Tiếng Anh 3 - Teacher's Guide

TRẦN CAO
Trần CaoBỘI
BộiNGỌC TRƯƠNG
Ngọc (Chủ biên) – Trương VĂN
Văn ÁNH
Ánh
TIẾNG ANH
mil
Fa and y
FriendsNational Edition
Teacher’s Guide
Scope and sequence 2 Unit 7 70
Introduction 4 Unit 8 76
Integrated component overview 8 Unit 9 82
Classroom language 11 Review 3 88
Tour of a unit 12 Fluency Time! 3 90
Starter unit 20 Unit 10 92
Unit 1 26 Unit 11 98
Unit 2 32 Unit 12 104
Unit 3 38 Review 4 110
Review 1 44 Fluency Time! 4 112
Fluency Time! 1 46 Games bank 114
Unit 4 48 Word list 119
Unit 5 54 Audioscripts 122
Unit 6 60 Workbook answer key 130
Review 2 66 Sample curriculum 135
Fluency Time! 2 68
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Scope and sequence
Billy Tim Rosy
Vocabulary Grammar Phonics Values
Starter: Myself
The alphabet
What’s your name?
My name’s …
Hello! Colors How old are you?
Classroom language What color is it?
p. 4
Don’t talk, please.
1 This is
Toys
doll, ball,
teddy bear, car, kite,
my / your
This is my / your bag.
a /æ/: apple, Annie
b /b/: ball, bat
Be kind to people!
p. 10 your doll. bike, train
2 That is
School things
pen, eraser, pencil,
pencil case, book,
his / her
That is his / her pen.
c /k/: cat, cookie
d /d/: desk, dog
Share your
things!
p. 16 his ruler. bag, door, window
3 LLet’s
et’s find
My family
mom, dad, sister,
its / our / their
in / on / under
e /e/: egg, elephant
f /f/: fan, fig
Help your family!
p. 22 Mom!
brother, aunt, uncle,
cousin
Review 1 p. 28
Fluency Time! 1 Everyday English Introductions: This is … Nice to meet you.
CLIL Art Mixing colors: paint, light blue, dark blue, black, white
p. 30
4 I like
Animals
elephant, giraffe,
I like monkeys.
I don’t like elephants.
I’m little.
g /g/: goat, gift
h /h/: hat, hamster
Be kind to
animals!
p. 32 monkeys!
monkey, bird, cat,
dog, fish
Adjectives
big, tall, little
5 D
Doo you like
Food
rice, meat, carrots,
Do you like carrots?
Yes, I do.
No, I don’t.
i /ɪ/: ink, ill
j /dʒ/: jacket, jelly
Eat healthy food!
p. 38 yogurt? yogurt, bread

Drinks
milk, juice, water
6 I have a
My friends
Adjectives
He / She has blue eyes.
I have / don’t have
curly hair.
k /k/: kite
l /l/: lion
Be good friends!
p. 44 new friend.
long, short, black, m /m/: mom
curly, straight
tall, short, thin
Review 2 p. 50
Fluency Time! 2 Everyday English At the dinner table: Do you like …? Yes, I do. / No, I don’t.
CLIL Science Animals: insect, feather, wing
p. 52
2 Scope and sequence
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Vocabulary Grammar Phonics Values
7 I’m wearing
a blue skirt.
Clothes
skirt, scarf, jeans, boots, shirt,
T-shirt, dress, hat
Present progressive:
I’m / He’s / She’s wearing …
sh /ʃ/: shoes
ch /tʃ/: chair
th /θ/: three
Get together
with your
family!
p. 54
8 I’m dancing
with Dad.
Celebrations
play, dance, sing, eat, talk,
watch
Present progressive:
What are you doing?
I’m dancing.
dr /dr:/ drum, dress
tr /tr/: truck, tree
cr /kr/: crayon, crab
Have a good
time with your
family!
p. 60 What’s he / she doing?
Getting ready He’s / She’s eating.
wash the car, brush my hair,
take photos
9 He can run! Action verbs

play soccer, ride a bike, run,
catch, fly, jump, read, write
Can for ability:
I / He / She / It can run.
I / He / She / It can’t catch.
ai /eɪ/: rain, train
y /aɪ/: fly, sky
Celebrate
different
abilities!
p. 66
Review 3 p. 72
Fluency Time! 3 Everyday English I’m wearing new shoes.
CLIL Science The five senses: see, hear, smell, taste, touch
p. 74
10 May I take
a photo?
Verbs
listen to an audio guide,
take a photo, draw a picture,
May I visit the gift shop?
Yes, you may.
No, you may not.
oa /oʊ/: boat, goat
oy /ɔɪ/: toy, boy
Follow the rules!
p. 76 visit the gift shop

