TEACHING LESSON SYLLABUS- Happy Campers 1

KEY LANGUAGE
ACH UNIT LESSON PAGE AIMS COMMENT
STRUCTURE LEXIS
Hello, (Mike)! hello Lesson Aims
Hi, (Mike)! hi To identify and say greetings using "Hello" and "Hi".
SB, p8 Goodbye, (Mike)! goodbye To identify and say farewells using "Goodbye" and "Bye".
1 1
TE, p19 Bye, (Mike)! bye

What's your name? hello Lesson Aims

My name's (Amy). hi To sing "Hello".
goodbye To ask about names using the structure "What's your
SB, p9 bye name?"
TE, p20 To answer about names using the structure "My name is
2 2 Skills Book, (Amy)."
pp. 4 and 5
(Picture Talk) Skills Book Aims
To develop listening and speaking skills by pointing to
pictures and talking about greetings.

I'm (James). mom Lesson Aims

This is my (mom) and (dad). dad To identify six different family members.
sister To introduce oneself using the structure "I'm (James)."
SB, p10
3 3 brother To introduce family members using the structure "This is
TE, p23
grandma my (mom) and (dad)."
grandpa

This is my (dad). mom Lesson Aims

This is my (brother) (Cody). dad To introduce family members using the structure "This is
(Amy) is my (sister). sister my (grandma)."
brother To introduce family members using the structure "This is
SB, p11 grandma my (brother) (Cody)."
TE, p24 grandpa To introduce family members using the structure "(Amy) is
Skills Book, my (sister)."
4 4
pp. 6, 7, and 52
(Happy Reader and Skills Book Aims
Happy Writer) To develop reading skills by identifying characters.
To develop writing skills by identifying and understanding
characters.

Look, (Daisy)! look Lesson Aims

This is (my) (kite). kite To draw someone's attention using the structure "Look,
This is my (brother). hello (Daisy)."
hi To talk about possessions using the structure "This is (my)
goodbye kite."
1 bye
SB, p12 mom
5 5
TE, p27 dad
sister
brother
grandma
grandpa

This is my (brother). hello Lesson Aims

hi To identify different family members.
goodbye To write the first letter of the words that name each family
bye member.
SB, p13 mom
TE, p28 dad Skills Book Aims
6 6 Skills Book, sister To recognize and accurately produce words with /m/
pp. 8 and 9 brother and /æ/ sounds.
(Word Work) grandma
grandpa

This is my (brother). mom Lesson Aims

dad To identify different family members.
sister To develop art skills and creativity by making family cards.
SB, p14
7 7 brother To develop critical thinking and communication skills by
TE, p31
grandma playing "Family Memory".
grandpa

Unit Review Unit Review Lesson Aims

SB, p15 Assessment Assessment To spell the new vocabulary in this unit.
8 8 To review and practice key language in this unit.
TE, p32
To have the unit assessment.

Come meet my family. family Lesson Aims

We are all robots. robot To follow the script and act out the story.
9 9 Act Out My sister's name is Beep. To consolidate key language in this unit.
What about your family?

Come meet my family. family Lesson Aims

We are all robots. robot To act out the story.
10 10 Act Out My sister's name is Beep. To practice key language in this unit.
What about your family? To develop communication and performance skills.
To build confidence on performing.

How old are you? numbers from 1 to 10 Lesson Aims

SB, p16 I'm (seven). To identify and count numbers from 1 to 10.
11 1
TE, p37 Count with me! To sing "Counting Song".

How old are you? numbers from 1 to 10 Lesson Aims

I'm (seven). To review numbers from 1 to 10.
What's your name? To sing "Counting Song".
I'm (Dan). To ask about age using the structure "How old are you?"
SB, p17 To answer questions about age using the structure "I'm
TE, p38 (seven)."
12 2 Skills Book,
pp. 10 and 11 Skills Book Aims
(Picture Talk) To develop speaking and Listening skills by asking and
answering questions about age and name.

I have a (pencil) an d an pencil Lesson Aims

(eraser). pen To identify different school supplies: pencil, pen, ruler,
I have (crayons) and (colored ruler eraser, crayon, colored pencil.
SB, p18
13 3 pencils). eraser To write the first letter of the words that name different
TE, p41
crayon school supply.
colored pencil To practice using the indefinite articles "a" and "an".
 I have (a) (pencil). iguana Lesson Aims
I have (an) (eraser). pencil To review school supplies.
I have a (pen) and a (ruler). pen To talk about possessions using the structure "I have (a)
SB, p19 ruler (pencil)."
TE, p42 eraser
Skills Book, crayon Skills Book Aims
14 4
pp. 12, 13, and 52 colored pencil To develop reading and writing skills by recalling details in
(Happy Reader and the text.
Happy Writer)

I have (a) (pencil). idea Lesson Aims

I have (an) (eraser). clay To review school supplies.
I have a (pencil), an (eraser), pencil To talk about possessions using the structure "I have (a)
and a (ruler). pen (pencil). / I have (two) (crayons)."
SB, p20 ruler To raise an opinion starting with the structure "I have an
15 5 eraser idea."
TE, p45
2 crayon
colored pencil
numbers from 1 to 10

I have (a) (pencil). pencil Lesson Aims

I have (an) (eraser). pen To understand the question "What's the problem?" and
(Carl) has a (pencil). ruler answer in L1.
SB, p21 eraser To repeat in L2 by showing different school supplies that
TE, p46 crayon have problems (for example, are broken, don't write, etc.).
16 6 Skills Book colored pencil
pp. 14 and 15 numbers from 1 to 10 Skills Book Aims
(Word Work) To recognize and accurately produce words with /h/ and
/ɒ/ sounds.

I have (a) (pencil). pencil Lesson Aims

pen To identify different school supplies.
ruler To develop art skills and critical thinking by making an d
SB, p22
17 7 eraser playing "School Time Puzzle".
TE, p49
crayon
colored pencil

Unit Review Unit Review Lesson Aims

SB, p23 Assessment Assessment To spell the new vocabulary in this unit.
18 8 To review and practice key languages in this unit.
TE, p50
To have the unit assessment.

How old am I? first Lesson Aims

I am seven. oops To follow the script and act out the story.
My mom gave me many To consolidate key language in this unit.
19 9 Act Out school supplies.
And today is my first day of
school.

How old am I? first Lesson Aims

I am seven. oops To act out the story.
My mom gave me many To practice key language in this unit.
20 10 Act Out school supplies. To develop communication and performance skills.
And today is my first day of To build confidence on performing.
school.

What is it? cat Lesson Aims

It's my pet. dog To identify different animals.
opossum To understand the question "What is it?" and answer with
SB, p24 horse the structure "It's my pet."
21 1
TE, p55 alligator
rabbit

What is it? cat Lesson Aims

It's a (cat). dog To sing "My Fun Pet".
It's an (alligator). opossum To ask questions about animals using the structure "What
SB, p25 horse is it?"
TE, p56 alligator To answer questions about animals using the structure "It's
22 2 Skills Book, rabbit a (cat)."
pp. 16 and 17
(Picture Talk) Skills Book Aims
To develop speaking and listening skills by asking and
answering questions about forest animals.

