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Contents
Welcome to Come to Live! 4

Unit 1 Hi, I am Ludi. 10
Unit 2 Good morning. 20
Unit 3 What is your name? 30
Review 1 40
Unit 4 How are you? 44
Unit 5 Thank you. 54
Unit 6 Let’s dance. 64
Unit 7 I am happy. 74
Review 2 84
Final Review 88
Student’s Book Listening Scripts 90
Workbook Answer Key 95
Workbook Listening Scripts 103
Blank Line Masters 108
Photocopiable Flashcards 115

Welcome to Come to Live!
Come to Live is a series of seven books specifically designed for the third grade of preschool and elementary
school students. Come to Live is both mapped to the standards of the CEFR and aligned with International
English exams (Starters, Movers, Flyers). The series takes students from Beginner (A1) to Pre-Intermediate
level (A2) with careful attention to students’ particular needs and interests, at each stage.
Phonics instruction as a fundamental step into decoding and reading, the Multiple Intelligence theory
[Gardner, 1983], and the Communicative Approach are the foundation of this course, which aims to help
students attain the necessary knowledge to engage in social practices with learning strategies and oral
language to interact with native and non-native English speakers. The units have been carefully designed so
each and every lexical and grammatical item is effectively presented and systematically reviewed.
Each Come to Live book has been made to be covered in one school year. The syllabus focuses on the
development of vocabulary, grammar and communication activities through great interest topics and a wide
range of communicative activities that integrate the curriculum taught throughout the elementary school
levels. Listening, speaking, reading, and writing are all incorporated in each unit in a learning-by-doing mode
throughout the course.
Come to Live Starter is an introductory teaching program designed for starter level children. It consists of a
student book, a workbook, and two CDs. In addition to the teacher’s guide, alphabet cards, and vocabulary
flashcards are provided as teaching aids.
GEPT, CEFR, and International Standards

Come to Live is correlated to both the standards of the Common European Framework and the General
English Proficiency Test.
Cambridge
CEFR Come to Live Anglia GEPT
YLE
A2 Waystage Book 5 ~ Book 6 Preliminary to Elementary Flyers
Elementary Movers
A1 Breakthrough Starter ~ Book 4 First Step to Primary
Starters
※GEPT – The General English Proficiency Test (GEPT), developed and administered by the LTTC, targets English learners
at all levels in Taiwan.
※Anglia Examinations – based in Chichester, England, since 1993. Anglia offers a comprehensive and structured
programme of assessing English language competence, from beginner through to full competence
as an expert user.
4
Course components
Student’s Book
The student’s book contains twelve topic-based units. The lessons in every unit are linked and help the
students both learn and discover the language functions related to the unit topic.
Each unit includes songs, texts, stories, a wide range of activities with lively illustrations and pictures, games
and projects as well as speaking activities designed to have learners apply the target language functions.
Workbook
The workbook includes additional practice of the structures and the vocabulary presented in each lesson.
Diverse tasks, board games and listening activities offer plenty of opportunities for students to both practice
and develop their communication skills.
Teacher’s Guide
The teacher’s guide contains a reduced version of the student’s book pages and offers teachers a step-by-step
guide to teaching each lesson. The guidelines, which include the listening transcripts of the class CDs and the
answer key are clearly presented for each activity.
Sections in the Teacher’s Guide:
Starter
The Starter level includes seven units, two review units. Each unit contains seven parts, as follows:
ABC FUN Introduces letters of the alphabet in lower and upper case so that students learn to
recognize them in vocabulary words. This program does not promote forced
memorization of vocabulary words, but instead reading through recognition, repetition,
and proper pronunciation.
PHONICS FUN Phonics is the basis of English pronunciation. Each unit contains four rhyming
sentences with some associated words which attract the students’ attention.
STICKERS Stickers are enjoyed by children from a very early age. As an educational tool the use of
stickers help children improve their fine motor skills, and contribute in developing
bilateral coordination, visual scanning, and spatial awareness.
Come to Live Starter offers 4 stickers for “Phonics Fun” in each unit to help students
remember the target sound, review vocabulary, and review phonics sentences.
5
SAY FOR FUN Simple conversations teach children to use English to greet, introduce, and express their
emotions. Our goal is not just to teach English, but to make English part of each
student’s life.
MORE TO SAY This consists of two parts: Daily Life and Class Time. Daily Life is an extension of SAY
FOR FUN. Children will learn to use the target expressions naturally. In Class Time,
teachers will speak in simple commands or sentences. Students may not know the
meaning of what is being said in the beginning, but with the teachers’ repeated use of
the sentences and appropriate TPR (Total Physical Response), students will slowly begin
to understand.
LISTEN FOR Many children have weak listening skills when it comes to learning English. The
listening segment for each lesson is designed to allow students to effectively practice in
FUN
class after learning the alphabet and proper pronunciation. By playing the CDs several
times, students will gradually become accustomed to learning by listening, as well as by
seeing. This method helps students to become comfortable with the sounds of the
English language, leading to better learning results.
ACT WITH ME In ACT WITH ME, common classroom English is incorporated into the backgrounds of
fairy tales already well known by kids. When students discover their favorite fairy tale
characters saying common classroom phrases, it will greatly increase their motivation to
learn.
CHANT WITH Children at this beginner level still enjoy and respond to singing and dancing. This
segment of the lesson includes a simple, easy-to-learn rhyming song based on the focus
ME
vocabulary. Combined with simple actions, it becomes an effective and enjoyable
learning experience.
Books 1 to 4
Each book includes twelve units, four review units. Each unit contains eight parts, as follows:
Let’s Talk A real-life conversation designed for students to practice using the taught sentence
pattern to ask or answer a question naturally.
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Let’s Learn Eight to ten vocabulary words will be taught in each unit. For each word, the students
are able to replace the different vocabulary words in the taught sentence patterns. The
students will learn topic-related words and common verb phrases which are related to
their everyday life.
Let’s Practice The section is designed to offer students opportunities to practice both vocabulary words
and sentence patterns.
Let’s Chant / Sing Most students respond to music in many different contexts. An easy-to-follow chant or
song may arouse students’ interest in learning.
Let’s Say This phonics section is designed to help students improve their decoding skills and thus,
become better readers in English.
** This section is not included in Book 4.
Let’s Read Short stories of various topics are presented in this section. The reading materials help
learners develop thinking skills (predicting and inferring) as well reading strategies
(skimming, scanning). The stories are supported by lively illustrations and are followed
by a variety of comprehension and production activities.
Let’s Listen This section is a listening comprehension exercise on the vocabulary and target sentence
patterns in the unit.
Let’s Write In this section, learners will produce longer and more elaborate texts related to the unit
topic and to their everyday life.
Story A short story is presented in this section. The reading materials help learners develop
thinking skills (predicting and inferring) as well reading strategies (skimming,
scanning). The stories are supported by lively illustrations and are followed by a variety
of comprehension and production activities.
Books 5 to 6
Each book includes twelve units, four review units. Each unit contains four parts, as follows:
Let’s Talk A real-life conversation or article is designed for students to practice using the taught
sentence pattern to ask or answer a question naturally. The vocabulary words will be
chosen from the conversation or article.
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Let’s Practice The section is designed to offer students opportunities to practice both vocabulary words
and sentence patterns.
Let’s Chant / Sing Most students respond to music in many different contexts. An easy-to-follow chant or
song may arouse students’ interest in learning.
Give It A Try The section is designed to offer students additional opportunities to practice both
vocabulary words and sentence patterns.
Let’s Listen This section is a listening comprehension exercise on the vocabulary and target sentence
patterns in the unit.
Optional activities Supplementary ideas for fun activities are offered in the teacher’s guide. The activities
are linked to the different sections in the student’s book and are aimed at making the
lesson more enjoyable as well as at offering additional practice.
Answer key and The answer key and transcripts for the student’s book and workbook exercises are
transcripts for clearly provided in the teacher’s guide.
Student’s Book
and Workbook
Language Notes There are language notes in this teacher’s guide. These notes are meant to offer teachers
information regarding vocabulary or additional information about a specific topic,
vocabulary word or concept. Language notes will appear highlighted in grey when
necessary on the pages of the teacher’s guide.
8
Come to Live Web-school
Come to Live Web-school is an online platform featuring multimedia resources for kids, teachers, and parents.
Through Come to Live Web-school, students are able to review and preview the class while completing online
homework. Also available is a variety of learning resources so teachers and parents can access students’
learning records and assess their performance. Teachers and parents can also see a complete learning report
with a special emphasis on each and every student’s performance, improvement and areas of development.
Web-school features
The web school is combined with comprehensive packages such as the Come to Live Series, teaching aids,
on-line materials and a management system. This program provides students with an interesting learning
environment while also supplying an interaction between teachers and parents. Contained within are visual,
experiential, interactive, exploring, creative learning and guiding functions for both learners and teachers.
Through the use of the Web-school, students will both learn and improve their English skills, while teachers
and parents can monitor the learner’s performance and accompany them during the process.
The web-school is designed especially for English students from 6 to 12 years old and is based on the 1.000
chosen words for junior high school students. From Book 1 to Book 6 and from the lower level to the upper
level, the web-school works with an interactive learning model and curriculum design in order to motivate
students and build a stronger English learning foundation.
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Unit 1 Hi, I am Ludi.
Objectives:
1. To teach upper and lower case alphabet letters Aa to Dd.
2. To teach basic greetings.
Sentence patterns:
Hi, my name is Jack. / Hello, my name is Annie.
Nice to meet you. / Nice to meet you, too.
Raise your hand.
Take out your book.
Open your book.
Put away your book.
Vocabulary:
apple, ant, boy, ball, cat, car, dog, desk
Supplementary materials:
alphabet flashcards, vocabulary flashcards, a toy hammer, a
puppet, a soft ball, bottles, a skit, the class CD
ABC FUN
Student’s Book P. 8 - Track 05
Suggested Time: 25 minutes
1. Using the alphabet flashcards, teach lower and upper case Aa. Lead the class in reading out loud:
“A, a, a, /æ/, /æ/, /æ/”. Write Aa on the alphabet practice lines to help students understand the correct
position of lower and upper case letters.
2. Utilize the same technique to teach Bb. B, b, b, /b/, /b/, /b/.
3. Exercise: Complete the exercise on P. 8. Students write the letters on the 4 practice lines.
4. Take out the apple flashcard and allow students to make the letter to word connection while
practicing “A, /æ/, apple”.
5. Utilize the same technique to teach Bb. B, /b/, boy, etc.
6. Activity:
Lightning Flash:
a. Divide the class into two teams.
b. Call out a student from each team and have them stand back to back.
c. Give each student an alphabet flashcard.
d. Count to three and have each student turn around.
e. The first student to say the other student’s letter gets a point.
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ABC FUN
1. Using the alphabet flashcards, teach

lower and upper case Cc, and lead the class
in reading out loud: “ C, c, c, /k/, /k/, /k/”.
Write Cc on the alphabet practice lines to
help students understand the correct
2. Utilize the same technique to teach D, d,
d, /d/, /d/, /d/.
3. Exercise: Complete the exercise on P. 9.
Students write the letters on the 4
practice lines.
4. Take out the cat flashcard and allow
students to make the letter to word
connection while practicing “C,/k/, cat”.
5. Utilize the same technique to teach Dd. D, /d/, dog, etc.