Adjectives
old, new, great
11 There is a
doll on the
My bedroom
rug, cabinet, shelf, pillow,
blanket
There’s a doll on the rug.
There are three books under
the bed.
ear /ɪə/: ear, near,
hear
are /eə/: scared,
Be neat and
clean!
p. 82 rug. Numbers 11–20

share,
square
eleven, twelve, thirteen,
fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen,
twenty
12 Those are our

computers.
School things
table, computer, chair, board,
poster, picture, drawers
These are tables.
Those are pencil cases.
oor /ʊə/: poor
our /ʊə/: tour
ou /aʊ/: mouse,
Welcome a new
classmate!
p. 88 house
Review 4 p. 94
Fluency Time! 4 Everyday English Playing outside: May I go on the swing? I’m on the swing! That’s good. Come down now.
p. 96 CLIL Math Division: a whole, a half, a third, a quarter, three quarters
Picture dictionary p. 98
Word list p. 102
Write in your notebook. Say.
Write with a pencil. Video available.
Audio track available.
Scope and sequence 3

Introduction
Tiếng Anh Family and Friends National Edition is an updated Tiếng Anh Family and Friends National Edition recognizes that
version of the successful and much-loved Family and Friends children have different learning styles and the teacher’s
series. This new edition maintains the engaging content, notes provide a range of suggestions for addressing these
language, and activities of Family and Friends Special Edition differences. Some learn better by seeing (visual learners),
but has been adapted to meet the requirements of the new some by listening (auditory learners), some by reading and
curriculum from the Ministry of Education and Training, writing, and some with movement (kinesthetic learners). The
focusing on communicative competence and whole-child teacher’s notes use all these approaches to help every child
development. The course caters to teachers who prefer a realize his or her potential.
traditional coursebook with modern content to motivate and
interest students. Its grammar-based curriculum, working in Differentiation
conjunction with parallel syllabi in skills and phonics, enables
children to develop the confidence and competence to Support and extension material
communicate effectively in English, as well as understand There is a wealth of support and extension material
and process information from a wide range of sources. The available to Tiếng Anh Family and Friends National Edition
course combines the most effective literacy techniques used students, offering additional practice in skills, vocabulary,
with native English speakers with proven techniques for and grammar. The Oxford Skills series and Grammar Friends
teaching English as a foreign language to children. provide plenty of reinforcement for less confident students
and further practice for confident students.
Improvements to the National Further reinforcement of the students’ learning can be
Edition achieved by follow-up activities using the Oxford Children’s
Picture Dictionary for learners of English (see
www.oup.com/elt). Recommended Readers can be used
Content to draw upon themes and language found in the Student
A thorough review of the original content reinforced the Book and provide extra exposure to the language in a new
strong pedagogical value of the Family and Friends Special context. Find out more at:
Edition content. As such, those familiar with the course www.oup.com/elt/recommendedreaders.
will find that much of this high-quality content has been
retained, including the main characters, topics, and themes. Mixed ability classes
The review also resulted in activity-level improvements Most classes contain students with mixed abilities. Tiếng Anh
to the listening and speaking skills, as well as the addition Family and Friends National Edition provides support for
of a Fluency Time! section, and the systematic inclusion of children who are above or below the average level of the
CLIL (Content and Language Integrated Learning) content. class. Each lesson contains a differentiated-instruction
Furthermore, vocabulary and grammar has been amended suggestion for at least one main activity. It provides
to reflect the Ministry of Education and Training’s curriculum suggestions on how to make activities easier for children
specifications as well as international standardized who require more support, or more challenging for those
examination requirements. The revised and expanded who need more independence. This ensures that all children
content accounts for the increasing range in children’s remain confident and motivated throughout their lessons.
English ability as extra-curricular lessons and exposure
Classroom tips for mixed ability classes:
to English rise.
• Think about where children are sitting. Place less
Curriculum and exam preparation confident children closer to you, so that you can address
The new National edition meets the Ministry of Education any issues.
and Training’s curriculum and prepares children for success • Some confident children may enjoy being helpers. This
in the Cambridge English exams, the TOEFL, and now, the will allow confident children to revise new language while
Pearson Test of English. helping others to learn it.
This edition features updated exam-type activities to • Give simple, clear instructions so that children of all
correspond with the most recent Cambridge English levels can understand you easily. Use hand gestures as
examinations. It also now prepares children for the Pearson well as words to explain the activities. Ask children to
Test of English through ample practice worksheets. Although repeat activity directions back to you with the gestures to
the course still includes the same attention to English as a skill, confirm their understanding.
it includes more support for test-taking in general as today’s • Don’t simplify your language as much when talking to
academic and professional worlds require more testing. confident children or those with higher-level English skills.
They will benefit from the additional natural language
Teacher support input, and one-on-one interactions will encourage them
New to this edition is this full-color Teacher’s Guide, to explore language further.
providing step-by-step instructions for each activity in the • Set goals for each lesson to help the children to focus.
Student Book. This strengthened support for teachers will The goal can be different according to the children’s
help them to maximize children’s potential. abilities, but reaching the goals will give the same sense of
achievement to all.
4 Introduction