What is it? bear Lesson Aims

It isn't a (bear). fox To identify different forest animals.
It's a (fox). deer To write the first letter of the words that name forest
SB, p26
23 3 owl animals.
TE, p59
snake
eagle

It's an (eagle). cat Lesson Aims

It isn't a (bear). dog To identify different animals.
opossum To make affirmative statements about animals using the
horse structure "It's an (eagle)."
SB, p27 alligator To make negative statements about animals using the
TE, p60 rabbit structure "It isn't a (bear)."
Skills Book bear
24 4
pp. 18, 19, and 53 fox Skills Book Aims
(Happy Reader and deer To develop writing skills by identifying and understanding
Happy Writer) owl characters using the structure "It is an (eagle)." or "It isn't a
snake (bear)."
eagle

What is it? brown Lesson Aims

It's an (eagle). beautiful To identify four different wild animals.
It isn't an (owl). bear To make negative statements about animals using the
It's a (brown) (bear). fox structure "It isn't an (owl)."
SB, p28 It's beautiful. deer To describe a bear by its color using "It's a brown bear."
25 5
TE, p63
eagle To express one's opinion using the structure "It's
3 beautiful."
 3

What is it? cat Lesson Aims

It's an (eagle). dog To say different animal's names.
It isn't an (owl). opossum To describe animals in different ways using "It isn't an
It's brown. horse owl."/ "It's brown."/ "It's beautiful."
alligator
SB, p29
rabbit Skills Book Aims
TE, p64
bear To recognize and accurately produce words with /r/ and /ʌ/
26 6 Skills Book,
fox sounds.
pp. 20 and 21
deer
(Word Work)
owl
snake
eagle

What is it? cat Lesson Aims

It's an (eagle). dog To ask questions about animals using the structure "What
It isn't an (owl). opossum is it?".
horse To answer questions about animals using the structure "It's
alligator an (eagle)."
rabbit To identify different animals.
SB, p30 bear To develop art skills by making an animal bingo card.
27 7
TE, p67 fox To develop skills for communication and collaboration by
deer playing "Animal Bingo".
owl
snake
eagle

Unit Review Unit Review Lesson Aims

SB, p31 Assessment Assessment To spell the new vocabulary in this unit.
28 8 To review and practice key languages in this unit.
TE, p68
To have the unit assessment.

My family has a pet. special Lesson Aims

You can guess! To follow the script and act out the story.
29 9 Act Out To consolidate key language in this unit.

My family has a pet. special Lesson Aims

You can guess! To act out the story.
30 10 Act Out To practice key language in this unit.
To develop communication and performance skills.
To build confidence on performing.

I have a toy. doll Lesson Aims

Is it a (ball)? truck To identify and name different toys.
Yes, it is. kite To talk about possessions using the structure "I have a
SB, p32
31 1 No, it isn't. ball (toy)."
TE, p73
yo-yo To ask yes/no questions using the structure "Is it a (ball)?"
teddy bear and answer with "Yes, it is." or "No, it isn't."

Is it a (doll)? doll Lesson Aims

Yes, it is. truck To sing "Guess My Toy".
SB, p33 No, it isn't. kite To ask yes/no questions using the structure "Is it a (ball)?"
TE, p74 ball and answer with "Yes, it is." or "No, it isn't."
32 2 Skills Book, yo-yo
pp. 22 and 23 teddy bear Skills Book Aims
(Picture Talk) To develop speaking and listening skills by pointing to a
picture and talking about toys.

Where's my (yo-yo)? red Lesson Aims

What color is it? green To identify different colors.
yellow To ask about location using the structure "Where's my (yo-
blue yo)?"
SB, p34
33 3 black To ask about colors using the structure "What color is it?"
TE, p77 white and answer with the correct color.
contest To write the first letter of the words that name different
color.

What color is it? red Lesson Aims

It's (red). green To ask information questions about color using the
Is it (blue) or (white)? yellow structure "What color is it?" and answer with the structure
blue "It's (red)".
SB, p35 black To ask alternative questions about color using the structure
TE, p78 white "Is it (blue) or (white)?" and answer with the structure "It's
Skills Book, (blue)."
34 4
pp. 24, 25, and 53
(Happy Reader and Skills Book Aims
Happy Writer) To develop reading skills by recalling details in the text.
To develop writing skills by sequence events.

What color is it now? now Lesson Aims

It's (red). fun To draw someone's attention using the structure "Look at
The (ball) isn't yellow now. truck the (truck)."
SB, p36
35 5 Is it (blue) now? To ask information questions about color using the
TE, p81
Look at the (truck)! structure "What color is it now?" and answer with the
structure "It's (red) now."
4
What color is it? doll Lesson Aims
It's (red). truck To ask information questions about color using the
It's (red) now. kite structure "What color is it?" and answer with the structure
ball "It's (red)."
yo-yo To identify the order of events and describe the current
SB, p37
teddy bear color using the structure "It's (red) now."
TE, p82
red
36 6 Skills Book,
green Skills Book Aims
pp. 26 and 27
yellow To recognize and produce words with /h/ and /aɪ/ sounds.
(Word Work)
blue
black
white

Is it a (doll)? doll Lesson Aims

Yes, it is. truck To ask questions to identify toys using the structure "Is it a
No, it isn't. kite (doll)?" and answer with the structure "Yes, it is." or "No, it
What color is it? ball isn't."
It's red. yo-yo To ask information questions about color using the
teddy bear structure "What color is it?" and answer with the structure
SB, p38 red "It's (red)."
37 7
TE, p85 green To develop art skills by making a toy spinner.
yellow To develop skills for communication and collaboration by
blue playing "Five Questions".
black
white
 Unit Review Unit Review Lesson Aims
SB, p39 Assessment Assessment To spell the new vocabulary in this unit.
38 8 To review and practice key languages in this unit.
TE, p86
To have the unit assessment.

My brother lost his toy. lost Lesson Aims

Let's help him. To follow the script and act out the story.
39 9 Act Out Did you find it? To consolidate key language in this unit.

My brother lost his toy. lost Lesson Aims

Let's help him. To act out the story.
Did you find it? To practice key language in this unit.
Act Out
40 10 To develop communication and performance skills.
Mid-Year Assessment
To build confidence on performing.
To have the Mid-Year Assessment.

Open the (door)! window Lesson Aims

Look at that! floor To identify different parts of a room.
table To give instructions using the structure "Open the (door)."
SB, p40
41 1 chair
TE, p91
door
wall

The cat is in/on/under the window Lesson Aims

box. floor To sing "Funny Places".
SB, p41 table To describe locations using the structure "The cat is
TE, p92 chair in/on/under the box."
42 2 Skills Book, door
pp. 28 and 29 wall Skills Book Aims
(Picture Talk) To develop speaking and listening skills by asking and
answering questions about locations.