6. Activity:
(A) Hop, Hop, Hop:
a. Put the flashcards in a row in the middle of the floor.
b. Call two students up to stand on either side of the row of flashcards. Shout out a vocabulary word
and have them hop until they are standing next to that flashcard.
c. Start slowly, and then gradually build up speed. After five to eight turns, give each student a card
and call up another two students.
(B) Gotcha:
a. Go over all the flashcards and have students call out the words. Then pick one flashcard to be the
“bad” flashcard. Tell students when they see this flashcard, they must run back to their seat and sit
down.
b. Have the students stand in a circle. Have them walk in a circle, repeating the word until they see
the next flashcard.
c. Show the bad flashcard. As they run to sit down, catch one of the students. (a simple tag will do)
That student has to pay a forfeit or repeat a number of flashcard words.
d. Pick a new bad flashcard and start again.
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PHONICS FUN
Student’s Book P. 10 - Track 07, 08
1. Show the letter “Aa”. Drill phonics “A, a, a,

/æ /, /æ /, /æ/”.
2. Show the “apple” flashcard. Drill and repeat
“A, /æ/, apple”.
3. Show the “ant” flashcard. Drill and repeat
“A, /æ/, ant”.
4. Drill the sentence “An ant eats an apple.”
Ask the students to follow along with their
fingers.
5. Have students trace the shape in gray with
their index fingers and repeat the sentence
(Aa - An ant eats an apple. / Bb - A boy plays
with a ball.). Then have them use the
stickers to complete the image.
6. Utilize the same technique to teach Bb.
7. Activity:
Bottles Game:
a. Prepare two bottles represent “a” and “b”.
b. Divide the class into two teams.
c. Have the students make two lines and then sit down. Give each student a number.
d. Put the bottles in the middle of the floor.
e. Say one word, for example, “apple”, and then call out a number.
f. The students assigned that number have to grab the correct bottle.
g. The student who grabs the correct bottle first wins.
8. Do the exercises on P. 10.
Answer Key:
Listen and circle.
1. a 2. b 3. a
4. b 5. b 6. a
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PHONICS FUN
1. Show the letter “Cc”. Drill phonics “C, c,

c, /k/, /k/, /k/”.
2. Show the “cat” flashcard. Drill and repeat
“C, /k/, cat”.
3. Show the “car” flashcard. Drill and repeat
“C,/k/, car”.
4. Drill the sentence “A cat is in a car.” Ask
the students to follow along with their
fingers.
5. Have students trace the shape in gray
with their index fingers and repeat the
sentence (Cc - A cat is in a car. / Dd - A
dog is at a desk.). Then have them use the
stickers to complete the
image.
6. Utilize the same technique to teach Dd.
7. Activity
Hot Potato:
a. Prepare a ball.
b. Let the students sit in a circle.
c. Play the ABC song.
d. The students pass the ball while listening to the music.
e. When the music stops, the student who is holding the ball needs to repeat the words or the
sentences.
8. Do the exercises on P. 11.
Answer Key:
Listen and circle.
1. d 2. c 3. d
4. d 5. c 6. c
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SAY FOR FUN
1. Do a self-introduction first:
“Hello, I am _____.” Next, guide each student
to reply, “Hello, I am _____.” Practice with
each student, one on one:
T: Hi, I am _____.
S: Hi, I am _____.
Confirm that each student opens their
mouth to practice.
2. Activity:
Strike the slow reply:
a. Make use of “Hello, I am _____.” and “Hi, I
am _____.” Repeat until each student is
comfortable introducing himself or herself
with this phrase.
b. Prepare a toy hammer and demonstrate
its use. Walk back and forth in front of the students and stop suddenly in front of one student.
He or she must call out the name of another student. If he or she reacts slowly , gently give a ‘bop’ to
the desk with the toy hammer, and let them start the next round of the game.
c. You can also ask the “loser” to come forward and demonstrate any letter of the
alphabet with his or her body.
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MORE TO SAY – Daily Life
1. Utilize hand puppets to make conversation

with students. “Hello” and “hi” can be used
interchangeably.
A: Hi, my name is _____.
B: Hello, my name is _____.
A: Nice to meet you.
B: Nice to meet you, too.
2. Let the students role-play the conversation
with each other.
3. Activity:
(A) Who Has the Ball?:
a. Have students go to the back of the
classroom.
b. Have a student stand facing the whiteboard and throw a ball to the students in the back.
c. Whoever catches the ball or picks it up must hold it behind their body while all the other students
also put their hands behind them, pretending to hold a ball as well.
d. After throwing the ball, the student in the front should slowly count down from three to one, and
then turn around.
e. The student gets three guesses to name the student who is actually holding the ball and have the
conversation with him or her. The student gets a point for a correct guess.
f. Make sure students don’t cheat by passing the ball back and forth to other students behind their
backs.
(B) Change:
a. Write “Change” on the board.
b. Tell the students when the teacher says “Change”, they have to change their seats.
c. Number the seats in the classroom.
d. Turn to face the board, and says, “Change!”
e. After students have changed their seats, write a number on the board and then turns
around.
f. Whoever is sitting on that seat has to have the conversation with the teacher.
15
MORE TO SAY – Class Time
1. Use TPR to instruct “Raise your hand.”, “Take

out your book.”, “Open your book.”, and “Put
away your book.”. Gradually increase the
speed, to make it more interesting.
2. Activity:
(A) Mime Pass:
b. Have students line up in the classroom
with their backs facing the teacher.
c. Say “Go” and have the first student turn
around.
d. Gesture to the first student. Then
the first student gestures to the next
student – one at a time, the students turn
around as the gesture is passed down the
line.
e. The last student in the line guesses what the sentence is.
f. Have the last student come to the front of the line and begin again to ensure that everyone gets a
chance to be the first and last student.
(B) Pass the Ball:
a. Prepare a ball.
b. Gesture to the first student.
c. Start a timer and pass the ball to the fire student. He or she answers and gestures to the next
student.
d. Have the students continue passing the ball around as each gestures and answers in turn.
e. When the ball comes back to you and the last student gestures to you, stop the time when you
answer.
f. Write the time on the board. Tell the students they have to beat that time in order to get a point.
16
LISTEN FOR FUN
1. a. Listen and write.

a. Play the CD and demonstrate one
question.
b. Demonstrate how to write on the 4
practice lines properly.
c. Let the students do the rest.
2. b. Listen and check.
question.
b. Let the students do the rest.
Answer Key:
a. Listen and write.
1. Cc 4. Bb
2. Dd 5. Cc
3. Aa 6. Dd
b. Listen and check.

1.  4. 
2.  5. 
3.  6. 
17
ACT WITH ME
1. First demonstrate the skit to the class: stand

outside the classroom door (the door is open),
softly knock on the door and say, “Knock,
knock. May I come in?” Instruct the class to
answer: “Please come in.”
2. Invite students to come up to the front of the
class in pairs and take turns role-playing the
skit.
3. Tell students the background of the story on
this page, and ask them questions to make
sure they understand the meaning of: “May I
come in?”
Who’s that?
The wolf!
He’s so hungry.
The wolf is standing in front of Grandma’s house and knocking at the door.
Knock! Knock! Knock! May I come in?
I’m your granddaughter, Little Red Riding Hood.
As soon as Grandma opens the door, the wolf eats her up.
Little Red Riding Hood follows the wolf.
She needs to save her grandma.
4. Let the students role-play the conversation.
18
CHANT WITH ME
1. Read through the lyrics from this lesson and

explain their meaning to the students.
2. Let students practice the chant 2-3 times,
until they are familiar with it.
3. Let students role-play:
A: Knock! Knock! B: Who is it?
A: Knock! Knock! B: Who is it?
A: It’s me. It’s me. Your Mommy!
May I come in, my sweetie?
B: Yes, yes. Please come in!
4. Divide the class into two groups (one group of
“Mommies”, and one group of “sweeties”) for
practice. Then, let students practice in pairs.
Boys can be “Daddies” if they don’t want to
be “Mommies”.
5. Play the CD and let students get familiar with the song, following along with the words, until they
know it well.
19
Unit 2 Good morning.
Objectives:
1. To teach upper and lower case alphabet letters Ee to Hh.
2. To teach daily greetings.
Sentence patterns:
Good morning. / Good afternoon. /
Good evening. / Good night. / Goodbye.
How are you? / I am fine, thank you.
Come here. / Go back.
Turn around.
Look at me.
Vocabulary:
elephant, egg, fish, frog, goat, girl, house, hat
alphabet flashcards, vocabulary flashcards, a sticky ball,
magnets, cards for the letters and the vocabulary, a
ping-pong ball, a soft ball, paper slips, a mat, the class CD
ABC FUN
1. Use the flashcards to review Aa to Dd in upper and lower case and the related vocabulary words.
2. Using the alphabet flashcards, teach lower and upper case Ee, and lead the class in reading out
loud: ”E, e, e, /ε/, /ε/, /ε/”. Write Ee on the alphabet practice lines to help students understand the
correct position of lower and upper case letters.
3. Utilize the same technique to teach Ff. F, f, f, /f/, /f/, /f/.
5. Take out the elephant flashcard and allow students to make the letter to word connection while
practicing “E, /ε/, elephant”.
6. Utilize the same technique to teach Ff. F, /f/, fish, etc.
7. Activity: Hit the Mole:
a. Scatter the vocabulary flashcards on the floor.
c. Call out one student from each team to remove their shoes.
d. Give the students a vocabulary word (E.g.: fish).
e. The students must find the word, stand on it, and then say: F, /f/, fish. The fastest gets a point.
f. You may place the cards far away from each other to make the game more difficult.
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ABC FUN
1. Use the flashcards to review Aa to Ff in

upper and lower case and the related
vocabulary words.
2. Using the alphabet flashcards, teach lower
and upper case Gg, and lead the class in
reading out loud: ” G, g, g, /g/, /g/, /g/”. Write
Gg on the alphabet practice lines to help
students understand the correct position of
lower and upper case letters.
3. Utilize the same technique to teach H, h, h,
/h/, /h/, /h/.
Students write the letters on the 4 practice
lines.
5. Take out the goat flashcard, and allow students to make the letter to word connection while practicing
“G,/g/, goat”.
6. Utilize the same technique to teach Hh. H, /h/, house, etc.
7. Activity:
Alphabet Bingo:
a. Draw 9 squares on the whiteboard. Then fill in the letters Aa to Hh in the squares similar to the
diagram below. Write “Hello!” in the middle square.
b. Prepare a sticky ball. Divide students into two groups for competition.
c. Throw the sticky ball at the whiteboard and read out the letter that was hit. Use a magnet or
marker to mark that square.
d. The team to complete a line first wins.
e. If the sticky ball hits the square with “Hello!” on it, the student needs to say a “Hello, _____.”
sentence.
Aa Dd Ff
Hello!
Ee Bb
^_^
Gg Cc Hh
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PHONICS FUN
1. Show the letter “Ee”. Drill phonics ”E, e, e,

/ε/, /ε/, /ε/”.
2. Show the “elephant” flashcard. Drill and
repeat “E, /ε/, elephant”.
3. Show the “egg” flashcard. Drill and repeat
“E, /ε/, egg”.
4. Drill the sentence, “An elephant plays with
eggs.” Ask the students to follow along with
their fingers.
(Ee - An elephant plays with eggs. / Ff - A
fish plays with a frog.). Then have them use
the stickers to complete the image.
6. Utilize the same technique to teach Ff.
7. Activity:
Puzzles Game:
a. Prepare two sets of picture flashcards.
b. Put the flashcards on the floor, and write the example sentences on the board:
An elephant plays with eggs. A fish plays with a frog .
c. Call on two students and say one of the sentences.
d. The students have to find the correct picture and stick the picture under the correct sentence.
e. Students then have to repeat the sentence again.
f. The first student to complete the activity wins.
8. Do the exercise on P. 20.
Answer Key:
Listen and circle.
1. e 2. f 3. f
4. e 5. f 6. e
22
PHONICS FUN
1. Show the letter “Gg”. Drill phonics “G, g, g,

/g/, /g/, /g/”.
2. Show the “girl” flashcard. Drill and repeat
“G,/g/, girl”.
3. Show the “gift” flashcard. Drill and repeat
“G,/g/, gift”.
4. Drill the sentence “The girl has a gift.” Ask
the students to follow along with their
fingers.
(Gg - The girl has a gift. / Hh - A hen has a
hat.). Then have them use the stickers to
complete the image.
6. Utilize the same technique to teach Hh.
7. Activity:
Who Is “It”:
a. Let the students sit in a circle.
b. Choose one student to be “It”. Give him/her a ball.
e. He / She walks around the circle. Suddenly he/she puts the ball behind another student.
That student will be the “runner”.
d. “It” runs around the circle to take the runner’s spot.
e. The runner chases “It” around the circle to catch “It”.
f. If the runner is unable to do so, he / she becomes “It”.
g. He / She has to repeat the words or the sentences.
Answer Key:
Listen and match.
1. h 2. g 3. h
4. h 5. g 6. g
23
SAY FOR FUN
1. Use the situation from the student book to

introduce “Good morning”, “Good afternoon”,
“Good evening”, “Good night”, and
“Goodbye”.
2. Let the students role-play.
3. Activity:
Mute Boxing:
a. “Good morning” is represented by the
forehead, “Good afternoon” the ears, and
“Good evening” the chin.
b. Pair students. Students greet each other
using the hand-to-face positions. If the
student being greeted uses the same
position as the greeter, he is eliminated.
c. When first playing this game, you can use
“morning”, “afternoon”, and “evening” to
play, to decrease the degree of difficulty. When students get familiar with the game, add “Good”
onto the phrases.
24

with each other.
2. Activity:
(A) Spinning Round:
a. Ask the students in class to create an
inner and outer circle, moving in opposite
directions (one clockwise, the other
counterclockwise).
b. Play the song, asking students to walk and
sing at the same time.
c. When the music stops the corresponding
students from the inner and outer circle
have to answer each other.
d. The following greetings can be used:
Good morning. Good afternoon.
Good evening. Good night. Goodbye.
(B) Catch or Blow:
a. Prepare a ping-pong ball and puts the ball in the middle of a desk.
b. Call out one student from each team and has them stand on either side of the desk.
c. They have to role-play first.
d. Then they have to listen carefully to the teacher.
e. If the teacher says “catch”, they have to catch the ball. The student who catches the ball gets a point.
f. If the teacher says “blow”, they have to blow the ball. If the ball falls down on his/her side of the table,
he/she is the loser.
25
1. Use TPR to instruct “Come here.”,

“Go back.”, “Turn around.”, and
“Look at me.”. Gradually increase the speed
to make it more interesting.
2. Activity:
(A) Simon Says:
a. Use the classroom English above plus
previously learned commands “Raise your
hand”, etc.
b. Students must hear the “Simon says
(teacher says)” command before doing the
action. If the students don’t hear
“Simon/teacher says”, they must stay still
and keep silent. For example: Simon says,
“Turn around,” then students turn around.
c. The teacher can ask them to write the alphabet using their weak hand (this is: righthanded kids try
writing with their left hands; lefthanded kids try writing with their right hands) just for fun.
(B) Run and Say:
a. Place a mat on the floor. Prepare two sets of paper slips with the command sentences written on
them (One set for each team).
b. Students sit in a circle and pass their paper slip to the person on their right until the teacher says
“Stop.”
c. Gesture to the students. The students who end up with the sentence must run to the mat.
The first to reach the mat and say the sentence gets a point.
26
LISTEN FOR FUN

question.
b. Demonstrate how to write on the 4
practice lines properly.
2. b. Listen and check.
question.
Answer Key:
1. Ee 4. Ff
2. Hh 5. Dd
3. Gg 6. Ee
b. Listen and check.