The Teacher’s Guide is supplemented by the Family and consolidation through their Workbooks. The syllabus
Friends National Edition Website which includes the Printable resembles that used with children who are native English
Resources, offering assessment and materials to support speakers, laying a solid foundation for expressing more
the core content. The Printable Resources include exam complex and abstract thoughts clearly.
preparation worksheets from Grade 3 onwards. Teacher’s The speaking skills are supported by example dialogues, and
notes for the worksheets are also included. children are encouraged to speak together in pairs or small
The Family and Friends National Edition Website is accessed at: groups to build their confidence in communication. There is
www.phuongnam.edu.vn also a lot of repetition at the introductory stages, to give clear
models for children to pronounce English words and sentences
Tiếng Anh Family and Friends National Edition clearly.
component offerings:
• Student Book Phonics
• Workbook Phonics teaches the relationship between letters / letter
• Teacher’s Guide combinations and the sounds they make. The study of
phonics enables children to decode new words, thereby
• Printable Resources, including: improving reading skills and helping them to grasp spelling
• Over 200 pages of worksheets and tests and pronunciation patterns quickly.
• Teacher’s notes for worksheets Tiếng Anh Family and Friends National Edition draws on the
• Exam Preparation worksheets (from Grade 3) principles of synthetic phonics, in which sounds and letters
• Online Play combine to form whole words (i.e. synthesis).
• Audio files Every unit of the course contains a phonics lesson. Over
• Classroom Presentation Tool Grade 1, Grade 2, Grade 3 and Grade 4, the English alphabet
• Flashcards, Phonics cards and Posters letters are introduced and reviewed, with their most common
sound values (/æ/ for Aa, /b/ for Bb, etc.) Children are
Sample curriculum encouraged to see the relationship between the letter names
Please see the sample curriculum in the Printable Resources. and sounds, and to read, write, recognise and say these.
This course provides material to fulfill the 140 periods a From Grade 3, the children are also introduced to some
year as required by the National Curriculum. There are consonant digraphs (ch, th, sh) and diphthongs (two letters
also supplementary materials available in the Printable representing a vowel sound with two elements).
Resources. Children then learn to pronounce and spell common
consonant blends at the beginning and ending of words
Methodology and then see how vowels are combined to form long vowel
sounds. By the end of the course children will be able to
Words and grammar identify and spell all of the most common sounds in the
New words are introduced in relation to each unit’s topic English language, and recognize that many sounds can be
or theme. They are presented in the Student Book with spelled in different ways.
support from the flashcards and recordings, and are then
practiced through chants, songs, and motivating classroom Stories
games and activities. Every unit contains a story which provides a fun and
The children are first exposed to the new grammar items in motivating context in which the new language appears. In
the unit stories. They then move on to grammar practice, the early grades we meet a happy extended family and see
which is reinforced with a range of spoken and written the amusing adventures of Rosy, her mischievous brother
activities. This language is recycled throughout the course. Billy, and their cousin Tim. As children grow and their world
of interest develops, the circle of characters expands and
Skills includes international characters as well.
From Grade 3 to Grade 5, each unit of Tiếng Anh Family and The stories also provide ideal scenarios for practicing and
Friends National Edition contains two pages dedicated to the reviewing language structures and keywords in a cyclical
development of reading, listening, speaking, and writing manner.
skills. Animated versions of these stories can be found on the
The reading texts in this section expose children to a Classroom Presentation Tool and the Family and Friends
balance of both familiar and new language. With a range National Edition Website. They offer an effective way of
of different text types of increasing complexity, children presenting the story and target language in class, or can be
develop the confidence to recognize and use the language used at home to consolidate what children learn in the first
they know in a wide range of situations. They develop two lessons of each unit.
the skills of reading and listening for gist and detail, both
of which are essential for complete communicative Review lessons
competence, higher-level academic work, and success in After every three units there is a Review lesson in the
examinations. Student Book and Workbook. These are shorter lessons
The writing skills section provides a complete course in which provide additional practice of the skills, vocabulary
English punctuation, syntax, and text structuring. Children and structures presented in the three preceding units.
complete writing activities in their notebooks with further No new material is presented or practiced in these units.
Introduction 5