Let's go! map Lesson Aims

Where's my (backpack)? water bottle To identify hiking equipment.
It's (on) your (bed). snack To ask about locations using the structure "Where's my
SB, p42
43 3 backpack (backpack)?" and answer with the structure "It's (on) your
TE, p95
towel (bed)."
hat

Where's the (backpack)? window Lesson Aims

It's (on) the (bed). floor To ask about locations using the structure "Where's the
Your (towel) is (under) the table (backpack)" and answer with the structure "It's (on) the
(chair). chair (bed)".
SB, p43 door To describe locations using the structure "Your (towel) is
TE, p96 wall (under) the (chair)".
Skills Book, map
44 4
pp. 30, 31, and 54 water bottle Skills Book Aims
(Happy Reader and snack To develop reading skills by recalling details in the text.
Happy Writer) backpack To develop writing skills by understanding and writing
towel short examples of setting.
hat

Where is the (backpack)? sad Lesson Aims

It's in/on/under the (chair). glad To ask about locations using the structure "Where's the
The (hat) is in/on/under the box (backpack)?" and answer with the structure "It's
SB, p44
45 5 (table). in/on/under the (chair)."
TE, p99
To describe locations using the structure "The (hat) is
in/on/under the (table)."

5 Where is the (backpack)? cat Lesson Aims

It's in/on/under the (chair). table To ask about locations using the structure "Where's the
window (backpack)?" and answer with the structure "It's
truck in/on/under the (chair)."
SB, p45 sad To identify details from a fiction text.
TE, p100 To develop creativity and critical thinking by making a new
46 6 Skills Book, end to a story.
pp. 32 and 33
(Word Work) Skills Book Aims
To recognize and accurately produce words with /p/, /ɛ/
sounds.

Where is the (backpack)? window Lesson Aims

It's in/on/under the (chair). floor To ask about locations using the structure "Where's the
table (backpack)?" and answer with the structure "It's
chair in/on/under the (chair)."
door To develop art skills by making a mystery map.
wall To develop skills for communication and collaboration by
SB, p46 map playing "Find it".
47 7
TE, p103 water bottle
snack
backpack
towel
hat

Unit Review Unit Review Lesson Aims

SB, p47 Assessment Assessment To spell the new vocabulary in this unit.
48 8 To review and practice key languages in this unit.
TE, p104
To have the unit assessment.

Look at this room! children Lesson Aims

My children made a big mess To follow the script and act out the story.
mess! To consolidate key language in this unit.
49 9 Act Out Will you help me clean it?
Of course!
Thanks for the help!

Look at this room! children Lesson Aims

My children made a big mess To act out the story.
mess! To practice key language in this unit.
50 10 Act Out Will you help me clean it? To develop communication and performance skills.
Of course! To build confidence on performing.
Thanks for the help!

What are they? tree Lesson Aims

Look! Over there! plant To ask simple questions about nature using the structure
They are (butterflies). butterfly "What are they?" and answer with the strucuture "They are
SB, p48
51 1 caterpillar (butterflies)."
TE, p109
frog To identify six nature items.
ladybug To count things from number one to five.
 What are they? trees Lesson Aims
They are (butterflies). plants To ask and answer questions about plural objects.
SB, p49 butterflies To sing "Nature walk".
TE, p110 caterpillars To read and draw a picture to represent each sentence.
Skills Book, frogs
52 2 pp. 34 and 35 ladybugs Skills Book Aims
(Picture Talk) To develop listening and speaking by pointing to a picture
and talking about nature items.

Look! (My bugs)! bug Lesson Aims

Are they (snakes)? snake To ask simple questions about nature using the structure
No, they aren't. red "Are they (snakes)?" and answer with the structure "Yes,
Yes, they are. ladybug they are"/ "No, they aren't".
They are (caterpillars). yellow To identify different colors of different nature items.
frog To listen and draw/color a picture to represent each color
SB, p50 gray and nature items.
53 3
TE, p113 purple
orange
brown
pink
beige

What are they? bug Lesson Aims

They are (red) (ladybugs). snake To ask and answer yes/no questions.
What's that? red To identify 8 colors of different nature items.
It's my (frog). ladybug
SB, p51
Are they (brown)? yellow Skills Book Aims
TE, p114
frog To develop reading skills by recalling details in the text.
Skills Book,
gray To develop writing skills by understanding and writing
54 4 pp. 36, 37, and 54
purple short examples of setting.
(Happy Reader and
orange
Happy Writer)
brown
pink
beige

What are they? egg Lesson Aims

Are they (plants)? pupa To demonstrate understanding of the life cycle of the
They are (brown eggs). plant butterfly.
black To color the pictures according to the information in the
bug dialog.
SB, p52 orange To recognize the color of the nature items.
55 5
6 TE, p117 snake
white
caterpillar
beige

What are they? pupas Lesson Aims

They are (brown eggs). eggs To demonstrate understanding of the life cycle of the
Are they (pupas)? caterpillars butterfly.
(No), they (aren't). butterflies To recognize different colors and paint the color on papers.
SB, p53 yellow To identify the numbers of the nature items in the pictures.
TE, p118 brown
56 6 Skills Book, black Skills Book Aims
pp. 38 and 39 white To recognize and accurately produce words with /b/ and
(Word Work) orange /i/ sounds.
gray

Are they (snakes)? trees Lesson Aims

(Yes), they (are). caterpillars To develop self-expression and innovation skills by making
ladybugs nature picture cards and coloring the pictures in
frogs corresponding colors.
butterflies To sing "Nature walk".
plants To develop communication and problem-solving skills by
green asking and answering yes/no questions to guess what their
beige partner has drawn and what color their nature item is.
blue
pink
SB, p54
57 7 brown
TE, p121
purple
orange
gray
red
yellow
black
white

Unit Review Unit Review Lesson Aims

SB, p55
58 8 Assessment To review and practice the key language in this unit.
TE, p122 To have the unit assessment.

What are they? chip Lesson Aims

They are (caterpillars). backyard To follow the script and act out the story.
59 9 Act out robot To consolidate key language in this unit.
To ask and answer questions about plural objects.

What are they? chip Lesson Aims

They are (caterpillars). backyard To act out the story.
60 10 Act out robot To build confidence on performing.
To develop communication and performance skills.