1.  4. 
2.  5. 
3.  6. 
27
ACT WITH ME
1. Use TPR to instruct “Stand up” and “Sit

down.” Gradually increase the speed to make
it more interesting.
2. Explain the background of the story in the
Student’s book, “Alice in Wonderland”. This
scene is a dinner conversation between Alice
and the queen.
The queen invites Alice to her palace.
Look! There is a lot of delicious food on the
dining table.
Let’s take a look at how much food there is.
There is some fruit, cake, toast and chicken.
They smell so good!
Alice is very hungry.
When she sees so much yummy food, her
mouth can’t stop watering.
28
CHANT WITH ME
1. Lead the reading of these lines:

Stand up! Stand up! Raise your hand.
Sit down! Sit down! You are smart.
2. Practice a few times until students are
familiar with the chant.
3. Play the CD, letting students read the lines
out following the correct tempo.
4. Harmonize with TPR actions. For example,
“You are smart.” while giving the thumbs-up
sign. Let students read and dance at the same
time.
5. Activity:
Carrot Squat:
a. Divide the class into four teams. The team names for the 4 groups should be: “Stand
up”, “Raise your hand“, “Sit down”, and “You are smart”.
b. Have each time recite their own chant and do the action. Show the chant on the board to make it
easier.
Team “Stand up”: Stand up, stand up, then raise your hand.
Team “Raise your hand”: Raise your hand, raise your hand, then sit down.
c. You can ask students to increase speed to add to the excitement.
29
Unit 3 What is your name?
Objectives:
1. To teach upper and lower case alphabet letters Ii to Ll.
2. To teach conversations in daily life.
Sentence patterns:
What is your name? / My name is Annie.
Who is he? / He is my father.
Who is she? / She is my mother.
Listen to me.
Repeat after me.
Point and say.
Hold up your book.
Vocabulary:
Indian, igloo, jet, jar, kite, king, lollipop, lion
alphabet flashcards, vocabulary flashcards, garbage bags,
poker cards, a bottle, buckets, a soft ball, a dice, mats
ABC FUN
1. Use the flashcards to review Aa to Hh in upper and lower case and the related vocabulary words.
2. Using the alphabet flashcards, teach lower and upper case Ii, and lead the class in reading out loud:
”I, i, i, /I/, /I/, /I/”. Write Ii on the alphabet practice lines to help students understand the correct
3. Utilize the same technique to teach Jj. J, j, j, /dЗ/, /dЗ/, /dЗ/.
5. Take out the Indian flashcard and allow students to make the letter to word connection while
practicing “I, /I/, Indian”.
6. Utilize the same technique to teach Jj. J, /dЗ/, jet, etc.
7. Activity:
What’s Missing?:
a. Stick the alphabet flashcards on the board.
b. Call up a student from each team, facing away from the board.
c. Take away one card.
d. Say “go.” The students should then turn around to see which card is missing.
e. The first student to answer correctly gets a point.
30
ABC FUN
1. Use the flashcards to review Aa to Jj in

vocabulary words.
and upper case Kk and lead the class in
reading out loud: ” K, k, k, /k/, /k/, /k/”. Write
Kk on the alphabet practice lines to help
3. Utilize the same technique to teach L, l,
l, /l/, /l/, /l/.
lines.
5. Take out the kite flashcard and allow students to make the letter to word connection while practicing
“K,/k/, kite”.
6. Utilize the same technique to teach Ll. L, /l/, lollipop, etc.
7. Activity:
(A) Skipper:
a. Divide the class into two teams. Give each team a big garbage bag.
b. Stick the flashcards on the board.
c. Place bags at the back of the classroom.
d. Say a word, for example, “Indian”, and the students will have to use the bag to hop to the board,
touch the correct picture card and say “I, /I/, Indian”.
e. The faster one gets a point.
(B) Throw It:
a. Prepare four buckets and a ball. Write “i” to “l” on the pails.
c. Give students a word, for example, “Indian”. Students must say it out loud, for example, “I, /I/,
Indian”, and then throw the ball into the “i” bucket.
d. If the ball lands in the bucket, the team gets a point.
31
PHONICS FUN
Student’s Book P. 30 - Track 35, 361-35
1. Show the letter “Ii”. Drill phonics ”I, i, i, /I/, /I/,

/I/”.
2. Show the “kitten” flashcard. Drill and repeat
“ I, /I/, kitten”.
3. Show the “igloo” flashcard. Drill and repeat
“ I, /I/, igloo”.
4. Drill the sentence “A kitten is in an igloo.” Ask
the students to follow along with their fingers.
(Ii - A kitten is in an igloo. / Jj - A jet is in a
jar.). Then have them use the stickers to
complete the image.
6. Utilize the same technique to teach Jj.
7. Activity:
Spin:
a. Explain the rules to the students by acting them out.
b. Pick a student to roll the dice.
c. If the student gets a 1, he or she reads the word or the sentence once and gets a point.
d. If the student gets a 2, 3, 4, or 5, the class must say the word or the sentence that number of times.
For example, the dice roll is a 3, they have to repeat the word or the sentence three times.
e. If the student gets a 6, the whole class must stand up, turn around, and sit down. The last student to
sit down has to repeat the words or the sentences.
Answer Key:
Listen and circle.
1. J 2. l 3. i
4. kite 5. lion
32
PHONICS FUN
1. Show the letter “Kk”. Drill phonics “K, k, k,

/k/, /k/, /k/”.
2. Show the “king” flashcard. Drill and repeat
“K, /k/, king”.
3. Show the “kitten” flashcard. Drill and
repeat “K, /k/, kitten”.
4. Drill the sentence “The kitten kisses the
king.” Ask the students to follow along with
their fingers.
(Kk - The kitten kisses the king. / Ll - The
lion has long legs.). Then have them use the
6. Utilize the same technique to teach Ll.
7. Activity:
Chairs:
a. Divide students into two teams.
b. Have each team send up a representative.
c. Place four chairs at the front of the class. Stick “Ii”, “Jj”, “Kk”, and “Ll” on the chairs.
d. Show or say a word, for example, “igloo”. The students have to figure out which letter this word
starts with and then sit on the correct chair.
e. After sitting on the chair, the student has to repeat the letter, phonics and word. For example,
“igloo”: I, /I/, igloo. The fastest student scores a point.
Answer Key:
Listen and write.
1. Ll 4. Ii
2. Jj 5. Ff
3. Kk 6. Gg
33
SAY FOR FUN
1. Start with self-introduction:

T: Hello!
My name is _____. What is your name?
Guide each student to say their own name.
S: My name is _____.
2. When students say their own names, please
correct their pronunciation. For example,
the lips close tight at the end of the
“M” sound…etc.
3. Activity:
Paper-Scissors-Stone:
a. Give each student three poker cards.
b. The students need to find one classmate
and ask him/her the question:
“What is your name?”
c. After the other student answers, they play
“Paper-Scissors-Stone”.
d. The loser needs to give the winner one card.
e. Students who have no cards need to go back to their seats.
f. The student who has the most cards is the winner.
34
1. Let the students role-play the

conversation with each other.
2. Activity:
(A) Spin the Bottle:
a. Have the students sit in a circle.
b. Prepare a bottle and put the bottle in
the middle of the circle.
c. Spin the bottle.
d. Two students can be selected by both ends
of the bottle for conversation practice.
(B) Throw the Ball:
a. Prepare a ball.
b. Have students stand on their chairs.
(Remind them about safety.)
c. Ask the question, “What is your name?” Then throw the ball to a student.
d. The student has to answer, ask the question and throw the ball to the next student.
e. Any student that drops the ball needs to sit down.
f. The last student who is still standing is the winner.
35
1. Use TPR to instruct “Listen to me.”, “Repeat

after me.”, “Point and say.”, and “Hold up your
book.”. Gradually increase the speed to make
it more interesting.
2. Activity:
(A) Roll the Dice:
a. Write the commands on the
board, plus two commands learned in prior
units.
b. Roll the dice or lets the students roll the
dice.
c. Students have to do the action that
corresponds with the number. For example,
Hold up your book; they have to hold up
their books.
d. The last student to do so either answers your
question or gets a penalty.
(B) Baseball Game:
a. Place four mats on the floor as bases.
b. Divide the class into two teams. They take turns answering questions.
c. Choose one student to gesture to the students. Have the first student from team A answer the
question. He / She can run to one base for each correct answer.
d. At the end of the game, the team with the most runs wins.
36
LISTEN FOR FUN
1. a. Listen and color.

a. Play the CD and demonstrate one question.
2. b. Listen, say, and circle.
question.
Answer Key:
a. Listen and color.
1. JILK
2. jkil
3. kijl
4. lollipop
5. king
6. jet
b. Listen, say, and circle.

1. k 3. l
2. j 4. i
37
ACT WITH ME
1. Demonstrate the body language to express

the urge to go to the bathroom. Teach the
sentence, “Excuse me. May I go to the
bathroom?”
2. Have students read the phrase several
times, then teach the reply, “Yes, you may.”
3. Ask students to take turns doing this
conversation with the teacher, correcting
students’ pronunciation of “bathroom”.
4. Explain that the story takes place at a
candy house.
Wow! There is a candy house!
It is made of some candy, bread, chocolate,
donuts, cherries, cookies and candy canes.
Hansel and Gretel get lost in the forest
aAnd the witch locks them in a cage.
They are scared and hungry. They don’t know what to do.
They look around the cage and see chocolate and cookies everywhere.
They are very happy now because they eat a lot of chocolate and cookies.
38
CHANT WITH ME
1. Explain the meaning of the verse and lead

the students in reading it 2-3 times, until they
are familiar with it.
2. Divide the verse into two parts and let the
students role-play the chant.
Group 1: Excuse me! I have to go to the
bathroom. May I go? May I go?
Group 2: Yes, you may. Yes, you may.
Group 1: Excuse me! I have to go to the
bathroom. I can’t wait. I can’t wait.
Group 2: OK. OK. Go! Go! Go!
39
Review 1
Objectives:
1. To practice and consolidate upper and lower case alphabet
letters Aa to Ll.
2. To practice and consolidate the sentence patterns learned
in units 1 to 3.
3. To practice and consolidate the phonics words learned in
units 1 to 3.
Sentence patterns:
Review sentence patterns from units 1 to 3.
Vocabulary:
Review vocabulary from units 1 to 3.
alphabet flashcards, vocabulary flashcards, bags of letter
cards, toy hammers, a sticky ball
A. Look and fill in the blanks.

Student’s Book P. 38
1. Review the alphabet order with the
students.
2. Let the students write down the alphabet
letters they have learned, starting from Aa.
B. Look and match.

1. Review the phonics words learned from units 1 to 3.
2. Let the students match the letters with corresponding phonics words and pictures.
3. Activity:
Fast Writer:
a. Divide students into two teams. Have one student from each team come to the board and give both
of them a marker.
b. Show any phonics word card, for example, king. Both students should write down the corresponding
letter, k, immediately and say the letter sound: k, /k/, /k/, /k/. The faster one gets a point.
c. Let every student have two or more chances to play.
d. The team with the most points wins.
Answer Key:
B. Look and match.
l  lion d  dog b  boy g  girl j  jet h  hat
40
C. Look and write.
1. Let the students review the phonics words
with pictures.
2. Let the students finish writing down the
corresponding letters.
D. Listen, say, and number.