Picture dictionary Fluency development
In Grade 1 to Grade 3, a picture dictionary is provided for A sense of achievement and a sense of autonomy are essential
children to then refer to whenever necessary. A suitable point ingredients in promoting communicative competence and
to use the Picture dictionary would be at the end of each unit. fluency. The Fluency Time! lessons in Tiếng Anh Family and
Friends National Edition give learners the opportunity to
Songs and chants
personalize the language they learn and to practice speaking
Every unit in Tiếng Anh Family and Friends National Edition together in pairs and groups, to play games using the new
contains a song and vocabulary and phonics chants. language and to create their own dialogues, and to help
Melody and rhythm are an essential aid to memory. By boost their confidence and motivate them in the classroom.
singing, children can overcome fears and shyness while It is important for language in the classroom to be
practicing language in a joyful and harmonious way together. meaningful and functional, so that learners can see how the
Songs and chants are also fun and motivating activities that language they are learning can be applied to everyday life.
can add movement to the lessons, creating meaningful When learners are able to use the language they learn to
opportunities for children with different learning styles. communicate in a realistic situation, or to interact socially
Games with others, they feel a sense of purpose in their learning.
Games provide a natural context for language practice and Fluency Time!
are very effective for teaching children. Games promote
the development of wider cognitive skills such as memory Syllabus
sequencing, motor skills, and deductive skills. If required The syllabus for the Everyday English phrases is based, in
games can take place at the children’s tables or desks with part, on the Cambridge English Examinations syllabus.
a minimum of classroom disruption. There is a Games bank Other useful phrases, which reflect daily life, have also been
at the end of the Teacher’s Guide, which is referred to in the included. For learners who are preparing for the Cambridge
teacher’s notes. exams, this will provide additional preparation and practice
for the speaking parts of the exam, but for those not taking
Classroom management the exams, the Everyday English phrases will be equally useful
Children learn best when the atmosphere in the classroom is and applicable to the situations they may face in the future.
relaxed, happy, and well-ordered. Each of the Fluency Time! lessons in Tiếng Anh Family and
Success is a great motivator. Try to make every child feel Friends National Edition consists of an Everyday English page
successful and praise their attempt enthusiastically. Children followed by a CLIL lesson.
should be familiar with expressions such as, Good work! Good • The Everyday English pages teach phrases through mini
job! Excellent try! You did that very well! stories in a meaningful context, and provide practice
Errors need to be corrected but use positive and tactful of the new language through a listening activity and
feedback so that children are not afraid of making mistakes. a speaking activity, providing gradual transition from
If a child makes a mistake, say Good try. Try again, then model receptive to productive skills.
the correct answer for the child to repeat. Avoid using words • CLIL (Content and Language Integrated Learning) refers to
such as No or That’s wrong, as these can create negative teaching subjects (such as science, math, art, geography)
associations to learning. through a foreign language. CLIL increases motivation by
Establish a clear and consistent set of classroom rules and presenting language in natural, real-life contexts, which
ensure that all children know what to expect. interests students and encourages them to communicate.
The CLIL lessons in Tiếng Anh Family and Friends National
Assessment Edition enable students to learn cross-curricular content
Children’s progress can be evaluated through formal testing, and English simultaneously.
ongoing assessment and self-assessment. For formal testing, All of the CLIL lessons in Tiếng Anh Family and Friends
there are twelve unit tests and one end-of-year test provided National Edition focus on a school subject. The content areas
in the Printable Resources on the Family and Friends are carefully chosen to be interesting to students, while at
National Edition Website. Together, these cover the target the same time not overwhelming them with too much new
language from the course. information.
Self-assessment tests are also available on the Website. These Students are introduced to the subject topic and new
allow teachers the possibility of continuously assessing vocabulary is pre-taught through a vocabulary presentation
students’ progress, and provide feedback for teachers on areas activity, supplemented by flashcards. The students
that need further practice. read a text based on the lesson topic and complete a
The Printable Resources provides practice material for the comprehension activity. A critical thinking activity is always
Cambridge English Qualifications, the Pearson Test of English included so that students can personalize the topic and the
exams, and TOEFL exams. The Workbook also includes clearly new language.
labelled exam practice tasks based on standard task types The CLIL worksheets in the Printable Resources provide
from these three exam suites. further practice of the new language through reading,
The Student Book Review lessons can also be used as writing, listening, and speaking activities, ensuring that the
progress tests to check how much the children have learned students have plenty of practice of the new language and all
and to determine whether or not further practice is needed. content in all four skills.
There is a self-assessment box built into each review, so the
children can express how well they feel they are progressing.
6 Introduction

Whole-child development Culture
Tiếng Anh Family and Friends National Edition promotes Tiếng Anh Family and Friends National Edition presents culture
positive whole-child development through the inclusion content from Viet Nam and a variety of other countries.
of 21st century learning, culture, and values throughout the Learning about different cultures helps students to enrich
materials and the promotion of parental involvement. their knowledge of other countries and appreciate the
values of their own and other cultures.
21st Century Learning