This is (my) house. kitchen Lesson Aims

There are lots of rooms, as living room To identify parts of a house.
you can see. dining room To sing "My house".
There is one (kitchen). bedroom To describe quantities of objects.
SB, p56
61 1 There are (two) (bedrooms). bathroom To answer simple questions about the number of rooms
TE, p127
yard and functions.
downstairs To draw a house and label the rooms.
upstairs

There (is) (one) (kitchen). kitchen Lesson Aims

There are (three) (bedrooms). living room To draw the house and describe your drawing using simple
dining room sentences identifying parts of a house.
SB, p57 bedroom To point to the picture and say the number of parts of the
TE, p128 bathroom house.
Skills Book, yard
62 2
pp. 40 and 41 one Skills Book Aims
(Picture Talk) two To develop speaking and listening by making statements
three about a picture and giving response.
four
 How many (presents) are presents Lesson Aims
SB, p58 there? chair To identify and spell numbers from 11-20.
63 3 There are (sixteen) (presents). eleven-twenty To ask and answer simple questions about quantities. .
TE, p131

How many (balloons) are balloons Lesson Aims

there? candles To identify numbers from 11-20.
SB, p59 There are (twenty) balloons. seven To ask simple questions using "How many".
TE, p132 Happy birthday. birthday To answer simple questions using "There are".
Skills Book, presents
64 4 pp. 42, 43, and 55 Skills Book Aims
(Happy Reader and To develop reading by drawing conclusions.
Happy Writer) To develop writing by identifying and understanding
characters.

There are (two) (bedrooms). house Lesson Aims

There is one (bedroom). mansion To identify numbers from 11-20.
It has (three) (rooms). apartment To identify different types of dwelling.
tree house To read and describe the layout of different homes.
kitchen
living room
SB, p60 dining room
65 5
TE, p135 bedroom
bathroom
yard
small
also
7

There is (a) (kitchen). kitchen Lesson Aims

There are (many) living room To complete a match sentence to picture activity.
(bathrooms). dining room To develop art skills by drawing a house, a mansion, an
SB, p61 bathroom apartment, and a tree house.
TE, p136 bedroom To label the pictures.
66 6 Skills Book, yard
pp. 44 and 45 big Skills Book Aims
(Word Work) To recognize and accurately produce words with /w/
and /eɪ/ sounds.

How many (bedrooms) are kitchen Lesson Aims

there? living room To develop self-expression and innovation skills by making
There (are many bathrooms). dining room and drawing, coloring a mansion.
bedroom To develop communication and problem-solving skills by
bathroom having them write number from 11-20 in each room to
yard show how many of each kind of room they have in their
SB, p62
67 7 eleven-twenty mansions.
TE, p139
To ask and answer questions about their mansions layout.
To ask and answer questions about other students'
mansions layout.

SB, p63 Unit Review Unit Review Lesson Aims

68 8 TE, p140 Assessment To review and practice the key language in this unit.
To have the unit assessment.

Look at my (house). clean Lesson Aims

How many (rooms) are downstairs To follow the script and act out the story.
there? upstairs To consolidate key language in this unit.
There are (four) rooms. living room To recognize different functions of rooms.
There is one living room. kitchen
69 9 Act out dining room
bedroom
bathroom
house

Look at my (house). clean Lesson Aims

How many (rooms) are downstairs To act out the story.
there? upstairs To build confidence on performing.
There are (four) rooms. living room To develop communication and performance skills.
There is one living room. kitchen
70 10 Act out dining room
bedroom
bathroom
house

What's on my tray for my hamburger Lesson Aims

lunch? hot dog To identify foods.
I like (pizza) for my lunch. pizza To express preferences for food.
French fries To do a picture dictation and draw the food items.
SB, p64 milk
71 1
TE, p145
cookie
lunch
munch

I like (cookies). hamburgers Lesson Aims

It is lunchtime! hot dogs To sing "Lunchtime".
pizza To ask and answer questions about plural objects.
French fries To express preferences for food.
SB, p65 milk To point to a picture and ask questions about it.
TE, p146 munch To choose and draw three things for your lunch.
Skills Book, cookies To write sentences using I like about the food items they
72 2
pp. 46 and 47 (Picture drew.
Talk)
Skills Book Aims
To develop listening and speaking by pointing to a picture
and talking about them.

I don't like (peas). tomato Lesson Aims

(Peas) are good for you! peas To express dislikes.
What (are they)? apple To identify vegetables and fruits.
They are (tomatoes). fruit To draw and color a fruit and vegetable according to
SB, p66 vegetable preferences.
73 3
TE, p147
carrot
banana
orange
 I like (ice cream). hamburger Lesson Aims
I don't like (milk). hot dog To express likes and dislikes.
(Ice cream and cookies) pizza To ask and answer yes/no questions.
aren't good for you. French fries To write and categorise food according to preferences.
milk
SB, p67 cookie Skills Book Aims
TE, p150 tomato To develop reading by identify characters.
Skills Book, peas To develop writing by personalizing the story.
74 4 pp. 48, 49, and 55 apple
(Happy Reader and carrot
Happy Writer) banana
orange
ice cream
yummy

(Monkeys) like (bananas) a hamburger Lesson Aims

lot. hot dog To listen and read the text "Lunchtime at the zoo".
(They) don't like (hamburgers pizza To circle all the food words in the text.
or pizza). French fries To identify the animals.
milk
cookie
tomato
peas
apple
SB, p68
75 5 carrot
TE, p153
banana
8 orange
zoo
rabbit
horse
monkey

(Monkeys) like (bananas). hamburger Lesson Aims

(Horses) don't like hot dog To compare and contrast what animals and people eat.
(hamburgers). pizza To match the sentences with correct pictures and say the
French fries words.
milk To ask and answer simple questions about animals and
cookie foods.
tomato
SB, p69 peas Skills Book Aims
TE, p154 apple To recognize and accurately produce words with /θ/ and
76 6 Skills Book, carrot /i/ sounds
pp. 50 and 51 banana
(Word Work) orange
zoo
rabbit
horse
monkey

I (like) (carrots). hamburger Lesson Aims

I don't like (peas). hot dog To develop self-expression and innovation skills by making
pizza food picture cards.
French fries To develop communication and problem-solving skills by
milk playing lunchtime memory.
cookie
tomato
peas
apple
SB, p70
77 7 carrot
TE, p157
banana
orange
zoo
rabbit
horse
monkey

Unit Review Unit Review Lesson Aims

SB, p71 Assessment To review and practice the key language in this unit.
78 8
TE, p158 To have the unit assessment.

Long time no see! eat Lesson Aims

It's (lunchtime) at (school). yummy To follow the script and act out the story.
79 9 Act out Will you eat (lunch) with me? like To consolidate key language in this unit.
I like (apples). great To recognize different types of food.

Long time no see! eat Lesson Aims

Act Out It's (lunchtime) at (school). yummy To act out the story.
80 10 End-of-Year Will you eat (lunch) with me? like To build confidence on performing.
Assessment I like (apples). great To develop communication and performance skills.
To have the End-of-Year Assessment.
SIGN & DATE
 TEACHING LESSON SYLLABUS- Happy Campers 2
KEY LANGUAGE
ACH UNIT LESSON PAGE AIMS COMMENT
STRUCTURE LEXIS
What day is it? Monday Lesson Aims
It's Monday. Tuesday To identify the days of the week.
Wednesday To be able to write the days of week.
SB, p8
Thursday
1 1 TE, p19
Friday
Saturday
Sunday

What day is it? Monday Lesson Aims

It's Monday. Tuesday To sing "What Day is it?"
SB, p9 Wednesday To understand the question "What day is it?" and use the
TE, p20 Thursday structure "It's (Monday)" to answer the question.
Skills Book, Friday To be able to respond to "What's your favorite day?"
2 2 pp. 4 and 5 Lesson Saturday
Aims Sunday Skills Book Aims
(Picture Talk) To ask and answer questions about matching food and
days of the week in the pictures.

What day is it? Level 1 review Lesson Aims

It's Monday. Alphabet: A-Z To be able to recognize the Happy Camp characters.
SB, p10 To identify letters of the alphabet.
3 3 TE, p23 To sing "The Alphabet" chant in the Teacher Edition.
To review words from Level 1.

Hi. How are you? Level 1 review Lesson Aims

What's your name? Alphabet: A-Z To give and respond to greetings.
My name's Lucy. To ask and answer questions about spelling.
How do you spell (Lucy)? To be able to write the greeting questions "How are you?"
SB, p11 and "What's your name?"
TE, p24 To be able to write the spelling question "How do you
Skills Book, spell (Lucy)?"
4 4 pp. 6, 7, and 52 To encourage learners to ask their partners to spell the
(Happy Reader and words they wrote in their notebooks.
Happy Writer)
Skills Book Aims
To develop reading and writing skills by recalling details
and sequencing events in the text.

What's its name? Monday Lesson Aims

Their names are (Monday Tuesday To read a fiction text to practice unit language.
1 and Tuesday). Wednesday To be able to respond to questions "What is it?" or "How
SB, p12
Thursday do you spell (cat)?" fluently.
5 5 TE, p27
Friday To be able to respond to questions "What day is it?"
Saturday "Where are Jim and Kim?" "What's the cat's name?" or "Is
Sunday she big or small" according to the fiction.

It's Sunday. days of the week Lesson Aims

What's its name? cat To encourage learners to take turns to read the story
SB, p13 kitten "Tammy the Cat" aloud.
TE, p28 bedroom To identify the sequence of events in the text.
Skills Book big To identify details in the text.
6 6 pp. 8 and 9 new To practice spelling words from the story.
(Word Work) surprise
Skills Book Aims
To identify and accurately produce words with short
vowel sounds /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/.

Grammar Review Level 1 Review Lesson Aims

Hi. How are you? the alphabet To ask and answer questions about spelling.
How do you spell "Lucy"? To make a spelling chart according to the textbook.
SB, p14
To review vocabulary of animals, school supplies, colors
7 7 TE, p31
and numbers.
To practice playing roll and spell by using the structure
"How do you spell (cat)? C-A-T."

Unit Review Unit Review Lesson Aims

SB, p15 Assessment To review and practice key language in this unit.
8 8 TE, p32 To be able to spell key words and expressions of this unit.
To have the unit assessment.

How are you? spell Lesson Aims

My name is (Beep). maybe To follow the script and act out the story.
How do you spell (Beep). family To consolidate key language in this unit.
9 9 Act Out That's right. robot To be able to conduct basic greetings.
before To be able to spell names of oneself.

How are you? spell Lesson Aims

My name is (Beep). maybe To build confidence on performing.
10 10 Act Out How do you spell (Beep). family To develop communication and performance skills.
That's right. robot To be able to conduct basic greetings.
before To be able to spell names of oneself.

Sit down, please. stand up Lesson Aims

Stand up, please. sit down To identify simple commands.
listen To sing "Let's Have Fun".
SB, p16 look To be able to perform different commands.
11 1 TE, p37 say To be able to spell new words of this lesson.
read
write
count

Do commands. stand up Lesson Aims

Say your name, please. sit down To be able to give and respond to do commands.
My name's Cindy. listen To play "Happy Campers".
SB, p17 look To sing "Let's Have Fun".
TE, p38 say To be able to spell and write commands.
12 2 Skills Book read
pp. 10 and 11 write Skill Books Aims
(Picture Talk) count To develop speaking and listening skills by understanding
and responding to robot commands.

Do commands. touch Lesson Aims

Say your name, please. open To identify new commands.
SB, p18 My name's Cindy. walk To be able to understand "don't" and use the structure
13 3 TE, p41 close "don't touch" or "don't stand up".
shout To identify new action words and be able to spell them.
eat
 Don't Commands. touch Lesson Aims
open To give and respond to don't commands.
walk To learn "Listen and Cheer".
close To be able to write "Don't" rules for the class.
SB, p19
shout To be able to use "Do Commands" and "Don't
TE, p42
eat Commands" correctly.
Skills Book
14 4 pp. 12, 13, and 52
Skill Books Aims
(Happy Reader and
To develop reading skills by reading a fiction text and
Happy Writer)
identify characters.
To develop writing skills by recalling details in the text.

Review sit down Lesson Aims

Do commands. stand up To read a fiction text to practice unit language.
Don't commands. shout To be able to answer the questions "What can you see?",
SB, p20
walk "The boy's name is ...", "Tony has a ...", or "The rabbit's
15 5 TE, p45
touch name is ..." according to the story.
To encourage learners to take turns reading the story.

Review shout Lesson Aims

2
Do commands. stand up To identify details in the "Bora the Robot Rabbit".
Don't commands. sit down To be able to give affirmative commands and negative
SB, p21 walk commands.
TE, p46 Skills Book touch To act out "Bora the Robot Rabbit".
16 6 pp. 14 and 15 look
(Word Work) Skills Book Aims
To identify and accurately procedure words with long
vowel sounds in a central position /eɪ/, /oʊ/, /jʊ:/.

Review stand up Lesson Aims

Do commands. sit down To identify commands and respond.
Don't commands. listen To make affirmative and negative command cards.
look To perform the command cards made by students.
say
read
write
SB, p22 count
17 7 TE, p49 touch
open
walk
close
shout
eat

Unit Review Unit Review Lesson Aims

SB, p23 Assessment To review and practice key language in this unit.
18 8 TE, p50 To be able to spell key words and expressions of this
unit.
To have the unit assessment.

I'm tired. homework Lesson Aims

There are many (rules) in shout To follow the script and act out the story.
school. rest To consolidate key language in this unit.
Time to eat lunch. tonight To be able to give do comments and don't comments in
19 9 Act Out Don't run. chalkboard the classroom.
rules To be aware of things should be done or shouldn't been
Tonight done in the classroom.

I'm tired. homework Lesson Aims

There are many (rules) in shout To build confidence on performing.
school. rest To develop communication and performance skills.
Time to eat lunch. tonight To be able to give do comments and don't comments in
20 10 Act Out
Don't run. chalkboard the classroom.
rules To be aware of things should be done or shouldn't been
done in the classroom.

They are my arms. head Lesson Aims

This is my head. tummy To identify parts of the body.
SB, p24 arms To be able to spell the words of body parts.
21 1 TE, p55 hands To sing "My Body".
legs
feet

They are my arms. head Lesson Aims

This is my head. tummy To identify singular and plural parts of the body.
arms To be able to distinguish "This is (my head)" and "These
SB, p25 hands are my arms".
TE, p56 legs To sing "My Body".
Skills Book feet To play "Happy Campers".
22 2 pp. 16 and 17 To be able to write a sentence for each body part.
(Picture Talk)
Skills Book Aims
To develop speaking and listening skills by pointing a
picture and talk about circus.

Review eyes Lesson Aims

hair To identify parts of the face.
SB, p26 eyebrows To be able to spell the words of face parts.
23 3 TE, p59 ears To understand the questions "What is this?" and "What
teeth are these?" and respond with "This is a face" and "These
chin are ears".

I have blue eyes. head Lesson Aims

I don't have brown hair. tummy To ask and yes/no questions about appearances.
Do you have ...? arms To use the structure "I have blue eyes" and "I don't have
Yes, I do. hands brown hair" to make statements about appearances
SB, p27 No, I don't. legs To learn "Listen and Cheer".
TE, p60 feet To be able to have the dialogue "Do you have blue eyes?
Skills Book eyes Yes, I do./No, I don't. I have black hair."
24 4 pp. 18, 19, and 53 hair
(Happy Reader and eyebrows Skills Book Aims
Happy Writer) ears To develop reading and writing skills by recalling details
teeth in the text.
chin

3
 This is my white chin. tail Lesson Aims
These are my orange eyes. long To read a fiction text to practice unit language.
I have a long tail. cute To be able to answer the questions "Is he Sally's friend?"
new and "Is he Sally's brother" according to the story.
SB, p28 To be able to understand the questions "Do you have
25 5 TE, p63 long hair?" and "What color is your chin?" and respond
with "I (don't) have long hair" and "My chin is red."

This is my white chin. fox Lesson Aims

These are my orange eyes. toy To identify the sequence of events in the text.
I have a long tail. tummy To identify details in the text.
eyes To encourage learners to spell words of body parts and
SB, p29 chin face parts.
TE, p64 body To take turns reading "The Red Fox".
Skills Book legs To be able to use full sentences to describe face parts and
26 6
pp. 20 and 21 feet body parts.
(Word Work) ears
long Skills Books Aims
To recognize and accurately produce words with /i/
and /aɪ/ sounds.

Do you have blue eyes? face Lesson Aims

No, I don't. hair To describe parts of the face.
I have red eyebrows. eyes To make funny face cards.
ears To be able to combine colors and face parts together to
nose express "I have blue eyebrows".
SB, p30 teeth
27 7 TE, p67 chin
eyebrows
color words

Unit Review Unit Review Lesson Aims

SB, p31 Assessment To review and practice key languages of this unit.
28 8 TE, p68 To be able to spell key words and expressions of this unit.
To have the unit assessment.

Look at me! same Lesson Aims

We are the same. antenna To follow the script and act out the story.
Me too! To consolidate key language in this unit.
Yes? You do? To be able to use "What?" "Yes?" "You do?" "See!" and
29 9 Act Out
What? "Oh" in appropriate language context.
Do you have hands and
feet?

Look at me! same Lesson Aims

We are the same. antenna To build confidence on performing.
Me too! To develop communication and performance skills.
Yes? You do? To be able to use "What?" "Yes?" "You do?" "See!" and
30 10 Act Out
What? "Oh" in appropriate language context.
Do you have hands and
feet?

I'm a doctor. doctor Lesson Aims

They are teachers. nurse To identify different professions.
He isn't a vet. dentist To sing "Happy Helpers".
They aren't nurses. teacher To be able to spell the new words of profession.
SB, p32 firefighter To be able to express "He's a dentist" or "She's a vet".
31 1 TE, p73 police
officer
vet
pilot

I'm a doctor. doctor Lesson Aims

They are teachers. nurse To describe people by their professions.
He isn't a vet. dentist To sing "Happy Helpers".
SB, p33 They aren't nurses. teacher To be able to recognize affirmative and negative
TE, p74 firefighter expressions "They are vets" and "They aren't teachers",
32 2 Skills Book police "He's a doctor" and "He isn't a teacher."
pp. 22 and 23 officer
(Picture Talk) vet Skills Book Aims
pilot To develop speaking and listening skills by asking and
answer questions about professions.

I'm a chef. chef Lesson Aims

They are singers. singer To identify more professions.
SB, p34 He isn't a dancer. scientist To be able to spell the words of new professions.
33 3 TE, p77 They aren't actors. artist To able to use the structure "I'm (a chef)" to describe
dancer professions.
actor

What do you want to be? chef Lesson Aims

I want to be an engineer. singer To ask and answer questions about career plans.
I don't want to be a dancer. scientist To be able to conduct the dialogue "What do you want to
SB, p35 artist be? I want to be a singer./I don't want to be a dancer."
TE, p78 dancer To be able to express and write "I want to be an (actor)./I
Skills Book actor don't want to be an artist".
34 4 pp. 24, 25, and 53
(Happy Reader and Skills Book Aims
Happy Writer) To develop reading skills by drawing conclusions.
To develop writing skills by personalizing the story.

Firefighters have special coat Lesson Aims

clothes. pants To read a nonfiction text to practice unit language.
Sam has a coat. boots To be able to draw Sam and describe him.
SB, p36 helmet To be able to respond to questions "What is Sam's
35 5 TE, p81 equipment profession?" "What are on Sam's feet?" "What is on Sam's
firehouse feet?" "What is a special house for firefighters" "What is a
fire truck big truck for firefighters?" and "What is Sparky?"
ladder according to the nonfiction.
4
 4
Firefighters have special firefighter Lesson Aims
clothes. fire truck To recall different professions and mime the profession.
Sam has a coat. equipment To encourage learners to take turns reading the text.
To identify details of "Firefighters".
SB, p37
To be able to tell special equipment firefighters use.
TE, p82
Skills Book
36 6 Skills Book Aims
pp. 26 and 27
To recognize and accurately produce initial /t/, /d/, and
(Word Work)
/l/ sounds.

I'm a doctor. doctor Lesson Aims

They're teachers. nurse To talk about professions and professional equipment.
I'm not a pilot. dentist To make professions picture cards.
He isn't a vet. teacher To play professions memory.
They aren't nurses. firefighter To call out different professions and mime the
police professions.
officer
SB, p38 vet
37 7 TE, p85 pilot
chef
singer
scientist
artist
dancer
actor

Unit Review Unit Review Lesson Aims

SB, p39 Assessment To review and practice key languages of this unit.
38 8 TE, p86 To be able to spell key words and expressions of this
unit.
To have the unit assessment.

I think science is interesting. interesting Lesson Aims

Drawing is fun. fun To follow the script and act out the story.
I don't want to be a scientist question To consolidate key language in this unit.
39 9 Act Out or an artist. someday
What about you?

