to play.
at the monster pictures in exercise A. Put students into • Have students read through the story playing the part of
pairs. Tell them to choose one of the monsters and give B
the character.
them 10 seconds to look at the picture and remember • Have students swap roles and repeat. • H
what it looks like. One student in each pair should • (Optional) Call on two or three groups of students to act • Te
close their books and describe the monster. The other out the story in front of the class. an
student should look at the picture and check whether • Pl
their partner’s description is correct. They should then re
swap. w
ne
• Re
Story
is
• Read the questions out loud. Tell students to look at the

A CD 107 Listen and repeat. 5 min. • Review answers as a class.
C
• Fo
Expand
1. Point to the man’s mouth. “What is it?” (It’s a
mouth.) C
2. Point to the alien with two heads. “What does it • Sp
look like?” (It has two heads.) to
• Tell students to listen and repeat after the audio. an
• Play audio track 108. Make sure the students are • Te
• Play the audio track a second time. Pause after each
sentence and give students time to read and repeat.
CDM Show students the animated story on the ot
screen. ba
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tory Expand 8
A 108
Listen and say. CDM Show an example of the dialog for each of the
not 3
er! I’m an 1 images.
2 4
have two • Then have students switch roles and run through the
ads!
arm leg exercise again.
hand foot
5
Answers
7
6
8 1. Does it have five arms?  No, it doesn’t.
2. Does it have four legs?  Yes, it does.
3. Does it have three hands?  No, it doesn’t.
curly hair short hair long hair
straight hair 4. Do they have long hair?  No, they don’t.
5. Does it have four feet?  No, it doesn’t.
6. Do they have straight hair?  Yes, they do.
B 109
Listen and draw.
C 110
eed Does it have long hair? Yes, it does. / No, it doesn’t.
ookies. • Tell students to turn to page 119. Play audio track 111.
Do they have five arms? Yes, they do. / No, they don’t.
e two
uths! *doesn’t = does not / don’t = do not First, students listen and read the chant silently.
1 2 3 • Assign half of the class to read role 1, and the other half
to read role 2.
five arms? four legs? three hands?
4 5 6
CDM Show the animation and lyrics to the chant to
red face encourage students to chant along.
long hair? four feet? straight hair?

111
Extra ! Do you have curly hair? Do you have red hair?

s of cake Think of a friend. What does he or she look like? Draw a picture.
93
Yes, I do. Yes, I do. I have curly red hair!
Does he have three arms? Does he have five arms?
No, he doesn’t. No, he doesn’t. He has two arms!
CDM Go to the Expand page and play the audio. Do we have two feet? Do we have two hands?
CDM Use the Word Game function to provide Yes, we do. Yes, we do. We have two feet and
students with further vocabulary practice. hands.
B CD 109 Listen and draw. 5-10 min.

More practice WB
• Play audio track 109. There are pauses in the audio Assign pages 66 and 67 of the Workbook as
recording to give students time to draw, but you may homework for more practice. Alternatively, if time
want to pause the track to give them additional time if remains, students can start on the Workbook in class.
necessary. Workbook answers on page 110.
screen.

and answer. 10 min.
85
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8 My Face Lesson 4 8 Science
Weird A hairy spid
Animals
A Listen and read.
and Body
112
A
Anim als look very
different from people.
Lesson Objectives Some animals have
Students will: weird faces. This spider
• encounter some of the target vocabulary and grammar has eight eyes! What
do you think it sees?
text
Materials A spider

Warm-up 5 min.
Draw the large body of a monster on the board without Other animals have we
ird bodies.
any other features (such as eyes, hair, legs, arms, etc.). This octopus has eight
legs! It uses
Tell the class that you are going to work together to An octopus them to catch food.
draw a monster. Ask the students a Y/N question, e.g.

94
“Does it have long hair?” Choose one student, who
should respond either: “Yes, it does.” or “No, it
doesn’t.” Add features to the monster depending on
student answers. Once finished, put students in pairs to
describe the monster. C CD 113 Listen and circle. 10 min. DS
Connect
students. They are talking about the reading. What do 94
they say? Circle the words you hear.”
A CD 112 Listen and read. 10 min. • Play audio track 113. re
• Point to parts of the animals’ bodies in the pictures, such choice and then stop. Ask students which word they • C
as the spider’s eyes, the shark’s teeth, etc. Ask students heard. Make sure all students have circled the correct St
what they are. “What is this?” “What are these?” word. se
audio track 112.
1. The octopus has eight eyes.
2. The shark has many teeth.
3. The spider has hair.
CDM Show the animated slideshow. 4. The shark has eight legs. M
As
B Answer the questions. 5 min. fo
• Focus students’ attention on part B. Read the question • Play the audio track again for students to check their stu
and answer choices out loud. answers. an
• Tell students to try to circle the correct answers. Give • Read sentence 1 to the students. Ask the students
students 1–2 minutes. whether the girl is right. Tell students to circle Yes or No.
• Encourage students to use the text to help them answer Repeat for the rest of the sentences. Encourage students
the questions. to use the text to help them answer.
• Check answers as a class. Read the first question and • Check answers as a class.
select a student to give the answer. Repeat for all CDM Go through the sentences one by one and have
questions. students come up and choose the answer.
screen.
86
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A hairy spider
Connect 8 8
ls
C 113
2
1
Many animals
have lots of The shark
ople. hair. Cats and The octopus has many eyes /
ave has six / eight teeth.
dogs do. But
spider eyes.
do you know
What that some Is he right? Yes No
es? A shark spiders have Is she right? Yes No
hair, too? 4
3
The
spider has The shark
hair / ears. has eight legs /
eyes.
Is he right? Yes No
are really
Many animals are weird, but some
shar k! Look at all its teeth!
scary. Look at the D Which animals does the story talk about? Circle and say.
a c
B Answer the questions. Circle. b d
1. Which animal has eight eyes?
a the octopus b the spider c the shark
bodies.
! It uses 2. How many legs does the octopus have? spider lion
a four b six c eight
shark octopus
95 96
D Summary 5 min.
o 94 and 95 and circle all of the animals from the text.
“Which animals does the text talk about? Do you
screen.
More practice WB
No.
ents
ave
87
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8
8 Phonics
Lesson 5
My Face A 114
Listen, point, and say. • N
and Body soft g
1 2 3 • Te
• C
gem giraffe gym to
4 5 6
• Re
hard g
• D
Lesson Objectives gate gold gum • Pu
Students will: B Say the words. Circle the words with the soft g sound. Underline St
• focus on phonics sounds using previously encountered the words with the hard g sound. A
1 2 3 4
key words re
• Th
Materials gel golf Egypt gas qu
• Hang Out Student Book, Workbook st
• St
Writing
• Optional: Paper pi
A Think of three people in your class. Fill in the chart.
Name Eye color Hair color Hair type