As our world becomes increasingly interconnected, today’s Values
young students must develop strong skills in the four Cs: Values, which can also be called civic education, are a key
Creativity, Collaboration, Communication and Critical strand in Tiếng Anh Family and Friends National Edition.
thinking. Teaching values is important as it focuses on the whole child,
not just language skills. It improves children’s awareness of
Creativity good behavior and how their behavior and attitudes can
Creativity is an essential 21st Century Skill. Students who impact on the people around them and their environment.
exercise and demonstrate creativity are better prepared to Areas for values teaching include helping children to
make changes, solve problems, and express themselves understand about:
clearly. Creativity can be fostered through project work and • Community, e.g. agreeing on and following school rules,
other arts-based hands-on experiences. However, creativity understanding the needs of people and other living
is also about thinking processes. Creative thinking can be things, understanding what improves and harms their
encouraged through asking students interesting questions environment, contributing to the life of the class and
and having them ask their own questions. Using different school.
techniques to approach problem solving also helps students
to internalize meaning in a personal way. Tiếng Anh Family
• Health and hygiene, e.g. understanding the basics of
healthy eating, maintaining personal hygiene, rules for
and Friends National Edition encourages creativity through
keeping safe around the house and on the road.
the use of interesting texts which stimulate personal
responses and projects which require them to problem solve • Interacting with others, e.g. listening to other people,
and express themselves. playing and working co-operatively, sharing, identifying,
and respecting the differences and similarities between
Collaboration people, helping others in need.
Collaboration requires direct communication between Values are reinforced in the Values worksheets in the
students, which strengthens the skills of listening and Printable Resources – one per unit.
speaking and the associated skills of turn-taking, clarifying,
explaining, and discussing. Students who work together
often achieve better results, as they benefit from each other’s Involving parents
strengths. But they also develop a sense of team spirit and Learning involves a co-operative relationship between home
pride throughout the process. Tiếng Anh Family and Friends and school, it is important to establish clear communication
National Edition offers opportunities for collaboration in with parents to promote home support. The following are
every unit. Whether it is through project work, group games suggestions about possible ways of doing this:
or team discussions, students are sharing ideas, expressing • Keep parents informed about children’s learning and
personal opinions and developing important social skills. progress. Parents might benefit from newsletters listing
development, language studied, songs or stories they
Communication know, and any exam practice they have done.
Communication forms an important part of collaboration. • Organize a concert or parents’ afternoon where the
Students need to learn the skills of listening, speaking, children can perform the unit stories, plays, and the songs
reading and writing to effectively take part in an age of rapid that they have learned, along with their actions.
change. As our world becomes increasingly interconnected,
today’s young students must develop skills that allow them
to communicate in a variety of ways, including oral and
written skills but also digital communication skills.
oxfordparents
Help your child with English
Critical thinking
Oxford Parents is a website where your students’ parents
Students in the 21st Century need to be able to analyze
can find out how they can help their child with English.
information by making sense of it critically. Critical thinking
They can find lots of activities to do in the home or in
skills help students to identify facts, prioritize information,
everyday life. Even if the parent has little or no English,
understand relationships, solve problems, and deal with an
they can still find ways to help. We have lots of activities
ever changing world. Tiếng Anh Family and Friends National
and videos to show parents how to do this.
Edition encourages children to think about language, to
focus on meaning and to react to the world of English in a Parents can help by practicing stories, songs, and
personal way. Subject areas are introduced so that students vocabulary that the students have already learned in the
can make connections between content and language, classroom. Tell your students’ parents to visit
interesting facts are presented, and children are invited to be www.oup.com/elt/oxfordparents and have fun helping
curious and questioning. their children with English!
Introduction 7

Integrated component overview
Student Book Workbook

The Student Book contains 12 units. The Workbook is
Each unit presents vocabulary and designed to give
grammar with opportunity to practice students extra practice
both with a focus on all four skills. of the language and
Fluency Time! pages structures taught in
provide functional class.
language practice
(Everyday English) and
content-based learning
(CLIL).
Online Play
Online Play is the place for children
to explore the language they are
learning through fun games and
activities. It includes the story
animations, class audio, and online
Audio 71 the Stude games. Online Play is delivered on
All the audio for the o r n the Family and Friends National
Edition Website.
F
Student Book and

www.phuongnam.edu.vn
Workbook is on the CDs
provided with the Student
Book and Workbook, and
on the Family and Friends
National Edition Website.
Recommended Readers
Family and Friends readers draw
upon themes and language Recommended Dictionary
found in the Student Book. They Oxford Children’s Picture Dictionary
provide extra exposure to the for learners of English is a topic-based
language in a new context. dictionary for young learners. This
beautifully illustrated dictionary helps
young learners to practice over 800
words for 40 topics taught in school,
including People at Work, My Body, and
What’s the Time?
8 Integrated component overview

Teacher’s Guide Family and Friends National Edition Website
The Teacher’s Guide is a useful tool for all (www.phuongnam.edu.vn)
aspects of the course. It contains teacher’s On the website, you can access the following
notes for all units as well as Fluency Time! resources: Teacher’s Guide, Printable Resources,
and CLIL lessons. Plus it class audio, flashcards, phonics cards, posters,
includes information about story animations, self-assessment tests, full
the course features and syllabus, lesson plans, digital lesson plans, demo
how best to exploit the teaching videos, online workshops, and learning
teacher’s resources. The management system.
notes are full-color with
Student Book images for
easy reference.
r the Teache
o
F
Classroom Presentation Tools (CPTs)

The CPTs are interactive versions of the
Student Book and Workbook and can Printable Resources
be used on a digital whiteboard or a This comprehensive classroom support
projector. The CPTs include extra songs, pack, delivered on the Family and Friends
interactive games, review pages, and all National Edition Website
audio and video features. (www.phuongnam.edu.vn),
contains more than 200 pages
of worksheets, tests, supporting
teacher’s notes, and tests audio.
See page 10 for full contents.
Integrated component overview 9

Printable Resources
Tiếng Anh Family and Friends National Edition Printable Resources contain
a wide range of materials to support and supplement the course.
The Printable Resources are available on the Family and Friends National
Edition Website.
Sample curriculum
An example of how the Student Book material and the Printable
Resources can be integrated together to provide the curriculum.
Unit worksheets
Supplementary worksheets for each unit, covering the target
vocabulary and grammar.
Unit Test and End of Year Tests

Tests are available as ongoing assessment tools at the end of each
unit.
The End of Year Test reviews the language learned from the complete
grade.
Exam preparation worksheets