I think science is interesting. interesting Lesson Aims

Drawing is fun. fun To build confidence on performing.
I don't want to be a scientist question To develop communication and performance skills.
Act Out
40 10 or an artist. someday To have the Mid-Year Assessment.
Mid-Year Assessment
What about you?

elephant Lesson Aims

lion To identify wild animals.
hippo To be able to spell the new words of wild animals.
SB, p40 giraffe To sing "In the Jungle".
41 1 TE, p91 crocodile To mime different animals.
bat
sloth
monkey

A lion has four legs. elephant Lesson Aims

A bat doesn't have arms. lion To sing "In the Jungle".
They have/don't have big hippo To distinguish "It" and "They".
teeth. giraffe To use the structure "It has/doesn't have short legs" and
SB, p41
crocodile "They have/don't have small eyes" to describe animals.
TE, p92
bat To figure out characteristics of animals.
Skills Book
42 2 sloth
pp. 28 and 29
monkey Skills Book Aims
(Picture Talk)
To develop speaking and listening skills by pointing to a
picture and talk about animals and numbers.

Review fat Lesson Aims

thin To identify different adjectives.
big To use adjectives to describe animals by using the
SB, p42 small structure "(Giraffes) have (long legs)".
43 3 TE, p95 fast To be able to answer questions "Are they African
slow elephants? Is a hippo slow? Are giraffes tall?" according to
"Happy Camp".
To be able to spell adjective.

Is it fast? fat Lesson Aims

Yes, it is. thin To ask and answer questions about animals.
Are they big? big To encourage learners to take turns reading "Happy
No, they aren't. small Camp".
SB, p43 fast To be able to conduct dialogue "Is it fast? Yes, it is./No, it
TE, p96 slow isn't." and "Are they big? Yes, they are./No, they aren't".
Skills Book To learn "Listen and Cheer".
pp. 30, 31, and 54
44 4 Skills Book Aims
(Happy Reader and
Happy Writer) To develop reading skills by drawing conclusions.
To develop writing skills by identifying and understanding
characters by writing the names of the characters.

Bats are small. wings Lesson Aims

Bats like fruit. fruit bat To read a nonfiction text to practice unit language.
SB, p44 Bats have very big ears. To figure out real facts about bats.
45 5 5 TE, p99 They don't have arms. To encourage learners to take turns reading "Bat Facts".
The learn the chant "Bertie the Bat".

Bats have small eyes. bat Lesson Aims

arms To identify details in the text.
SB, p45 wings To encourage learners to take turns reading "Bat Facts".
TE, p100 eyes To be able to correct false sentences according to "Bat
Skills Book ears Facts".
46 6 pp. 32 and 33 big Skills Book Aims
(Word Work) small To recognize and accurately produce words with initial
/s/, /z/, and /n/ sounds.
 It has four legs. elephant Lesson Aims
Is it fast? lion To ask and answer questions about animals.
Is it big. hippo To be able to respond to "What is your favorite animal?"
giraffe and describe the animals.
crocodile To make animal puzzle.
bat To play "Puzzle Talk".
SB, p46 sloth
47 7 TE, p103 monkey
fat
thin
big
fast
slow

Unit Review Unit Review Lesson Aims

SB, p47 Assessment To review and practice key languages of this unit.
48 8 TE, p104 To be able to spell key words and expressions of this
unit.
To have the unit assessment.

What's that sound? Hey! Lesson Aims

What can it be? Wow! To follow the script and act out the story.
It doesn't have (a long neck). sound To consolidate key language in this unit.
Look at those monkeys. neck
49 9 Act Out
They have long arms and backyard
short legs.

What's that sound? Hey! Lesson Aims

What can it be? sound To build confidence on performing.
It doesn't have (a long neck). neck To develop communication and performance skills.
Look at those monkeys. backyard
50 10 Act Out
They have long arms and
short legs.

math Lesson Aims

English To identify school subjects.
science To be able to spell the words of school subjects.
SB, p48 history To sing "My Favorite Class".
51 1 TE, p109 geography
music
art
gym

I like English. math Lesson Aims

I don't like music. English To ask and answer about school learners like.
My favorite class is math. science Talk about school subjects.
history To sing "My Favorite Class".
SB, p49
geography To use the structure "I like math" "My favorite class is
TE, p110
music English" or "I don't like math" to express "like" and
Skills Book
52 2 art "dislike".
pp. 34 and 35
gym
(Picture Talk)
Skills Book Aims
To develop speaking and listening skills by making
statements about hobbies according to the pictures.

Review writing Lesson Aims

singing To identify different activities.
SB, p50 drawing To be able to spell different activities.
53 3 TE, p113 reading To mime different activities.
playing soccer To be able to tell "likes" of different characters according
doing experiments to "Happy Camp".

Do you like reading? writing Lesson Aims

Yes, I do. singing To ask and answer questions about activities people like
Does he like writing? drawing and don't like to do.
No, he doesn't. reading To be able to change words into activity words by adding
SB, p51
playing soccer -ing.
TE, p114
doing experiments To learn "Listen and cheer".
Skills Book
To encourage learners to conduct the dialogue "Happy
54 4 pp. 36, 37, and 54
Camp".
(Happy Reader and
Happy Writer)
Skills Book Aims
To develop reading and writing skills by recalling details
in the text.

Is your favorite class science? vinegar Lesson Aims

Get some vinegar. baking soda To read a nonfiction text to practice unit language.
SB, p52 Don't do the experiment in tissue To be able to answer questions "What's the name of
55 5 TE, p117 the house. plastic bag experiment?" and "What happens at the end?" according
shake to "The Big Bang Experiment".
6 bang

shake Lesson Aims

giving instructions vinegar To identify the sequence of events in the text.
SB, p53 baking powder To identify details in the text.
TE, p118 plastic bag To encourage learners to take turns reading "The Big
Skills Book Bang Experiment".
56 6
pp. 38 and 39
(Word Work) Skills Book Aims
To identify and accurately produce words with initial /dʒ/,
/j/, and /k/ sounds.

Do you like (science)? math Lesson Aims

Yes, I do. English To ask and answer questions about school subjects and
I like doing experiments. science activities.
history To make a class spinner.
geography To play "Spin and Say!" by use the structure "Do you like
music science? Yes, I like doing experiments."
art
SB, p54 gym
57 7 TE, p121 doing experiments
singing
drawing
reading
playing soccer
writing

Unit Review Unit Review Lesson Aims

SB, p55 Assessment To review and practice key language in this unit.
58 8 TE, p122 To be able to spell key words and important expressions
of this unit.
To have the unit assessment.
 I'm Beep's brother Bolt. Great! Lesson Aims
I think we met before. Perfect! To follow the script and act out the story.
You want to play. Wonderful! To consolidate key language in this unit.
59 9 Act Out You can help with English. help To be able to ask help while learning.
I don't have PE class homework To able to use colloquial words "Great!" "Perfect!" and
homework. "Wonderful" in appropriate language context.

I'm Beep's brother Bolt. Great! Lesson Aims

I think we met before. Perfect! To build confidence on performing.
You want to play. Wonderful! To develop communication and performance skills.
60 10 Act Out You can help with English. help To be able to ask help while learning.
I don't have PE class homework To able to use colloquial words "Great!" "Perfect!" and
homework. "Wonderful" in appropriate language context.

We are in front of the hospital Lesson Aims

(bookstore). school To identify different places in town
It's next to the (library) park To describe locations using different structures "We are in
We are across from the supermarket front of the (bookstore)."/ "It's next to the (library)"/ "We
SB, p56 (park). bookstore are across from the (park)."
61 1
TE, p127
library
movie theater
firehouse

The (park) is behind the hospital Lesson Aims

(bookstore). school To sing "Rock Around the Town".
park We identify different locations.
SB, p57 supermarket To describe locations using the structure "The (park) is
TE, p128 bookstore behind the (bookstore)."
62 2 Skills Book, library Skills Book Aims
pp. 40 and 41 movie theater To develop speaking and listening skill by making
(Picture Talk) firehouse statements about positions according to the pictures.

Where is the (cafeteria)? cafeteria Lesson Aims

It's behind the (pool). lake To identify different places at a camp.
health lodge To ask about locations using the structure "Where is the
SB, p58
63 3 pool (cafeteria)."
TE, p131
boathouse To answer about locations using the structure "It's behind
cabin the (pool)."

Where is the (boathouse)? cafeteria Lesson Aims

It's next to the (lake). lake To ask about locations using the structure "Where is the
Where are the (cabins)? health lodge (boathouse)?"
They're across the (cafeteria). pool To answer about locations using the structure "It's next to
SB, p59
boathouse the (lake)?"
TE, p132
cabin
Skills Book,
64 4 Skills Book Aims
pp. 42, 43, and 55
To develop reading skills by identifying the sequence of
(Happy Reader and
events.
Happy Writer)
To develop writing skills by understanding and writing
short examples of setting.

7
Where is the (balloon)? balloon Lesson Aims
It's next to the (tree). rescue To read a fiction text to practice unit language.
toy store To ask about locations using the structure "Where is the
SB, p60
65 5 (balloon)?"
TE, p135
To answer about locations using the structure "It's next to
the (tree)."

Where is the (balloon)? prepositions of place Lesson Aims

It's next to the (tree). words that name To identify the sequence of events in the text.
buildings To identify details in the text.
SB, p61 To review prepositions of place.
TE, p136 T review words that name buildings.
66 6 Skills Book,
pp. 44 and 45 Skills Book Aims
(Word Work) To identify and accurately produce words with initial /g/
and /k/ sounds.

Where is the (balloon)? prepositions of place Lesson Aims

It's next to the (tree). words that name To review prepositions of place.
buildings T review words that name buildings.
SB, p62 To develop art skills and creativity by making a town map.
67 7
TE, p139 To develop critical thinking and communication skills by
playing "Where Is It".

Unit Review Unit Review Lesson Aims

SB, p63 Assessment Assessment To spell the new vocabulary in this unit.
68 8 To review and practice key languages in this unit.
TE, p140
To have the unit assessment.

I'm Beep's mom. much Lesson Aims

69 9 Act Out I have so much to do. little To follow teacher's acting.
I'm a little lost. To consolidate key language in this unit.

I'm Beep's mom. much Lesson Aims

I have so much to do. little To follow the script and act out the story.
70 10 Act Out I'm a little lost. To practice key language in this unit.
To develop communication and performance skills.
To build confidence on performing.

What's the weather like? sunny Lesson Aims

It's (sunny). cloudy To identify weather words.
Let's go out and play. windy To ask questions about weather using the structure
SB, p64 rainy "What's the weather like?"
71 1 TE, p145 snowy To answer questions about weather using the structure
hot "It's (sunny)."
cold
warm

What's the weather like? sunny Lesson Aims

It's (sunny). cloudy To sing "The Weather Today".
windy To review weather words.
rainy To ask questions about weather using the structure
SB, p65 snowy "What's the weather like?"
TE, p146 hot To answer questions about weather using the structure
72 2 Skills Book, cold "It's (sunny)."
pp. 46 and 47 warm
(Picture Talk) Skills Book Aims
To develop speaking and listening skills by asking and
answering questions about weather.
 Is it hot there in the spring? summer Lesson Aims
It's warm, but it isn't hot. spring To identify the seasons.
winter To identify the times of a day.
SB, p66
73 3 fall To ask about seasons and weather using the structure "Is
TE, p149
morning it (hot) in the (spring)?" and answer with the structure "It's
evening warm, but it isn't hot."

Is it (snowy) in the (winter)? summer Lesson Aims

Yes, it is. spring To ask about seasons and weather using the structure "Is
SB, p67 No, it isn't. winter it (snowy) in the (winter)?" and answer with the structure
TE, p150 fall "Yes, it is." or "No, it isn't."
Skills Book, windy
74 4 hot Skills Book Aims
pp. 48, 49, and 55
(Happy Reader and cold To develop reading skills by recalling details in the text.
Happy Writer) warm To develop writing skills by personalizing the story.

It's very cold. snow monkey Lesson Aims

Japan To follow "Seasons" rhyme.
SB, p68 snow To read a fiction text to practice unit language.
75 5
TE, p153 outside To describe weather using the structure "It's very cold and
snowy".

It's very cold and snowy. cold Lesson Aims

snowy To identify details in the text.
warm To talk about snow monkeys using the content from the
SB, p69 winter text.
8
TE, p154 To develop critical thinking by thinking about and
76 6 Skills Book, drawing other animals live in the snow.
pp. 50 and 51
(Word Work) Skills Book Aims
To identify and accurately produce /kw/, /v/, and /ks/
sounds.

It's sunny in the spring. sunny Lesson Aims

cloudy To identify seasons.
windy To describe the weather using the structure "It's sunny in
rainy the spring."
snowy To develop art skills and creativity by making a weather
hot and seasons game board.
cold To develop critical thinking and communication skills by
SB, p70 warm playing "Four Seasons".
77 7 summer
TE, p157
spring
winter
fall
morning
evening

Unit Review Unit Review Lesson Aims

SB, p71 Assessment Assessment To spell the new vocabulary in this unit.
78 8 To review and practice key languages in this unit.
TE, p158
To have the unit assessment.

It's the weekend. backyard Lesson Aims

Is it ever snowy in the To follow teacher's acting.
summer? To consolidate key language in this unit.
It's very hot outside.
I guess it's too hot to play.
79 9 Act Out Dad will play with me.
He's always in the backyard!
I guess I can't play today.

It's the weekend. backyard Lesson Aims

Is it ever snowy in the To follow the script and act out the story.
summer? To practice key language in this unit.
It's very hot outside. To develop communication and performance skills.
Act Out I guess it's too hot to play. To build confidence on performing.
80 10 End-of-Year Dad will play with me. To have the End-of-Year Assessment.
Assessment He's always in the backyard!
I guess I can't play today.
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