Student’s Book P. 39 – Track47
1. Play the CD and demonstrate question one
of this section.
2. Let the students do the rest.
3. Activity:
Bingo:
a. Draw a 66 grid on the board.
Label them a to f across the top, g to l
down the side.
b. Prepare two bags of letter cards. One is for a to f, the other for g to l.
c. Students take turns choosing a letter from each bag.
d. If they choose a and l, they have to give the teacher a word for a, and a word for l. Then they can
mark the corresponding square.
e. The first team to get two lines wins.
Answer Key:
C. Look and write.
1. Ll 2. Hh 3. Ff 4. Dd
5. Kk 6. Ii 7. Ee 8. Jj
5 1 10 6 7
11 3 9 4 8
12 2
41
E. Match and write.
1. Review the vocabulary from units 1 to 3.
2. Let the students practice writing down the
vocabulary.
3. Activity:
Tic-Tac-Toe:
a. Draw a tic-tac-toe grid on the board.
Divide students into two teams. One team
is marked as “”, while the other team is
marked as “”.
b. Put a desk with two toy hammers at the
front and have one student from each
team stand by the desk. Show a letter, for
example, g, to the two students. The two
students should hit the desk with the
hammers quickly to get a chance to say
the letter and any g phonics word, like g,
goat. If correct, the student can draw a mark on the grid.
c. The first team to get three marks in a line gets a point.
d. The first team to get five points wins.
Answer Key
E. Match and write.
1. elephant
2. kite
3. apple
4. Indian
5. boy
6. lollipop
7. fish
8. dog
9. goat
10. jet
11. house
12. cat
42
F. Listen, say, and check.
1. Review the sentence patterns learned from
units 1 to 3.
2. Play the CD and have the students
check the corresponding pictures they
hear.
G. Look and match.

1. Review the words “he” and “she”.
2. Let the students match the pictures.
3. Activity:
Sticky Ball Target Practice:
a. Draw the picture below on the board.
1
2
3 5
b. Divide the class into two teams. Show pictures to the class and have the students from two teams
take turns saying the corresponding sentences learned from MORE TO SAY. The student with the
correct response can throw a sticky ball to get points.
c. The team with the most points wins.
Answer Key
1.  4. 
2.  5. 
3.  6. 
G. Look and match.

1. he 2. she 3. she 4. he 5. she 6. He
43
Unit 4 How are you?
Objectives:
1. To teach upper and lower case alphabet letters Mm to Pp.
2. To teach daily greetings.
Sentence patterns:
What is it? / It is a ball.
May I borrow your pencil?
May I drink some water?
May I ask a question?
May I go?
Vocabulary:
monkey, milk, nurse, nose, ox, octopus, pig, pink
alphabet flashcards, vocabulary flashcards, the class CD,
several pieces of blank A4 paper, bottles, a box, soft balls,
blocks, puppets or stuffed toys
ABC FUN
1. Use the flashcards to review Aa to Ll in upper and lower case and the related vocabulary words.
2. Using the alphabet flashcards, teach lower and upper case Mm, and lead the class in reading out loud:
“M, m, m, /m/, /m/, /m/”. Write Mm on the alphabet practice lines to help students understand the
3. Utilize the same technique to teach Nn. ”N, n, n, /n/, /n/, /n/.
5. Take out the monkey flashcard and allow students to make the letter to word connection while
practicing “M, /m/, monkey”.
6. Utilize the same technique to teach Nn. N, /n/, nurse, etc.
7. Activity:
Alphabet Parade:
a. Place the flashcards for Aa to Nn in a circle on the floor.
b. Ask the students to stand outside of the circle and walk clockwise around it.
c. Play the ABC Song. When the music begins, students start walking around the circle.
d. Control the music. When the music stops, ask students to stand still and read the card that is
closest to them out loud.
e. Play the music and continue the parade. In the second round, have students read out both the
nearest card and the cards adjacent to it.
44
ABC FUN
1. Use the flashcards to review Aa to Nn

in upper and lower case and the related
vocabulary words.
2. Using the alphabet flashcards, teach
lower and upper case, and lead the
class in reading out loud: “O, o, o, /a/,
/a/, /a/”. Write Oo on the alphabet
practice lines to help students
understand the correct position of
3. Utilize the same technique to teach Pp.
“P, p, p, /p/, /p/, /p/.”
4. Exercise: Complete the exercise on
P. 43. Students write the letters on the
4 practice lines.
5. Take out the ox flashcard, and allow students to make the letter to word connection while practicing
“O,/a/, ox”.
6. Utilize the same technique to teach Pp. P, /p/, pig, etc.
7. Activity:
(A) Lucky Draw:
a. Stick the flashcards on the wall around the classroom.
b. Choose one student to come up and face the board.
c. The rest of the students have to choose one word and stand in front of it.
d. The student who stands in front of the board can say a word. For example, “pig”.
e. The students who stand in front of “pig” can get a point.
(B) Circle It:
a. Stick the alphabet flashcards on the board; upper case for one team, and lower case for
the other.
c. Call up one student from each team.
d. Say a word.
e. The students need to circle the letter for the word and repeat the word.
45
PHONICS FUN
1. Show the letter “Mm”. Drill phonics ”M, m, m,

/m/, /m/, /m/”.
2. Show the “monkey” flashcard. Drill and
repeat “ M, /m/, monkey”.
3. Show the “milk” flashcard. Drill and repeat
“ M, /m/, milk”.
4. Drill the sentence, “The monkey likes milk.”
fingers.
(Mm - The monkey likes milk. / Nn - The
nurse has a big nose.). Then have them use
the stickers to complete the image.
6. Utilize the same technique to teach Nn.
7. Activity:
Hopping:
a. Put the alphabet flashcards on the floor.
d. Give each student a ball. They have to put the ball between their knees.
e. Say the word or the sentence.
f. The students have to hop to the correct letter and repeat the word or the sentence.
g. The faster student gets a point.
Answer Key
Listen, write, and match.
1. Nn, nurse
2. Mm, milk
3. Nn, nose
4. Mm, monkey
46
PHONICS FUN
1. Show the letter “Oo”. Drill phonics “O, o, o,

/a/,/a/, /a/”.
2. Show the “octopus” flashcard. Drill and repeat
“O, /a/, octopus”.
3. Show the “box” flashcard. Drill and repeat
“O, /a/, box”.
4. Drill the sentence, “The octopus is on a box.”
fingers.
(Oo - The octopus is on a box. / Pp - The pig
has a pink dress.). Then have them use the
6. Utilize the same technique to teach Pp.
7. Activity:
Bottles Game:
a. Puts bottles for Mm to Pp on the floor.
d. Say one of the words or sentences.
e. The students have to kick the correct bottle and repeat the word or sentence.
Answer Key
Listen and write.
1. Oo 4. Nn
2. Mm 5. Ii
3. Pp 6. Jj
47
SAY FOR FUN
1. Prepare 2 puppets or stuffed toys to use for

role-playing the conversation.
A: How are you, _____?
B: (Make a voice for the toy): I am fine.
Thank you.
B: How are you, _____?
A: (Make another voice for second toy): I am
OK. Thank you.
2. Explain “I am fine.” and “I am OK.”
Explain the slight difference in meaning.
3. Activity:
Little Market Investigator:
a. Prepare one sheet of blank paper for each
student.
b. Give students 3 minutes to look for other
classmates and ask the following questions:
What is your name?
How are you?
c. When asked, the students write their names on the investigator’s paper.
d. Investigator writes down interviewee’s condition by using “I am fine.” Or “I am OK.” sentences.
e. When the time is up, calculate who has the biggest interview list, and give encouragement.
48
MORE TO SAY - Daily Life

with each other.
2. Activity:
(A) Who Is He / She?
a. Students take turns coming to the front
and facing the board.
b. He / She asks the question, “How are you?”
c. Have only one student answer the question
using a funny voice. The student who can
correctly guess the speaker gets a point.
(B) What’s Wrong?:
b. Read the conversation while the students
listen.
c. Deliberately make a mistake, such as changing a word.

d. The first student to shout “That’s wrong!” and say the correct sentence wins a point.
49
1. Use TPR to instruct “May I borrow your

pencil?”, “May I drink some water?”, “May I
ask a question?”, and “May I go?”.
2. Activity:
(A) Catch the Ball:
b. Call up two students from the same team.
One student holds a box at the front of the
classroom and the other holds five balls at
the back of the classroom.
c. Gesture to the students. They have to say
the correct sentence.
d. If correct, the student at the back throws all
five balls to the student at the front.
e. The student at the front tries to catch the
balls.
f. Each ball caught in the box is worth a point for the team.
(B) Blocks:
a. Spread the blocks on the floor.
b. Call up one student from each team.
c. Choose one student to gesture to them.
d. If they can say the correct sentence, play begins.
e. Say “go” and count down from five to one. In that time, the students must stack as many blocks as
possible.
f. The student with the taller tower gets a point.
50
LISTEN FOR FUN

b. Demonstrate how to write on the 4 practice
lines properly.
2. b. Listen, circle, and match.
Answer Key
1. Pp 4. Mm
2. Mm 5. Oo
3. Nn 6. Nn
b. Listen, circle, and match.

1. ox
2. pig
3. octopus
4. nose
5. pink
6. milk
51
ACT WITH ME
1. Demonstrate the phrase “I am sorry” for the

students. Borrow a piece of paper from a
student and accidently drop it. With an
embarrassed expression, say: “I am sorry.”
2. Have students practice this daily language
in class and teach them how to use it in their
everyday life.
3. Explain the story background for
“Goldilocks and the Three Bears.” In the
student book story, we change Goldilocks
into Ludi. He accidentally breaks into the
house of the
Three Bears.
The three bears come back home and find
someone has eaten their porridge.
They feel surprised.
Then, they go upstairs to the room. They find one of the chairs is broken.
They look around and find that Ludi is sleeping on one of their beds.
Just then, Ludi wakes up and says sorry to the three bears.
He is just too tired and falls asleep.
52
CHANT WITH ME
1. Read the chant to the class once with lots of

expression. Lead students to read the chant
over and over again until they are quite
familiar with it.
2. Explain that the person in the chant is late
for class and is apologizing to the teacher.
3. Divide the class into group A and group B for
role-play practice.
A: Sorry, sorry. I am sorry. I am late. I am late.
B: OK, OK. It’s OK. Please come in.
4. Ask a volunteer to come up to the stage for
role-play. Give encouragement.
53
Unit 5 Thank You.
Objectives:
1. To teach upper and lower case alphabet letters Qq to Tt.
2. To teach useful responses.
Sentence patterns:
Thank you./ You are welcome.
I know.
I am done.
Sorry, I am late.
Please help me.
Vocabulary:
queen, quilt, rabbit, rat, snake, sun, tiger, toe
alphabet flashcards, vocabulary flashcards, a toy hammer,
soft balls, conversation strips, a box, a dice, newspapers,
colored tape, a bag of candy
ABC FUN
1. Use the flashcards to review Aa to Pp in

upper and lower case and the related vocabulary words.
2. Using the alphabet flashcards, teach lower and upper case Qq, and lead the class in reading out loud:
“Q, q, q, /kw/, /kw/, /kw/.” Write Qq on the alphabet practice lines to help students understand the
3. Utilize the same technique to teach Rr. R, r, r, /r/, /r/, /r/.
5. Take out the queen flashcard and allow students to make the letter to word connection while
practicing “Q, /kw/, queen”.
6. Utilize the same technique to teach Rr. R, /r/, rabbit, etc.
7. Activity:
Show Me Yes or No:
a. Review all the letters first.
b. Ask the class to stand up. Say a letter and shows a flashcard. If the teacher says it correctly,
students hold their hands up and form a circle above their head. If not, they cross their
arms and form an “X” in front of their chest.
c. If they are wrong or a little bit slow, they have to sit down.
d. At the end, those who are still standing can get a point.
54
ABC FUN
1. Use the flashcards to review Aa to Rr in

vocabulary words.
and upper case Ss and lead the class in
reading out loud: “S, s, s, /s/, /s/, /s/”. Write Ss
on the alphabet practice lines to help
3. Utilize the same technique to teach Tt. T, t,
t, /t/, /t/, /t/
lines.
5. Take out the snake flashcard and allow students to make the letter to word connection while
practicing “S,/s/, snake”.
6. Utilize the same technique to teach Tt. T, /t/, tiger, etc.
7. Activity:
Catch the Thief
a. Put one chair in the middle of the classroom. Have students sit in a circle around the chair.
b. Choose one student to be the “thief” and give him/her a toy hammer. Give the rest of the students a
flashcard.
c. The thief can walk around and say the words on the flashcards other students are holding. Finally,
upon saying a random student’s word, the thief hits the student’s desk with the hammer, and that
student becomes a police officer.
d. The thief runs and puts the hammer on the chair and tries to sit down before the police officer gets
the hammer and hits him/her (remind students to hit each other softly).
e. If the thief runs back safely, the police officer becomes the new thief. If not, the old thief is still the
thief.
55
PHONICS FUN
1. Show the letter “Qq”. Drill phonics “Q, q, q,