While there is plenty of practice of exam task types in the Workbook,
there are extra worksheets specifically for exam preparation
(Cambridge English, Pearson Test of English and TOEFL) in the
Printable Resources.
Review worksheets
After every three units there is a Review worksheet. These worksheets
provide practice for children in preparation for the Review test in the
Student Book .
CLIL worksheets
These worksheets extend the Student Book CLIL topic and provide
an opportunity to consolidate and expand on the language and
concept the children have learned in this lesson. They also have
the opportunity to produce a piece of work to demonstrate their
understanding of the topic.
Values worksheets
Values, which can also be called civic education, are a key strand
in Tiếng Anh Family and Friends National Edition. These worksheets
help reinforce the importance of values to improve children’s
awareness of good behavior and how their behavior and attitudes
can impact on the people around them and their environment.
Teacher’s notes and audio

There are full teacher’s notes, audio files and answer keys to
support the material from the Printable Resources.
10 Integrated component overview

Classroom language
Saying what you are going do some listening / speaking / coloring / writing.
to do at the beginning of listen and point.
Today we’re going to…
a unit, lesson, or activity sing a song.
Now we’re going to…
play a game.
listen carefully.
Showing children how to start like this.

We’ll…
do something do it this way.
We can…
point to the…
what I mean.
I’m going to show you…
what to do.
Let’s do some together first so you’ll see…
how to do it.
Giving instructions for Everybody,… stand up, please.

moving around and Now everyone,… come out here to the front, please.
helping in class I want you to… stand beside your desks / tables.
(name / names), can you… go back to your places.
(name / names), would you… hold this flashcard?
Giving encouragement Good work, (name)… you’re really good at this!

and praise That’s very good, (name)… you know the first letters of ten words.
Excellent, (name)… your picture is really neat.
very nice.
very neat work.
That’s…
really good.
great!
Asking for recall of words, show me the cat?

Now, who can…
phrases, and activities tell me what this is?
what Billy says?
who / what this is?
Let’s see. Can you remember…
what happens next?
what happened last time?
this?
What’s…
his / her name?
do the actions and sing the song?
see Tim climbing the tree?
count the oranges?
Can you…
tell me what Rosy says?
help me tell the story?
remember six things?
Encouraging good settle / calm down.

behavior Quiet everyone,… that’s good, (name / s).
thank you, (name / s).
Setting up pairs and in pairs / in twos.

Are you ready? You’re going to do this…
groups in small groups.
OK, everyone. You’re going to work…
in groups of three / four.
play this together.
We’re going to… make four groups.
share the colored pencils.
Classroom language 11

Tour of a unit
Lesson One Words
Lesson 1 teaches and practices the new vocabulary set. It reinforces this new vocabulary through a simple chant. It also
exposes children to the story and the grammar points they will be studying in Lesson 2.
The children listen and point to the pictures.

They then listen again and repeat the words.
This is reinforced with flashcard activities.
The children practice the words with a

rhythmic chant.
The children listen to a recording of the

story or watch the video. They then practice
reading the story text.
Teaching the words • Ask the children to look in their Student Books and find
and point to the words from exercises 1 and 2 that appear
Words in the story.
• Play the recording and hold up the flashcards. The
children repeat the words. Review any words from Workbook
previous lessons that are related to this vocabulary set. The children practice
• Show the flashcards randomly and ask the class to say the recognizing and writing
words. You can hide the cards behind your back. the new words from the
• Ask the children to look in their Student Books. Play the lesson.
recording while they listen and point to the pictures. Play
the recording again and have children repeat the words as Values
they point. • In this lesson the
• Teach the chant. You can ask children to perform actions children will discuss the
as they chant, for example eating a yogurt. Values theme for the
unit. They consolidate
Story this via the Values
• Prepare the children for the story. Display the relevant worksheet in the
Story poster and talk about each frame as a whole class. Printable Resources,
Ask simple questions such as Who’s this? Where are they? which also makes use
What’s this? of the unit language.
• Play the recording or watch the video the whole way
through. Point to the text on the poster as the children
listen.
• Play the story again. The children point to the pictures as
they hear the text. Ask some comprehension questions
about the story.
12 Tour of a unit

Lesson Two Grammar
Lesson 2 teaches and practices the grammar points presented in the story. The children also practice the language by
acting out the story.
The children listen to the story again and

now produce the language by repeating and
then acting out the story.
The children study the grammar structure

that was presented in the story.
The children practice the grammar structure

in a speaking activity.
The children practice writing or saying the

grammar structure.
The Let’s talk! feature provides further

speaking practice.
Acting out the stories and teaching • Have individual children say a sentence for the class.
the grammar • Look at exercises 3 and 4 together. Do the first question
in each exercise with the class, then encourage them to
Story work independently. Check answers with the whole class.
• Divide the Story poster to see what the children can They write the answers to exercise 4 in their notebooks.
remember about the story from the previous lesson. • Point to Let’s talk! and read the sentence together. The
• Play the recording again. This time ask the children to children work in pairs to make sentences.
mime actions as they speak. Allow the children to make
suggestions and demonstrate the actions. Workbook
• Divide the class into groups, with each child having a The children practice
different role in the story. Play the recording and prompt recognizing and writing
the children in each group to say the lines of their the new grammar points
characters all together. Encourage the children to perform from the lesson.
actions as they speak.
• Once they have practiced a few times, act out the story
again without the recording or have individual groups act
it out to the class.
Grammar
• Ask the children to look at the Let’s learn! section in their
Student Books and read the grammar examples. The class
repeats chorally.
• Use flashcards of the vocabulary in the grammar examples
and have the children repeat again. Use other flashcards
to substitute new words. The children will see how
the grammar structure works with different words. The
children repeat the new sentences.
Tour of a unit 13