Wr
long curly
• Fo
Warm-up 5 min. Jessica brown black short straight
bo
• Te
Drawing Game long curly
an
• Put students into pairs. James blue brown short straight
lik
• Hand out paper to each student and make sure ch
long curly
everyone has something to draw with. • C
Shane green red short straight
• Ask each student to draw a picture of an alien, a w
monster, or a strange animal. Tell them not to let 97
their partner see their picture.
• Hand out more paper to each student.
• Explain to students that they are going to try to
draw their partner’s picture by asking questions and Uni
listening to the answers. “Does it have a big head?” B Say the words. 5 min.
“Yes, it does. It has five eyes and one mouth with • To
• Tell the students to look at the words in part B. Model th
big teeth.” the words for the students and have them repeat after
• Once finished, students should compare drawings to • M
you. • D
see how similar they are. • Give students 1 minute to circle the words with the soft
• You could demonstrate by preparing a drawing of pa
g sound and underline the words with the hard g sound.
your own, which you should not show the students. • Go over answers together as a class.
They can ask you questions and try to draw your • W
CDM Show students the correct answers on the st
picture. Show your drawing when they have finished. screen. un
D
im
Phonics Review 10-15 min. • N
• Have students turn to pages 88 and 89. th
A CD 114 Listen, point, and say. 5 min. • Direct students’ attention to the vocabulary in part A. • Re
• Tell students to turn to page 97. Focus students’ “Look at the pictures.” Call out a number from 1-8 and ch
attention on the three words with the soft g sound and ask students to say the word together. “One. What is st
the three words with the hard g sound. the word?” th
• Play audio track 114. Pause the track after each sound, • Repeat by calling on individual students, saying a
and tell students to point to the sound and repeat. number, and asking students to say the word.
“Look at the six words. Listen and repeat.” • Direct students to part E on page 89.
• Next, point at the words and have students say them in • Put students in pairs and have them practice making
unison. Then call on individual students to do the same. sentences by reading the sentences in the box.
CDM Select individual sounds to give students further “Student A, you are Clare. Make a sentence.”
practice. • Have students look at the main picture and continue
picture.
88
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cs 8
to say the word. “One. Eric, what is the word?” 1. I can name parts of the face and body.
• Repeat with a different student for all eight words. 2. I can talk about people’s hair.
• Direct students to part C. 3. I can ask and answer questions about what people look
• Put students in pairs and assign one student to be like.
line Student A and the other student to be Student B. Tell Listening
A to make a question based on picture 1. Student B 4. I can understand when people talk about what
responds. “Student A, ask question number one. someone looks like.
gas question for picture 2, and student A responds. “Now 5. I can read and understand short passages about what
student B ask question number two. Student A, answer.” someone looks like.
g Writing
pictures.
6. I can write a few sentences describing what people look
like.
e
Writing preparation 10-15 min. Phonics
curly
• Focus students’ attention on the writing section at the 7. I can make the hard g and soft g sounds.
straight
bottom of page 97.
curly
• Tell students to think about three people in their class
straight
and fill in the chart according to what those people look Writing
like. “What do your classmates look like? Fill in the Assign page 93 of the Workbook for students to
curly chart.” complete the writing activity. This can be completed as
straight
• Circulate and monitor the students, providing assistance homework or in class.
where necessary.
97 CDM Show the students an example of a completed
Portfolio writing sample answer
Sandra has blue eyes.
Unit wrap-up 5 min. She has straight, black hair.
• To wrap up the unit, ask students to turn to page 94 in Matteo has brown eyes.
the Workbook. He has curly, brown hair.
“Look at the words. Check the words you know.” More practice WB
the next.
89
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unit
9 People’s Jobs
Lesson 1
9 People’s Jobs
Q What jobs do your mom and dad do?
A 115
B 116
Listen and say.

Unit Objectives 1 E Lo
I
• Saying what people do and where they work S
actor S
2
7 T
businessman
Lesson Objectives 3
Students will be able to:

cook
4
• ask and answer questions about the jobs people do and
where they work
doctor
actor businessman cook doctor farmer

farmer pilot police officer florist 6
Core Structures pilot
7
What do they do? They’re cooks.
police officer
Materials 8

florist
• CD and A/V equipment or Classroom Digital Materials 98 C 117
C
Goal & Warm-up Question B C
5 min. CD 116 Look and listen.5 min.
• Have students open their Student Book to page 98. • Focus students’ attention on the main picture on pages
• Read the title of the lesson and the learning points. 98 and 99. • Pla
• Talk about the main picture; explain the situation shown rep
CDM Go to the Aims page and play the audio.
in the picture: “This is Alex. And this is Clare. She’s a pic
• Ask students the focus question: “What jobs do
florist [point to Clare]. This is Steven. He’s a businessman pic
your mom and dad do?” Call on students individually
[point to Steven].” • Pa
to answer. If students have difficulty coming up with
• Play audio track 116. po
ideas, demonstrate by giving some examples about
members of your own family.
Alex: We’re having a party today! There are a
lot of people at my house. They have a lot
of different jobs! Emma is talking to a woman.
A CD 115 Listen and say. 5 min. She’s a doctor. My mom and dad are talking to D C
• Focus students’ attention on the vocabulary list on the Mr. Smith. He is a pilot. Oh, this is Mike. He is a • Te
left-hand side of the page. police officer. He’s nice. lyr
• Tell students to listen and repeat after the audio: 12
“Listen to the words. Look at the pictures and say the • Pla
words.” CDM Take students on a virtual tour of the image, firs
• Play audio track 115. Make sure the students are highlighting key words. • Pla
following along and repeating the words. CDM Play the animation. Use the Caption and Script stu
• Play the audio track again, and have students point at functions to show students the script.
the images on the left of the page. CDM Click the Show Label button to highlight key
CDM Go to the Introduction page and play the words and their images in the picture.
audio.
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• Saying what people do and where they work 9
We like to work. Jobs are good. Tell me, tell me.

D 118
Sing a song. Turn to page 120. What do you do?
I’m a pilot. I’m a pilot. I like it.
I’m a florist. We like to work. Jobs are good. Tell me, tell me.
She’s a doctor. What does he do?
Steven is a businessman.
They’re cooks.
He’s a doctor. He’s a doctor. He likes it.
6
2 4 3 1 What does he do?
He’s a farmer. He’s a farmer. He likes it.
What does she do?
She’s a cook. She’s a cook. She likes it.
What do they do?
They are actors. They are actors. They like it.
8
5 • Tell students to look at the dialog box (part E) on
page 99.
practice by reading the sentences in the box. “Let’s
read together.”
Extra! CDM Show students model sentences on the screen.
What do your parents do? Talk about it. 99 Select from the eight key words to change the
each time.
C CD 117 Listen and point at the picture. make sentences using the key vocabulary in the main
es 5-10 min. picture. “Look at the picture. Talk about the picture
• Play audio track 117. Have students listen to each word, with your partner.”
wn repeat it, and point to the person who has the job in the • Choose two or three students and have them stand and
a picture. “Listen. Say the word. Find the person in the make a sentence for the class.
man picture.”
point to where the person is. “Where are the cooks?” More practice WB
CDM To review key vocabulary, use the Key Words Assign pages 70 and 71 of the Workbook as
and Flash Cards functions. homework for more practice. Alternatively, if time
120.”
first time.
pt students to sing along with the song.
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9
Lesson 2 9 Song
People’s Jobs A 119
Listen and sing. Then circle and match. A Find
1. I’m an actor / a pilot. • •

1
2. He’s a doctor / an actor. • •
Lesson Objectives 3. He’s a doctor / a farmer. • •
Students will:
4. She’s a cook / a pilot. • •
• become more familiar with target vocabulary and 3
5. They are farmers / actors. • •
B
Reading
Read and answer.
with other students
Materials Jobs in My Family

1
a .
• Hang Out Student Book, Workbook My family is busy! My dad likes his jjob. He’s B Po
• CD and A/V equipment or Classroom Digital Materials 2
. She’s happy in her
My mom works, too! She’s a W
• Optional: pictures of people doing different jobs
job. Myy ggrandpa is a
3
, and my grandma is a W
W
4
. I want to be a doctor like her!
W
Warm-up 5 min. What does Emma’s family do? 1.
Tell students to look at the large picture on pages 98 1. Dad is a businessman . 2.
and 99. As a review, ask students what they can see. 2. Mom is a florist . 3.
Encourage different students to provide all of the 3. Grandpa is a cook . 4.
words from vocabulary set 1 (introduced in lesson 1). 4. Grandma is a doctor . 5.

Next, hold up the pictures of people doing different 100
jobs and ask students to call out the job.
Song We like to work. Jobs are good. Tell me, tell me. Re
What do you do?
A CD 119 Listen and sing. 15 min. I’m a pilot. I’m a pilot. I like it. B R
• Tell students to turn to the lyrics on page 120. Play • Fo
audio track 119, and have students listen the first time. se
What does he do?
• Play the song again, but this time encourage the in
He’s a doctor. He’s a doctor. He likes it.
students to sing along with the song. • N
CDM Show the animation and lyrics to the song to We like to work. Jobs are good. Tell me, tell me. pi
encourage students to sing along. What does he do? • Te
He’s a farmer. He’s a farmer. He likes it. th
an
ne
What does she do?
• Fi
She’s a cook. She’s a cook. She likes it.
se
We like to work. Jobs are good. Tell me, tell me. af
What do they do?
They are actors. They are actors. They like it.
• Tell students to turn to page 100. Focus students’ Sp

pause the track after each verse. Tell students to circle A F
the jobs they hear and match them to the pictures. • H
• Choose students to read the sentences aloud to check an
the answers. m
students to check their answers. • C
CDM Show students the correct answers on the w
screen.
92
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Song Speaking 9
A Find their jobs. Draw lines.
B Speaking activity. 15 min.
1
2 characters. “Can you read the dialog? You be Emma,
and you be Alex.”
3
ask Student B the question first. Student B should give
4
the answer they found in exercise A, and both students
should write the answer in their books.
• They should then take turns to ask and answer the
ding 5
questions in order to write the missing job words in 1-5.
“Work with a partner. Student A ask the first question.
Student B answer. Both students write down the missing
letters to fill in the jobs.”
B Point to the people. Ask and answer. Then write their jobs.
What does he do? He’s a doctor. answer / question exchange, and how to complete
What does she do? She’s a florist. the activity in B.
What do they do? They’re cooks. • Give students two or three minutes to finish the activity.
What do they do? Write the words.

1. A c t o r
2. P i l o t More practice WB
3. C o o k s Assign pages 72 and 73 of the Workbook as
4. P o l i c e O f f i c e r s homework for more practice. Alternatively, if time
5. D o c t o r remains, students can start on the Workbook in class.
101 Workbook answers on page 110.
Reading
section on page 100. Tell students to look at the images
necessary.
after you.
Speaking
e A Find their jobs. Draw lines. 5 min.
ck and tell them to work together to follow the lines and
match the people to their jobs.
where necessary.
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9
Lesson 3 9 Story
Listen and repeat. A
My mom is a
Your parents florist. My dad is a 1
are nice. What do businessman.
they do?
ai
Lesson Objectives 5
Students will:
• encounter and explore a story linked to the theme of the Whoa!
Where do My mom My dad works in the police
unit they work? works at a same building.
• be able to recognize and name the second eight key flower shop. My dad
works at Whitman What does
vocabulary items your dad do?
Tower. Cool!
• be able to ask and answer questions using where do and
where does and prepositions of place
B 122
C 123
Vocabulary Key words 2 Wh

He’s a farmer. Wh
airport farm hospital office Just kidding! He’s a
police station restaurant flower shop theater businessman, too! 1

a b
• Simple present with prepositions of place (at, in, on)
Where does she work? She works at a flower shop
1. Whose mom is a florist? Alex Steve
Materials a b

D 124

2. Whose dad works in Whitman Tower? Rachel Alex Preten
• Optional: realia - bring in objects that could be used 102
by the jobs 1-8 on page 98. For example, a briefcase
(businessman), a wooden spoon, a tomato (cook) etc.


Warm-up 5 min. character from the story to play.
• Put the objects you have brought to class on the • Have students read through the story playing the part of
B
desk. the character.
• Have students swap roles and repeat. • H
• Invite one student to come up and choose an object. • Te
They should then mime the actions for a job that • (Optional) Call on two or three groups of students to act
out the story in front of the class. an
goes with the object. Ask the class: “What does he/ • Pl
she do?” and elicit the answer from the class. CDM Choose one character in the story. Have
re
• Demonstrate the activity first if necessary. students read the lines for the character.
w
• Continue by asking another student to come and ne
choose an object. C Read the story again. Then answer. 5 min.
• Re
• Read the question out loud. Tell students to look at the

Story possible answer choices and check one.
• Review answers as a class.
A 120 Listen and repeat. 5 min. CDM Show students the correct answers on the
CD
screen.
C
attention on the comic strip. Ask students one question
• Fo
about the pictures and elicit the answer. Expand C
1. Point to Alex. “Who is he?” (Alex)
• Sp
• Play audio track 120. The first time, students can just A CD 121 Listen and say. 5 min.
to
listen and follow along. • Have students look at the vocabulary on page 103. B
• Play the audio track a second time. Pause after each • Tell students to listen and repeat after the audio. an
sentence and give students time to read and repeat. • Play audio track 121. Make sure the students are
CDM Show students the animated story on the following along and repeating the words.
screen.
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tory Expand 9
A 121
1 3
4
2
airport hospital CDM Show an example of the dialog for each of the
farm office images.
6 8
exercise again.
police station flower shop

restaurant theater Answers
1. Where does he work?  He works at an airport.
o? 2. Where do they work?  They work on a farm.
B 122
Listen and draw. 3. Where does she work?  She works at a hospital.
C 123
4. Where do they work?  They work at an office.
5. Where does she work?  She works at a police
Where does she work? She works at a flower shop.
station.
Where do they work? They work at a flower shop.
a 6. Where does he work?  He works at a theater.
o! 1 he 2 they 3 she

4 they 5 she 6 he
Steve
to read role 2.
124 • Play the audio track again. This time tell the students to
Extra!
Alex Pretend that you have a job. Where do you work? Draw a picture. CDM Show the animation and lyrics to the chant to
103 encourage students to chant along.
Where do you work? I want to know.

CDM Go to the Expand page and play the audio.
I am a pilot. I work at an airport.
students with further vocabulary practice. Where does she work? I want to know.
She is a farmer. She works on a farm.
B CD 122 Listen and draw. 5-10 min. Where does he work? I want to know.
• Have students take out a pencil or pen. He’s a businessman. He works at an office.
and draw shapes around the words they hear. Where do they work? I want to know.
• Play audio track 122. There are pauses in the audio They are cooks. They work at a restaurant.
want to pause the track to give them additional time if
necessary.
is in the circle?” More practice WB
CDM Play the audio and show the answers on the Assign pages 74 and 75 of the Workbook as
screen. remains, students can start on the Workbook in class.
and answer. 10 min.
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9
9
Lesson 4 Social Studies

Listen and read.
A farmer
Lesson Objectives This is Le

e.
Students will: He’s a fa
rmer. He
• encounter some of the target vocabulary and grammar works on
a vegeta
farm in C ble
while learning about an engaging topic alifornia
. Lee
• practice using visual clues to assist in comprehension loves his
job!
text
S
Lee plants resta
Materials vegetable se
eds. g
• Hang Out Student Book, Workbook After that, he
• CD and A/V equipment or Classroom Digital Materials waters
• Optional: Paper the plants.
Planting seeds
ts
Watering plants
B An
Warm-up 5 min. Lee checks
the vegetable
1.
• Prepare 6-8 quiz questions based on the jobs in the plants often. Then he
unit so far. For example, What does Clare do?, Where picks the vegetables. 2.
does Steven work?, Who works at an airport?, etc. After that, he can
• Put students into pairs and give each pair a piece of sell them.
104
paper. Make sure everyone has something to write
with.
• Tell students to close their books because they are
going to do a quiz. Tell them that one person in each
• Encourage students to use the text to help them answer • Pl
pair should write down the answers.
the questions. an
• Read out the questions one by one. Students should
• Check answers as a class. Read the first question and • Re
discuss the answer quietly in their pairs and write it
select a student to give the answer. Repeat for all w
down.
questions. Re
• At the end of the quiz, go through the questions and
CDM Show students the correct answers on the to
ask students to call out the answers.
screen. • C

C CD 126 Listen and circle. 10 min.
Connect • Have students turn to page 106. Give students directions

about what they will hear. “Let’s listen. There are four DS
A CD 125 Listen and read. 15 min. students. They are talking about the reading. What do • Fo
they say? Circle the words you hear.” pa
• Have students open to pages 104 and 105.
• Play audio track 126. 10
• Point to items in the pictures and ask students:
• Check answers. Read the sentence up to the answer ve
“What is this?”
choice and then stop. Ask students which word they D
heard. Make sure all students have circled the correct ve
audio track 125.
word. • C
• C
1. Lee is a farmer. St
CDM Show the animated slideshow. se
2. Lee works at a restaurant.
B Answer the questions. 3. Brett works at a grocery store.
5 min.
4. Lucy is a cook.
• Focus students’ attention on part B. Read the question
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Connect
9 9
C 126
2 Lee works
1 on a farm / at
This is Brett.
He’s a grocer a restaurant.
clerk. He wor y
ks at a groc
Brett helps pe ery store.
ople buy ve
getables.
Lee is
a cook /
A grocery a farmer.
clerk
Is he right? Yes No
4
This is Lucy. 3 Lucy

is a cook /
She’s a cook. a clerk.
She works at a Brett works
restaurant. She makes at a restaurant /
a grocery store.
great food with
vegetables.
Is he right? Yes No
A cook
D Who works with vegetables? Circle and say.
a b c

ecks 1. What does Lee do on the farm?
table a grows vegetables b cooks vegetables c cleans vegetables
Then he d e f
getables. 2. Where does Brett work?

he can a on a farm b at a restaurant c at a store
m.
105 106
wer • Play the audio track again for students to check their
answers.
• Read sentence 1 to the students. Ask the students More practice WB
whether the girl is right. Tell students to circle Yes or No. Assign page 76 of the Workbook as homework
Repeat for the rest of the sentences. Encourage students for more practice. Alternatively, if time remains,
to use the text to help them answer. students can start on the Workbook in class. Workbook
• Check answers as a class. answers on page 111.
ons
ur D Summary 5 min.
o • Focus students’ attention on part D at the bottom of
page 106. Tell the students to re-read the text on pages
104 and 105 and circle all of the people who work with
vegetables. “What jobs does the article talk about?
Do you remember? Circle the people who work with
vegetables. Look at the story again.”
screen.
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9
9 Phonics
Lesson 5
People’s Jobs A
1
127
2 3 4
• N
• Te
• C
to
• Re
ski speak stairs slide • D
Lesson Objectives B Say the words. Underline the letters that make the s-blend
• Pu
Students will: sounds. St
• focus on phonics sounds using previously encountered 1 2 3 4 A
key words re
• Th
Materials spoons stapler sleep sky qu
• Hang Out Student Book, Workbook st
A Choose four people. Writing • St
pi
mother father grandma
grandpa aunt uncle
Wr
Warm-up 5 min. B Fill in the chart. • Fo
What do they do? Where do they work? bo
Snowman • Te
My mother is a / an cook . He / She works at a restaurant .
• Choose one of the key words from lesson 1 or th
lesson 3. Draw a blank space for each letter in the My father is a / an pilot . He / She works at an airport . th
word on the board. For example, if the word is My grandma is a / an florist . He / She works at a flower shop .
th
hospital draw 8 blank spaces. • Te
My grandpa is a / an businessman . He / She works at an office .
• Tell students they need to guess the word you are an
thinking of by guessing which letters are in the word. 107 • Te
• Choose a student to call out a letter. If that letter is in th
the word, write it in the blank space. However, if the • C
letter does not appear in the word, draw one part of w
the snowman (see below) and write the letter on the of
board to show that it has already been guessed. B Say the words. 5 min. to
• To draw the snowman, for the first incorrect answer, • Tell the students to look at the words in part B. Model pr
draw a large circle at the bottom for the body. For the the words for the students and have them repeat after
next incorrect answer, a middle circle, followed by you.
a third circle for the head. For subsequent incorrect • Give students 1 minute to underline the letters that make
answers, draw two sticks for arms, two eyes, a the s-blend sounds.
nose, and finally a frown for a total of nine incorrect • Go over answers together as a class. Uni
answers. CDM Show students the correct answers on the • To
• The game finishes when either the students can screen. th
guess the word correctly, or the snowman is • M
completed. • D
Review 10-15 min. pa
Phonics • Direct students’ attention to the vocabulary in part A.
• W
st
A CD 127 Listen, point, and say. 5 min. ask students to say the word together. “One. What is un
• Tell students to turn to page 107. Focus students’ the word?” D
attention on the four words with the s-blend sounds. • Repeat by calling on individual students, saying a im
• Play audio track 127. Pause the track after each sound, number, and asking students to say the word. • N
and tell students to point to the sound and repeat. • Direct students to part E on page 99. th
“Look at the four words. Listen and repeat.” • Put students in pairs and have them practice making • Re
• Next, point at the words and have students say them in sentences by reading the sentences in the box. ch
unison. Then call on individual students to do the same. “Student A, you are Clare. Make a sentence.” st
CDM Select individual sounds to give students further • Have students look at the main picture and continue th
practice. to ask questions about the key vocabulary in the main
picture.
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cs 9
to say the word. “One. Eric, what is the word?” 1. I can talk about jobs that people do.
• Repeat with a different student for all eight words. 2. I can name places where people work.
de • Direct students to part C.
Student A and the other student to be Student B. Tell 3. I can understand when people say what kind of work
A to make a question based on picture 1. Student B they do.
responds. “Student A, ask question number one. 4. I can understand when people talk about where they
Student B, answer.” work.
ky question for picture 2, and student A responds. “Now Reading
student B ask question number two. Student A, answer.” 5. I can read and understand short passages about jobs
g • Students continue until they have talked about all and workplaces.
pictures.
Writing
6. I can write a few sentences describing jobs and
Writing preparation 10-15 min. workplaces.
• Focus students’ attention on the writing section at the Phonics
ork? bottom of page 107. 7. I can make sounds that blend with s.
• Tell students to think about members of their family and
staurant .
the jobs they do. Encourage the students to choose jobs
airport . that they already know the English word for. “What do Writing
wer shop . the members of your family do?” Assign page 95 of the Workbook for students to
• Tell the students to choose four members of their family complete the writing activity. This can be completed as
office .
and check the boxes. homework or in class.
107 • Tell students to fill in the chart with the family member,
the job they do, and where they work.
where necessary. If students request help for the spelling Portfolio writing sample answer
of words already covered in the unit, prompt students This is my mom. She is a cook.
to try to find the correct spelling themselves before She works at a restaurant.
providing them with the correct spelling. This is my uncle. He is an actor.
CDM Show the students an example of a completed He works at a theater.
Unit wrap-up 5 min.

More practice WB
the Workbook.
the next.
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7-9 Review 3
7-9 Review 3
A Write the words. B
5
3
1
7
A Write the words. 10 min.
• Point to each of the pictures on the page. Say the word
and have students repeat.
• Make sure each student has something to write with. m o u t h
1
• Point to picture 1 (mouth) and ask students what it is. 2

d o c t o r
Write the word mouth on the board. Tell students to fill
in the squares for number 1 on the puzzle.
3
s o c c e r
• Tell students to look at the rest of the pictures and fill in
4
p i l o t
the rest of the squares. 5
k i t c h e n
• Encourage students to look back over units 7—9 to help 6
b a t h r o o m
with finding the answers and correct spelling. 7
a r m
• If students are having a difficult time with the words, or 2
to help weaker groups, you can write the list of words on

8
l e g
4 C R
the board. 6
8
1.
• Once students have written the eight words in the 2
puzzle, tell them to look at the shaded squares to find
the secret word and write it at the bottom of the page. 3
4
5
• Tell students they will listen to two children speaking. What is the secret word? hospital
The first time, students should just listen.
• Play audio track 128. 108
Girl: What does your dad do?

Boy: He’s a doctor.
Girl: Really? Where does he work? C Read and circle. 5 min. • Te
• Focus students’ attention on part C on page 109. qu
Boy: He works at a hospital.
• Read each sentence out loud, including both of the • Re
Girl: Where is he now?
possible answer choices. For example, “Number one. • M
Boy: He’s in the living room.
What is / does Tom doing?” Have students repeat after • G
Girl: What’s he doing?
you for each sentence. th
Boy: He’s watching a movie. It’s about an alien.
• Next, elicit the correct answer choice for sentence 1. Say sh
Girl: Really? What does it look like?
Boy: It has five eyes. to students: “What is Tom doing or What does Tom
doing?” and encourage students to provide the answer E
(is). Tell students to circle the word is.
• Next, read the four questions on page 109. Then point • Now tell students to read each sentence by themselves • D
to the two answer choices for each question (a and b), and circle the correct word. • Te
and ask students to say what they can see. • Monitor and provide assistance if necessary. • N
• Make sure each student has something to write with. Tell • Give students 2—3 minutes to complete the activity. En
the students they are going to listen to the two children • Go over answers as a class. Starting with sentence 2, • Pl
talking again. This time, students should circle the choose a student and ask him / her to read out the th
correct answer choice. correct sentence for each item. Make sure all students • G
• Play track 128 again. If students struggle to keep up, have circled the correct word.
pause the track after each answer is mentioned.
• Review answers as a class. Read the question and call on D Read and circle the best answer.
different students to provide the answers. • Have students look at page 110 and focus students’
• (Optional) Play track 128 one more time to give students attention on the picture of the two students talking
a chance to listen for any answers they may have at the top of the page. Tell the students that the girl is
missed. called Michelle, and the boy is called Marco.
• Next, read Michelle’s first question: “What does your
dad look like?” Tell students to look at the three possible
answer choices and choose the most appropriate
answer.
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Review 3 7-9 7-9 Review 3 Song
D Read and circle the best answer.

B 128
a b Michelle: What does your dad Michelle: Where does your mom
look like? work?
7 1. What does the boy’s dad do? Marco: a. He has long hair. Marco: a. She’s in the living room.
b. He likes cookies. b. She works at a theater.
c. He is tired. c. She is cooking.
a b
Michelle: Where is your dad? Michelle: What does your aunt do?
2. Where is the boy’s dad? Marco: a. He plays soccer. Marco: a. She has curly hair.
b. He’s in the garage. b. She’s in the backyard.
c. He’s eating fruit. c. She’s a police officer.
a b
1
3. What is the boy’s dad doing? E 129
Listen and repeat. Then write the missing letters.
sp i_e sk st g (x2) sl
a b
2 3
4. Which is the alien in the movie? 1
C Read and circle. g g

f
b i k e ate iraffe
1. What is / does Tom doing?
2. A: Where is Rachel? 5
B: She’s on / in the living room. 4 7
6
3. She’s a monster. She has / have four heads.
4. Do / Does she have long hair?
5. What is / does your mom do?
6. A: Where does your uncle work? s p eak s t airs s k s l ide
B: He works at / on a restaurant. i
109 110
• Tell students to get their pencils ready. Read the first

question again, and tell students to circle the answer.
• Repeat for questions 2, 3, and 4.
• Go over answers as a class. Starting with question 1, read
the question and then ask a student what answer he /
she circled.
E CD 129 Listen and repeat. Then write the

missing letters.
• Play track 129 again, but this time ask students to fill in
the missing letters using the letters from the box.
101
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102
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workbook
1
Answer Key
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Welcome Unit 1 School Things
A. A.
B. 1. three
2. four B. 1. one eraser
3. six 2. five pens
4. nine 3. three crayons
5. ten 4. one backpack
5. one pencil case
C. 6. one lunchbox
7. three textbooks
8. one pencil
C. 1. a. two erasers
2. b. three crayons
3. a. four textbooks
4. a. one backpack
D. 1. I have a backpack. It is red.

2. I have a lunchbox. It is green.
3. I have a pencil case. It is blue.
Listening
A. 1
B. 1. pens 2. pencils 3. eraser 4. crayons
D. C. 1. I have one backpack.

2. I have three erasers.
3. I have six pencils.
4. I have seven crayons.
5. I have ten textbooks.
Writing
A. 1. b. I have two pens.
2. c. I have three pencils.
3. a. I have an eraser.
4. d. I have five crayons.
B. 1. My name is Emma.
2. I have a backpack.
3. I have a pencil case.
4. I have a lunchbox.
5. I have four textbooks.
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D. 1. It is a card.
Vocabulary 2. It is a puzzle.
A. 1. cepencil sharpenerer 3. They are jump ropes.
2. pespaintbrushed 4. They are elephants.
3. pestapleref
4. efnotebooked Listening
5. rulershef A. 1. No 2. Yes 3. No 4. Yes
6. rtapeefreesf
7. rmarkerrshef B. 1. jump rope 2. puzzles
8. rglue sticktef 3. video games 4. airplane
Speaking C. 1. a 2. airplanes 3. puzzles

A. 1. Yes, I do. 2. No, I don’t. 3. Yes, I do. 4. They 5. It is
B. 1. Yes, I do. 2. Yes, I do. 3. No, I don’t. Writing

4. Yes, I do. 5. No, I don’t. 6. No, I don’t. A. 1. What is it? It is an airplane.
2. What is it? It is an elephant.
Connect. A Student of the Future 3. What are they? They are cards.
A. b, d 4. What are they? They are blocks.
B. 1. No 2. No 3. Yes 4. Yes B. 1. It is a video game.

2. They are jump ropes.
Phonics 3. It is a doll.
A. 1. glue 2. blue 3. school 4. ruler 5.igloo 4. They are blocks.
B. 1. oo - igloo Vocabulary
2. u - ruler A. 1. baseball glove
3. ue - glue 2. kite
3. hula hoop
C. The school is yellow. 4. rollerblades
5. skateboard
6. board game
Unit 2 My Toys
7. bike
A. 8. soccer ball
What are they?

They are my toys.
Speaking
A. 1) cards, 3) doll, 4) video game
B. 1. It is your doll, Emma.

2. They are your cards, Brian.
3. It is not your video game. It is my video game, Brian.
Connect. Old Toys

A. 1. They are toy airplanes.
2. It is a toy horse.
B. 1. It is my airplane.
2. It is my horse.
B. 1. It is a jump rope. 3. It is my monkey.
2. They are dolls.
3. They are elephants. Phonics
4. It is an airplane. A. 1. rollerblades
5. What are they? They are cards. 2. jump rope
3. video game
C. 1. T 2. F 3. F 4. T 4. pony
5. T 6. T 7. T 8. T 5. boat
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B. 1. c. rollerblades 2. a. video game 3. b. jump rope Vocabulary
A. 1. calendar 2. clock 3. mat 4. shelf
C. Let’s go jump rope.
5. wastebasket 6. drawing 7. map 8. drawer
Unit 3 My Classroom What is the word in the blue squares?

Classroom
A.
Speaking
A. 1. The mat is purple.
2. The wastebaskets are red.
B. 1. The clocks are blue.

2. The drawer is brown.
3. The calendar is green.
Connect. Classrooms Then and Now

A. a
B. b, c
C. 1. What color are the wastebaskets?

2. What color are the maps?
3. What color is the shelf?
4. What color is the calendar?
B. 1. This is a desk.
2. That is a computer. Phonics
3. These are chairs.
A. 1. c 2. c
4. Those are bookcases.
5. That is an easel.
B. 1. c. desk 2. b. bee 3. a. easel
C. 1. h 2. c 3. d 4. e 5. g 6. b 7. a 8. f
C. It is a red leaf.
D. 1. These are desks.
2. That is an easel. Unit 4 Family and Friends
3. Those are chairs.
A.
4. This is a bookcase.
Listening
A. 1. Yellow bookcases
2. Blue cupboard
3. Green posters
4. Brown desks
5. Red chairs
B. 1. Color the bookcases yellow.

2. Color the cupboard blue.
3. Let’s color the posters green.
4. I want to color the desks brown.
5. Let’s color the chairs red.
Writing
A. 1. That is a desk.
2. These are chairs.
3. This is a bookcase. B. 1. This is my family.
4. Those are cupboards. 2. He is my father.
5. Those are posters. 3. She is my mother.
6. This is an easel. 4. They are my children.
5. She is my sister.
B. 1. That 2. This 3. These 4. Those 5. This is
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C. Connect. A Big Family
A. 1
B. 1. grandparents
1 2. aunts
3. uncles
2 4. children
3 5. cousins
5
4 C. 1. No 2. Yes 3. No 4. Yes 5. No
Phonics
A. 1. cell phone 2. bicycle 3. city
D. 1. They are my parents.
4. color 5. Canada 6. cupboard
2. He is not my father.
3. She is my sister.
B. Hard c words: Canada, cup, computer, color, car
4. He is my brother.
Soft c words: bicycle, celery, cell phone, city
5. She is my mother.
Listening C. The celery is green.

A. 2
Unit 5 Actions
B. 1. mother 2. father 3. parents 4. sister
A.
C. 1. Yes, he is.
2. Yes, they are.
3. Yes, she is.
4. No, they aren’t.
5. Is she your mother? Yes, she is.
6. Is he your brother? No, he isn’t.
Writing
A. 1. This is my family.
2. She is my mother.
3. They are my parents.
4. Is he your brother? No, he isn’t. It’s me!
5. Look at the children. They are my friends.
Vocabulary
A.
B. 1. Emma is running.
2. Bing is eating.
3. Max is sleeping.
4. Clare and Steven are walking.
5. Brian is jumping.
C. 1. F 2. T 3. F 4. T
5. F 6. T 7. T 8. T
D. 1. Yes 2. No 3. Yes 4. No 5. Yes
Listening
A. 1. Muffin 2. Babe and Buzz 3. May
Speaking 4. Dash 5. Astro 6. Spot
A. 1. She is my sister. b) She is five years old.
2. He is my teacher. d) He is thirty years old. B. 1. walking
3. He is my friend. a) He is nine years old. 2. swimming
4. She is my grandmother. c) She is seventy years old. 3. jumping
4. eating
5. sleeping
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Writing Listening
A. 1. jump 2. run 3. eat 4. drink A. 1. Brian 2. Peter 3. Brad and Jen
5. swim 6. sleep 7. walk 8. fly
B. 1. happy 2. angry 3. hungry
B. 1. She is jumping. 4. happy 5. sad 6. tired
2. They are running.
3. They are eating. Writing
4. It is drinking. A. 1. Yes, he is. He’s tired.
5. They are swimming. 2. Yes, I am. I’m happy.
6. She is sleeping. 3. Yes, they are. They’re happy.
7. He is walking. 4. No, she isn’t. She’s happy.
8. They are flying.
B. 1. b. I am angry.
Vocabulary 2. a. He is tired.
A. 1. bird 2. horse 3. cow 4. rabbit 3. d. She is sad.
5. snake 6. mouse 7. sheep 8. fish 4. c. They are happy.
Q: What is the cow doing? Vocabulary

A: It is drinking. A. 1. cepenscareder
2. pespsurprisedrt
Speaking 3. pestaupsetef
A. 1. No, he isn’t. 4. efnrelaxedoked
2. Yes, they are. 5. ruleexcited
6. rtaboredreesf
B. 1. Yes, it is. 7. rmarkesickf
2. No, he isn’t. 8. rgworriedgf
3. Yes, it is.
4. No, it isn’t. Speaking
5. No, they aren’t. A. 1. Yes, he is.
Connect. Kids Riding Horses
A. 1. Grace is riding a horse. B. 1. He is scared.
2. Flower is running. 2. She is sick.
3. Grace is wearing a helmet. 3. They are surprised.
4. Flower can jump very high. 4. I am worried.
B. 1. No, he isn’t. Connect. Extreme Sports

2. Yes, she is. A. bungee jumping
B. a. 2, 3 b. 1, 4
Phonics
A. 1. b. table 2. d. cake 3. e. rain Phonics
4. a. bay 5. c. snake A. 1. c. baby
2. a. fly
B. 1. snake 2. cake 3. table 3. d. hungry
4. b. windy
5. f. cry
Unit 6 Feelings
6. g. happy
A. 1. happy 2. tired 3. cold 4. hungry 7. h. angry
5. hot 6. sad 7. angry 8. thirsty 8. e. fry
B. 1. How are you, Alex? I’m happy. B. 1. b. silly 2. a. thirsty 3. c. sky 4. d. why
2. How is Jason? He’s cold.
3. How is Katrina? She’s sad. C. The baby is happy.
C. 1. happy 2. sad 3. angry 4. tired

Unit 7 Daily Activities
5. hot 6. cold 7. hungry 8. thirsty
A. 1. play 2. listen 3. eat 4. study
D. 1. T 2. F 3. T 4. F 5. use 6. watch 7. read 8. exercise
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B. 1. She is playing soccer. Connect. Soccer School
2. He is reading a book.
A.
3. I am studying French.
4. She is eating a snack.
5. They are watching TV.
C. 1. playing soccer 4
3
2. listening to music
3. watching TV 2 1
4. eating a snack
D. 1. b 2. c 3. d 4. a
B. 1. Yes 2. No 3. No 4. No
Listening
C. 7:00 eating breakfast
A. 1. b 2. c 3. a
10:00 studying
5:00 exercising
B. 1. John is using the computer.
6:00 watching TV
2. Mina is studying math.
3. Adam and James are in the park. They are playing Phonics
soccer.
A. 1. kite 2. bike 3. pie 4. exercise
C. a. Mina
B. long i words: bike, light, dining room, exercise, kite, pie
b. Adam and James
c. John
C. I like to fly my green kite.
Writing

A. 1. What are Akira and Eric doing? They are reading books. Unit 8 My Face and Body
2. What is Alex doing? He is sitting on the chair.
A.
3. What is Brian doing? He is using the computer. eye nose mouth head
B. 1. doing 2. listening 3. you 4. studying

5. are 6. doing 7. exercising
Vocabulary
ear tooth hair face
B. 1. He has purple hair. He has big teeth.

2. She has a green face. She has four eyes.
3. I have big eyes and a small nose.
Speaking
C. 1. No 2. No 3. No 4. Yes
A. 1. living room
5. No 6. Yes 7. Yes 8. No
2. using the computer
3. backyard
D. 1. It has one mouth.
4. reading
2. It has two ears.
3. It has two teeth
B. 1. a 2. a 3. a
4. It has three eyes.
5. It has no nose.
C. 1. kitchen, eating
2. living room, exercising
3. bedroom, using the computer
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Listening Phonics
A. 1. Bobby A. 1. giraffe 2. gate 3. gym
2. It has a green face. 4. gum 5. gem 6. gold
3. Yes, it is. B. 1. gold, gate, gum 2. gems, gym, giraffe
4. No! It has three teeth.
Unit 9 People’s Jobs
B.
A.
two eyes one head
one mouth brown hair
one nose two ears
Writing
A. 1. It has one red nose.
2. It has two blue eyes.
3. It has a green face and body.
4. It has many teeth.
5. It has a big head.
6. It has two green eyes.
7. It has one brown nose.
8. It has no ears.
B. 1. I have two eyes. B. 1. She’s a florist.

2. I have white teeth. 2. He’s a pilot.
3. I have two ears. 3. He’s an actor.
4. I have hair. 4. He’s a businessman.
5. I have one nose. 5. They’re cooks.
6. I have one mouth.
C. 1. I’m a cook.
Vocabulary
2. He’s a farmer.
A. 1. d. legs 2. a. curly 3. c. short 4. b. foot 3. She’s a pilot.
5. h. hand 6. e. straight 7. f. arm 8. g. long 4. They’re doctors.
Does it have long ears? D. 1. a 2. b 3. b 4. a

Yes, it does!
Listening
Speaking
A. 1. a 2. a 3. b
A. 1. No, it doesn’t.
2. Yes, it does. B. 1. police officer
3. Yes, it does. 2. father
4. No, it doesn’t. 3. mother
5. Yes, it does. 4. cook
6. No, it doesn’t. 5. grandparents
6. farmers
B. 1. Yes, she does.
2. No, he doesn’t. C. 1. Father is a police officer.
3. Does she have two arms? 2. Mother is a cook.
4. No, they don’t. 3. Grandparents are farmers.
5. Do they have two legs? 4. Mark is a student.
Connect. Hairy Dogs! Writing
B. 1. c. short hair A. 1. He’s an actor.
2. b. curly hair 2. She’s a florist.
3. a. long, straight hair 3. She’s a cook.
4. He’s a farmer.
C. 1. Yes 2. No 3. Yes 4. No
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B. 1. What does she do?
2. What does he do?
3. What do they do?
4. What do you do?
Vocabulary
A. 1. adffarmbex
2. edehospitale
3. edsofficede
4. edgairported
5. edepolice stationed
6. derestauranted
7. edflower shoped
8. edtheatered
Speaking
A. 1. b 2. d 3. c 4. a
B. 1. Where do they work? They work at a restaurant.

2. Where does he work? He works on a farm.
Connect. Food for You!

A. a
B. 1. No 2. No 3. Yes
Phonics
A. 1. slide
2. speak
3. stairs
4. ski
B. 1. a 2. b 3. b 4. a
C. He can skateboard.
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M_Hang Out 1_(TG).indd 112 2017-05-31 �� 5:59:43

Hang Out TG 1

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Hang Out TG 1

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Table of Contents

Scope and Sequence 2

Workbook Answers 102

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Unit Title Learning Points Vocabulary

Things in a classroom Classroom objects: bookcase, calendar, chair, clock,

Members of a family Family members and relationships: aunt, brother,

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the names of the family members.

1. Hi, my name’s Steven. I’m Dad.

B CD 003 Listen and repeat. 5 min.

C CD 004 Listen again. Point and say. Welcome

black / purple / yellow / red / pink / blue /

• Tell students to look at the numbers in part D at the nineteen

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1. Color the one red.

E Match and say. 5 min.

F CD 006 Listen and circle. 5 min.

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Listen and say.

•  Things for school

Vocabulary Key words 1 lunchbox

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1 I’m going to school. I’m ready to go. I’m ready to go.

8 I’m going to school. I’m ready to go. I’m ready to go.

E Look at the picture and say. 10 min.

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e B Speaking activity 15 min.

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Vocabulary Key words 2 Do

• Hang Out Student Book, Workbook Ext

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Do you have a stapler?

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School Things A 017

Lesson Objectives My name is Wei. I go to

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1. What does Wei use in class?

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Lesson Objectives cute Tuesday boots

• prepare for a writing activity 2 blue

• Hang Out Student Book, Workbook

I Spy I have three pencils I have three pencils .

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Listen and say.

•  Toys and playthings

Vocabulary Key words 1 doll

• Simple present (be) with information questions

• Hang Out Student Book, Workbook

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Warm-up 5 min. What are the things on the birthday list?

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Vocabulary Key words 2

Expansion Structure C Read the story again. Then answer.

• Simple present (be) with information questions a

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D Chant. Turn to page 113.

Things in a classroom Classroom objects: bookcase, calendar, chair, clock,

Members of a family Family members and relationships: aunt, brother,

C CD 004 Listen again. Point and say. Welcome

• Tell students to look at the numbers in part D at the nineteen

E Match and say. 5 min.

• Things for school

E Look at the picture and say. 10 min.

e B Speaking activity 15 min.

• Hang Out Student Book, Workbook Ext

• prepare for a writing activity 2 blue

• Hang Out Student Book, Workbook

• Toys and playthings

• Hang Out Student Book, Workbook

C CD 028 Listen. Then look at the pictures. Ask

• Hang Out Student Book, Workbook It is an old rock

• Check answers as a class.

• Hang Out Student Book, Workbook M_Hang Out 1_(SB) U1-5.indd 31

• CD and A/V equipment or Classroom Digital Materials

• Put students in pairs. “Sit with a partner.” Have them

• Hang Out Student Book, Workbook D 042

• CD and A/V equipment or Classroom Digital Materials Ext

• Tell students to turn to page 114. Play audio track 042.

C CD 041 Listen. Then look at the pictures. Ask

• Hang Out Student Book, Workbook easel desk

• Tell students to get their pencils ready. Read sentence

E CD 047 Listen. Write the sound. Draw a line