/kw/, /kw/, /kw/”.
2. Show the “queen” flashcard. Drill and repeat
“Q, /kw/, queen”.
3. Show the “quilt” flashcard. Drill and repeat
“Q, /kw/, quilt”.
4. Drill the sentence, “A little queen is wearing
a quilt.” Ask the students to follow along
with their fingers.
(Qq - A little queen is wearing a quilt. / Rr -
A rat is running on a rug.). Then have them
use the stickers to complete the image.
6. Utilize the same technique to teach Rr.
7. Activity:
Wall Tag:
a. Stick the alphabet letter cards on the board.
b. Call up one student from each team to stand at the front of the classroom.
c. Ask a student to roll a dice. If the number on the dice is 2, the students have to run to the back,
tag the wall, and then run to the front and tag the wall (one tag for each number on the dice).
d. When they finish, they have to touch the correct letter card on the board.
e. The first one to complete the race wins.
Answer Key:
Listen and match.
1. r 2. q 3. r 4. q
5. q 6. r 7. r 8. q
56
PHONICS FUN
1. Show the letter “Ss”. Drill phonics “S, s, s,

/s/, /s/, /s/”.
2. Show the “spider” flashcard. Drill and
repeat “S, /s/, spider”.
3. Show the “sun” flashcard. Drill and repeat
“S, /s/, sun”.
4. Drill the sentence, “A spider is under the
sun.” Ask the students to follow along with
their fingers.
(Ss - A spider is under the sun. / Tt - I have
ten toes.). Then have them use the stickers
to complete the image.
6. Utilize the same technique to teach Tt.
7. Activity:
Get the Ball:
a. Prepare four balls. Stick Qq to Tt on the balls.
b. Divide students into two teams. Each team sends up a student.
c. Place the balls in the middle of the room and have the two students stand on opposite sides of the
classroom.
d. Show students a card, for example, “quilt”. The students will have to race for the Qq ball and say: Q,
/kw/, quilt.
e. The fastest student gets a point.
Answer Key:
Listen and write.
1. s 2. t 3. s
4. s 5. t 6. t
57
SAY FOR FUN
1. Prepare a bag of candy in advance. Give a

piece of candy to one of the students and
guide him/her to say, “Thank you.” Then the
teacher replies, “You are welcome.”
2. Distribute candy to other students until all
students have said “Thank you.” Then
everyone can enjoy his / her candy.
4. Activity:
Lucky Balls:
a. Prepare two balls.
b. Have the students sit in a circle.
c. Play the ABC song. The students
need to pass one ball clockwise and the
other counterclockwise.
d. When the music stops, the two students
who have the balls need to have the conversation with each other.
58
1. Let the students role-play

the conversation with each other.
2. Activity:
(A) Find Your Partner:
a. Prepare several strips of paper with parts of
the conversation written on them.
A: Happy birthday, Jack. This is for you.
B: Wow! It is a robot.
A: Thank you.
B: You are welcome.
b. Give each student a strip with a sentence
on it.
c. Students have to find their partner.
A: Happy birthday, Jack. This is for you.
B: Wow! It is a robot.
A: Thank you.
B: You are welcome.
d. If they find their partner, they can go to the teacher and read the conversation to get a point.
e. When time is up, they have to go back to their seat. Have the groups that have the correct
conversation come up to the front and read the conversation to the class.
f. Have them return the strips. Exchange the strips (A to B and B to A) and continue the game.
(B) Please Follow Me:
a. The students have to find one classmate and have the conversation with each other.
b. When they finish, students can play paper, scissors, stone. The loser needs to follow the winner.
c. Then they have to find another group and have the conversation again. The whole team needs to
read the conversation together.
d. The game will continue until there are two teams.
e. They have the conversation and play paper, scissors, stone. The winning team can get a point.
59
1. Use TPR to instruct “I know.”, “I am done.”

“Sorry, I am late.”, and “Please help me.”
2. Activity:
(A) Wallball:
a. Place a box near the front wall of the
classroom.
b. Use colored tape to make a line in the
middle of the classroom.
c. Divide the class into two teams.
d. Call up one student from each team.
e. Choose one student to gesture to
the students.
f. If they answer correctly, they can throw
the ball twice.
g. They have to bounce the ball off the wall
once before having it land in the box.
h. If the ball lands in the box, then they can get a point.
(B) Newspaper:
a. Give each student a piece of newspaper.
b. Ask the students to stand on the newspaper.
c. Gesture to the students. They have to answer quickly.
d. The fastest student is safe. The rest of the students need to fold their paper.
e. They are out if they can’t stand on the paper anymore.
f. The last student still standing on the paper is the winner.
60
LISTEN FOR FUN

lines properly.
2. b. Listen, circle, and match.
question.
Answer Key:
1. Ss 4. Rr
2. Qq 5. Ss
3. Tt 6. Qq
b. Listen, circle, and match.

1. sun
2. tiger
3. queen
4. rabbit
5. snake
6. rug
61
ACT WITH ME
1. You can make up various situations in the

classroom for saying, “Thank you.”
and “You’re welcome.” For example,
borrowing stationery from a student, giving
a student something … etc.
2. Explain the story background for “Snow
White”. The bad queen comes to the forest
dressed up as a lady who sells apples, finds
Snow White, and gives her a big red apple.
Snow White happily accepts this poisoned
red apple and then says “Thank you” to the
bad queen. The bad queen then replies with
wicked intentions (and a really cool witch
voice): “You’re welcome.”
The queen knows where Snow White lives
and disguises herself as a witch.
She takes a poisoned apple and goes to the Dwarfs’ house.
When she sees Snow White, she gives her the poisoned apple.
As soon as Snow White bites the apple, she feels dizzy and faints outside the house.
62
CHANT WITH ME
1. Tell the students “Let’s play with a different

ending for “Snow White”. In this ending, the
evil queen turns good. She starts being nice
and gentle with Snow White and Snow White
is so happy to finally have a loving mom!
2. Read the chant and the students repeat.
Students read the chant a few times until
they are familiar with it.
3. Divide the class into two groups (Snow White
and the Queen) and role-play the chant.
A: Mommy, Mommy, I love you. This is for you,
dear Mommy.
B: Thank you. Thank you. You’re so sweet.
A: You’re welcome. Dear Mommy.
4. Play the CD to let students become familiar with the song. Then follow along with the CD while
reading the chant a few times.
63
Unit 6 Let’s dance.
Objectives:
1. To teach upper and lower case alphabet letters Uu to Xx.
2. To teach daily conversations.
Sentence patterns:
I am a boy. / I am a girl.
Let’s dance. / Let’s sing. / Let’s clap. / Let’s go. / Let’s line up.
It’s my turn.
One more time.
Teacher, choose me!
Is this right?
Vocabulary:
umbrella, under, vampire, vase, window, watermelon, x-ray,
box
alphabet flashcards, vocabulary flashcards, string, a timer,
mats, buckets, a soft ball, colored tape, a sticky ball, the
class CD, blocks, toy hammers, a dice
ABC FUN
1. Use the flashcards to review Aa to Tt in upper and lower case and the related vocabulary words.
2. Using the alphabet flashcards, teach lower and upper case Uu, and lead the class in reading out
loud: ”U, u, u, /^/, /^/, /^/”. Write Uu on the alphabet practice lines to help students understand the
3. Utilize the same technique to teach Vv. V, v, v, /v/, /v/, /v/.
5. Take out the umbrella flashcard and allow students to make the letter to word connection while
practicing “ U, /^/, umbrella”.
6. Utilize the same technique to teach Vv. V, /v/, vampire, etc.
7. Activity: Memory Game:
b. Ask three students to stand in front of the class. Give each a flashcard.
c. Ask the rest of the class to memorize who is holding what in 10 seconds. Afterwards, switch the
card-holders around and ask the class: “What does _____ have?”
d. Students must raise their hands to answer. For example, U, /^/, umbrella. Ask him/her to show the
card again to the class. If the answer is correct, that team gets a point.
64
ABC FUN
1. Use the flashcards to review Aa to Vv in

vocabulary words.
and upper case Ww, and lead the class in
reading out loud: ” W, w, w, /w/, /w/, /w/ ”.
Write Ww on the alphabet practice lines to
help students understand the correct
3. Utilize the same technique to teach Xx. X, x,
x, /ks/, /ks/, /ks/.
lines.
5. Take out the window flashcard and allow students to make the letter to word connection while
practicing “W, /w/, window”.
6. Utilize the same technique to teach Xx. X, /ks/, x-ray, etc.
7. Activity:
Team Work:
a. First prepare two pieces of string.
b. Draw 2 sets of 4 alphabet practice lines on the whiteboard, making lines long enough for students to
write on them.
c. Divide the class into two groups for three-legged pairs.
d. Each group sends two students up. Use the string to tie one person’s leg to the other person’s leg,
creating a three-legged pair.
e. The three-legged pairs stand at the back of the classroom. Say a letter. They have to walk to the
board and write down the letter. One student writes the uppercase, and the other writes the
lower case.
f. Whichever team completes the letters correctly first wins.
65
PHONICS FUN
1. Show the letter “Uu”. Drill phonics “U, u, u,

/^/, /^/, /^/”.
2. Show the “bug” flashcard. Drill and repeat
“ U, /^/, bug”.
3. Show the “umbrella” flashcard. Drill and
repeat “ U, /^ /, umbrella”.
4. Drill the sentence, “A bug is under an
umbrella.” Ask the students to follow along
with their fingers.
(Uu - A bug is under an umbrella. / Vv - A
vase is on a van.). Then have them use the
6. Utilize the same technique to teach Vv.
7. Activity:
Buckets Game:
a. Prepare four buckets and a ball. Write Uu to Xx on the buckets.
b. Divide the students into two teams. Have the teams take turns playing the game.
c. Give students a word, for example, under. Students must say, U, /^/, under, and then throw the ball
into the “Uu” bucket. If the ball lands in the bucket, the team gets a point.
d. Give each student more than one chance to practice.
Answer Key:
Listen and check.
1. v 2. u 3. v 4. v 5. u 6. v
66
PHONICS FUN
1. Show the letter “Ww”. Drill phonics “W, w, w,

/w/, /w/, /w/.
2. Show the “wolf” flashcard. Drill and repeat
“W, /w/, wolf”.
3. Show the “watermelons” flashcard. Drill and
repeat “W, /w/, watermelons”.
4. Drill the sentence, “A wolf likes
watermelons.” Ask the students to follow
along with their fingers.
(Ww - A wolf likes watermelons. / Xx - A fox
sits on a box.). Then have them use the
6. Utilize the same technique to teach Xx.
7. Activity:
Hitting Game:
a. Scatter the alphabet flashcards on the floor.
d. Give each one a toy hammer.
e. Say a word or a sentence. The students have to hit the corresponding letter on the floor.
f. The faster student gets a point. The student who gets five points first is the winner.
Answer Key:
Listen and write.
1. x 2. w 3. v
4. x 5. w 6. x
67
SAY FOR FUN
1. Use TPR to instruct the actions from this

lesson.
Let’s dance: twist body then make a turn.
Let’s sing: grab the marker, pretend it’s a
microphone, and sing loudly.
Let’s clap: clap a few times.
Let’s go: bring hand out from behind your
back and make a gesture for leaving. You
can also swing your thumb back and forth.
Let’s line up: ask students to make a line.
2. When students understand the meaning
of each phrase, ask the class to do the
actions and loudly call out the sentences
used in the classroom.
3. Activity:
Lucky Seat:
a. Places a chair in the front of the classroom.
b. Prepare a timer.
c. Choose a student to gesture to the class.
d. Start the timer (thirty seconds). The students take turns sitting on the chair and guessing
the sentence.
e. When time is up, the student who is sitting on the chair will be the next one to gesture to the class.
68

with each other.
2. Activity:
(A) Moving Forward:
a. Lay five mats in a row in the middle of
the floor.
c. Each team stands on either side of the
classroom. One team stands at the front of
the classroom, and the other stands at the
back of the classroom.
d. Have the first student from each team
have the conversation first. Then they can
play paper, scissors, stone. The winner
can move forward and continue the game.
The loser has to go back to his/her team. It is then the next student’s turn on that team.
e. If the team can go to the other team’s base, then they can get a point.
(B) Sticky Ball:
a. Write the students’ names on the board.
b. Use colored tape to make a circle on the floor.
c. Ask students to stand in a circle. Plays music. The students march along with the music.
d. When the music stops, the student who is standing in the circle can throw the sticky ball at the
names on the board.
e. The student whose name was hit needs to have the conversation with the thrower.
69
1. Use TPR to instruct “It’s my turn.”,

“One more time.”, “Teacher, choose me!”, and
“Is this right?”.
2. Activity:
(A) Falling Tower:
a. Prepares some blocks.
d. Choose one student to gesture to the
students.
e. Students have to say the sentence quickly.
f. The slower student needs to add one block
to the tower for their team.
g. The team whose tower collapses first is
the loser.
(B) Roll the Dice:
a. Write down the sentences on the board. Number the sentences from one to six. (Number five:
free point, number six: a bomb)
c. Choose one student to roll the dice.
d. Students have to do the action according to the number.
e. The team which does the action first can get a point.
f. If they roll five, they can get a free point. If they roll six, the teacher will take away all of their
points.
70
LISTEN FOR FUN

lines properly.
2. b. Listen and fill in the blank.
question.
Answer Key:
1. Vv 4. Ww
2. Xx 5. Uu
3. Uu 6. Vv
b. Listen and fill in the blank.