Lesson Three Song or chant
Lesson 3 teaches a further vocabulary set. The unit’s core language is then practiced with a song or chant and Total
Physical Response activities.
The children learn new words and practice

them with flashcard activities.
The children learn and sing the song, or

chant the chant.
The children perform actions as they sing or

chant.
Teaching songs and chants Workbook

• Teach children a further vocabulary set, often an extension • The children practice
of the set from Lesson 1. Play games using the flashcards recognizing and writing
to consolidate learning. the words from this lesson.
• Play the song or chant to the class. The children listen and
point to the pictures to show understanding of the words.
• Recite the words of the song or chant with the class,
without the music. Say each line and ask the children to
repeat.
• Now sing the song or chant with the class a number of
times with the recording.
• Teach actions to accompany the song or chant (see the
suggested actions in the lesson notes, or ask the children
to suggest their own).
• Sing the song again, or chant the chant, this time with the
actions.
• You could allow some children to provide
accompaniment with drums, shakers, etc.
14 Tour of a unit

Lesson Four Phonics
Lesson 4 teaches phonics: the relationship between sounds and letters.
The children learn the new sounds and

letters along with words containing them.
The children practice saying the new words.
The children do further activities in their

notebooks identifying sounds and letters.
The children do further speaking practice.
Teaching phonics • Point to Let’s talk! and read the words together. Invite the
• Introduce the new sounds and letters. Show the class children to say another word with the target sound they
the phonics cards for this lesson. Play the recording can think of.
for children to repeat and point to the pictures. Play
it again for them to repeat. Where there is a different Workbook
pronunciation for American and British English, this will be The children practice
in the relevant lesson guide. recognizing and writing
• For new alphabet letters, draw the letters on the board the target sounds.
in both the upper- and lowercase form. Trace the letters
with your finger and ask children to do the same in their
Student Books.
• Display the phonics cards in the classroom. Play the chant,
asking the children to point to the cards as they hear the
words with those sounds. Play the chant again, pausing
after each line, for children to repeat. Play the chant once
more for children to join in. Encourage them to point and
chant at the same time.
• Tell the children to look for the words with the target
sounds as you read together. Pause and say each word
with the target sound. Then tell them to look at the chant
again, this time they write the words with the target
sound in their notebooks.
• For exercise 4, do an example as a class. Point to the
picture and ask what it is. Say the word and then invite
the children to point to which sound the word contains.
Check the answer together then allow them to work
independently. Check answers as a class.
Tour of a unit 15

Lesson Five Skills Time! Reading
Lessons 5 and 6 provide a focused study of skills. Lesson 5 concentrates on reading comprehension, looking at a variety
of text types, plus it also links to a Culture topic. It gives children the opportunity to learn about different countries and
compare them with their own.
The children look at the illustrations for the

reading text. They do a simple activity as
preparation for reading. They discuss what
they know about the topic in their own
country.
The children read and listen to the text for

the first time.
The children read the text again, this time

looking for details that will enable them to
complete the comprehension activity.
The children answer questions to personalize

the reading topic.
Teaching reading • Personalization (Exercise 4): The children answer some

• Approach a new text in three stages: pre-reading, reading questions that personalize the topic of the reading.
for gist, and reading for detail. Explain that children do not They think about similar places they have visited or
have to understand every word to do this. By focusing on experiences they have had. Encourage them to talk about
the language they do understand, it is possible to guess what they know of other countries and how they differ
or use logic to work out the meaning of the rest. from their own.
• Pre-reading (Exercise 1): This stage is about looking for
clues to help the children piece together the meaning Workbook
of the text. This includes looking at the pictures and text The children read a
style to guess what type of text it is and what it is likely related text and complete
to be about. Use the questions in Exercise 1 to help them comprehension activities.
identify with the topic of the reading and suggest possible
language that it will include. Point to the illustrations and
ask them to name items they know.
• Ask the children to think about what they know about
the topic in their own country and compare it to other
countries they have visited or learned about.
• Reading for gist (Exercise 2): Play the recording twice while
the children follow the text in their books. They do not
need to be able to read every word independently, but be
able to read carefully enough to understand the gist. Ask
some simple comprehension questions to ensure they
have understood the general points.
• Reading for detail (Exercise 3): Go through the
comprehension activity with the class so that the children
know what information to look for in the text. Give them
time to read the text again to find the answers and write
them in their notebooks. Have a class feedback session.
16 Tour of a unit

Lesson Six Skills Time! Listening, Speaking, and Writing
Lesson 6 focuses first on listening comprehension, and then on speaking and writing skills in the Student Book. The
writing section is developed further in the corresponding Workbook page.
The children listen to a recording and

complete a listening comprehension activity.
The children practice speaking in pairs, using

a context that is similar to the reading and
listening activities.
The children do exercises to develop their

writing skills in their notebooks.
Teaching listening, speaking, and writing • In large classes, it is often effective to listen and collect
feedback as you circulate, listening to the students speak
Listening to each other. Then you can give feedback to the class as a
whole about pronunciation or intonation.
• Pre-listening: Ask the children to look at the pictures in the
activity and to guess what the recording will be about.
Elicit as many relevant words as possible. Writing
• Listening for gist: Play the recording right through. • Demonstrate the writing exercise(s) by writing one or
The children listen and point to the pictures in their more example sentences on the board. Circle or underline
books. Play it again, pausing after each phrase to check the target punctuation or word.
comprehension with some simple questions. • Encourage the children to find examples of the writing
• Listening for detail: Play the recording, pausing for skill in the reading text in Lesson 5 or the story in Lesson 1.
children to complete the activity in their notebooks. • The children complete the exercise(s) in their notebooks.
Speaking Workbook
• The speaking tasks aim to develop speech that is clear • The children do further
and fluent. practice in their Workbooks
• Call a volunteer to the front and demonstrate how to make to consolidate their writing
a conversation using the example in the speech bubbles. skills.
Use different examples from the vocabulary set.
• Ask the children to repeat chorally, emphasizing correct Assessment
intonation in the sentences. Check that the words are • Students are now ready to
flowing together, without unnecessary pauses. complete the Unit Test in
• The children then carry out the speaking activity in pairs. the Printable Resources.
Move around the class while they are speaking and give
feedback and provide models where necessary.
• Call on individual students to say the target language.
Choose confident students first, and encourage less
confident students to try later. Vary the students called on
each lesson.
Tour of a unit 17

Fluency Time! Lesson One Everyday English
The Fluency Time! lessons come after every three units. They focus on developing fluency. The Everyday English lesson
provides practice of new language used in functional situations through listening and speaking.
The Everyday English is presented via an

audio recording and pictures in the Student
Book. The children listen to the recording.
Then they listen and repeat the phrases.
The children complete a listening activity in

their notebooks to show understanding of
the new language.
The children practice speaking in pairs, using

the Everyday English phrases, in a context
that is similar to the activities above.
Teaching Everyday English Speaking

• Ask children to work in pairs.
Everyday English • Ask two children to read out the example dialogue.
• Focus on the pictures. Ask children to say where the • In pairs, children read the example dialogue, then point
people are (at school / in the classroom) and what they
to the part of the picture in exercise 2 it refers to. Have
think is happening in each picture. Ask children what they
children practice together, choosing a part of the picture
can see in the picture, point to items they know such as
to talk about and then saying the dialogue.
food, animals, etc.
• Monitor children’s performance. Ask some pairs to act out
• Play the recording for children to listen and follow in their
their dialogues in front of the class.
Student Books.
• Play the recording again, pausing if necessary, for children
to repeat the phrases.
• Children practice the dialogue in pairs or groups.
• Ask groups of children to act out the conversation for
the class.
Comprehension
• Show children exercise 2. Explain that they need to look
at the pictures and listen to the dialogue. They then write
the number for each picture.
• The recording contains examples of the Everyday English
in context. Remind the children that they don’t need to
understand every word.
• Play the recording for the children to listen and point to
the correct part of the picture.
• Check the answers as a class. Ask individual children to
play the part of the people in the picture and say the
Everyday English phrases.
18 Tour of a unit

Fluency Time! Lesson Two CLIL
The subject lessons focus on teaching content through English (CLIL). The lesson introduces new language related to the
subject and reinforces it with lots of speaking practice.
The children look at the pictures and listen

and point to the new language. They listen
and repeat the new words.
The children practice using the new language

in a reading activity.
Exercise 3 offers further practice and a

chance to personalize the subject language
by making it relevant to the children.
Teaching CLIL Printable Resources

There is further practice of the CLIL topic in the Printable
Vocabulary Resources worksheets. Children practice reading and
• Tell the children they are going to do some subject work writing the new language and make something to show
in English. Draw their attention to the page in the Student understanding of the concept.
Book and explain which subject it is.
• Use the flashcards to introduce the new words. Play a Review pages
flashcard game to practice saying the new words. After each of the Fluency Time! lessons, there is a Review
Listening and reading lesson in the Student Book and Workbook. There are further
Review worksheets in the Printable Resources.
• Ask the children to look at the pictures. Play the first part
of the recording for the children to listen and point to the
pictures.
• Play the second part of the recording for the children to
repeat the words.
• Play the recording all the way through again for the
children to listen and point and then repeat the words.
• Show the children exercise 2 and explain they are going
to read some information about the CLIL topic. Point
to the pictures and ask what they can see, for example,
What is it? What colors can you see? Play the recording for
the children to listen and follow the text in their Student
Books. Play the recording again and ask comprehension
questions to check children’s understanding of the text.
• Point to exercise 3 and ask the children to think of
examples of things they can see, hear, smell, taste or
touch. They should try to think of at least two things for
each category. To complete the activity, tell children to
draw their examples in their notebooks.
Tour of a unit 19

STARTER
Hello!
• Play a short game for children to follow your instructions.
Shout Stand up! and Sit down! several times. The last child
to complete the action is “out” each time.
1 Listen and point. Repeat.  01

• Say Open your books and model the action for children to
open their Student Books. Point to the characters.
• Play the first part of the recording. Hold your book up
and demonstrate that you are pointing to the pictures
along with the audio. