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EFL A1.1 Guía Septimo PDF
EFL A1.1 Guía Septimo PDF
A1.1
ECUADOR EDITION
Emmie-clare Leckie
Dr. Ken Beatty
MINISTRO DE EDUCACIÓN
Augusto Espinosa Andrade Copyright © by Houghton Mifflin Harcourt Publishing
Company
Viceministro de Educación
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ISBN 978-0-544-95203-4
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Phonics . . . . . . . . . . . . . . . . . . . . 104
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Phonics . . . . . . . . . . . . . . . . . . . . 124
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Phonics . . . . . . . . . . . . . . . . . . . . 139
Tessa
Emma
Tom Dan
Most of the same photographs and illustrations are used 13. French fries 14. a pizza 15. chicken 16. ice cream
Presentation: the teacher uses the teaching materials No, thanks. Nothing, thanks.
What do you want
to model essential language functions and vocabulary. to drink?
I want …, please.
establish both their understanding and mastery of 048-053_2_LITESB951990_U3b.indd 48-49 4/12/16 2:56 PM
reading skills and revisits the new words. Students also I want some French fries, please. 2
3 d
What do you want to eat?
learn songs and play language games throughout. Some French fries and some
noodles, please.
b
4
5 e
Production: students shift from the receptive skills What do you want to eat? Track
B. Listen and check a or b . 33
Some French fries, some noodles,
and some fish, please. 1 2 3 4
of reading and listening to speaking and writing. What do you want to eat?
a a a a
Students practice these skills in the integrated Some French fries, some noodles,
some fish, and some carrots, please.
b b b b
50 51
52 53
Unit 1
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: What’s your • Students learn how to: • Exchange basic personal preferences with peers in order
favorite class? (pp. 4–9) greet; introduce themselves to express likes and dislikes.
Six 45-minute class periods and others with first and/or • Exchange basic introductions and limited personal
family names; ask and answer information in class using simple present tense in order
• Flash Cards 1–12 questions about favorite/least to get to know their peers.
• Star & Stella puppets favorite classes.
• Understand meanings expressed in short dialogues on
• Audio CD: T1–6 • Global Benchmarks: familiar topics, as well as basic spoken instructions and
• Activity Book: Act. A–D (pp. Students can: recognize and simple questions about self, people, animals or things,
AB4–AB5); Act. A–B (p. AB6); understand basic words and especially when spoken slowly and clearly.
Act. A–C (p. AB7); Act. A–B phrases concerning him/herself,
• Read a short simple text and demonstrate understanding
(p. AB8); Act. A–B (p. AB9). family and school; identify basic
of the gist and some basic details of the content.
• Extras: two sets of “Classes” familiar words and phrases in
a new piece of text; give simple • Identify key information such as events, characters, and
game cards (p. 143) for each objects in stories and other age-appropriate literary
pair of students; dice. answers to basic questions
when given time to reply and texts if there is visual support.
the other person is prepared • Generate and expand ideas by responding in a fun
to help; use simple phrases and and playful manner to oral and written texts in order
sentences to describe where to increase enjoyment of the language through TPR,
he/she lives and people he/she playground games, and songs and chants.
knows; copy words and short • Write simple words, phrases and sentences for controlled
phrases that are being learned practice of language items.
in class.
LESSON 2: Where’s the • Students learn to: recognize • Recognize familiar names, words, and short phrases
gym? (pp. 10–15) the letter combinatidentify about simple everyday topics whether heard in isolation
Six 45-minute class periods different places at school; or within short, simple spoken texts describing people
identify teachers of different and objects.
• Flash Cards 13–27 subjects. • Understand the content in simple short written
• Star & Stella puppets • Global Benchmarks: Students environmental print text types, using artwork, symbols
• Audio CD: T7–12 can: understand simple and layout for support.
• Activity Book: Act. A–D (pp. questions and instructions • Demonstrate basic reading comprehension skills by
AB10–AB11); Act. A–B (p. when teachers and other identifying the meaning of individual words, phrases,
AB12); Act. A–C (p. AB13); pupils; speak very slowly and sentences, including simple written instructions.
Act. A–B (p. AB14); Act. A–B and clearly; recognize and
• Collaborate in a friendly manner by sharing classroom
(p. AB15) understand basic signs and
materials and personal objects while participating in
• Extras: three boxes, simple notices in the school;
games and activities in class and on the playground.
numbered 1, 2, and 3; simple ask for directions to another
place nearby in the school; • Understand most of the details of the content of a short
drawing of a school and a simple text.
teacher; two sets of “Places use very limited number of
at school (1) and (2)” game grammatical structures; write • Write simple words, phrases and sentences with correct
cards (pp. 144, 145) for each some labels, words, and short use of standard writing mechanics.
pair of students (p. 145); dice. phrases independently. • Clap, move, chant or sing along with short authentic
English language rhymes or songs, approximating English
rhythm and intonation once familiar with the text.
PHONICS: bl, br; cl, cr; fl, fr; • Students learn to: recognize • Imitate individual English language sounds, especially
dr, tr (pp. 16–23) the letter combinations “bl,” those phonemes which do not exist in the student’s own
Six 45-minute class periods “br; ” “cl,” “cr; ” “fl,” “fr;” “dr,” L1, both in isolation and within key vocabulary items.
“tr” and their pronunciations. • Know how to spell simple English words correctly,
• Letter Cards
• Global Benchmarks: Students demonstrating awareness of sound-letter relationships.
• Phonics Game Cards can: recognize names of letters • Read a short, simple text and demonstrate understanding
of the alphabet and their of the gist and some basic details of the content.
sounds.
Unit 2
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: What do you do • Students learn how to: ask • Express curiosity about the world and other cultures by
in the library? (pp. 24–29) about and explain preferences; asking simple WH- questions in class after reading and/
Six 45-minute class periods ask about what you do in or participating in presentations or other group work.
a place. • Exchange basic personal preferences with peers in order
• Flash Cards 28–39
• Global Benchmarks: Students to express likes and dislikes.
• Star & Stella puppets can: recognize and understand • Recognize when to speak and when to listen while
• Audio CD: T13–18 basic words and phrases working in pairs or small groups in class by following
• Activity Book: Act. A–D concerning him/herself, family, classroom instructions.
(pp. AB16–AB17); Act. A–B and school; recognize and
• Communicate to peers and teacher when something is
(p. AB18); Act. A–C (p. understand basic words on a
not understood in class through the use of simple basic
AB19); Act. A–B (p. AB20); simple poster in the classroom;
questions.
Act. A–B (p. AB21). give simple answers to basic
questions when given time to • Exchange specific information with another person,
• Extras: one set of these provided they talk slowly and clearly and are prepared
game cards for each pair of reply and the other person
is prepared to help; use very to help.
students: “Places at school
(2)” (p. 145)–excluding limited number of grammatical • Show the ability to use a simple learning resource.
classroom and computer structures; copy words and • Write simple sentences on familiar topics to
room–and “Teachers” short phrases that are being communicate basic ideas.
(p. 146); two sets “Library” learned in class. • Express emotions and feelings using basic adjectives and
game cards (p. 147) for each related images through written work on the school or
pair of students; dice. class bulletin board.
PHONICS: gl, gr; pl, pr; sc, sk; • Students learn to: recognize • Imitate individual English language sounds, especially
sl, sp (pp. 34–41) the letter combinations “gl,” those phonemes which do not exist in the student’s own
Six 45-minute class periods “gr,” “pl,” “pr;” “sc,” “sk,” “sl,” L1, both in isolation and within key vocabulary items.
“sp,” and their pronunciations. • Know how to spell simple English words correctly,
• Letter Cards
• Global Benchmarks: Students demonstrating awareness of sound-letter relationships.
• Phonics Game Cards can: recognize names of letters • Write simple words, phrases, and sentences with correct
of the alphabet and their use of standard writing mechanics.
sounds.
Unit 3
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Let’s Paint • Students learn how to: talk • Ask and answer basic personal information questions,
(pp. 42–47) about colors, shapes, and as well as simple questions about other people, animals,
Six 45-minute class periods patterns; describe what you and possessions, provided the interaction is slow and
see; ask what is done/tell what clear.
• Flash Cards 47–57 one does. • Exchange specific information with another person,
• Star & Stella puppets • Global Benchmarks: Students provided they talk slowly and clearly and are prepared
• Audio CD: T23–28 can: understand simple to help.
• Activity Book: Act. A–D questions and instructions • Read and understand the main ideas in a short simple
(pp. AB24–AB25); Act. A–B when teachers and other text on a cross-curricular topic.
(p. AB26); Act. A–C (p. pupils speak very slowly and
• Enjoy extensive listening in English.
AB27); Act. A–B (p. AB28); clearly; identify basic familiar
Act. A–B (p. AB29). words and phrases in a new • Understand and use basic greetings, leave-taking
piece of text; make basic expressions, and other simple everyday phrases to
• Extras: Starship flash cards facilitate interpersonal interaction, to introduce others,
78 to 87 from Student Book requests in the classroom
or playground and respond and to name things.
Level Pre A1.2; a soft ball
for every six students; one appropriately to the basic • Understand the content of a simple graphic organizer.
set of “Art class activities” requests of others; use very • Write simple sentences on familiar topics to
game cards for each pair of limited number of grammatical communicate basic ideas.
students (p. 148); two sets structures; write some • Express emotions and feelings using basic adjectives and
of “Art class objects” game words and short phrases related images through written work on the school or
cards so there is a card for independently. class bulletin board.
each student (p. 149); dice. • Use audio, video, and pictures to respond to a variety of
literary texts through online or in-class ICT activities.
LESSON 2: What do you • Students learn how to: talk • Express curiosity about the world and other cultures by
want to eat? (pp. 48–53) about lunch preferences; order asking simple WH- questions in class after reading and/
Six 45-minute class periods food and drink. or participating in presentations or other group work.
• Flash Cards 58–73 • Global Benchmarks: Students • Understand and use common expressions of politeness
can: recognize and understand in class while working in pairs or groups on projects.
• Star & Stella puppets basic words and phrases • Identify items of specific information within simple
• Audio CD: T29–34 concerning him/herself, family, messages or from short and simple descriptions about
• Activity Book: Act. A–D (pp. and school; recognize and familiar contexts, especially if visual support is provided.
AB30–AB31); Act. A–B (p. understand basic signs and
• Understand the content in simple short written
AB32); Act. A–C (p. AB33); simple notices in the school;
environmental print text types, using artwork, symbols
Act. A–B (p. AB34); Act. A–B greet, say please and thank
and layout for support.
(p. AB35). you; use very limited number
of grammatical structures; • Understand the content of a simple graphic organizer.
• Extras: Starship flash cards
47 to 60 from Student Book copy short sentences. • Read a variety of simple text-types and graphic
Pre A1.2; a soft ball for organizers used to present cross-curricular information.
every six students; a set of • Write a short simple paragraph to convey some simple
“Food (1)” game cards for facts about people, animals, places, things, yourself or
each pair (p. 150); two sets others, with the support of a model text.
of “Food (1) and (2)” game • Generate and expand ideas by responding in a fun
cards so that there is a card and playful manner to oral and written texts in order
for each student (see pp. 150 to increase enjoyment of the language through TPR,
and 151); dice. playground games, and songs and chants.
PHONICS: sm, sn; st; sw, tw; • Students learn to: recognize • Imitate individual English language sounds, especially
scr, str (pp. 54–61) the letter combinations those phonemes which do not exist in the student’s own
Six 45-minute class periods “sm,” “sm” “sn;” “st;” “sw,” L1, both in isolation and within key vocabulary items.
“tw;” “scr,” “str,” and their • Know how to spell simple English words correctly,
• Letter Cards pronunciations. demonstrating awareness of sound-letter relationships.
• Phonics Game Cards • Global Benchmarks: Students • Write simple words, phrases, and sentences for
can: recognize names of controlled practice of language items.
letters of the alphabet and
their sounds.
Unit 4
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Can you play the • Students learn how to: identify • Communicate to peers and teacher when something is
piano? (pp. 62–67) musical instruments; ask about not understood in class through the use of simple basic
Six 45-minute class periods and expressing ability; ask questions.
about preferences; ask about • Recognize when to speak and when to listen while
• Flash Cards Flash Cards what is done/saying what
74–85 working in pairs or small groups in class by following
one does. classroom instructions.
• Star & Stella puppets • Global Benchmarks: Students • Infer who is speaking and what the situation is
• Audio CD: T35–40 can: recognize and understand when listening to short simple texts, especially when
• Activity Book: Act. A–D basic words and phrases accompanied by pictures or other visual aids, or sound
(pp. AB36–AB37); Act. A–B concerning him/herself, family, effects.
(p. AB38); Act. A–C (p. and school; identify basic
• Clap, move, chant or sing along with short authentic
AB39); Act. A–B (p. AB40); familiar words and phrases in
English language rhymes or songs, approximating English
Act. A–B (p. AB41). a new piece of text; give simple
rhythm and intonation once familiar with the text.
• Extras: Warm-up activity answers to basic questions
when given time to reply and • Understand and use basic greetings, leave-taking
flash cards 36, 37, 47, 50; a expressions, and other simple everyday phrases to
picture of a music class; one the other person is prepared to
help; use very limited number facilitate interpersonal interaction, to introduce others,
set of “Musical instruments” and to name things.
game cards (p. 152) for each of grammatical structures;
pair of students; two sets of copy labels on a picture. • Demonstrate basic reading comprehension skills by
“Musical instruments” game identifying the meaning of individual words, phrases, and
cards (p. 152) so there is a sentences, including simple written instructions.
card for each student; dice. • Understand the content in simple short written
environmental print text types, using artwork, symbols
and layout for support.
• Identify the meaning of specific content-based words and
phrases, with the aid of visual support.
• Write simple sentences on familiar topics to
communicate basic ideas.
• Listen to and read short narratives and/or other oral
and written literary texts in class in order to stimulate
imagination, curiosity, and a love for literature.
• Use creative thinking skills to learn how to share and
respect all ideas through brainstorming activities and pair
work in class.
PHONICS: spl, spr, squ; ct, ft; • Students learn to: recognize • Imitate individual English language sounds, especially
nd, nt; nk, mp (pp. 72–79) the letter combinations “spl,” those phonemes which do not exist in the student’s own
Six 45-minute class periods “spr,” “squ,” “ct,” “ft,” “nd,” L1, both in isolation and within key vocabulary items.
“nt,” “nk,” “mp,” and their • Know how to spell simple English words correctly,
• Letter Cards pronunciations. demonstrating awareness of sound-letter relationships.
• Phonics Game Cards • Global Benchmarks: Students • Write simple words, phrases, and sentences for standard
can: recognize names of letters writing mechanics.
of the alphabet and their
sounds.
10
Unit 5
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: I like to jump! • Students learn how to: talk • Collaborate in a friendly manner by sharing classroom
(pp. 80–85) about what people like to do in materials and personal objects while participating in
Six 45-minute class periods a playground. games and activities in class and on the playground.
• Flash Cards Cards 99–110 • Global Benchmarks: Students • Exchange basic personal preferences with peers in order
can: recognize and understand to express likes and dislikes.
• Star & Stella puppets basic words and phrases • Enjoy extensive listening in English.
• Audio CD: T46–51 concerning him/herself, family,
• Be comfortable taking meaning from spoken texts
• Activity Book: Act. A–D (pp. and school; identify basic
containing words or sections which are not understood.
AB44–AB45); Act. A–B (p. familiar words and phrases in
Be aware that understanding spoken texts does not
AB46); Act. A–C (p. AB47); a new piece of text; give simple
require decoding every single word.
Act. A–B (p. AB48); Act. A–B answers to basic questions
(p. AB49). when given time to reply and • Read a short simple text and demonstrate understanding
the other person is prepared to of the gist and some basic details of the content.
• Extras: Warm-up activity
flash cards 28, 30, 33, 35, help; use very limited number • Write a short simple paragraph to describe yourself or other
61, 63, 67, 69, 76, 78, 81, of grammatical structures; people, animals, places and things, with limited support.
85; picture of a playground; copy words and short phrases • Complete a basic survey or a questionnaire by providing
a set “Playground” game that are being learned in class. personal details.
cards (p. 153) for each pair • Express emotions and feelings using basic adjectives and
of students; two sets of related images through written work on the school or
“Playground” game cards class bulletin board.
(p. 153) so that there is a • Use creative thinking skills to learn how to share and
card for each student; dice. respect all ideas through brainstorming activities and pair
work in class.
LESSON 2: I hurt my nose. • Students learn how to: • Understand meanings expressed in short dialogues on
(pp. 86–91) identify parts of the body, ask familiar topics, as well as basic spoken instructions and
Six 45-minute class periods about and state simple health simple questions about self, people, animals or things,
problems. especially when spoken slowly and clearly.
• Flash Cards 111–135
• Global Benchmarks: Students • Ask and answer basic personal information questions, as
• Star & Stella puppets can: recognize and understand well as simple questions about other people, animals, and
• Audio CD: T52–57 basic words and phrases possessions, provided the interaction is slow and clear.
• Activity Book: Act. A–D (pp. concerning him/herself, family, • Understand the content of a simple graphic organizer.
AB50–AB51); Act. A–B (p. and school; recognize and
• Show understanding of some basic details in short
AB52); Act. A–C (p. AB53); understand basic words on
simple cross-curricular texts by matching, labeling, and
Act. A–B (p. AB54); Act. A–B labels in the classroom; convey
answering simple questions.
(p. AB55). immediate needs; use very
limited number of grammatical • Read a variety of simple text-types and graphic
• Extras: a timer; hat with organizers used to present cross-curricular information.
cards: “Places at school,” structures; write some labels
“Library items,” “Art class independently. • Make a simple learning resource, in order to record and
items,” “Cafeteria food,” practice new words.
“Musical instruments,” • Write a variety of short simple text-types, commonly
“Playground equipment”; one used in print and online, with appropriate language and
set of “Body parts” game layout.
cards (p. 154) for each pair; • Express emotions and feelings using basic adjectives and
two sets of “Body parts” related images through written work on the school or
game cards (p. 154) so there class bulletin board.
is a card for each student.
PHONICS: ang, ing, ong, • Students learn to: recognize • Imitate individual English language sounds, especially
ung; ld, lf, lk, lm, lp, lt; le, el the letter combinations “ang,” those phonemes which do not exist in the student’s own
(pp. 92–97) “ing,” “ong,” “ung,” “ld,” “lf,” L1, both in isolation and within key vocabulary items.
“lk,” “lm,” “lt,” “le,” “el,” and • Know how to spell simple English words correctly,
Six 45-minute class periods
their pronunciations. demonstrating awareness of sound-letter relationships.
• Letter Cards
• Global Benchmarks: Students • Write simple words, phrases, and sentences for
• Phonics Game Cards can: recognize names of letters controlled practice of language items.
of the alphabet and their
sounds.
11
Unit 6
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Let’s clean up! • Students learn how to: talk • Recognize ways to relate responsibly to one’s
(pp. 98–103) about things in the classroom surroundings at home and at school by exhibiting
Six 45-minute class periods and what you do with them. responsible behaviors towards the environment.
• Flash Cards 136–150 • Global Benchmarks: Students • Understand and use common expressions of politeness in
can: understand simple class while working in pairs or groups on projects.
• Star & Stella puppets questions and instructions • Collaborate in a friendly manner by sharing classroom
• Audio CD: T58–63 when teachers and other pupils materials and personal objects while participating in
• Activity Book: Act. A–D (pp. speak very slowly and clearly; games and activities in class and on the playground.
AB56–AB57); Act. A–B (p. identify basic familiar words
• Understand meanings expressed in short dialogues on
AB58); Act. A–C (p. AB59); and phrases in a new piece
familiar topics, as well as basic spoken instructions and
Act. A–B (p. AB60); Act. A–B of text; respond nonverbally
simple questions about self, people, animals or things,
(p. AB61). to basic directions to a place
especially when spoken slowly and clearly.
• Extras: a soft ball; a set of nearby in the school when
the other person supplements • Identify items of specific information within simple
seven “Classroom items” messages or from short and simple descriptions about
game cards (p. 155)—pencils, with signs or gestures; use
simple phrases and sentences familiar contexts, especially if visual support is provided.
erasers, desks, whiteboard,
computers, fans, chairs— to describe where he/she lives • Clap, move, chant or sing along with short authentic
for each pair; two sets of and people he/she knows; write English language rhymes or songs, approximating English
“Classroom items” game some words and short phrases rhythm and intonation once familiar with the text.
cards (p. 155) so there is a independently. • Demonstrate basic reading comprehension skills by
card for each student; dice. identifying the meaning of individual words, phrases, and
sentences, including simple written instructions.
• Recognize the differences between where people live
among the regions of the country in order to appreciate
their own environment.
• Understand the content in simple short written
environmental print text types, using artwork, symbols
and layout for support.
• Write a short simple paragraph to convey some simple
facts about people, animals, places, things, yourself or
others, with the support of a model text.
• Apply ICT and/or other resources to communicate
simple thoughts in small groups.
PHONICS: ll, rr, tt; kn, wr, • Students learn to: recognize • Imitate individual English language sounds, especially
mb; cc, ck, soft c, soft g the letter combinations “ll,” those phonemes which do not exist in the student’s own
(pp. 108–115) “rr,” “tt,” “kn,” “wr,” “mb,” L1, both in isolation and within key vocabulary items.
“cc,” “ck,” the letters for • Know how to spell simple English words correctly,
Six 45-minute class periods
soft “c,” soft “g,” and their demonstrating awareness of sound-letter relationships.
• Letter Cards pronunciations.
• Write simple words, phrases, and sentences for standard
• Phonics Game Cards • Global Benchmarks: Students writing mechanics.
can: recognize names of letters
of the alphabet and their
sounds.
12
Concluding an activity
The way an activity is concluded can help to maximize
learning. Depending on the activity, you may need to
check answers as a whole class, or to choose students to
write answers on the board, or ask pairs of students to
perform in front of the class. There may also be extension
tasks or references to an Activity Book exercise. At this
stage, it is a good idea to assess students’ progress.
15
Warm-up activity
No, I don’t.
climb, run, jump, boat, playground,
tunnel, house, play
I like to run!
I like to jump!
80
familiar language, often from the previous lesson. Look, listen, and talk CT00, CT00
Lesson preparations 1. Books closed. Talk to your students about playgrounds
Make these activities fun and minimize corrections. Starship flash cards 99 to 110: house, jungle gym,
and show a picture. Introduce the phrase playground
equipment. Model it, then write it on the board.
tunnel, swings, rope, slide, net, boat, climb, play, run, jump
You can use Star and Stella to help prepare students Star and Stella hand puppets (see page 7)
• Preview some of the language from the opening scene
on page 48. Talk about three playground items: one
Audio CD Tracks: 46 and 47 you play on, one you play in, and one you climb. As
for these activities. Activity Book: Activities A and B on page 44; you talk about each item, show the flash card with the
word covered. Encourage students to repeat each word
C and D on page 45
with you several times. Show the word, model it one
Extras: Warm-up activity flash cards 28, 30, 33, 35, more time, and leave the card on display.
61, 63, 67, 69, 76, 78, 81, 85; picture of a playground
• Before opening books, say, “Let’s see what our other
Warm-up activity CT00, CT00 Starship English friends do in the playground.”
1. Play a memory game. Divide the class into 2. Books open. Ask students to look at the opening scene
pairs and have one student in each pair write on page 48.
the numbers 1 to 12 down the length of a piece • Point to each character and ask, “Who’s this?” (Star,
of paper. Display the flash cards. Emma, Tessa, Tom)
2. Give students one to two minutes to memorise • Ask, “Who’s asking the questions? (Star) “How many
the words. Hide the cards and have the pairs questions does he ask?” (two) Say, “Look at the
write down as many words as they can. answers to the second question. What do they start
3. The winners are the pair who recalls the most with?” (Yes or No)
words. Ask them to read out their list. Complete
3. Track Play CD Track 46, frame by frame. Ask
the list as necessary. Establish the three word
groups: books, food, and musical instruments. 46 students to point to each speech bubble on
page 48 as each part is spoken. Have students
show you how to run and jump.
108 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
16
Talk.
4. Ask pairs to take turns asking and answering the question.
Answers must be full yes or no answers. Tell students to
Make sure students realize that they can refer to the
Do you like to …?
Yes, I do.
I like to …. 5.
use as many different playground words as they can.
Listen carefully to students’ pronunciation. Check that
numbered words at the top of the page when making
word choices. You could provide further support by
they are using prepositions correctly.
6. Ask two or three pairs to perform for the class.
No, I don’t.
I like to ….
7. Activity Book. Ask students to complete activity C on
page 45. Check students’ answers. Ask pairs of students reproducing the Grammar tables (see the Grammar
to take turns speaking the two parts.
81
pages within each unit in this book) for display.
080-085_2_LITESB951990_U5a.indd 81 4/8/16 8:31 AM
5.
repeat each part with you.
Divide the class into two groups. Ask group 1 to read
spoken in a list and those spoken in a sentence.
1. Write a list of words down the board: like, play, to,
Starship characters pictured in the modeled dialog. The
aim of this is to signal the start of a familiar activity, but
Star’s part and group 2 to read the other parts. Then ask I. Ask students to say the words aloud together.
the groups to swap parts and repeat. As a list, each word will be read with even stress.
2. Say, “Make a sentence from the words.” (I like
6. Divide the class into pairs. Ask each pair of students to
take turns speaking the parts of Star and the parts of the to play.) Write the sentence on the board. Read
it but stress each word equally. Ask, “Does that
students might find the questions obvious and perhaps
others. Correct any pronunciation errors.
7. Books closed. Say, “Let’s learn some more playground
words.” Introduce the equipment words on page 49,
3.
sound like a sentence?” (No.)
Divide the class into pairs. Have them practice
dull. You can make this routine fun by using one of the
saying the sentence so that it sounds like
excluding those already introduced. Follow the same
process as before, using the flash cards. Introduce the
a sentence. Visit each pair and help them
recognise that the word to is not stressed.
hand puppets. For example, ask the question of Stella, and
words in groups according to the prepositions they use.
Next say, “Let’s practice words for things we can do in
the playground.” Practice the four verbs on page 49.
4. Tell students to ask different classmates, “What
do you like to do?” Students can answer with
have her look to your students for help with the answer.
play, climb, jump, or run.
8. Say, “Let’s practice our playground words
As students practice the dialog in pairs, listen carefully
Track
again. This time, close your eyes and listen
47 carefully to the voice on the CD.” Play CD
Track 47. Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of to their pronunciation. Stella could act as your listening
students into groups of four. Each student takes a part Extra activity CT00, CT00
and they practice performing the scene. Students swap
roles until they have had a turn speaking each part.
1. Activity Book. Ask students to complete
activity D on page 45.
assistant; reinforce your positive comments by nodding
10. Activity Book. Ask students to complete activities A
and B on page 44. her head.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 109
Phonics activity
108-115_2_LITETB952034_U5a.indd 109 4/13/16 10:09 AM
17
Lesson preparations 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
Warm-up activity
Starship flash cards 99 to 110: house, jungle gym, as the audience. Play the CD as necessary.
tunnel, swings, rope, slide, net, boat, climb, play, run, jump
Star and Stella hand puppets (see page 7)
Audio CD Tracks: 48, 49, 50, and 51
This activity revises vocabulary and sentence Activity Book: Activities A and B on page 46; A, B,
and C on page 47 (AB CD Tracks 19, 20, and 21)
Extras: a set of three “Playground” game cards—
structures introduced in the previous lesson. You can swings, boat, jungle gym—for each pair (see page 109)
use Star and Stella to engage students, by asking the Warm-up activity
1. Have students conduct an oral survey to find out
puppets a question about the previous lesson. Move what their classmates like to do in the playground.
Walk up to a student and tell them to ask you
the question, “What do you like to do in the
them to show shyness at being asked a question playground?” Answer, “I like to climb the net.”
2. Ask students to move around the classroom asking
and embarrassment at not knowing the answer. and answering questions about what they like to
do in the playground with different classmates.
Acknowledge their reaction with your students. 3. Ask two or three students to each tell what a
classmate likes to do in the playground.
encouraged!
Sing
The Sing section starts with a vocabulary review.
Star and Stella can be used to help provide positive
feedback. You can make Stella react positively
through nodding her head and clapping her hands.
This activity requires students to use sets of game
cards in the second and third listenings of the
song. Produce these ahead of time (see “Lesson
preparations”). To reduce the time you spend
preparing these, you could hand over the cutting-up
task to your students as part of the vocabulary review
at the start of the lesson. Students would get further
opportunity to re-engage with the lesson’s vocabulary
before listening to the song.
To encourage enthusiastic singing, particularly
towards the end, you could tell your students that Star
and Stella love to hear them sing, so they should give
their best performance.
18
b
2
3
d
play on the swings.) “What picture do you choose?” (a)
“What do you draw between 1 and a?” (a line)
through the speaking practice detailed in steps 3 and 4.
4
5 2. Check that students know what to do. Play CD Track
e
49. Pause for students to match the pictures with the
Track numbered boxes. Check students’ answers.
B. Listen and check a or b . 50
1 2 3 4 3. Divide the class into pairs. Have students refer to
a a a a their completed task and take turns asking and
answering the question, “What do you like to do in the
playground?” (For example: I like to play on the swings.)
b ✓ b ✓ b ✓ b ✓ 4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page 47 (AB CD Track 19).
Track
50 Audio Script
83 Narrator: One
Man: Do you like to play on the slide?
080-085_2_LITESB951990_U5a.indd 83 4/8/16 8:31 AM
Girl: Yes, I do.
Narrator: Two
Man: Do you like to play in the tunnel?
A. Listen and choose Boy: Yes, I do.
Listen
In the three Listen activities, use Star to help you
check that your students know what to do. Try these
two techniques:
1. Say, “Star doesn’t know what to do. Can you
tell him?”
2. Address questions to Star and have him turn to
your students for answers.
19
Extra activities
Extra activities
83
1. Ask students to write three statements about
what they like to do in the playground.
080-085_2_LITESB951990_U5a.indd 83 4/8/16 8:31 AM
2. Ask students to quietly review spelling aloud
Depending on the time you have available at words for playground equipment and activities.
This will prepare them for the warm-up activity
C. Listen and say in the next lesson.
the end of the lesson, students can write the three Track
Audio Script
51
(sometimes two) statements and review spelling for
Narrator: One
the next lesson’s warm-up activity, or this can be Woman: What do you like to do in the playground?
Boy: I like to climb the net.
Narrator: Three
Girl: I like to play in the house.
112
20
6
2. Check that students know what to do. Point to rope they can see in the pictures. You could use Stella to
1 4 and say the word. Ask, “Can you see a picture of a
rope?” (Yes.) “What is the number of the picture?”
(6) Ask them what to do next. (Write 6 in the box next engage students. Use the technique whereby you ask
to the word rope.)
6 rope 1 house 4 slide 3. Ask students to complete the exercise alone. Check the puppet questions, and then have her turn to the
2 tunnel 3 net 5 swings students’ answers by calling out each number and
Warm-up activity
Every third class period starts with a game of “Spell How to play “Spell it!”
it!” Two teams play and points are scored by correctly
spelling aloud vocabulary words from the unit. Keep • The first players in each team stand. The player from
it fun and energetic—it is a warm-up activity, not a team A is asked to spell a word.
test. You could give bonus points to students who are
• If the word is correctly spelled, a point is earned. If
trying really hard, having lots of fun, or being a good
the word is incorrectly spelled, then the first player
team players.
from team B has a chance to spell the word correctly
and win the point. If neither player spells the word
correctly, no point is allocated.
21
Organizing groups
5. To end the unit, use the flash cards to review the unit
vocabulary.
Organizing groups
1. Use pairs of “Playground” game cards to review
the unit language and regroup students for the Extra activity
In most units, this activity involves working with end-of-unit game. See “Organizing groups” on
page 14.
1. Play a written spelling game (see “How to play
Write it!” on page 14) using the vocabulary on
the game cards as a paired pack. You will need to 2. Hand out one game card to each student.
Check that students know what to do by asking
page 49 of the Student Book.
small, make selections from the cards based on the according to their matching cards. To do this,
ask each pair, “What do you two like to do in
the playground?” Encourage them to answer
needs of your students. together, starting with, “We like to ….”
22
Culture notes
Answers students identify the play equipment introduced
in this unit and find out if they know the words
I like to play on the swings. for any other equipment. They may know
sandpit, seesaw, and monkey bars. Ask students
the jungle gym.
to draw their favorite playground (real or
in
the slide.
the house.
3.
imagined) and to label the equipment.
If you are able to take the students outside,
Starship English supports an integrated approach to
the tunnel.
the boat.
teach them a traditional jump rope game such
as “Apple, peaches, pears, and plums. Tell me language and culture learning. The four American
to climb — the rope. when your birthday comes!” Students take turns
the net.
skipping. The rhyme continues with a recital of
the months of the year. Skippers jump out as
characters—Dan, Emma, Tessa, and Tom—present
their birth month is called.
Yes, I do.
a way of life and a world of values, attitudes, and
No, don’t.
beliefs for students to explore and compare with their
115
own culture. The notes in this section highlight and
explain selected cultural content from each unit.
There are also practical suggestions for how you
M 108-115_2_LITETB952034_U5a.indd 115 4/13/16 10:09 AM
23
Level Overview
Starship English Level A1.1 covers consonant The Reviews monitor students’ grasp of
clusters. Consonant clusters (or blends) the content. They provide students with
are two or three consonants combined. exercises for them to apply what they have
Consonant clusters present a pronunciation learned and to help them memorize the
challenge for students. Pronunciation is content and concepts. There are practice
best learned at an early age so students exercises and a reading passage and
can get a lot of practice, especially in comprehension exercise. Students gain a
forming sounds that might not appear sense of achievement from being able to
in their mother tongue. The goal of this read, understand, and enjoy the story.
level is to give students adequate practice
in recognizing and producing the sounds
made by consonant clusters.
Phonics
A. Look, listen,
and say.
Unit
1
bl br
P-CD
This exercise presents two anchor A. Look, listen, and say.
Track
1
words for each consonant cluster. The
four anchor words should be read
aloud by the students and the teacher.
1. block 2. blanket
3. brain 4. brush
P-CD
Track
B. Listen and fill in the missing letters. 2
B. Listen and fill in
the missing letters. 1. ____ ____ue 2. ____ ____ead
Audio Support
The corresponding audio track is
indicated by the P-CD icon, which
shows the track number on the
P-CD for ease of use.
D. Look at the
pictures and
P-CD
Phonics Review
A. Listen and write
the number.
P-CD
This exercise gives students a Track
A. Listen and write the number. 91
summary of the words they have
learned in the preceding units, puzzle king belt elk
providing practice in integrating their
hanger wolf elm lungs
listening and reading skills. Another
important reading skill that is tunnel help field strong
introduced here is that of skimming.
Skimming requires students to look B. Write el, le, lt, lp, ld, lf, lk, or lm
through a set of words looking for and read the words.
clues to help them find the word they
1. mi____ ____ 2. fi____ ____ 3. myse____ ____
are looking for.
4. me____ ____ 5. jew____ ____ 6. eag____ ____
7. ke____ ____ 8. co____ ____ 9. kenn____ ____
B. Write el, le, lt, P-CD
C. Listen and write the words.
lp, ld, lf, lk, or
Track
92
lm and read the 1.
words. 2.
P-CD
D. Read the story.
Track
D. Read the story. 93 This exercise is the culmination of
A Jewel for the King the decoding skills the students have
A young man sees a jewel in a field. been acquiring and practicing in the
He uses it to make a ring for the king. regular lessons. Being able to read and
He goes a long way to give it to the king. understand the story is one of the
He rides a camel on Sunday. key objectives in learning phonics.
He rides a wolf on Monday. In the story, students will encounter
Then he rides an eagle on Tuesday. the vocabulary from the preceding
At last, he gives the ring to the king units in context. Students thus progress
on Wednesday. The king is happy from single words, to sentences, to text
and he sings a song. passages, and finally to meaning in the
form of a story.
3. Hold up the Letter Cards for “br” and have the students
say a word that starts with that blend. Repeat for the 5. ____ ____ow 6. ____ ____ock
blend “bl”. 18
cr eek
1. Hold up the Letter Cards for “cl”,
cover the letter “l” and say,
Teacher: This letter can say /c/.
ocodile
Students: /c/
2. Now, cover the letter “c” and say,
Teacher: This letter can say /l/. Point to the letters “ap” and say,
Students: /l/ Teacher: How do you say this?
3. With the cards held up, say, Students: /ap/
Teacher: Now, let’s try putting these two sounds Point to the consonant cluster and then the end of the word
together. /c/ /l/ /c/ /l/ “cl” and say,
Students: /c/ /l/ /c/ /l/ “cl” Teacher: Can you put the two parts together in one
4. When you are confident that the students can produce word?
the phoneme, write the letters “cl” on the board. Students: clap
4. It’s a big
P-CD
.
Practice
Track
E. Listen and chant. 8
In the Creek B. Listen and fill in the missing letters. CT2, CT3, CT4
Clap, clap, clap.
Clam is in the creek. 1. Explain to students that they will listen to the P-CD
Crocodile comes to eat him. and fill in missing letters.
Creep, creep, creep.
19 2. Play the P-CD Track 6. Have students point to the pictures
as they hear each word.
016-023_2_LITESB951990_PBU1.indd 19 4/14/16 3:30 PM
3. Play Track 6 again. Have students fill in the missing letters
7. Repeat this process for class, creek, and crocodile. as they hear the words.
8. Write each word in full on the board (as shown in the 4. Play Track 6 a third time. Have students repeat the words
picture below) and ask students to read the words aloud after the P-CD.
5. Now have the students read the words silently to
themselves, and ask for your help if they have any
difficulties.
cl ap clap
ass class 6. Ask individual students to read the words by saying,
Teacher: How do you say number 3 in English?
Student: clam
7. Call out the numbers in random order and have the
Variation
While the students are completing the crossword, walk
around the class and ask individual students to identify
one of the crossword pictures in exercise A or B and read
the word. This will give you a good indication of whether
the students are acquiring the decoding skills they have
been taught.
1. Hangman
u y
You will need a whiteboard and markers.
1. Choose a word from a previously studied phonics
lesson and draw a dash for each letter on the
h
whiteboard.
2. Tell the students that they have to guess letters. If the
letter is in the word, you will fill in the dash but if it
isn’t, you will add a line to the gallows. The students
must guess all the letters for the word before you finish
drawing the gallows. 3. Word Hunt
3. Have the students call out letters. Fill in the dash with
You will need a set of Word Hunt Cards (page 210) in a
a correct letter or write an incorrect letter on the board,
container. Students can have their copy of Starship English
and draw one line of the gallows (as per the numbers
Student Book on their desks.
in the example below).
1. Divide the class into two teams. Write Team 1 and
4. Continue this process until the students determine the
Team 2 on the board to record their points.
word or until you have completed the drawing of the
gallows and the hanging stick man. 2. Ask a student from Team 1 to come to the front of
the class and choose a card from the container. The
student reads the consonant cluster (NOT the word)
3 aloud to the class.
jf
3. Team 2 has to try to guess the word on the card. If the
4 first guess is correct, the team gets 4 points; 3 points
for a correct second guess, 2 points for a correct third
a
guess, or 1 point for a correct fourth guess. (You can
2 allow students to use their Phonics Books if you think
6 it necessary.)
4. If Team 2 has not guessed the word within four
guesses, their turn ends without gaining any points.
1 5. A student from Team 2 now takes a turn to come to
the front of the class, choose a Word Hunt Card, and
b l o s s om
read the consonant cluster (NOT the word) to Team 1.
6. The team with the most points at the end of the game
is the winner.
2. Sound
You will need a whiteboard and markers.
1. Divide the class into two teams.
2. Write a word on the board, for example, blanket. Ask
a student from Team 1 to say the word and identify
the letters that make the consonant cluster in the
word. (bl)
3. If the student does not answer correctly, ask a student
from Team 2 to answer. A point is awarded to the
team that answers both parts correctly.
4. Continue the game, alternating the teams, using
words that represent each of the consonant clusters in
the units already studied.
5 6
1
2 3
34
36 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 37
Lesson preparations
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 3, 4, 5, 6
Activity Book: Activities A, B on page AB6; A, B, C
on page AB7 (CD Tracks 65, 66, and 67)
Extras: one set of “Classes” game cards—art,
computers, English, math, music, P.E., science—for each
pair of students (see page 143)
38
Listen
Track
1. Books open. Ask students to look at the pictures and
A. Listen and choose. 4 c identify the classes they see. Say, “Let’s listen to students
a 1 name their favorite and least classes and choose the
b 2 pictures that match.” Play One on CD Track 4. Use the
3 worked example to model the activity.
d e
4 2. Check that students know what to do. Play CD Track 4.
5 Pause for students to match the numbered boxes with
the pictures. Check students’ answers.
Track
B. Listen and check a or b . 5 3. Divide the class into pairs. Tell students to take turns to
1 2 3 4 ask, “What’s your favorite class?”, and to answer using
a a ✓ a ✓ a
the pictures as prompts.
He’s our He’s our
What’s your name?
librarian. math teacher. She’s Emma Bird. 4. Ask five pairs to each perform one question and answer.
1
6
2 3
B. Listen and check a or b CT1, CT2
Track
5 Audio Script
Narrator: One
7 Girl: What’s her name?
Narrator: Three
A. Listen and choose CT1, CT2 Girl: He’s our math teacher.
Narrator: One
Man: What’s your favorite class?
1. Books open. Ask students to look at the four pairs of
Boy: Science.
speech bubbles and to identify the differences in each.
Narrator: Two 2. Say, “Let’s listen to four sentences and check the speech
Man: What’s your favorite class? bubbles that match what we hear.” Play One on CD
Boy: Math. Track 5. Use the worked example to model the activity.
Narrator: Three 3. Check that students know what to do. Play CD Track 5.
Man: What’s your least favorite class? Pause for students to check the boxes. Check students’
Girl: Art. answers.
Narrator: Four 4. Divide the class into pairs. Ask students to take turns
Man: What’s your least favorite class? saying the checked speech-bubble sentences.
Girl: Music. 5. Ask four students to each say one checked speech-bubble
sentence to the class.
Narrator: Five
Man: What’s your favorite class? 6. Activity Book. Ask students to complete activity B on
Boy: P.E. page AB7 (CD Track 66).
39
Listen
Track
1. Books open. Ask students to look at the three pictures
A. Listen and choose. 4 c in exercise 3.
a 1
2. Ask students to name the occupations of the people
b 2
in the pictures. (1—librarian; 2—nurse, P.E. teacher; 3—
3 d e principal) Tell students to refer to the labeled pictures on
4 page 5 as necessary.
5
3. Say, “Let’s practice speaking.” Tell students they will
Track listen to the CD, and then repeat what they hear. Tell
B. Listen and check a or b . 5 them to first listen carefully as you show them what to
1 2 3 4 do. Play One on CD Track 6. Role-play what Mr. Jones
a a a a
says to model the exercise.
He’s our He’s our
What’s your name?
librarian. math teacher. She’s Emma Bird. 4. Check that students know what to do. Play CD Track 6.
Pause for students to repeat what they hear. Write the
b ✓ b b b
lines of speech on the board as necessary.
She’s our She’s our
What’s her name? principal. English teacher.
5. Ask four students to each perform one line of speech
She’s Mrs. Brown.
(there are two lines for picture 2).
C. Listen and say. Track
6 6. Activity Book. Ask students to complete activity C on
1 2 3 page AB7 (CD Track 67).
computers.
2. Ask students to quietly review spelling aloud
C. Listen and say CT1, CT2 the names of the occupations and classes. This
will prepare them for the warm-up activity in
Track the next lesson.
Audio Script
6
Narrator: One
Mr. Jones: Hello. My name’s Mr. Jones. I’m your
librarian.
Narrator: Two
Girl: Her name’s Miss Wilson. She’s our nurse.
Boy: He’s our P.E. teacher.
Narrator: Three
Girl: She’s our principal.
40
41
42
Statements
Culture notes CT1
I’m your English teacher.
Mr,. Mrs., and Miss are titles used in English-
She’s our math speaking cultures to refer to men, married women,
He’s art and unmarried women respectively. They are
music used to show respect in interactions other than
science those between friends or family members. The title
computers comes before a person’s family name, for example,
P.E. Mrs. Brown. Students might ask how to spell the
expanded versions of Mr. and Mrs. Although these
titles don’t come from these words, Mr. could be
written as Mister and Mrs. as Missus or Missis.
I’m a student.
In English-speaking cultures, teachers are never
called Teacher. They are usually called Mr., Mrs., or
She’s our principal. Miss and their family name.
He’s librarian.
nurse.
janitor.
43
44 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
Where’s the …?
Phonics activity CT2
It’s on the floor. Students practice producing “th” sounds (voiced as
in third and unvoiced as in the) and the “f” sound in
the following tongue twister: The first floor to the third
floor. The third floor to the first floor.
11
1. Write the sounds on the board and model them
010-015_2_LITESB951990_U1b.indd 11 4/8/16 8:26 AM
separately. Walk among your students so they
can all see how you make the sounds. Ask
questions to make sure students understand
6. Divide the class into pairs. Ask each pair of students how the sounds are made. Have students repeat
to take turns speaking Star’s part, and Dan’s and the sounds with you.
Tessa’s parts. Briefly visit each pair and correct any 2. Write the tongue twister on the board. Tell
pronunciation errors. students to listen carefully. Recite the tongue
7. Books closed. Say, “Let’s practice the names of places twister slowly three times. Emphasize the “th”
at school.” Start with the places introduced in the dialog and “f” sounds. Tell students to repeat the
on page 10 (art room, library, nurse’s room). Model each tongue twister with you three times, slowly.
word as you show the picture on the flash card. Keep 3. Tell students to listen carefully again. Recite the
the written word covered. Ask students to repeat the tongue twister as quickly as you can, three times.
word with you several times. Then show the word, model it Ask students to repeat it with you in the same way.
one more time, and leave the card on display. Continue
with the numbered words on page 11. Start with the
names of the rooms (classroom, music room, washroom,
janitor’s room, gym, office, lunchroom, science room,
computer room) and conclude with the references to the
three different floors (first floor, second floor, third floor). Extra activities CT3, CT4, CT5
1. Activity Book. Ask students to complete
8. Say, “Let’s practice the names of places at activity D on page AB11.
Track
school again. This time, close your eyes and
8 listen carefully to the voice on the CD.” Play 2. Ask students to design a school. On the board,
CD Track 8. Pause as necessary for practice. draw a grid with three rows and four columns
and a triangle on top for the roof. Use your
9. Return to the opening scene. Arrange the pairs of sketch to show that their schools will have
students into groups of four. Ask each pair to perform twelve rooms over three floors. They can put
the scene for the other pair in their group. rooms wherever they like and they can illustrate
their design.
10. Activity Book. Ask students to complete activities A
and B on page AB10.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 45
Lesson preparations
Starship flash cards 13 to 27: first floor, second
floor, third floor, classroom, music room, washroom,
library, janitor’s room, nurse’s room, gym, office,
lunchroom, science room, art room, computer room
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 9, 10, 11, 12
Activity Book: Activities A,B on page AB12; A, B,
C on page AB13 (CD Tracks 68, 69, 70)
Extras: students’ school designs from the previous
lesson; one set of “Places at school (1)” game cards
for each pair of students (see page 144)
46
Listen
1. Books open. Ask students to look at the pictures and
Track
A. Listen and choose. 10 c identify the five places at school. Say, “Let’s listen to
1 people asking and answering questions and choose the
a
2 places we hear.” Play One on CD Track 10. Ask: “What
3 number did you hear?” (one) “What picture do you
d choose?” (b) “What do you draw between 1 and b?”
4
b
5
e (a line) Ask students to draw a line from 1 to b.
2. Check students know what to do. Play CD Track 10. Pause
B. Listen and check a or b .
Track
11 for students to match boxes with pictures. Check answers.
1
a a ✓2 a
3
a ✓4 3. Divide the class into pairs. Have students refer to their
completed task and take turns to ask and answer
the question, “Where’s the _____?” When answering,
students should refer to the school layout on page 11.
b ✓ b b ✓ b
4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB13 (CD Track 68).
Track
C. Listen and say. 12
1 2 3
Track
Audio Script
11
13
Narrator: One
010-015_2_LITESB951990_U1b.indd 13 4/8/16 8:26 AM Woman: What does she teach?
Boy: She teaches art.
Narrator: Two
A. Listen and choose CT1, CT2 Woman: What does he teach?
Girl: He teaches music.
Track
10 Audio Script
Narrator: Three
Woman: Who’s she?
Narrator: One Boy: She’s the P.E. teacher.
Man: Where’s the nurse’s room?
Boy: I know. It’s on the first floor. Narrator: Four
Woman: What does he teach?
Narrator: Two Girl: He teaches computers.
Man: Where’s the janitor’s room?
Girl: It’s on the first floor.
Narrator: Three 1. Books open. Ask students to look at the four pairs of
Man: Where’s the library? pictures and identify the teachers.
Girl: It’s on the second floor. 2. Say, “Let’s listen to four questions and answers and
check the boxes that match what we hear.” Play One on
Narrator: Four CD Track 11. Check that students have checked b.
Man: Where’s the gym? 3. Check that students know what to do. Play CD Track 11.
Boy: It’s on the third floor. Pause for students to check boxes. Check answers.
Narrator: Five 4. Ask students to refer to their checked pictures and write
Man: Where’s the science room? questions and answers. Write the first example on the
Girl: I’m sorry. I don’t know. board: What does she teach? She teaches art.
5. Ask three students to each write one question and
answer on the board.
6. Activity Book. Ask students to complete activity B on
page AB13 (CD Track 69).
47
Listen
1. Books open. Ask students to look at the three
Track
A. Listen and choose. 10 c pictures in exercise C.
1
a 2. Ask students about the places shown in pictures 1 and
2 2. (a washroom and an art room) Point to the teacher in
3 picture 3 and ask, “Who’s she?” (She’s a P.E. teacher.)
d
4
b e 3. Say, “Let’s practice speaking.” Divide the class into
5
pairs. Tell students they will listen to dialogs, and
Track then repeat them. Tell students to first listen carefully
B. Listen and check a or b . 11 as you show them what do. Play One on CD Track
1 2 3 4 12. Role-play both sides of the dialog to model the
a a a a
exercise.
4. Check that students know what to do. Play CD Track
12. Pause for students to repeat the dialogs. Write
b b b b
them on the board as necessary.
5. Ask three pairs of students to each perform a part of
dialog.
Track
C. Listen and say. 12 6. Activity Book. Ask students to complete activity C
1 2 3 on page AB13 (CD Track 70).
Narrator: Two
Boy: Where’s the art room?
Girl: It’s on the second floor.
Narrator: Three
Boy: What does she teach?
Girl: She teaches P.E.
48
49
It’s on the
1. Students play with the partner they found in the
second floor. “Organizing groups” activity—one student to be
player One and the other to be player Two. Show
students how to play through a role-play with Star
and Stella. As player One (Star), ask, “Where’s the
computer room?” As player Two (Stella), look at the
picture of the school and point to the computer room.
Answer, “It’s on the second floor.” Show how to take
turns. Remain as Stella, and start the dialog again by
asking about another room. Return to the role of Star
and answer the question.
2. Ask questions to check that students know what to do.
Play the game.
15 3. To conclude, ask students from different pairs to
perform one round of the game for the class.
4. Activity Book. Ask students to complete activities A
010-015_2_LITESB951990_U1b.indd 15 4/8/16 8:26 AM
Organizing groups CT1 5. To end the unit, use the flash cards to review the unit
vocabulary.
1. Use pairs of “Places at school” game cards to
review the unit language and regroup the class
for the end-of-unit game. See “Organizing
groups” on page 22. Extra activity CT1, CT3, CT4
2. Hand out one game card to each student. 1. Play a written spelling game (see “How to play
Check that students know what to do by asking Write it!” on page 22) using the vocabulary on
them to tell Stella what to do. They should say page 11 of the Student Book.
that the aim of the activity is to find a partner
through matching their “Places at school” 2. Tell students to review their words for places at
cards. Encourage students to call out their words school and teachers for the next lesson.
to find their partners. Once partnered, tell them
to sit together.
3. Make sure students are correctly matched by
having them call out their “Places at school”
words, pair by pair.
50
Statements
Culture notes CT1, CT2
She teaches art. While students will find aspects of the school
environment presented in Starship English quite
familiar, some elements will be culturally different.
They may not yet have the language to talk fluently
Questions about the similarities and differences, but it’s likely
they will have noticed them. Make time to explore
What does she teach? your students’ observations and any cultural
he knowledge they may have. Consider the following:
• Students may have come across different words
to refer to the early years of school. American
Where’s the music room? children go to elementary school (sometimes also
washroom? called grade school), whereas in Britain and
library? Australia, the same place is called primary school.
janitor’s room? • Turn attention to the word lunchroom. Find out if
nurse’s room? your students know any other words for the place
where school meals are eaten. They may have
gym?
heard canteen or cafeteria used in this context.
office?
• Talk about the practice of school-provided
lunchroom?
lunches with your students. Does this happen
science room? at their school? Explore the idea that it doesn’t
art room? happen in all cultures. In Australia, most
computer room? primary school children bring their lunch to
school from home.
Answers
She teaches art.
He Extension activities CT2, CT4, CT5
1. Ask students to identify their favorite room in
their school and then have them find out their
It’s on the first floor. classmates’ favorite rooms.
second floor.
2. Ask students to look over the unit and count
third floor. how many pictures there are for each room. For
example, there are five pictures of art rooms,
including the two illustrations of art room doors.
I’m sorry. I don’t know. Have students put the numerical information
into a table.
51
Phonics
Unit
1
bl br C. Listen, write, and read.
P-CD
Track
3
P-CD
Track 1. Here is a .
A. Look, listen, and say. 1
2. The is blue.
3. This is a .
4. Here is my .
1. block 2. blanket
D. Look at the pictures and write the words.
bl br
3. brain 4. brush
P-CD
Track
B. Listen and fill in the missing letters. 2 P-CD
cl cr
016-023_2_LITESB951990_PBU1.indd 16 4/14/16 3:30 PM 016-023_2_LITESB951990_PBU1.indd 17 4/14/16 3:30 PM
Unit
1 C. Look and write the words.
P-CD 1 2 1 2
Track
A. Look, listen, and say. 5 3
4
3 4
4 5
5
1. class 2. clap
P-CD
Track
D. Listen, write, and read. 7
1. My favorite is English.
2. I can my hands.
52
Unit
1
fl fr C. Listen and fill in the missing letters. 11
P-CD
Track
P-CD
Track 1. ____ ____og 2. ____ ____ute
A. Look, listen, and say. 9
3
4
3. friends 4. fruit
P-CD
Track
B. Listen, write, and read. 10
1. I like . P-CD
E. Listen and chant. Track
12
2. The is black. Flea and Frog
Flea and Frog are friends.
They play with Fly on Friday.
3. I play games with my .
Flea brings fruit.
Frog brings flowers.
4. We eat . And they float and play all day.
20 21
dr tr
016-023_2_LITESB951990_PBU1.indd 20 4/14/16 3:30 PM 016-023_2_LITESB951990_PBU1.indd 21 4/14/16 3:30 PM
Unit P-CD
Track
1 C. Listen, write, and read. 15
P-CD
Track 1. She is the .
A. Look, listen, and say. 13
2. This is a .
3. Here is a .
4. It’s a big .
1. driver 2. dragon
D. Look at the pictures and write the words.
dr tr
3. train 4. tree
P-CD
53
54
Vocabulary read books, use atlases, look at What do you do I look at posters.
posters, listen to stories, dictionaries, in the library? I use dictionaries and atlases.
storybooks, comic books, puzzle I listen to stories.
books, science books, magazines Do you listen to stories?
Review: like, too
Yes, I do.
24
56 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
Talk.
What do you do
in the library?
Phonics activity CT2
Students practice producing two similar sounds: “s”
and “z.”
I listen to ______ .
I read ______ . 1. Place your hand on your throat and model the
I look at ______ .
I use ______ .
“s” sound. Ask students to do the same. Ask,
“Can you feel anything?” (No.) Repeat for the
25
“z” sound. Ask, “Can you feel anything?” (Yes.)
2. Write “s” and “z” on the board. With hand on throat,
024-029_2_LITESB951990_U2.indd 25 4/12/16 1:49 PM
point to the “s,” model poster, then write it on the
board under the “s.” Repeat for “z ,” using magazine.
5. Divide the class into two groups. Ask group 1 to read 3. With hand on throat, model listen and point to
Star’s part and group 2 to read the other parts. Then ask the two sounds on the board. Ask, “Where does
the groups to swap parts and repeat. listen go?” (under the “s”) Write listen in the “s”
column, under poster. Repeat with puzzle. Write
6. Divide the class into pairs. Ask each pair of students it in the “z” column, under magazine.
to take turns speaking the part of Star and the parts of
Tessa, Tom, and Stella. Correct pronunciation errors. 4. Say, “I use dictionaries” and then, with hand
on throat, model use. Ask students to say the
7. Books closed. Say, “Let’s practice our library words.” word with you with their hands on their throat.
Start with the books introduced in the dialog on page Point to the two sounds on the board and ask,
24 (storybooks, comic books, dictionaries, atlases). Model “Where does use go?” (under the “z”) Write use in
each word as you show the picture on the matching the “z” column under puzzle. Point out that use
flash card. Keep the written word covered. Ask students is spelled with an s but the sound is “z.”
to repeat the word with you several times. Then show
the word, model it one more time, and leave the card on 5. Repeat the process for dictionaries (“z” column)
display. Continue with the other labeled words on page and books (“s” column; leave a space so that the
25. First introduce the items (magazines, posters, science word appears opposite dictionaries, not use).
books, puzzle books), then the four activities (read books, 6. As a whole class, read the “s” words and then
use atlases, look at posters, listen to stories). the “z” words.
8. Say, “Let’s practice our library words again.
Track
This time, close your eyes and listen carefully
14 to the voice on the CD.” Play CD Track 14.
Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of Extra activity CT3, CT4
students into groups of four. Ask each pair to perform
the scene for the other pair in their group. 1. Activity Book. Ask students to complete
activity D on page AB17.
10. Activity Book. Ask students to complete activities A
and B on page AB16.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 57
Lesson preparations
Starship flash cards 28 to 39: magazines,
dictionaries, atlases, storybooks, posters, comic books,
science books, puzzle books, read books, use atlases, look
at posters, listen to stories
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 15, 16, 17, and 18
Activity Book: Activities A and B on page AB18; A,
B, C on page AB19 (CD Tracks 71, 72, 73)
Extras: one set of “Library” game cards—read
books, comic books, storybooks, puzzle books, science
books—for each pair of students (see page 147)
58
Track
Audio Script
17
27
Narrator: One
Man: What do you do in the library?
024-029_2_LITESB951990_U2.indd 27 4/12/16 1:49 PM
Narrator: Two
A. Listen and choose CT1, CT2 Man: Do you like science books?
Girl: Yes, I do.
Track
16 Audio Script Narrator: Three
Man: What books do you like?
Narrator: One Boy: I like puzzle books.
Woman: What do you do in the library?
Girl: I read comic books. Narrator: Four
Man: What do you do in the library?
Narrator: Two Girl: I listen to stories.
Woman: Do you like storybooks?
Boy: Yes, I do. I like storybooks.
1. Books open. Ask students to look at the four pairs of
Narrator: Three pictures and say what they can see.
Woman: Do you use dictionaries?
Girl: No, I don’t. I don’t use dictionaries. 2. Say, “Let’s check the boxes that match what we hear.”
Play One on CD Track 17. Check that students have
Narrator: Four checked picture a.
Woman: Do you like magazines?
Boy: No, I don’t. I don’t like magazines. 3. Check that students know what to do. Play CD Track 17.
Pause for them to check the picture boxes. Check answers.
Narrator: Five
Woman: Do you use atlases? 4. Write on the board, “What do you do in the library?”
Girl: Yes, I do. Students write an answer for 1 (I look at posters.) and 4 (I listen
to stories.) Write, “What books do you like?” They write an
answer for 2 (I like science books.) and 3 (I like puzzle books.).
59
Listen
Track
1. Books open. Ask students to look at the three pictures
A. Listen and choose. 16 c in exercise C.
a 1
d
2. Ask students to identify the books in the pictures. (1—
2
comic books or storybooks; 2—science books; 3—atlases)
3
b 4 3. Say, “Let’s practice speaking.” Divide the class into
5 e pairs. Tell students they will listen to dialogs, and then
repeat them. Tell students to first listen carefully as you
Track show them what do. Play One on CD Track 18. Role-
B. Listen and check a or b . 17 play both parts of the dialog to model the exercise.
1 2 3 4
a a a a 4. Check that students know what to do. Play CD Track 18.
Pause for students to repeat the dialogs. Write them on
the board as necessary.
b b b b 5. Ask three pairs of students to each perform a part of
dialog.
6. Activity Book. Ask students to complete activity C on
page AB19 (CD Track 73).
Track
C. Listen and say. 18
1 2 3
Narrator: One
Woman: What do you do in the library?
Boy: I read comic books and storybooks.
Narrator: Two
Woman: Do you read storybooks?
Boy: No, I don’t. I read science books.
Narrator: Three
Woman: Do you use atlases?
Girl: Yes, I do.
60
61
62
63
• There are 7 words for the different classes, A. Read and say CT2, CT3
for example, English.
In this exercise, assess areas of your students’ reading and
• There are 12 words for the rooms in the speaking skills. First let them silently read the dialogs and
school, for example, classroom. look at the pictures, then note their reading fluency and
their pronunciation as they read the dialogs in pairs.
• There are 8 words for the different library
items, for example, magazines. 1. Introduce the exercise. Use Star to praise students for
learning their Starship English words. Say, “Let’s look
3. Ask the groups to think of one word for
again at the words we’ve learned and see how well you
each column. Turn to Star and ask, “Is this
can read them in dialogs.”
a game?” Have him nod. Say, “Yes. Let’s do
this quickly.” 2. Tell students to open their books to page 30. They look at
the pictures, and then read the dialogs quietly on their own.
4. Give each group a worksheet and check that
students know where to write the words. Tell 3. Ask pairs of students to take turns to read the dialogs
them they have five minutes to finish the aloud. Each pair will need to perform the dialogs twice,
work. Allow more time as necessary. swapping roles after the first performance.
64 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
313
31
Activity Book. Ask students to complete activities A, B, and
C on page AB22, either in class or for homework.
030-033_2_LITESB951990_R1-2.indd 31 4/8/16 8:27 AM
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
End the Review with an Open Book Quiz.
Track
Audio Script
19 1. Divide the class into teams of four and have
them each decide on a team name.
Narrator: One
Girl: Hello. What’s your favorite class? 2. On the board, draw a table with seven columns
Boy: Music. and a row for each team. Write the team names
in the first column of the table on the board.
Narrator: Two
Girl: Where’s the nurse’s room? 3. Describe the quiz to the students—there are six
Boy: It’s next to the office. questions about Units 1 and 2. Tell students they
can use their student books to search for the
Narrator: Three answers. Tell teams that one team member will
Boy: What do you do in the library? need a pen and paper to write down the team’s
Girl: I use atlases. answers.
Narrator: Four 4. Ask the first question. Limit the time for
Boy: Do you like comic books? searching for answers. When all the team
Girl: Yes, I like comic books. writers have written down their team’s answer
Narrator: Five and put down their pens, read out the correct
Girl: What’s your least favorite class? answer. Award points and write them on the
Boy: Science. board.
Narrator: Six 5. Continue the quiz until all the questions have
Girl: What does she teach? been asked. Then declare the winning team and
Boy: She’s our P.E. teacher. congratulate all teams for a great effort.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 65
32
3. Show students a personal details form. Ask them 6. Divide the class into pairs. Ask students to take turns
to suggest what other personal details might go asking for and providing personal details. Check that
on to such a form. (age, address, phone number) students know what to do. Check their progress and
then have one pair to perform a round of asking for
and providing details.
66
67
Phonics
Unit
2
gl gr C. Say the word for each picture
P-CD and circle the beginning letters.
Track
A. Look, listen, and say. 17 1 2 3
gl gl gl
gr gr gr
4 5 6
gl gl gl
gr gr gr
1. glove 2. glass P-CD
2. My juice is in a .
P-CD 4. This is a .
Track
B. Listen and fill in the missing letters. 18 Track
E. Listen and chant. 20 P-CD
pl pr
034-041_2_LITESB951990_PBU2.indd 34 4/14/16 3:32 PM 034-041_2_LITESB951990_PBU2.indd 35 4/14/16 3:32 PM
Unit P-CD
Track
2 C. Listen and fill in the missing letters. 23
P-CD
Track 1. ____ ____ants 2. ____ ____une
A. Look, listen, and say. 21
$27
4
3. price 4. press
P-CD
Track
B. Listen, write, and read. 22
P-CD
1. We like to games.
E. Listen and chant. Track
24
2. I'll eat the . Press to Play
Please
Please press
3. The of the rocket is $95.
Please press the button
Please press the button to play
4. He can the button. Please press the button to play the game!
36 37
68
Unit
2
sc sk C. Listen, write, and read.
P-CD
Track
27
P-CD
Track 1. He is on the .
A. Look, listen, and say. 25
2. The is 15 to 13.
3. The is blue.
4. Here is a .
1. scales 2. score
D. Look at the pictures and write the words.
sc sk
3. sky 4. skeleton
P-CD
Track
B. Listen, fill in the missing letters, and read. 26 P-CD
sc
28
A Wet Day
1. ___ ___oop 2. ___ ___arf 3. ___ ___anner Scott puts on his scarf to go and play.
He looks at the sky, but the sky is gray.
Too wet for his skateboard.
38 39
sl sp
034-041_2_LITESB951990_PBU2.indd 38 4/14/16 3:32 PM 034-041_2_LITESB951990_PBU2.indd 39 4/14/16 3:32 PM
Unit
2 C. Look and write the words.
P-CD 1 2 1 2
Track
A. Look, listen, and say. 29
3
2 3
1. sleep 2. slide
P-CD
Track
D. Listen, write, and read. 31
1. It’s time to go to .
P-CD
Track 4. The is on a web.
B. Listen and fill in the missing letters. 30 P-CD
69
70
pencil
42
72 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
I draw ….
I paint ….
Phonics activity CT2
Students practice producing “ch” and “sh.”
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 73
74
Listen
Track
1. Books open. Ask students to look at the pictures and
A. Listen and choose. 26 c
identify what they see. Say, “Let’s listen and choose the
1 pictures that match what we hear.” Play One on Track
a 2
26. Ask: “What number did you hear?” (one) “What
b d picture do you choose?” (b) “What do you draw between
3
e the number 1 and picture b? (a line)
4
5 2. Play CD Track 26. Pause for students to match the
numbered boxes with the pictures. Check answers.
B. Listen and check a or b . 27
Track
3. Divide the class into pairs. Have students refer to their
1 2 3 4 completed task and take turns asking and answering
a ✓ a a a ✓ the question, “What do you do in art class?”
4. Ask five pairs to each perform one answer and question.
Track
C. Listen and say. 28
1 2 3 4
B. Listen and check a or b CT1, CT2
Track
27 Audio Script
Narrator: One
45 Man: What do you see?
Girl: I see a green dinosaur.
042-047_2_LITESB951990_U3a.indd 45 4/8/16 8:28 AM
Narrator: Two
Man: What do you do in art class?
Boy: I use a paintbrush.
A. Listen and choose CT1, CT2
Narrator: Three
Track
26 Audio Script Man: What do you do in art class?
Boy: I cut paper. I glue paper.
Narrator: One Narrator: Four
Woman: What do you do in art class? Man: What do you do in art class?
Girl: I use scissors. I cut paper. Girl: I use markers. I draw pictures.
Narrator: Two
Woman: What do you do in art class?
Boy: I use a paintbrush. I paint pictures. 1. Books open. Ask students to look at the four pairs of
pictures and identify what they see.
Narrator: Three
Woman: What do you do in art class? 2. Say, “Let’s listen and check the boxes that match what
Girl: I use crayons. I draw dinosaurs. we hear.” Play One on CD Track 27. Ask: “What number
did you hear?” (one) “What does she see?” (a green
Narrator: Four dinosaur) “What box do you check?” (a)
Woman: What do you do in art class?
3. Play CD Track 27. Pause for students to check the picture
Girl: I glue paper.
boxes. Check students’ answers.
Narrator: Five 4. Write on the board, “What do you do in art class?” Ask
Woman: Let’s paint a picture. students to refer to their checked pictures in pairs 2, 3,
Boy: Let’s paint a train. and 4 and write answers. Replay the CD as necessary.
5. Ask three students to each write an answer on the board.
6. Activity Book. Ask students to complete activity B on
page AB27 (CD Track 75).
75
Listen
Track
1. Books open. Divide the class into pairs, student A
A. Listen and choose. 26 c
and student B. Ask pairs to look at the four pictures in
1 exercise C. Tell them to take turns asking and answering
a 2
the question, “What do you see?”
b d
3
e
2. Say, “Let’s practice speaking.” Tell students they will
4 listen to and then repeat the statements that go with the
5 pictures. Tell them to first listen carefully as you show
them what do. Play One on CD Track 28, and then say,
B. Listen and check a or b . 27
Track “I use a paintbrush.”
1 2 3 4 3. Check that students know what to do. Play CD Track
a a a a
28 from the start. Pause for students to repeat the
statements. Write them on the board as necessary.
4. Tell students to practice saying each statement in pairs.
b b b b Ask four students to each perform one statement.
5. Activity Book. Ask students to complete activity C on
page AB27 (CD Track 76).
Track
C. Listen and say. 28
1 2 3 4
Extra activities CT2, CT4
1. Ask students to write three statements about
what they do in art class.
45
2. Ask students to quietly review spelling aloud
art class words. This will prepare them for the
042-047_2_LITESB951990_U3a.indd 45 4/8/16 8:28 AM
warm-up activity in the next lesson.
Narrator: Two
Boy: I use scissors. I cut paper.
Narrator: Three
Girl: I paint birds.
Narrator: Four
Girl: I use a pencil. I draw cars.
76
77
78
Statements
Culture notes CT1, CT2
Let’s paint a picture. Most cultures have their own unique art forms. Take
the opportunity to explore art across cultures. Start
by showing students some Western art. You could
It’s red orange and yellow. produce a slide show from pictures online or simply
show pictures from a book. Encourage responses.
Students will be able to express preferences, talk
about shape and color, and use some adjectives
Questions (pretty, ugly, big, small, sad, happy, old, young) to
describe either a part or the whole of a picture.
What do you do in art class? Follow up this activity by asking students to tell you
about different art forms from their culture. They
may like to bring in some pictures or examples.
What do you see?
Answers
I use scissors. Extension activities CT2, CT4, CT5
(Let’s) cut paper.
1. Ask students to copy the countable and
glue a paintbrush. uncountable nouns table. Ask them to extend
a pencil. the uncountable nouns list with other words
a marker. they’ve learned.
a crayon. 2. You can give students additional practice in
using colors as adjectives by asking them to tell
you what they can see around the classroom.
Make sure they identify the color of the object
I draw red cars and blue cars.
they see and use the correct word order.
(Let’s) paint pictures.
3. Ask students to draw a colorful picture.
Alternatively, provide coloring-in or color-
by-number worksheets for students to choose
I see a purple bird. from. Many of these are available online for
a fish. free. Have students take turns to present their
completed pictures and ask the question, “What
do you see?” Display the pictures on the wall.
4. Discuss the different meanings associated with
colors across cultures. For example, white in
American culture is associated with weddings, but
is associated with funerals in Chinese culture.
79
drink
I want a pizza and
Structures • Wh- questions with do (What do you some French fries, please.
want to eat/drink?)
• Yes/No questions with do (Do you
want some chicken?)
What do you want to drink?
• Uncountable nouns with some (I
want some water, please.)
• Countable plural nouns with some
(I want some carrots, please.)
I want some water, please.
Review: statements and questions
with like
Do you want some chicken?
Vocabulary some French fries, pizza, ice cream, What do you want to drink?
fish, chicken, chocolate bar, grapes, No, thanks. Nothing, thanks.
rice, strawberries, vegetables,
noodles, beans, fruit, potatoes,
carrots, tomatoes
48
80 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 81
82
Listen
1. Books open. Ask students to identify the pictures.
Track
A. Listen and choose. 32 c Say, “Let’s listen and choose the pictures that match
1 what we hear.” Play One on CD Track 32. Ask: “What
a number did you hear?” (one) “What food did you hear?”
2
3 d (strawberries) “What picture do you choose?” (d) “What
do you draw between number 1 and picture d?” (a line)
4
b e
5 2. Check that students know what to do. Play CD Track
32. Pause for students to match the pictures with the
Track
B. Listen and check a or b . 33 numbered boxes. Check students’ answers.
1 2 3. Divide the class into pairs. Write the closed question Do
a a a ✓3 a ✓4 you want some strawberries? on the board. Ask students
how to answer this question. (No, thanks. or Yes, please.)
Have students refer to their completed task and take
b ✓ b ✓ b b turns asking and answering this question.
4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB33 (CD Track 77).
C. Listen and say. Track
34
1 2
Track
33 Audio Script
51
Narrator: One
048-053_2_LITESB951990_U3b.indd 51 4/8/16 8:29 AM
Man: What do you want to drink?
Woman: I want some milk, please.
Narrator: Two
A. Listen and choose CT1, CT2 Man: Do you want some chicken?
Woman: No, thanks. I want some carrots, please.
Track
32 Audio Script
Narrator: Three
Man: Do you want some rice?
Narrator: One Woman: Yes, please.
Woman: Do you want some strawberries?
Girl: Yes, please. Narrator: Four
Man: What do you want to eat?
Narrator: Two Woman: I want some grapes, please.
Woman: What do you want to drink?
Girl: I want some juice, please.
83
51
Narrator: Two
Waiter: What do you want to eat?
Girl: I want some fish, please.
Waiter: Do you want some soda pop?
Girl: Yes, please.
84
Lesson preparations 5. Ask two or three students to take turns reading aloud to
the class.
Starship flash cards 58 to 73: fruit, vegetables,
strawberries, carrots, potatoes, grapes, tomatoes, beans, 6. Activity Book. Ask students to complete activity B on
chocolate bar, fish, rice, noodles, French fries, pizza, page AB34.
chicken, ice cream
Star and Stella hand puppets (see page 13) C. Ask and answer CT1, CT2
Activity Book: Activities A and B on pages AB34 1. Books open. Say, “Let’s practice speaking.” Divide the
and AB35 class into pairs, student A and student B. Role-play the
dialog. As student A, point to the question and ask, “Do
Extras: dice for Play and learn; two sets of “Food (1) you want a … [pause and think] pizza?” As student
and (2)” game cards—French fries, noodles, fish, carrots, B, point to the answer and say, “Yes, please. I want a
pizza, grapes, beans, chocolate bar, tomatoes, rice, pizza.” As student A, ask, “Do you want some … [pause
strawberries, potatoes, chicken, ice cream—so that there and think] ice cream?” As student B, point to the answer
is a card for each student (see pages 150 and 151). If and say, “No, thanks. I want … [pause and think] some
your class size is smaller than 24, make sure to use fruit, please.” Show how to take turns. Remain in the
the cards that weren’t used in the Sing activity. role of student B, point to the first question, and ask it.
Step back into the role of student A, point to the answer,
Warm-up activity CT1, CT2 and ask students what to say. (Yes, please ….) Ask
questions to check that students know what to do. Make
1. Play an oral spelling game (see “How to play sure they know to answer the questions with as many
Spell it!” on page 21) to review the food words. different food items as they can.
2. Move around the class and listen carefully as students
practice the dialog.
3. Ask two or three pairs of students to perform the dialog
for the class.
85
86
Answers
Culture notes CT1, CT2
This unit expands on the food items introduced in No, thanks.
the previous level. Again, the concept of healthy
and unhealthy foods is not emphasized so you may Nothing, thanks.
want discuss the issue and explore what foods are
better for us than others.
I want some strawberries and some strawberries.
The cafeteria setting in the opening scene shows an
occasion on which polite language is used. This is some grapes some grapes.
shown by the use of politeness markers, please and some carrots some carrots.
thanks. Students might be familiar with the term some potatoes some potatoes.
thank you as an alternative to thanks. In general, some tomatoes some tomatoes.
it is regarded as a more formal expression of some beans some beans.
thankfulness.
a chocolate bar a chocolate bar.
a pizza a pizza.
some fish some fish.
Questions some rice some rice.
some noodles some noodles.
What do you want to eat? some French fries some French fries.
to drink? some chicken some chicken.
some ice cream some ice cream.
87
Phonics
Unit
3
sm sn C. Listen and fill in the missing letters.
P-CD
Track
35
P-CD
Track 1. ____ ____ake 2. ____ ____ash
A. Look, listen, and say. 33
4
3. sneakers 4. snacks
P-CD
Track
B. Listen, write, and read. 34
1. I can see .
P-CD
Track
E. Listen and chant. 36
2. The baby cat is .
Snake’s Smile
3. I put on my feet. Snake sees Snail and smiles.
Snake eats snails for a snack.
But Snail hides in his small shell
4. I like to eat . and he isn’t coming back!
54 55
st
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Unit P-CD
Track
3 C. Listen, write, and read. 39
P-CD
Track 1. Here is the sports .
A. Look, listen, and say. 37
2. The car has to .
3. This is a shopping .
st– – st
3. list 4. posters
P-CD
56 57
88
Unit
3
sw tw C. Look and write the words.
P-CD 1 2 1 1
12
Track
A. Look, listen, and say. 41
3
2 3
3 4
1. swim 2. sweep 4
P-CD
scr str
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Unit P-CD
Track
3 C. Listen and fill in the missing letters. 47
P-CD
Track 1. ____ ____ ____ing 2. ____ ____ ____ibble
A. Look, listen, and say. 45
3. stretch 4. strong
P-CD
Track
B. Listen, write, and read. 46
2. She can the paint off the chair. Scrubbing the Street
A strong man
A strong man scrapes
3. He can it.
A strong man scrapes and scrubs
A strong man scrapes and scrubs the street.
4. This man is very .
60 61
89
90
92 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
2. a violin
2. Ask pairs of students to practice the dialog by taking
turns to speak both parts. In asking the question,
3. drums 6. a xylophone students choose different musical instruments pictured
5. a guitar on page 63. Make sure they know that the replaces a.
4. a tambourine
In answering the question, students can respond with
7. a harmonica 8. a hand bell 9. a kazoo either Yes, I can or No, I can’t.
3. Listen carefully to students’ pronunciation, correcting
errors and offering praise.
10. a recorder 11. a triangle 12. cymbals 4. Ask two or three pairs of students to perform the dialog
for the class.
5. Activity Book. Ask students to complete activity C
Talk. on page AB37. Check students’ answers. Ask pairs of
students to take turns speaking the two parts.
Can you play the ?
Yes, I can.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 93
94
Track
Audio Script
39
65
Narrator: One
Woman: Can you play the triangle?
062-067_2_LITESB951990_U4.indd 65 4/8/16 8:30 AM
Boy: Yes, I can.
Narrator: Two
A. Listen and choose CT1, CT2 Woman: What do you do in music class?
Girl: I listen to the drums and the tambourine.
Track
38 Audio Script Narrator: Three
Woman: What do you do in music class?
Narrator: One Boy: I play the harmonica.
Woman: Can you play the triangle? Narrator: Four
Boy: Yes, I can. Woman: Can you play the cymbals?
Narrator: Two Girl: Yes, I can.
Woman: What do you do in music class?
Girl and Boy: We listen to the recorder.
1. Books open. Ask students to look at the four pairs of
Narrator: Three pictures and identify the musical instruments.
Woman: What do you do in music class?
Boy: I play the harmonica. 2. Say, “Let’s listen and check the boxes that match what
we hear.” Play One on CD Track 39. Ask: “What number
Narrator: Four did you hear?” (one) “What instrument can he play?”
Woman: Can you play the drums? (the triangle) “What box do you check?” (a)
Girl: No, I can’t.
3. Check that students know what to do. Play CD Track 39.
Narrator: Five Pause for them to check the boxes. Check their answers.
Woman: Can you play the xylophone? 4. Write, “Can you play the _____?” on the board. Tell
Girl: Yes, I can. students to use their checked pictures to write questions.
5. Ask four students to write a question on the board.
6. Activity Book. Ask students to complete activity B on
page AB39 (CD Track 81).
95
Listen
1. Books open. Ask students to look at the three pictures
A. Listen and choose. Track
38 c in exercise C.
1
b 2. Ask students about the musical instruments in
2 d
a the pictures. (1—no instruments, the boy and girl are
3
listening to music; 2—a kazoo; 3—a piano, a guitar, two
4 e
tambourines) Ask students what questions they might
5 hear on the CD. (What do you do in music class? Can you
play the _____? Do you like music?)
B. Listen and check a or b . 39
Track
3. Say, “Let’s practice speaking.” Divide the class into
1 2 3 4 pairs. Tell students they will listen to a dialog, and then
a a a a
repeat it. Tell students to listen carefully as you show
them what do. Play One on Track 40. Role-play both
parts of the dialog to model the exercise.
b b b b
4. Check that students know what to do. Tell them to listen
carefully, and then play CD Track 40. Pause for students
to repeat the parts of dialog. Write them on the board as
necessary. Ask students to swap roles and repeat.
Track
A. Listen and say. 40
5. Ask three pairs of students to each perform a part
1 2 3 of dialog.
6. Activity Book. Ask students to complete activity C on
page AB39 (CD Track 82).
65
Narrator: One
Man: What do you do in music class?
Girl and Boy: We listen to music.
Narrator: Two
Man: Can you play the kazoo?
Boy: Yes, I can.
Narrator: Three
Man: What do you do in music class?
Girl: I play the piano.
96
What do you do I play …. 2. Say, “Let’s practice reading aloud.” Ask students to
in music class? I listen to . stand up and read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
reading to each other.
66
4. Ask two or three students to take turns reading aloud
to the class.
062-067_2_LITESB951990_U4.indd 66 4/8/16 8:30 AM
97
5. To end the unit, use the flash cards to review the unit
Organizing groups CT1 vocabulary.
98
Questions
Culture notes CT1, CT2
What do you do in music class? Most cultures have traditional instruments. Ask
students about those that are played in their culture.
Do you like music? Find out if they know the English words that are
commonly used to name them. For example, there is
Can you play the piano? a range of xylophone-like instruments in traditional
music across Eastern cultures and the variety of plucked
the violin? string instruments are broadly referred to as zithers.
the drums?
the tambourine? Find out how much your students know about the
unit’s twelve instruments. The kazoo may be the
the guitar?
least familiar. The vibrating sound that comes out of
the xylophone? a kazoo is produced by singing into the instrument.
the harmonica? Students with a musical background might know
the hand bell? that the illustrated piano in the opening scene is
the kazoo? an upright piano and the one on the Sing page is a
the recorder? grand piano.
the triangle?
the cymbals?
Answers
Extension activities CT1, CT2, CT5
We listen to music and we sing songs. 1. For more able students, consider introducing
the statement, I can play the piano. As a follow-
We play the violin and the piano. up to the second Warm-up activity, you might
also talk about another person’s ability. (He/She
the drums the violin.
can play the piano. Can he/she play the piano? Yes,
the tambourine the drums. he/she can. No, he/she can’t.) In using the third
the guitar the tambourine. person (he/she), watch that students don’t add
the xylophone the guitar. an s to the modal auxiliary verb. For example,
the harmonica the xylophone. they must say Yes, she can, not Yes, she cans.
the hand bell the harmonica. 2. Play some audio of individual instruments.
the kazoo the hand bell. Sound samples of instruments are freely available
the recorder the kazoo. on the Internet. Before playing each sample, ask
the triangle the recorder. “What can you hear?” Pause for the answer.
the cymbals the triangle. 3. Ask students to find magazine pictures or draw
the piano the cymbals. pictures of the instruments in this unit. Label
them and put them on the wall for reference.
Yes, I do. 4. From time to time, name an instrument and ask
can. students to count how many pictures of them
appear in the unit. Make it a race—the winner
No, I can’t. is the first student who gets the right number.
99
Quiz
3. Ask the groups to think of one word for 1. Introduce the exercise. Use Star to praise students for
each column. Turn to Star and ask, “Is this learning their Starship English words. Say, “Let’s look
a game?” Have him nod. Say, “Yes. Let’s do at the words we’ve learned again and see how well you
this quickly.” can read them aloud in dialogs.”
4. Give each group a worksheet and check that 2. Tell students to open their books to page 68. Tell them
students know where to write the words. Tell to look at the pictures, and then read the questions and
them they have five minutes to finish the answers quietly on their own.
work. Allow more time as necessary. 3. Ask pairs of students to take turns to read the questions
5. The winning team is the first to complete the and answers aloud. Each pair will need to perform each
worksheet with correctly spelled words. Make frame twice, swapping roles after the first performance.
sure all teams have the words in the correct
places. Check spelling by asking students to B. Read again and match CT2, CT3
spell different words. Praise accurate spelling
In this exercise, assess your students’ developing skills in
and provide any missed words to complete
reading for detail.
the worksheet.
1. Tell students to find the three answers and one question
in the frames above, and then check the boy or the girl
to show who speaks the part.
2. Check students’ answers.
100 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
relevant pictures.
1 2
a ✓ b a b ✓ 1. Say, “Let’s listen and check the boxes for the pictures
that match what we hear.” Remind students that they
have done this kind of activity before. Ask them to tell
you what they will do. (Listen, look at a pair of pictures,
and check a or b.)
3 4
a ✓ b a b ✓ 2. Play CD Track 41. Pause for students to check the picture
boxes.
3. Check students’ answers.
4. Extension: after students have successfully completed the
5 6 task, have them use their correctly checked pictures to
a b ✓ a b ✓ write six sentences.
Track
41 Audio Script Extra activity CT1, CT2, CT4
End the Review with an Open Book Quiz.
Narrator: One
Boy: Can you play the guitar? 1. Divide the class into teams of four and have
Girl: Yes, I can. them each decide on a team name.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 101
70
102
71
103
Phonics
Unit
4
spl spr squ B. Listen and fill in the missing letters.
P-CD
Track
50
P-CD
Track 1. ____ ____ ____int 2. ____ ____ ____id
A. Look, listen, and say. 49
1. spl ay 4. squ it
1. splash 2. split
2. spr eeze 5. spl ead
4. Flowers grow in .
ct ft
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Unit P-CD
Track
4 C. Listen, write, and read. 54
P-CD
Track 1. Here is my school .
A. Look, listen, and say. 52
2. My favorite at school is science.
3. spacecraft
ft 4. left
P-CD
Track
B. Listen and fill in the missing letters. 53 Track
E. Listen and chant. 55 P-CD
1. proje____ ____ 2. spacecra____ ____ 3. le____ ____
School Project
I select
4. inse____ ____ 5. sele____ ____ 6. li____ ____ I select and collect
I select and collect and inspect
I select and collect and inspect soft insects
7. so____ ____ 8. colle____ ____ 9. inspe____ ____ I select and collect and inspect soft insects for my school project.
74 75
104
Unit
4
nd nt C. Look and write the words.
P-CD 1 1 2
Track
A. Look, listen, and say. 56 2
3 4
3 4
1. sandcastle 2. pond
P-CD
Track
D. Listen, write, and read. 58
1. I’ll build a .
3. Here is our .
3. tent 4. painting
P-CD
Track
4. This is a of birds.
B. Listen and fill in the missing letters. 57 P-CD
nk mp
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Unit P-CD
Track
4 C. Listen and fill in the missing letters. 62
P-CD
Track
A. Look, listen, and say. 60 1. pi____ ____ 2. ju____ ____
nk mp
3. camping 4. lamp
P-CD
Track
B. Listen, write, and read. 61 P-CD
E. Listen and chant. Track
1. The fish are in the . 63
Smelly Skunk
2. The girl can . When we are camping
we see a skunk.
The skunk’s on a stump
3. We like to go . and he’s smelly!
So I put him in the sink
4. This is my . and he gives me a wink.
78 79
105
106
I like to run
and jump!
80
1. Play a memory game. Divide the class into 2. Books open. Ask students to look at the opening scene
pairs and have one student in each pair write on page 80.
the numbers 1 to 12 down the length of a piece • Point to each character and ask, “Who’s this?” (Star,
of paper. Display the flash cards. Emma, Tessa, Tom)
2. Give students one to two minutes to memoriz, • Ask, “Who’s asking the questions? (Star) “How many
CT4e the words. Hide the cards and have the questions does he ask?” (two) Say, “Look at the
pairs write down as many words as they can. answers to the second question. What do they start
3. The winners are the pair who recalls the most with?” (Yes or No)
words. Ask them to read out their list. Complete
3. Track Play CD Track 46, frame by frame. Ask
the list as necessary. Establish the three word
groups: books, food, and musical instruments. 46 students to point to each speech bubble on
page 80 as each part is spoken. Have students
show you how to run and jump.
108 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
5. Divide the class into two groups. Ask group 1 to read 1. Write a list of words down the board: like, play, to,
Star’s part and group 2 to read the other parts. Then ask I. Ask students to say the words aloud together.
the groups to swap parts and repeat. As a list, each word will be read with even stress.
6. Divide the class into pairs. Ask each pair of students to 2. Say, “Make a sentence from the words.” (I like
take turns speaking the parts of Star and the parts of the to play.) Write the sentence on the board. Read
others. Correct any pronunciation errors. it but stress each word equally. Ask, “Does that
sound like a sentence?” (No.)
7. Books closed. Say, “Let’s learn some more playground
3. Divide the class into pairs. Have them practice
words.” Introduce the equipment words on page 81,
saying the sentence so that it sounds like
excluding those already introduced. Follow the same
a sentence. Visit each pair and help them
process as before, using the flash cards. Introduce the
recognise that the word to is not stressed.
words in groups according to the prepositions they use.
Next say, “Let’s practice words for things we can do in 4. Tell students to ask different classmates, “What
the playground.” Practice the four verbs on page 81. do you like to do?” Students can answer with
play, climb, jump, or run.
8. Say, “Let’s practice our playground words
Track
again. This time, close your eyes and listen
47 carefully to the voice on the CD.” Play CD
Track 47. Pause as necessary for practice.
9. Return to the opening scene. Arrange the pairs of
students into groups of four. Each student takes a part Extra activity CT3, CT4
and they practice performing the scene. Students swap 1. Activity Book. Ask students to complete
roles until they have had a turn speaking each part. activity D on page AB45.
10. Activity Book. Ask students to complete activities A
and B on page AB44.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 109
Lesson preparations 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
Starship flash cards 99 to 110: house, jungle gym, as the audience. Play the CD as necessary.
tunnel, swings, rope, slide, net, boat, climb, play, run, jump
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 48, 49, 50, and 51
Activity Book: Activities A and B on page AB46; A,
B, and C on page AB47 (CD Tracks 83, 84, and 85)
Extras: a set of three “Playground” game cards—
swings, boat, jungle gym—for each pair (see page 153)
110
Track
50 Audio Script
83 Narrator: One
Man: Do you like to play on the slide?
080-085_2_LITESB951990_U5a.indd 83 4/8/16 8:31 AM
Girl: Yes, I do.
Narrator: Two
Man: Do you like to play in the tunnel?
A. Listen and choose CT1, CT2 Boy: Yes, I do.
Track
49 Audio Script Narrator: Three
Man: What do you like to do in the playground?
Girl: I like to climb the rope.
Narrator: One
Woman: What do you like to do in the playground? Narrator: Four
Girl: I like to play on the swings. Man: Do you like to play on the jungle gym?
Boy: Yes, I do.
Narrator: Two
Woman: What do you like to do in the playground?
Girl: I like to play in the boat.
1. Books open. Ask students to identify each picture.
Narrator: Three
2. Say, “Let’s listen and check the boxes that match what
Woman: What do you like to do in the playground?
we hear.” Play One on CD Track 50. Ask: “What number
Boy: I like to climb the net.
did you hear?” (one) “Does she like to play on the slide?”
Narrator: Four (Yes, she does.) “What box do you check?” (b)
Woman: What do you like to do in the playground? 3. Check that students know what to do. Play CD Track
Boy: I like to play on the slide. 50. Pause for students to check the picture boxes. Check
students’ answers.
Narrator: Five
Woman: What do you like to do in the playground? 4. Write on the board: Do you like to play _____? Tell
Girl: I like to play in the house. students to refer to their checked pictures and write
questions. For example: Do you like to play on the slide?
5. Ask three students to write an answer on the board.
6. Activity Book. Ask students to complete activity B on
page AB47 (CD Track 84).
111
Listen
c 1. Books open. Ask students to look at the three pictures
Track
A. Listen and choose. 49 in exercise C.
a 1
2. Ask students to identify what each child likes to do in
2 d the playground. (the boy likes to climb the net; the girl likes
3 to play on the slide; the other girl likes to play in the house)
b
4
5 3. Say, “Let’s practice speaking.” Divide the class into
e
pairs. Tell students they will listen to dialogs, and then
Track
repeat them. Tell them to listen carefully as you show
B. Listen and check a or b . 50 them what do. Play One on Track 51. Role-play both
1 2 3 4 parts of the dialog to model the exercise.
a a a a
Track
Audio Script
51
Narrator: One
Woman: What do you like to do in the playground?
Boy: I like to climb the net.
Narrator: Two
Woman: Do you like to play on the swings?
Girl: No, I don’t. I like to play on the slide.
Narrator: Three
Girl: I like to play in the house.
112
113
5. To end the unit, use the flash cards to review the unit
vocabulary.
Organizing groups CT1
1. Use pairs of “Playground” game cards to review
the unit language and regroup students for the Extra activity CT1, CT4
end-of-unit game. See “Organizing groups” on
1. Play a written spelling game (see “How to play
page 22.
Write it!” on page 22) using the vocabulary on
2. Hand out one game card to each student. page 81 of the Student Book.
Check that students know what to do by asking
them to tell Stella what to do. They should say
that the aim of the activity is to find a partner
who likes to do what they like to do in the
playground. As students look for their partners,
have them ask questions that start with, “Do
you like to …?” Once they have found their
partners, have them sit together.
3. Make sure that students are partnered
according to their matching cards. To do this,
ask each pair, “What do you two like to do in
the playground?” Encourage them to answer
together, starting with, “We like to ….”
114
Statements
Culture notes CT1, CT2
I like to run. Culture learning is not just about understanding
to jump. differences. There are similarities to discover, too.
Children’s playgrounds are found all over the world,
suggesting that all cultures value places where
I like to run and jump. children can come together and play. Talk to your
students about the sorts of games that they play
in the playground. Do they play role-play games,
clapping games, or games with skipping ropes?
Questions Tell them that American children play similar sorts
of games and then introduce them to a simple
What do you like to do in the playground? playground game with a rhyme (see “Extension
activities” below).
Yes, I do.
No, don’t.
115
What’s this?
Structures • Wh- questions with wrong (What’s
wrong?) This is my head.
• Demonstrative pronouns—near,
plural (These are my arms.)
I hurt my nose.
Review: Demonstrative pronouns—
near, singular (This is my head.)
86
Extras: a timer; hat holding cards on which • Hold up your fingers and say, “These are my fingers.”
are written “Places at school,” “Library items,” Model and repeat the word with the flash card.
“Art class items,” “Cafeteria food,” “Musical Pretend to accidentally cut your fingers on a piece of
instruments,” and “Playground equipment” paper. Hold two or more fingers and say, “Ouch! I cut
my fingers.” Model cut as you did with hurt.
Warm-up activity CT1, CT2, CT3 • Before opening books, say, “Let’s find out what’s wrong
1. Review sets of words from previous units. Divide with some of the Starship characters.”
the class into groups. Each group takes turns
to draw a card from a hat and brainstorm as 2. Books open. Ask students to look at the opening scene
many related words they can in half a minute. on page 86. Point to each character and ask, “Who’s
this?” (Star, Emma, Tessa, Dan, Tom) Ask, “What does
2. Start the timer when a card is drawn. As each Star ask?” (What’s this? What are these? What’s wrong?)
team calls out words, write them on the board.
3. Play CD Track 52, frame by frame. Ask students
3. Give a point for each word. Track
to point to the matching speech bubble on
52 page 86 as each part is spoken.
116 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 117
Lesson preparations 8. Ask the class to stand up and sing the song together.
Encourage their best performance with Star and Stella
Star and Stella hand puppets (see page 13) as the audience. Play the CD as necessary.
Audio CD Tracks: 54, 55, 56, and 57
Activity Book: Activities A, B on page AB52; A, B,
C on page AB53 (CD Tracks 86, 87, 88)
Extras: one set of four “Body parts” game cards for
each pair—nose, toes, face, fingers (see page 154)
118
Listen
1. Books open. Ask students to look at the pictures and
Track
A. Listen and choose. 55 identify the body parts that are hurt or cut. Say, “Let’s
1 listen and choose the pictures that match what we
a c d
2 hear.” Play One on CD Track 55. Ask: “What number
3 did you hear?” (one) “What did the boy hurt?” (He hurt
4 his ear.) “What picture do you choose?” (c) “What do
b 5 e you draw between 1 and c?” (a line)
2. Check that students know what to do. Play CD Track
B. Listen and check a or b . Track
56 55. Pause for students to match the pictures with the
numbered boxes. Check students’ answers.
a ✓1 a ✓2 a
3
a
4
3. Divide the class into pairs. Have students refer to their
completed task and take turns asking and answering
the question, “What’s wrong?”
b b b ✓ b ✓ 4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB53 (CD Track 86).
Track
C. Listen and say. 57
1 2 3
Track
56 Audio Script
89
Narrator: One
086-091_2_LITESB951990_U5b.indd 89 4/8/16 8:32 AM Girl: These are my arms and these are my legs.
Narrator: Two
Boy: This is my ear.
A. Listen and choose CT1, CT2
Narrator: Three
Track Girl: This is my head and this is my neck.
55 Audio Script
Narrator: Four
Narrator: One Boy: This is my chest and this is my back.
Girl: What’s wrong?
Boy: I hurt my ear.
Narrator: Two 1. Books open. Ask students to look at the four pairs of
Boy: What’s wrong? pictures and identify the body parts in each.
Girl: I hurt my hands and my fingers. 2. Say, “Let’s check the boxes that match what we hear.”
Narrator: Three Play One on CD Track 56. Ask: “What number did you
Girl: What’s wrong? hear?” (one) “Did the girl say ‘This is my head and this
Boy: I cut my face. is my eye?’” (No, she didn’t. She said, “These are my arms
and these are my legs.”) “What box do you check?” (a)
Narrator: Four 3. Check that students know what to do. Play CD Track 56.
Boy: What’s wrong? Pause for students to check the boxes. Check students’
Girl: I hurt my thumb. answers.
Narrator: Five 4. Tell students to refer to their checked pictures and write
Boy: What’s wrong? statements. Use the first checked picture as an example
Girl: I hurt my neck. for the board: These are my arms and these are my legs.
5. Ask three students to each write one statement.
6. Activity Book. Ask students to complete activity B on
page AB53 (CD Track 87).
119
Listen
1. Books open. Ask students to look at the three pictures
Track
A. Listen and choose. 55 in exercise C.
1
a c d 2. Draw a speech bubble on the board. Point to it and ask
2
students to guess what the boy in picture 1 says. (I hurt
3
my arm.) Follow on with pictures 2 and 3.
4
b 5 e 3. Say, “Let’s practice speaking.” Divide the class into
pairs. Tell students they will listen to each dialog, and
then repeat it. Tell students to listen carefully as you
B. Listen and check a or b . Track
56 show them what do. Play One on Track 57. Role-play
1 2 3 4 both parts of the dialog to model the exercise.
a a a a
Narrator: Two
Girl: These are my feet and these are my legs.
Narrator: Three
Boy: What’s wrong?
Girl: I cut my toe.
120
121
122
123
Phonics
ang ong
92 93
ld lf lk lm lp lt
092-097_2_LITESB951990_PBU5.indd 92 4/14/16 3:38 PM 092-097_2_LITESB951990_PBU5.indd 93 4/14/16 3:38 PM
Unit
5 C. Write the words.
P-CD 1 2 3
Track
A. Look, listen, and say. 68
Track
D. Listen, write, and read. 70 P-CD
4. This is an tree.
124
Unit
5
le el C. Listen and fill in the missing letters.
P-CD
Track
74
P-CD
Track 1. app____ e 2. cam____ l
A. Look, listen, and say. 72
3. beet____ e 4. bubb____ es
5. tunn____ l 6. barr____ l
1. puzzle le
2. eagle
D. Look and write the words.
1 2 1 1
2 4
3. jewel 4. kennel 5
3 5
P-CD
Track
B. Listen, write, and read. 73 P-CD
Track
1. Here is my favorite . E. Listen and chant. 75
I Like
2. This bird is an . I like to eat apples
and I like to do puzzles.
3. There’s a blue in the ring. I like to look at beetles
and I like to blow bubbles.
I like to stand on barrels
4. The dog’s in the . and I like to sit in tunnels.
96 97
125
126
98
128 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
10. a computer 11. a pen 12. a fan 2. Ask pairs of students to take turns giving each other the
directions and responding. Listen carefully to students’
pronunciation, correcting errors and offering praise.
13. a pencil case 14. a ruler 15. an eraser 3. Give three students one of the following phrasal verbs:
clean off, stack up, wipe off. Ask them to be the teacher
and give a direction to the class. Have the whole class
respond positively and together with “Okay.”
Talk. 4. Activity Book. Ask students to complete activity C
Clean off your , please.
Stack up your , please. on page AB57. Check students’ answers. Ask pairs of
Wipe off the , please. students to take turns speaking the two parts.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 129
Lesson preparations
Starship flash cards 136 to 150: light, whiteboard,
English books, computer books, math books, music
books, notebook, chair, desk, computer, pen, fan, pencil
case, ruler, eraser
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 60, 61, 62, and 63
Activity Book: Activities A and B on page AB58; A,
B, and C on page AB59 (CD Tracks 89, 90, and 91)
Extras: a soft ball; a set of seven “Classroom items”
game cards—pencils, erasers, desks, whiteboard,
computers, fans, chairs—for each pair (see page 155)
130
Listen
Track
1. Books open. Ask students to identify the pictures. Say,
A. Listen and choose. 61 “Let’s listen to five directions and choose the pictures
a 1 c
that match.” Play One on CD Track 61. Ask: “What
2 d number did you hear?” (one) “What did the teacher
3 say to put away?” (pencil cases) “What picture do you
4
choose?” (a) “What do you draw between 1 and a?”
e
b (a line)
5
2. Check that students know what to do. Play CD Track
B. Listen and check a or b . 62
Track
61. Pause for students to match the pictures with the
1 2 numbered boxes. Check students’ answers.
a a a ✓3 a ✓4
3. Divide the class into pairs. Have students refer to their
completed task and take turns giving a direction. Listen
to make sure they are using correct phrasal verbs.
b ✓ b ✓ b b
4. Ask five students to each perform one direction.
5. Activity Book. Ask students to complete activity A on
page AB59 (CD Track 89).
Track
C. Listen and say. 63
1 2 3
B. Listen and check a or b CT1, CT2
Track
Audio Script
62
101
Narrator: One
098-103_2_LITESB951990_U6.indd 101 4/8/16 8:33 AM Male teacher: Turn off the lights, please.
Narrator: Two
Male teacher: Wipe off the whiteboard, please.
A. Listen and choose CT1, CT2
Narrator: Three
Track Male teacher: Put away your pens, please.
61 Audio Script
Narrator: Four
Narrator: One Male teacher: Put away your notebooks, please.
Female teacher: Let’s clean up. Put away your
pencil cases, please.
Narrator: Two 1. Books open. Ask students to look at the four pairs of
Female teacher: Wipe off the whiteboard, please. pictures and identify the different classroom items.
2. Say, “Let’s check the boxes that match what we hear.”
Narrator: Three Play One on CD Track 62. Ask: “What number did you
Female teacher: Put away your rulers and your hear?” (one) “Did he say to turn off the lights or the
pens, please. computer?” (the lights) “What box do you check?” (b)
Narrator: Four 3. Check that students know what to do. Play CD Track 62.
Female teacher: Stack up your chairs, please. Pause for them to check the boxes. Check answers.
Narrator: Five 4. Write, “_____ the lights, please.” on the board. Point to
Female teacher: Put away your math books, the gap and ask “How do we complete this direction?”
please. (Turn off ) Complete the direction on the board. Tell
students to refer to their checked boxes to write three
more directions.
5. Ask three students to write a direction on the board.
6. Activity Book. Ask students to complete activity B on
page AB59 (CD Track 90).
131
Listen
Track
1. Books open. Ask students to look at the picture in
A. Listen and choose. 61 exercise C.
a 1 c 2. As students look at the picture, ask, “What can we do
2 d
to clean up this classroom?” (Turn off the computers/fans/
3 lights; wipe off the whiteboard; stack up the chairs; clean off
4 e the desks; put away the books)
b 5
3. Say, “Let’s practice speaking. First, watch me.” Play One
Track on CD Track 63, and then repeat the direction.
B. Listen and check a or b . 62
1 2 3 4 4. Check that students know what to do. Play CD Track 63.
a a a a Pause for students to repeat the sentences. Write them
on the board as necessary.
5. When students have completed the exercise, divide the
b b b b class into pairs and have them take turns giving the
directions.
6. Ask three students to perform a direction.
Narrator: Two
Clean off your desks, please. Put away your music
books, please.
Narrator: Three
Turn off the lights, please. Wipe off the whiteboard,
please.
132
133
1. clean off
2. wipe off
1. Students play with the partner they found in the
3. turn off “Organizing groups” activity—one student to be player
One and the other to be player Two. Show students
4. put away
how to play through a role-play. As player One (Star),
roll the dice to “6” and show the students. As player
5. stack up
Two (Stella), first point to the corresponding phrasal
6. clean up verb (6. clean up) and then to the relevant picture (the
classroom scene). As player One (Star), say, “Clean up
the classroom, please.”
2. Show how to take turns—player Two (Stella) rolls the
103 dice and player One (Star) matches the phrasal verb
and the picture. Play the game.
098-103_2_LITESB951990_U6.indd 103 4/8/16 8:33 AM
134
135
136 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
Track End the Review with an Open Book Quiz.
64 Audio Script 1. Divide the class into teams of four and have
them each decide on a team name.
Narrator: One
2. On the board, draw a table with seven columns
Boy: Do you like to play in the boat?
and a row for each team. Write the team names
Girl: No, I don’t. I like to play in the tunnel.
in the first column of the table on the board.
Narrator: Two
Girl: What’s wrong? 3. Describe the quiz to the students—there are six
Boy: She hurt her finger. questions about Units 5 and 6. Tell students they
can use their student books to search for the
Narrator: Three answers. Tell teams that one team member will
Mrs. Brown: Put away your pens and eraser, please. need a pen and paper to write down the team’s
Girl: Yes, Mrs. Brown. answers.
Narrator: Four
4. Ask the first question. Limit the time for searching
Mrs. Brown: Turn off the lights, please.
for answers. When all the team writers have
Boy: Okay.
written down their team’s answer and put down
Mrs. Brown: Thank you.
their pens, read out the correct answer. Award
Narrator: Five points and write them on the board.
Boy: What do you like to do in the playground?
5. Continue the quiz until all the questions have
Girl: I like to play in the house.
been asked. Then declare the winning team and
Narrator: Six congratulate all teams for a great effort.
Boy: What are these?
Girl: These are my toes.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 137
e ys
Warm-up activity CT1, CT2
First name:
g r
1. Tell students you are going to ask questions
d to
ee
about them. This is an opportunity for students Address:
to show what they already know.
2. Ask students about their names (first names
n
and family names), their addresses, their
telephone numbers, the name of their school, Phone number:
and their teachers.
3. Ask students to interview each other with
similar questions. School:
Teacher:
106
138
Phonics
Unit
6
ll rr tt B. Listen and fill in the missing letters.
P-CD
Track
77
P-CD
Track 1. ca____ ____ot 2. bu____ ____on
A. Look, listen, and say. 76
2. This is my .
4. I go by .
6. My are yellow.
P-CD
Track
D. Listen and chant. 79
Going to Grandma’s
There are buttons on my coat.
5. butter 6. mittens There are mittens on my hands.
There’s a doll in my bag and
I’m going to my grandma’s by ferry.
108 109
kn wr mb
108-115_2_LITESB951990_PBU6.indd 108 4/14/16 3:40 PM 108-115_2_LITESB951990_PBU6.indd 109 4/14/16 3:40 PM
Unit P-CD
Track
6 B. Listen and fill in the missing letters. 81
P-CD
Track 1. co___ ___ 2. ___ ___ist
A. Look, listen, and say. 80
1. knee 1. wr ee 4. kn mb
2. knit
2. cli ite 5. thu ist
3. kn mb 6. wr ife
P-CD
3. He can a letter.
4. This one is .
5. The is cute.
5. lamb 6. climb
6. He likes to the net.
110 111
139
Unit
6
cc ck C. Look and write the words.
P-CD 1 2 1 3
Track
A. Look, listen, and say. 83 3 4
2 5
5
4
1. soccer 2. raccoon
P-CD
Track
D. Listen, write, and read. 85
1. I like to play .
soft c soft g
108-115_2_LITESB951990_PBU6.indd 112 4/14/16 3:40 PM 108-115_2_LITESB951990_PBU6.indd 113 4/14/16 3:40 PM
Unit P-CD
Track
6 B. Listen and fill in the missing letters. 88
P-CD
Track 1. pen____il 2. pa____es
A. Look, listen, and say. 87
3. ____iraffe 4. ri____e
P-CD
Track
C. Listen, write, and read. 89
1. dan
dance 4. orange 1. I like to .
2. This is an cube.
3. We live in the .
140
Phonics Review
P-CD
Track
D. Read the story. 93
P-CD
3. 3. He rides a on Sunday.
4. 4. He rides an on Tuesday.
Phonics Review
116-120_2_LITESB951990_PBR1-6.indd 116 4/14/16 4:01 PM 116-120_2_LITESB951990_PBR1-6.indd 117 4/14/16 3:44 PM
P-CD
Track
D. Read the story. 95
Going to the City
P-CD
Track
A. Listen and write the number. 94 On Saturdays, I go to the park in the
city with my mom. We go by ferry.
letter pencil ferry pocket Mom knits on the ferry. We like
giraffe knee doll button to watch soccer games at the park
and we like to eat lunch there too.
raccoon wrong city climb I have sandwiches in my bag. Mom
has oranges and a knife. It’s cold
B. Write ll, rr, tt, kn, wr, mb, cc, or ck today so I pull my mittens
and read the words. out of my pocket. I push
in my thumbs and pull the
1. mi____ ____ens 2. bu____ ____et 3. ____ ____ist
mittens up to my wrists.
4. ba____ ____oon 5. ca____ ____ot 6. ____ ____ife Now I’m warm!
c 3. orange
d 3. We like to watch games.
4. butter
e 4. I pull my out of my .
5. strawberries f
6. zucchini 5. I push in my .
118 119
141
142
English class
science
© Houghton Mifflin Harcourt Publishing Company
143
third floor
© Houghton Mifflin Harcourt Publishing Company
144
145
146
147
cut
148
149
150
151
152
153
154
155
for
signed:
156
A E K
phone number thumb
above ear(s) kazoo
piano toe(s)
address eat know
picture tomatoes
arm(s) English
pizza triangle (musical
art eraser L play instrument)
art room eye(s) least favorite play (musical triangle (shape)
atlases leg(s) instrument) tunnel
F let’s clean up playground turn off
B face librarian posters
back family name library potatoes U
beans fans lights principal under
behind feet listen to stories put away use
boat finger(s) look at posters puzzle books
body first floor lunchroom
V
books first name R
fish M read
vegetables
C flag magazines recorder
violin
157
Unit 1
Theme Functions Structure Language Items Vocabulary
What’s your favorite class?
Introductions Greetings • Wh- questions My name’s Mrs. Brown. Words
Names • Introducing with BE (What’s) I’m your English teacher. English class, math, art, music,
Favorite classes oneself and I’m a student. science, computer(s), P.E.,
Review What’s your favorite class? teacher, principal, librarian,
others with • Contracted forms
first and/or It’s English. nurse, janitor, least favorite
of BE, present What’s your least favorite class?
family names tense, statements Titles
Math.
• Talking about Mr., Mrs., Miss
and questions He’s our librarian.
favorite classes • Possessive She’s our nurse. Review
adjectives: my, favorite
Review
your, his, her What’s your/his/her name?
My/His/Her name’s ___.
Phonics
bl, br; cl, cr; fl, fr; dr, tr
Unit 2
Theme Functions Structure Language Items Vocabulary
What do you do in the library?
The library • Asking about • Wh- questions What do you do in the library? Words
and explaining with do and like I read books. read books, use atlases, look
preferences • Statements with What books do you like? at posters, listen to stories,
• Asking about subject, verb, I like storybooks and comic dictionaries, storybooks,
what you do object books. comic books, puzzle books,
Do you like comic books? science books, magazines
in a place
No, I don’t. I don’t like comic
Review
books.
like, too
I use dictionaries and atlases.
I listen to stories.
Do you listen to stories?
Yes, I do. I look at posters, too.
Phonics
gl, gr; pl, pr; sc, sk; sl, sp
158
Phonics
sm, sn; st; sw, tw; scr, str
Unit 4
Theme Functions Structure Language Items Vocabulary
Can you play the piano?
Music class • Identifying • Ability questions with What do you do in music Words
musical can class? piano, violin, guitar, drums,
instruments We listen to music and we sing recorder, triangle, hand bell,
• Asking about songs. kazoo, tambourine, cymbals,
and expressing We play the violin and the xylophone, harmonica, listen
piano. to, sing songs, music, play (an
ability
Can you play the piano? instrument), can, can’t,
• Asking about
Yes, I can. No, I can’t.
preferences Do you like music?
Asking about
what is done/ Review
saying what one Yes, I do.
does
Phonics
spl, spr, squ; ct, ft; nd, nt; nk, mp
159
I hurt my nose.
Body parts • Identifying parts • Wh- questions with What’s this? Words
Simple health of the body wrong This is my head. body, face, nose, head, eye/
problems • Asking about • Formulaic simple past What are these? eyes, ear/ears, mouth, neck,
and stating tense with hurt and These are my arms. chest, back, arm/arms, leg/legs,
simple health cut What’s wrong? thumb, hand/hands, foot/feet,
I hurt my nose. toe/toes, finger/fingers, hurt,
problems
I hurt my hand and I cut my cut, these
finger.
Review
this
Phonics
ang, ing, ong, ung; ld, lf, lk, lm, lp, lt; le, el
Unit 6
Theme Functions Structure Language Items Vocabulary
Let’s clean up!
Classroom items • Talking about • Simple phrasal verbs Let’s clean up. Words
and processes things in the Put away your pencils, your whiteboard, desks, chair,
classroom and erasers, and your rulers, English books, math books,
what you do please. music books, computer
with them Clean off your desks, please. books, light, eraser, fan, pens,
Okay. pencil case, ruler, notebooks,
Wipe off the whiteboard, computers
please. Turn off the computers
Review
and the fans, please.
computer(s), pencil(s)
Stack up your chairs, please.
Yes, Mrs. Brown.
Phonics
ll, rr, tt; kn, wr, mb; cc, ck, soft c, soft g
160
162
k Page AB49: A.
1
g a i y
d
2 3
r s t t u n n e l b
h a n d e
3
u r z t
4
j u n g l e g y m
i u o r g a 4
a s w i n g s s d f
e a r
5
5
t a m b o u r i n e c l i m b s d f g a
a s a p l a y g r o u n d
6
n r m
r p i a n o
6
b f a h o u s e x z
7
t o e s
g s
r u n x c j u m p d
v i o l i n
7
e r o p e r b o a t e
e
Unit 6: Let’s clean up!
B. 5 6
B. guitar, triangle, recorder; violin, 4 7
kazoo, tambourine 27 26 16 15
Page AB56: A. 1 c; 2 b; 3 f; 4 e; 5 a; 6
d B. 1 i; 2 e, f; 3 h, o, s; 4 m, t; 5 h, b, r;
Review Units 3, 4 28
25 17
14 6 u, e; 7 a, s; 8 n, i
Page AB42: A. 1 What do you want Page AB57: C. 1 Hello. 3 Clean off
3 8
to drink? 2 I want some juice, please. 24 18 your desk, please. 4 Okay. 5 Hi, Miss
B. 1 a, o, o, a, o, a; 2 n, r, e, e, e; 3 c, d, Green. D. 1 Let’s clean up the classroom.
r, r, r C. 1 music; 2 drums; 3 piano; 4 29 23 19 13 2 Turn off the computer, please. 3 Wipe
like; 5 do off the whiteboard, please. 4 Put away
2 22 21 20 9 your math books, please.
Learn more
Page AB58: A. 1 pens; 2 chairs;
Page AB43: A. 30 12
star diamond square 3 erasers; 4 rulers; 5 notebook; 6
computer
1 31 11 10
Page AB59: A. 1 d; 2 e; 3 a; 4 c; 5 b B.
triangle rectangle
3 C. 1 a; 2 a; 3 a; 4 b; 5 a
Unit 5: I hurt my nose.
Page AB60: A. fans, please, Put B.
Page AB50: A. desk, pencils, erasers, computer
B. 1 i, e; 2 e, i, e; 3 n, e, m, n eye
ear
Page AB61: A. Wipe off the
C. triangle, in, circle
nose whiteboard, please. Turn off the
Unit 5: I like to jump! mouth
computer, please. Stack up the chairs,
please. B. erasers
Page AB44: A. 1 b; 2 a; 3 d; 4 f; 5 e; 6 hand
c B. 1 i, s; 2 u, n; 3 t; 4 t; 5 l, d; 6 u, l, y; Review Units 5, 6
arm
7 o, e; 8 o, e Page AB62: A. 1 I like to run and
Page AB45: C. 2, 3, 4, 1 D. Answers jump. 2 I like to climb the rope. B. 1 h,
will vary. t, o, g; 2 u, y, a C. 1 fans; 2 computers;
3 hands; 4 feet; 5 books; 6 pens
Page AB46: A. 1 boat; 2 swings; 3 net;
B. 1 n, c; 2 i, e, s; 3 o; 4 o; 5 e; 6 r, s;
4 slide; 5 run; 6 jump About me
7 u, h; 8 a, d
Page AB47: A. 1 a; 2 c; 3 b; 4 d; 5 e B. 1 Page AB63: Answers will vary.
Page AB51: C. 1, 3, 4, 2 D. 1 foot;
2 eyes 3 mouth; 4 fingers
163
2 a dictionary
a d
3 gym
4 P.E. teacher
b 5 science books e
6 office
c f
➀
● ➁
● ➂
● ➃
●
© Houghton Mifflin Harcourt Publishing Company
2 noodles
a d
3 cymbals
4 strawberries
b 5 a piano e
6 a pencil
c f
1. I see a bird.
2. We the violin and the piano.
3. What do you to eat?
4. I want chicken, please.
3
D. Look and choose. 5
2
1 4
2 eyes
a d
3 a chair
4 net
b 5 a ruler e
6 mouth
c f
3
D. Look and choose. 5
2
1 4
2 C_ n I c_ m_ _ ns_ d_ ?
4 Sh_ ’s o_ r m_ th t_ _ ch_ r.
2 a flag
a d
3 comic books
4 a crayon
b 5 paper e
6 storybooks
c f
F. Write the missing words. Read the chant.
She teaches ➀ .
He teaches ➁ .
She’s my ➂ teacher.
He’s my ➃ teacher.
➀
● ➁
● ➂
● ➃
●
© Houghton Mifflin Harcourt Publishing Company
3 I loo_ at p_ ste_ s.
1. Can I come ?
2. Can I outside?
3. Do you like books?
4. I paint and birds.
5. Is a window?
6. She’s Emma .
2 in
a d
3 above
4 on
b 5 behind e
6 under
c f
➀
● This is my ➂ .
These are my ➃ .
This is my ➄ .
➁
● These are my ➅ .
➂
● ➃
● ➄
● ➅
●
4. cut I finger. my
3
H. Look and choose. 5
2
1 4
Progress tests
Units 1, 2: A. 1 c; 2 f; 3 a; 4 d; 5 b; 6 e
B. 1 computers; 2 math; 3 English; 4 art C. 1 What’s
your least favorite class? 2 It’s on the second floor.
3 Do you listen to stories? 4 What does he teach?
D. 1 h, o, h, b, r; 2 e, e, n, o; 3 v, i, s, g; 4 e, s, n, c, a;
5 h, u, s, h, r; 6 a, o, u, k
Units 3, 4: A. 1 b; 2 c; 3 f; 4 d; 5 e; 6 a B. 1 Let’s draw
a picture. 2 What do you want to drink?
3 Do you want some ice cream? 4 Can you play the
harmonica? C. 1 green; 2 play; 3 want; 4 some
D. 5 French fries; 2 a handbell; 6 a triangle; 1 rice;
4 a crayon; 3 a marker
Units 5, 6: A. 1 f; 2 b; 3 a; 4 d; 5 e; 6 c B. 1 your; 2
jump; 3 please; 4 These C. 1 I like to play on the
jungle gym. 2 Wipe off the whiteboard, please.
3 Do you like to play on the boat? 4 I hurt my face
and my fingers. D. 5 ears; 4 hands; 1 body; 3 fingers;
2 arm; 6 legs
Mid-term test
A. 4 door; 3 window; 1 ceiling; 5 floor; 2 wall
B. 1 What books do you like? 2 What do you do in
art class? 3 He’s our English teacher. 4 I see a purple
car. 5 My first name is Tessa. C. 1 name; 2 paper;
3 English; 4 science; 5 to; 6 math D. 1 a, o, o, u, i, e;
2 a, o, e, i, i, e; 3 a, o, i, a, a; 4 e, u, a, e, a, e E. 1 c; 2 e;
3 b; 4 a; 5 f; 6 d F. 1 art; 2 math; 3 science; 4 music
G. 1 h, r, p; 2 s, h, r, o; 3 k, o, r; 4 n, a, c, l H. 1 inside;
2 go; 3 puzzle; 4 dinosaurs; 5 this; 6 Bird
Final test
A. 1 d; 2 f; 3 b; 4 e; 5 c; 6 a B. 1 u, s, n, y, r; 2 l, h, l, h;
3 e, a, h, s, o; 4 n, o, h, e, s C. 1 Put; 2 Wipe; 3 Clean;
4 Stack; 5 Turn D. 1 rectangle; 2 star; 3 diamond;
4 heart; 5 triangle E. 1 listen; 2 climb; 3 paint; 4 up
F. 1 ear; 2 toes; 3 hand; 4 feet; 5 leg; 6 eyes
G. 1 Where’s the nurse’s room? 2 Can you play the
drums? 3 I like to play on the slide. 4 I cut my finger.
H. 5 a pizza; 6 a recorder; 2 tunnel; 4 grapes;
3 a guitar; 1 jungle gym
Aa Cc
Bb Dd
180 © Houghton Mifflin Harcourt Publishing Company
Ee Gg
Ff Hh
© Houghton Mifflin Harcourt Publishing Company 181
Ii Kk
Jj Ll
182 © Houghton Mifflin Harcourt Publishing Company
Mm O o
Nn Pp
© Houghton Mifflin Harcourt Publishing Company 183
Qq Ss
Rr Tt
184 © Houghton Mifflin Harcourt Publishing Company
U u Ww
Vv Xx
© Houghton Mifflin Harcourt Publishing Company 185
Yy
Zz
186 © Houghton Mifflin Harcourt Publishing Company
ball
fold
apple
fold
duck
fold
cat
fold
frog
fold
eggs
fold
hat
fold
goat
fold
jar
fold
insect
fold
lizard
fold
kite
fold
nose
fold
monkey
fold
panda
fold
orange
fold
robot
fold
queen
fold
turtle
fold
snake
fold
violin
fold
umbrella
fold
fox
fold
watch
fold
zebra
fold
yo-yo
fold
a b
c d
200 © Houghton Mifflin Harcourt Publishing Company
e f
g h
© Houghton Mifflin Harcourt Publishing Company 201
Letter Cards
i j
k l
202 © Houghton Mifflin Harcourt Publishing Company
Letter Cards
m n
o p
© Houghton Mifflin Harcourt Publishing Company 203
q r
s t
204 © Houghton Mifflin Harcourt Publishing Company
u v
w x
© Houghton Mifflin Harcourt Publishing Company 205
y z
206 © Houghton Mifflin Harcourt Publishing Company
a a b c
d e e f
g g h h
i i j k
l l m m
© Houghton Mifflin Harcourt Publishing Company 207
n n o o
p p q r
r s s t
t u u v
w x y z
208 © Houghton Mifflin Harcourt Publishing Company
A B C D E
plum ball belt scrub
1 3 1 2 4
bl
br fr
fl
cl fold
cr
© Houghton Mifflin Harcourt Publishing Company 211
fold
weather
coins
famous
yawn
vacation
zebra
STOP
lunch
park
picture
GO
lion
division
moon
stairs
dirty
FINISH
START
father chair
alphabet dirty
hair spider
photograph cook
square noodles
mountain elephant
oyster soil
oven astronaut
© Houghton Mifflin Harcourt Publishing Company 217
magazine motorcycle
alligator hamburger
bear pets
pony jacket
butterfly window
computer airplane
hamster basket
circus bicycle
218 © Houghton Mifflin Harcourt Publishing Company
English class
ary
Librun
f
day
M usic
English
M usi c
lish
Eng
ry
Libra
Co m p u t e r
uters s
Co mp
fun
day
Music
English
M usi c
lish
Eng
ers
Com put Co m p u t
ers
a diamond a heart on
SB2_FC_LM2_ECU.indd 91 4/12/16 1:13 PM SB2_FC_LM2_ECU.indd 92 4/12/16 1:13 PM SB2_FC_LM2_ECU.indd 93 4/12/16 1:13 PM
in under above
SB2_FC_LM2_ECU.indd 94 4/12/16 1:13 PM SB2_FC_LM2_ECU.indd 95 4/12/16 1:13 PM SB2_FC_LM2_ECU.indd 96 4/12/16 1:13 PM
Engli sh
English
C omp uters
Ma t h M us icM usic
Ma th
61
2
C om p u te rs 54
236-240_2_LITETB952034_MCPL.indd 236
1. INFORMATIONAL DATA
Teacher: Name of the teacher Area/Subject: Grade: Class:
who enters the
information
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
The learning skills with performance criteria (SPC) are described below
as the current curricular documents to require.
Some SPC are set out according to the specifics of the subject, which
have to be developed throughout the school year, so they may be
repeated as many times as necessary.
It is important to consider that all subjects have some skills and
performance criteria connected; therefore, for the planning of different
subjects there may be more than one SPC repeated to be developed.
7/6/16 8:17 AM
TRANSVERSAL AXES: Those selected to be PERIODS: The number of hours required to work this INITIAL WEEK: According to the number of
developed in the Unit Plan. skill with students will be calculated based on weeks established in the annual
the total of teaching hours allocated to each curriculum.
teaching unit and the number of selected skills.
236-240_2_LITETB952034_MCPL.indd 237
Methodological Strategies Resources Performance Indicators Evaluation Activities/Techniques/Instruments
Methodology and Resources needed to develop Indicators needed to assess the progress of students in Description of the techniques and specific
strategies proposed to the students’ skills with acquiring skills with performance criteria as proposed in instruments/tools that will be used to assess learning
develop the selected skills performance criteria. the unit plan. achievement through the proposed indicators.
with performance criteria,
taking into account the
Activities that will demonstrate and validate student
scope of each one of these
learning.
skills, the articulation
of the activities and the
different moments for
their development.
7/6/16 8:17 AM
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
236-240_2_LITETB952034_MCPL.indd 238
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Area Director: Vice-Principal:
7/6/16 8:17 AM
Notes
Write notes here.