1. u  v  w  x
2. v  x  u  w
3. w  u  v  x
4. x u  v  w
5. u  x  w  v
71
ACT WITH ME
1. Demonstrate “Be careful” to the students in

the following manner. Prepare a puppet,
move a chair up next to the whiteboard,
stand on the chair as if you are attaching
flashcards, and pretend you are about to fall
down carelessly. The hand puppet will
immediately say, “Be careful.”
2. Have students carefully pronounce, “Be
careful”.
3. Explain the story background of “Jack and
the Beanstalk”. When Jack climbs up the
tall beanstalk, his mom stands below
worrying and says to him with great concern
in her voice: “Be careful.”
There is a boy called Jack who leads a
poor life with his mother.
One day, he exchanges his cow with a stranger for some magic beans.
His mother is so angry and throws all the beans in the yard.
The morning after, when he steps outside, Jack sees an amazing sight.
A big beanstalk reaches far into the clouds. It has grown overnight.
Jack tells his mom that he wants to climb up the plant into the sky.
His mom asks him to be careful and come back soon.
After Jack climbs up into the sky, he sees a huge house there.
Who lives in the house?
The giant lives in the house.
72
CHANT WITH ME
1. Explain the meaning of the chant and lead

students to read it a few times until they are
familiar with the content.
2. Divide the class into 3 teams; one
representing the red light, the other the green
light, and another the yellow light.
1. Team A (Green light): Green lights, green
2. lights. Go! Go! Go!
3. Team B (Red light): Red lights, red lights.
4. Stop! Stop! Stop!
5. Team C (Yellow light): When you see the
6. yellow lights, Wait! Wait! Be careful!
7. 3. Calls out a color and the students in that
8. color group must call out their chant
9. together.
4. Activity:
Traffic Light
a. Move desks and chairs into another corner of the classroom, letting students have enough space for
this game.
b. Make sure students understand the meaning of red, green, and yellow traffic lights.
Red light: Stop!
Green light: Go!
Yellow light: Be careful!
c. Demonstrates how to be “It”. He or she walks quickly around the classroom (remind students to
walk, not run, indoors) and as the teacher approaches a student, the student calls out
“Red light”. The teacher must stop.
d. The students still moving have to say “Green light” and be careful not to be caught by the teacher.
e. The first student who said “Red light” cannot move, but must wait for another student to rescue
him/her. The rescuer touches the frozen student and says “Yellow light”. Then they are free to go.
f. The first person who is unable to change lights fast enough is caught by the teacher, and he or she
becomes “It”, ready to chase the others.
73
Unit 7 I am happy.
Objectives:
1. To teach upper and lower case alphabet letters Yy to Zz.
2. To teach daily conversations.
Sentence patterns:
How do you feel today? / I am happy. / I am sad.
I can do it.
I don’t understand.
Please say it again.
I forgot my book.
Vocabulary:
yo-yo, yellow, zebra, zoo
alphabet flashcards, vocabulary flashcards, a soft ball, a
dice, pictures of expressions, small letter cards, balls, mats,
envelopes, playing cards, a sticky ball, a bottle, magnets
ABC FUN
1. Use the flashcards to review Aa to Xx in upper and lower case and the related vocabulary words.
2. Using the alphabet flashcards, teach lower and upper case Yy, and lead the class in reading out: “Y, y,
y, /j/, /j/, /j/”. Write Yy on the alphabet practice lines to help students understand the correct position of
3. Utilize the same technique to teach Zz. Z, z, z, /z/, /z/, /z/.
5. Take out the yo-yo flashcard and allow students to make the letter to word connection while
practicing. “ Y, /j/, yo-yo”.
6. Utilize the same technique to teach Zz. Z, /z/, zebra, etc.
7. Activity:
Letter Fishing:
b. Scatter the alphabet letter cards on the floor. Scatter the upper case cards at the front of the
classroom. Scatter the lower case cards at the back of the classroom.
c. Call up two students from the same team. They stand back to back in the middle of the classroom.
d. When you say “go”, the students have to choose one card. One chooses an upper case card,
and the other chooses a lower case card.
e. Then say “Turn over the card.” They have to say the letter, for example: Y, y, y, /j/, /j/, /j/.
74
PHONICS FUN
1. Show the letter “Yy”. Drill phonics “Y, y, y, /j/,

/j/, /j/”.
2. Show the “yellow” flashcard. Drill and repeat
“Y, /j /, yellow”.
3. Show the “yo-yo” flashcard. Drill and repeat
“Y, /j/, yo-yo”.
4. Drill the sentence, “I have a yellow yo-yo.”
fingers.
(Yy - I have a yellow yo-yo. / Zz - A zebra is
in a zoo.). Then have them use the
6. Utilize the same technique to teach Zz.
7. Activity:
(A) Moving the mats:
a. Prepare two balls for each team ( one for y, and the other for z).
b. Divide the class into two teams. Give each team two mats.
c. Put the balls at the front of the classroom and the mats at the back of the classroom.
d. Call up one student from each team and say a word or a sentence.
e. The students have to stand on the mat and try to move forward by moving the mats.
f. When they reach the front, they have to grab the correct ball and repeat the word or the sentence.
g. The faster team gets a point.
(B) Racing:
a. Put the alphabet letter cards on the board in order from a to z.
b. Divide the class into two teams. Give each team a magnet.
c. Students can roll the dice and move forward. If they are on “f”, they have to give the teacher a word
or the sentence for “f”.
d. The team which can reach the goal, “z”, first wins.
Answer Key:
Listen and write.
1. y 2. z 3. z
4. z 5. y 6. z
75
A-Z REVIEW
1. Using the alphabet cards, review lower and

upper case letters, and lead the class in
reading out loud: “A, a, a, /æ /, /æ /, /æ /,” etc.
2. Take out the flashcards and allow students
to make the letter to word connections while
reviewing all the letters.
3. Activity:
(A) Matching:
a. Draw twenty squares on the board and
label them A to E across the top and 1 to 5
down the side.
b. Prepare the cards for the letters and the
vocabulary and stick the cards in the
squares.
d. Have the first student on Team A flip over two cards (for example, A3 and D2). If they match (for
example, e and elephant), the team scores a point.
e. Continue the game until all of the items have been found.
(B) Treasure Hunter:
b. Ask one student from each team to go outside of the classroom.
c. Give the rest of the students the flashcards. They can hide the flashcards around the classroom.
d. When ready, the two students outside the classroom need to come into the classroom and find the
flashcards.
e. The student who finds the most flashcards is the winner.
76
A-Z REVIEW
1. Using the alphabet cards, review lower and

upper case letters, and lead the class in
reading out loud: “A, a, a, /æ /, /æ /, /æ /,” etc.
2. Take out the flashcards and allow students
to make the letter to word connections while
reviewing all the letters.
3. Activity:
(A) What Do You See?:
a. Cut a hole in a piece of paper.
b. Place a flashcard behind the piece of paper
so students can only see part of the card.
Move the paper so that different bits of the
card can be seen.
c. When a student guesses the picture
correctly, show the card and let the whole
class repeat (for example, “U, /^/,
umbrella”).
(B) Over My Head:
a. Put two sets of flashcards on the board and makes two lists (one for Team A, and the other
for Team B).
b. Divide the class into two teams and have them line up facing the board. Give the first student in
each line a ball.
c. When you say “go”, the first student of each team says the first word and passes the ball to
the second student. The other students do the same.
d. The last student gets the ball, runs to the board and checks the first word, goes back to the front of
the line and says the second word.
e. Continue through all the words. The first team to complete all the words wins.
77
SAY FOR FUN
1. Draw a happy face and a sad face on the

whiteboard. When drawing the expressions,
say “I am happy.” and “I am sad.”
(Use happy and sad voices).
2. Let students brainstorm what makes them
happy and ask volunteers to draw symbols
for these activities next to the happy face.
For example: eating ice cream or playing
games. Ask students to draw unhappy
things next to the sad face.
3. You can extend this exercise to teach
other feelings. “I am angry.”, leads to
“I am happy.” “I am sad.” “I’m angry.”
4. Activity:
Forecast:
a. Prepare a dice.
b. Draw the expressions and stick them on the dice.
d. The students need to say the sentence first. For example, I am happy. Then he/she rolls the dice.
e. If it’s “happy”, then the team can get a point.
78

with each other.
2. Activity:
(A) Mr. Wolf:
a. Choose one student to be “Mr. Wolf”.
b. Mr. Wolf stands in front of the whiteboard,
facing the board.
c. The other students stand at the back of the
classroom.
d. They ask Mr. Wolf, “How do you feel today,
Mr. Wolf?”
e. Mr. Wolf turns around and answers, “I am
happy.”
f. After answering, Mr. Wolf turns to face the board again. Meanwhile, other students try
to get closer every time they ask.
g. In the end, Mr. Wolf answers: “I am sad.”, and tries to catch someone.
h. The one who gets caught will be Mr. Wolf.
(B) Lucky Envelopes:
a. Prepare twenty envelopes. There are expressions on the envelopes (happy, sad, etc).
b. Put the playing cards inside (ten red and ten black).
c. They take turns throwing the sticky ball at the envelopes.
d. They have to say the sentence first according to the expression outside. “I am happy.“, “I am sad.”
e. Then they can open the envelope. If the card is red, they can get a point.
79
MORE TO SAY - Class Time
1. Use TPR to instruct “I can do it.”, “I don’t

understand.”, “Please say it again.”, and “I
forgot my book.”
2. Activity:
(A) Last Card Loses:
b. Put a stack of cards on top of the opening
of an empty bottle.
Gesture to them.
d. If they answer correctly, they can blow off
some cards without blowing all of them
off.
e. Tell them if they blow off all the cards or
the last card, they lose the game.
(B) Speedy Success:
a. Write down the sentences on the board and numbers them from one to four.
b. Put a bottle on a desk.
c. Teacher prepares the answer cards from one to four and puts them on the floor.
d. Divide students into two teams. Have one student from each team stand at the back of the
classroom.
e. Gesture to the students. The two students should run to the front, pick the card with the
corresponding number, put it into the bottle and repeat the sentence.
f. The first student who is correct gets a point.
80
LISTEN FOR FUN
1. a. Listen, say, and circle.

2. b. Listen and fill in the blanks.
Answer Key:
a. Listen, say, and circle.
1. zoo 4. yellow
2. zebra 5. yo-yo
3. happy 6. she
b. Listen and fill in the blanks.

1. wxyz
2. yxwz
3. zyxw
4. xzyw
5. zwxy
81
ACT WITH ME
1. Prepare a piece of bread or a bag of cookies.

Bring it into the class, sniffing the air as if
you are smelling something delicious. Then
hold your stomach and say, “I’m hungry.”
2. The pronunciation of “hungry” is hard. Read
a few more times and correct each student’s
pronunciation.
3. Ask every student to say “I’m hungry.”
Share the cookies with the students.
4. Explain the story background of
“Cinderella”. After Cinderella finished
sweeping the floor, she hid in the dirty
kitchen. A fairy appears and Cinderella
says sadly, “I’m hungry.” The fairy conjures
up some delicious food and says to
Cinderella, “Wash your hands.”
There is a girl called Cinderella.
Her stepmother and stepsisters treat her badly.
She has to do all the housework and sleep in a cold and little attic.
One day, she is so hungry that she cannot help crying.
Just then, a fairy shows up and asks her what is wrong.
Later, she waves her wand, and lots of delicious food suddenly shows up in front of Cinderella.
Thanks to the fairy, Cinderella is not hungry any more.
5. Ask kids to take turns role-playing this story at the front of the class. Letting male students cross-cast
as Cinderella and the fairy will create more fun for the students.
82
CHANT WITH ME
1. First, read the chant and explain the meaning

behind it.
2. Lead the students in class to say the chant
2~3 times until they are familiar with it.
3. Play the CD, letting students follow the beat
and read the chant out loud.
4. Divide students into 2 groups for additional
practice.
A: Snack time! Snack time! Time for snacks!
B: I’m hungry. I’m hungry. I can’t wait.
A: Be good. Be good. Wash your hands.
B: Hurry. Hurry. Let’s line up!
83
Review 2
Objectives:
letters Mm to Zz.
in units 4 to 7.
units 4 to 7.
Sentence patterns:
Review sentence patterns from units 4 to 7
Vocabulary:
Review vocabulary from units 4 to 7
alphabet flashcards, vocabulary flashcards, a bucket, a ball
A. Look and fill in the blanks.

1. Review the alphabet order with students.
2. Let the students write down the letters of
the alphabet starting from Mm.
B. Look and match.

1. Review the phonics words learned from units 4 to 7.
2. Let the students match the letters with corresponding phonics words and pictures.
3. Activity:
What’s the Letter?
a. Divide students into two teams and have one student from each team come to the front.
b. Read any phonics chant. For example: A spider is under the sun.
c. The first student to write the corresponding letter, s, gets a point for his or her team.
d. The team with the most points wins.
Answer Key:
B. Look and match.
m  monkey s  sun u  umbrella r  rabbit w  window n  nose
84
C. Look and write.
1. Let the students review the phonics words
with pictures.
2. Let the students finish writing down the
corresponding letters.

1. Play the CD and demonstrate the first
question of this section.
2. Let the students do the rest.
3. Activity:
Four-in-a-Row
a. Divide the class into two teams, “X” and
“O.”
b. Draw a 4x4 grid on the whiteboard.
c. Put all the phonics cards on the ground, picture side. Have one student from each team come to
the front. Say any phonics word. The students must find the corresponding picture and correctly
pronounce the letter.
d. The student who is the first to correctly pronounce the letter can put his or her team’s mark, X or
O, on the grid.
e. The team that gets four marks in a row (vertically, horizontally, or diagonally) first wins.
Answer Key:
C. Look and write.
1. Qq 2. Nn 3. Tt 4. Vv
5. Yy 6. Pp 7. Ss 8. Zz
10 2 6 5 3
11 1 7 12 8
4 9
85
E. Match and write.
1. Review the vocabulary from units 4 to 7.
vocabulary.
3. Activity:
Landmines:
a. Draw a 5× 5 grid on the board.
Tell students that there are landmines in
the grid. Draw a grid on a piece of paper
and include seven landmines as below:
A B C D E
1  
2 
3 
4 
5  
b. Divide students into two teams.

c. Show a phonics word picture to students. Students should say the corresponding letter. For example,
if students see a picture of a yo-yo, then they should say the letter y and its sound /j/. If they are
correct, they can put a check in the grid. If they put a check in a square that doesn’t have a mine,
the team is safe. If there is a landmine in that square, the team gets bombed.
d. The team that gets bombed the most loses.
Answer Key:
E. Match and write.
1. yo-yo 8. rabbit
2. tiger 9. ox
3. queen 10. zebra
4. monkey 11. window
5. vampire 12. umbrella
6. snake 13. nurse
7. pig 14. x-ray
86
1. Review the sentence patterns learned from
units 4 to 7.
2. Play the CD and have the students
check the corresponding pictures that they
hear.
G. Write and draw.

sentences. Review the sentence patterns.
2. After finishing writing the sentences, have
the students draw pictures in the boxes
according to the answers.
3. Activity:
Slam dunk:
a. Put a bucket and a small ball at the front of the classroom.
b. Divide the students into two teams. Show a picture to one team at a time. The students should say
the sentence for that picture. For example, the students need to say the sentence, “Please help me.”
when they see that picture. A correct response allows a student from the team to throw the ball.
An accurate shot gets a point.
Answer Key:
1.  4. 
2.  5. 
3.  6. 
G. Write and draw.

Answer may vary.
87
Review
Objectives:
letters Aa to Zz.
in units 1 to 7.
units 1 to 7.
Sentence patterns:
Review sentence patterns from units 1 to 7
Vocabulary:
Review vocabulary from units 1 to 7
alphabet flashcards, vocabulary flashcards, a dice, magnets,
the class CD
1. Review all the phonics words and sentence
patterns learned from units 1 to 7.
2. Activity:
(A) Pick and circle:
a. Divide the board into two halves with a line in the middle. Write words randomly on each side.
Place the vocabulary flashcards with the picture side up randomly on the ground.
b. Divide the students into two teams and have one student from each team come to the front. Yell out
a word, for example, zebra. The two students should find the corresponding picture and then quickly
run to the board and circle the corresponding word. The fastest student gets a point.
(B) Musical Chairs:
a. Have the students bring their chairs and make a circle in the middle of the classroom. You
and all of the students should stand in the circle in front of the chairs (you are also in the circle so
there will be one person without a seat).
b. Play the ABC song. The students and the teacher move to the right while chanting along with the
music. When the music stops, all of the students and the teacher should try sit on a chair.
The person left without a seat should write his or her name on the board.
c. Play the song again and repeat the activity two or more times.
d. After the activity, students with their names on the board should chant out loud again in front of
the class.
88
1. Review all the phonics words and sentence

patterns learned from units 1 to 7.
2. Activity:
(A) Marching to the Goal
a. Draw a picture as below on the board. Put
two magnets of different colors at “Start.”
Get a dice.
b. Divide the class into two teams and have

one student from each team come to the
board. Give each of them a marker.
c. Stand at the back and show any phonics word card. The first student to write down
the corresponding letter can roll the dice. The student can then move his or her team’s magnet
forward based on the number rolled.
d. The first team to arrive at “Goal” wins.
(B) Whisper Over!:
a. Divide the class into two teams and have them stand in two lines facing the board. Stand at the
back of the lines.
b. The last student from each line should turn around and face you. Show one word flashcard to
them, for example, queen. Count down from three to one. Each student should whisper the letter
sound and the word, q, /kw/, queen, to the next student in line. This student should do the same.
In this way, the letter sound and the word will be whispered to the first student in each line.
The first one to yell out the correct letter sound and the word earns a point for his or her team.
c. Remind students to be quiet when saying the word to the next student. If you can hear students
saying the word, then their team loses a point.
d. The students at the front of each line come back to stand at the end of each line. Repeat the
activity.
e. The team with the most points wins.
89
Student’s
Book
Listening
Scripts
90
Unit 1 Unit 2
P. 10 - Track 08 P. 20 - Track 22
1. ant ant 1. egg egg
2. book book 2. fish fish
3. ax ax 3. frog frog
4. bus bus 4. elephant elephant
5. ball ball 5. fan fan
6. apple apple 6. elf elf
P. 11 - Track 10 P. 21 - Track 24
1. desk desk 1. hat hat
2. car car 2. gift gift
3. duck duck 3. house house
4. dad dad 4. hen hen
5. cap cap 5. goat goat
6. cup cup 6. girl girl
P. 15 - Track 14 P. 25 - Track 28
1. c, c, c 1. e, e, e
2. d, d, d 2. h, h, h
3. a, a, a 3. g, g, g
4. b, b, b 4. f, f, f
5. c, c, c 5. d, d, d
6. d, d, d 6. e, e, e
P. 15 - Track 15 P. 25 - Track 29
1. boy boy 1. egg egg
2. dog dog 2. frog frog
3. cat cat 3. girl girl
4. desk desk 4. gift gift
5. car car 5. goat goat
6. ant ant 6. hat hat
91
Unit 3 8. boy boy
P. 30 - Track 36 9. frog frog
1. jet jet 10. desk desk
2. lion lion 11. jar jar
3. igloo igloo 12. lion lion
4. kite kite
5. lion lion P. 41 - Track 48
1. Listen to me. (× 2)
P. 31 - Track 38 2. Look at me. (× 2)
1. l, l, l 3. Come here. (× 2)
2. j, j, j 4. Hold up your book. (× 2)
3. k, k, k 5. Put away your book. (× 2)
4. i, i, i 6. Point and say. (× 2)
5. f, f, f
6. g, g, g
Unit 4
P. 35 - Track 42 P. 44 - Track 52
1. j i l k jilk 1. nurse nurse
2. j k i l jkil 2. milk milk
3. k i j l kijl 3. nose nose
4. lollipop lollipop 4. monkey monkey
5. king king
6. jet jet P. 45 - Track 54
1. o, o, o
P. 35 - Track 43 2. m, m, m
1. kite kite 3. p, p, p
2. jar jar 4. n, n, n
3. lollipop lollipop 5. i, i, i
4. igloo igloo 6. j, j, j
P. 49 - Track 58
Review 1 1. pig pig
P. 39 - Track 47 2. monkey monkey
1. Indian Indian 3. nose nose
2. car car 4. milk milk
3. hat hat 5. ox ox
4. apple apple 6. nurse nurse
5. goat goat
6. king king
7. egg egg
92
P. 49 - Track 59 P. 59 - Track 73
1. ox ox 1.sun sun
2. pig pig 2. tiger tiger
3. octopus octopus 3. queen queen
4. nose nose 4. rabbit rabbit
5. pink pink 5. snake snake
6. milk milk 6. rug rug
Unit 5 Unit 6
P. 54 - Track 66 P. 64 - Track 80
1. rug rug 1. vase vase
2. quilt quilt 2. umbrella umbrella
3. robot robot 3. van van
4. quiet quiet 4. vampire vampire
5. quiz quiz 5. under under
6. rat rat 6. vest vest
7. rain rain
8. question question
P. 65 - Track 82
P. 55 - Track 68 1. x-ray x-ray
1. snake snake 2. window window
2. ten ten 3. vase vase
3. spider spider 4. box box
4. six six 5. wolf wolf
5. tiger tiger 6. fox fox
6. turtle turtle
P. 69 - Track 86
P. 59 - Track 72 1. v, v, v
1. s, s, s 2. x, x, x
2. q, q, q 3. u, u, u
3. t, t, t 4. w, w, w
4. r, r, r 5. u, u, u
5. s, s, s 6. v, v, v
6. q, q, q
93
P. 69 - Track 87 Review 2
1. uvwx uvwx P. 83 - Track 102
2. vxuw vxuw 1. rabbit rabbit
3. wuvx wuvx 2. umbrella umbrella
4. xuvw xuvw 3. pig pig
5. uxwv uxwv 4. vampire vampire
5. nurse nurse
6. x-ray x-ray
Unit 7 7. snake snake
P. 73 - Track 93 8. monkey monkey
1. yard yard 9. zebra zebra
2. zebra zebra 10. ox ox
3. zoo zoo 11. queen queen
4. zero zero 12. tiger tiger
5. yellow yellow
6. zipper zipper P. 85 - Track 103
1. I don’t understand. (× 2)
P. 79 - Track 97 2. May I borrow your pencil? (× 2)
1. zoo zoo 3. Is this right? (× 2)
2. zebra zebra 4. Please say it again. (× 2)
3. happy happy 5. Please help me. (× 2)
4. yellow yellow 6. I forgot my book. (× 2)
5. yo-yo yo-yo
6. she she
P. 79 - Track 98
1. wxyz wxyz
2. yxwz yxwz
3. zyxw zyxw
4. xzyw xzyw
5. zwxy zwxy
94
Workbook
Answer
Key
95
Unit 1 P. 6
P. 3 G.
B. Picture Two
1. c Picture Three
2. D Picture One
3. C
4. B P. 7
5. A I.
6. b D A
7. a B C
8. d
J.
P. 4 1. 
D. 2. 
1. boy 3. 
2. car 4. 
3. apple
4. desk Unit 2
5. cat P. 10
6. dog P.9
B.
P. 5 Ee  blue
E. Ff  green
1. boy Gg  red
2. apple Hh  pink
3. dog
4. cat C.
5. ball E  elephant  e
6. ant B  boy  b
F  fish  f
F. D  dog  d
1 3 G  goat  g
2 4 H  house  h
P. 11
E.
1. A B C D E F G
2. b c d e f g h
3. a b c d e f g
4. B C D E F G H
96
P. 12 P. 16
F. D.
1. a jet kite Indian lollipop
2. e
3. c P. 17
4. h E.
5. f kite  green
6. g jar  blue
Indian  pink
G. lollipop  red
1. g igloo  pink
2. h lion  red
3. a king  green
4. e jet  blue
5. f
6. c F.
1. A jet is in a jar.
P. 13 2. The lion has long legs.
H. 3. The kitten kisses the king.
B C A 4. A kitten is in an igloo.
I. P. 18
1. Turn around. G.
2. Go back. 1. First Picture
3. Look at me. 2. Second Picture
4. Come here. 3. Second Picture
4. First Picture
Unit 3 H.
P. 15 1. Lucy 2. Kevin
B. 3. Judy 4. Hank
1. l 6. k
2. j 7. I P. 19
3. J 8. L I.
4. K 9. j 1. My name is Lumi.
5. I 10. l 2. Yes, you may.
3. He is my brother.
4. i am fine, thank you.
97
J. P. 24
1.  G.
2.  1. B
3.  2. f
4.  3. K
4. g
Review 1 H.
P. 20 3 6 1
B. 2 4 5
1. 
2.  P. 25
3.  I.
4.  1. a. My name is Bobo.
5.  2. a. I am great.
6.  3. b. Nice to meet you, too.
4. a. Good afternoon.
P. 22 5. b. She is my mother.
D.
1. Ll J.
2. Ii 1. b.
3. Hh 2. c.
4. Bb 3. a.
5. Hh
6. Ee
Unit 4
E. P. 27
1. CDEF B.
2. ghij 1. 
3. fghi 2. 
4. ijkl 3. 
4. 
P. 23 5. 
F. 6. 
1. kite 7. 
2. jet 8. 
3. goat
4. house
5. elephant
6. ant
98
P. 28 P. 31
D. I.
1. p a b
2. n d c
3. o
4. m J.
5. o 1 3
6. m 4 2
7. n
8. p
Unit 5
P. 29 P.33
E. B.
puppy  picture two Qq  pink
nurse  picture three Rr  blue
milk  picture four Ss  red
monkey  picture one Tt  green
nose  picture six
pig  picture five P. 34
C.
F. 1. S snake
1. milk 2. q queen
 3. t tiger
2. octopus 4. R rabbit
 5. T tiger
3. pig 6. Q queen
 7. r rabbit
4. nurse 8. s snake

P. 35
P.30 D.
1.  2. 
. . . 3.  4. 
5.  6. 
. . . 7.  8. 
9.  10. 
. . . 11.  12. 
. . .
99
P. 36 P. 41
F. E.
1. goat 1. umbrella
2. fish 2. window
3. pig 3. under
4. vampire
P. 37 5. x-ray
G. 6. watermelon
1. I am fine, thank you.
2. You are welcome. F.
3. Thank you. 1. x 2. v
4. He is my father. 3. w 4. u
H. P. 42
2 3 G.
4 1 1. The first picture
2. The second picture
3. The third picture
Unit 6 4. The fourth picture
P.39
B. H.
Picture one  wW  window 1. A bug is under an umbrella.
Picture two  vV  vampire 2. A vase is on a van.
Picture thre  xX  x-ray 3. The wolf likes watermelons.
Picture four  uU  umbrella 4. A fox sits on a box.
P.40 P. 43
D. I.
. . . .
. . . .
. Uu . . .
. Vv . . .
. Ww . . .
. Xx .
. . J.
. . 1. 
2. 
3. 
4. 
100
Unit 7 Review 2
P. 46 P. 50
C. B.
1. y 1. 
2. Z 2. 
3. Zz 3. 
4. Zz 4. 
5. z 5. 
6. Y 6. 
7. Yy 7. 
8. Yy 8. 
P. 47 P.51
D. C.
1. I Mm Rr Ww Oo Tt
2. l Xx Vv Nn Ss Zz
3. o Qq Uu Pp Yy
4. v
5. e D.
6. y Picture one  s Picture two  m
7. o Picture three  n Picture four  o
8. u Picture five p Picture six  q
Picture seven  r Picture eight  z
P. 48 Picture nine  t Picture ten  u
F. Picture eleven  v Picture twelve  w
1. yellow 2. zebra Picture thirteen  x Picture fourteen  y
3. mouse 4. vampire
5. ox 6. yo-yo P. 52
E.
P. 49 1. m
G. 2. p
Answers may vary. 3. n
4. q
H. 5. r
1. Second Picture 6. t
2. Second Picture 7. u
3. First Picture 8. w
4. Second Picture 9. y
10. z
101
F. P. 55
1. nurse K
2. ox 1. I am fine. Thank you.
3. queen 2. It is a ball.
4. tiger 3. You are welcome.
5. vampire 4. I am happy.
6. x-ray 5. Nice to meet you, too.
6. My name is Lumi.
P. 53
G. L.
queen  snake  nurse  ox  tiger  zebra  1. B
umbrella  yo-yo 2. A
3. F
H. 4. D
1 6 4 5. E
7 2 8 6. C
5 9 3
P. 54
I.
1. m
2. p
3. q
4. s
5. u
6. z
J.
1. nose
2. box
3. rug
4. toes
5. van
6. watermelons
102
Workbook
Listening
Scripts
103
Unit 1 G. - Track 06
P. 4 1. girl girl
D. - Track 02 2. house house
1. boy boy 3. ant ant
2. car car 4. elephant elephant
3. apple apple 5. frog frog
4. desk desk 6. cat cat
5. cat cat
6. dog dog
Unit 3
P. 5 P. 17
F. - Track 03 F. - Track 07
1. A boy plays with a ball. (× 2) 1. A jet is in a jar. (×2)
2. A dog is at a desk. (× 2) 2. The lion has long legs. (×2)
3. A cat is in a car. (× 2) 3. The kitten kisses the king. (×2)
4. An ant eats an apple. (× 2) 4. A kitten is in an igloo. (×2)
P. 7 P. 19
J. - Track 04 J. - Track 08
1. Take out your book. (×2) 1. Hold up your book. (×2)
2. Open your book. (×2) 2. Repeat after me. (×2)
3. Raise your hand. (×2) 3. Listen to me. (×2)
4. Put away your book. (×2) 4. Point and say. (×2)
Unit 2 Review 1
P. 12 P. 24
F. - Track 05 G. - Track 09
1. apple apple 1. b, b, b
2. elephant elephant 2. f, f, f
3. cat cat 3. k, k, k
4. house house 4. g, g, g
5. fish fish
6. goat goat H. - Track 10
1. lollipop lollipop
2. Indian Indian
3. dog dog
4. apple apple
5. house house
6. fish fish
104
P. 25 P. 31
I. - Track 11 J. - Track 15
1. What is your name? (×2) 1. May I go? (×2)
2. How are you? (×2) 2. May I drink some water? (×2)
3. Nice to meet you. (×2) 3. May I ask a question? (×2)
4. Good afternoon. (×2) 4. May I borrow your pencil? (×2)
5. Who is she? (×2)
Unit 5
Unit 4 P. 35
P. 27 D. - Track 16
B. - Track 12 1. small t (×2)
1. ox ox 2. small q (×2)
2. pig pig 3. big R (×2)
3. m m 4. tiger (×2)
4. n n 5. big Q (×2)
5. nurse nurse 6. small r (×2)
6. monkey monkey 7. small s (×2)
7. o o 8. rabbit (×2)
8. p p 9. big S (×2)
10. big T (×2)
P. 28 11. snake (×2)
D. - Track 13 12. queen (×2)
1. puppy puppy
2. nurse nurse P. 36
3. ox ox F. - Track 17
4. milk milk 1. house / hat / goat (×2)
5. octopus octopus 2. fish / nurse / nose (×2)
6. monkey monkey 3. pig / ox / octopus (×2)
7. nose nose
8. pig pig P. 37
H. - Track 18
P. 29 1. I am done. (×2)
F. - Track 14 2. Sorry, I am late. (×2)
1. The monkey likes milk. (×2) 3. I know. (×2)
2. The octopus is on a box. (×2) 4. Please help me. (×2)
3. The pig has a pink dress. (×2)
4. The nurse has a big nose. (×2)
105
Unit 6 P. 48
P. 41 F. - Track 23
E. - Track 19 1. yellow yellow
1. umbrella (×2) 2. zebra zebra
2. window (×2) 3. mouse mouse
3. under (×2) 4. vampire vampire
4. vampire (×2) 5. ox ox
5. x-ray (×2) 6. yo-yo yoyo
6. watermelon (×2)
P. 49
P. 42 H. - Track 24
G. - Track 20 1. I don’t understand. (×2)
1. A vase is on a van. (×2) 2. Please say it again. (×2)
2. A fox sits on a box. (×2) 3. I forgot my book. (×2)
3. A bug is under an umbrella. (×2) 4. I can do it. (×2)
4. The wolf likes watermelons. (×2)
P. 43 Review 2
J. - Track 21 P. 52
1. I know. (×2) F. - Track 25
2. Sorry, I am late. (×2) 1. nurse / monkey / milk (×2)
3. I am done. (×2) 2. pig / ox /puppy (×2)
4. Please help me. (×2) 3. snake / sun / queen (×2)
4. tiger / rabbit / rat (×2)
5. window / vampire / watermelon (×2)
Unit 7 6. umbrella / under / x-ray (×2)
P. 47
D. - Track 22 P. 53
1. big I (×2) G. - Track 26
2. small l (×2) queen queen
3. small o (×2) snake snake
4. small v (×2) nurse nurse
5. small e (×2) ox ox
6. small y (×2) tiger tiger
7. small o (×2) zebra zebra
8. small u (×2) umbrella umbrella
yo-yo yo-yo
106
H. - Track 27
1. nurse nurse
2. umbrella umbrella
3. window window
4. tiger tiger
5. rabbit rabbit
6. pig pig
7. yo-yo yo-yo
8. x-ray x-ray
9. zebra zebra
P. 54
I. - Track 28
1. The monkey likes milk.
2. The pig has a pink dress.
3. The little queen is wearing a quilt.
4. A spider is under the sun.
5. A bug is under the umbrella.
6. A zebra is in a zoo.
107
Blank
Line
Masters
108
Unit 1: Big Wild Wolf
(Teachers can use this for P. 16 “ Act It Out“)
109
Unit 1: Grandma
110
Unit 3: The Witch
111
Unit 3: Hansel
112
Unit 5: Snow White
113
Unit 5: (Teachers can use this for P. 60 “ Act It Out“)
114
Photocopiable Worksheets
Photocopiable
Flashcards
115
Vocabulary cards:
116
117
118

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SCHOOL :

Welcome to Come to Live! 4

Unit 2 Good morning. 20

Unit 3 What is your name? 30

Unit 4 How are you? 44

Unit 5 Thank you. 54

Unit 6 Let’s dance. 64

Student’s Book Listening Scripts 90

Workbook Answer Key 95

Workbook Listening Scripts 103

Blank Line Masters 108

Photocopiable Flashcards 115

throughout the course.

flashcards are provided as teaching aids.

GEPT, CEFR, and International Standards

English Proficiency Test.

A2 Waystage Book 5 ~ Book 6 Preliminary to Elementary Flyers

Sections in the Teacher’s Guide:

1. To teach upper and lower case alphabet letters Aa to Dd.

2. To teach basic greetings.

Hi, my name is Jack. / Hello, my name is Annie.

Nice to meet you. / Nice to meet you, too.

Raise your hand.

Take out your book.

Open your book.

Put away your book.

apple, ant, boy, ball, cat, car, dog, desk

alphabet flashcards, vocabulary flashcards, a toy hammer, a

puppet, a soft ball, bottles, a skit, the class CD

1. Using the alphabet flashcards, teach

5. Utilize the same technique to teach Dd. D, /d/, dog, etc.

1. Show the letter “Aa”. Drill phonics “A, a, a,

1. Show the letter “Cc”. Drill phonics “C, c,

1. Utilize hand puppets to make conversation

1. Use TPR to instruct “Raise your hand.”, “Take

1. a. Listen and write.

b. Listen and check.

1. First demonstrate the skit to the class: stand

1. Read through the lyrics from this lesson and

1. To teach upper and lower case alphabet letters Ee to Hh.

2. To teach daily greetings.

Good morning. / Good afternoon. /

Good evening. / Good night. / Goodbye.

How are you? / I am fine, thank you.

Come here. / Go back.

elephant, egg, fish, frog, goat, girl, house, hat

alphabet flashcards, vocabulary flashcards, a sticky ball,

magnets, cards for the letters and the vocabulary, a

ping-pong ball, a soft ball, paper slips, a mat, the class CD

1. Use the flashcards to review Aa to Ff in

1. Show the letter “Ee”. Drill phonics ”E, e, e,

1. Show the letter “Gg”. Drill phonics “G, g, g,

1. Use the situation from the student book to

1. Let the students role-play the conversation

1. Use TPR to instruct “Come here.”,

1. a. Listen and write.

b. Listen and check.

1. Use TPR to instruct “Stand up” and “Sit

1. Lead the reading of these lines:

1. To teach upper and lower case alphabet letters Ii to Ll.

2. To teach conversations in daily life.

What is your name? / My name is Annie.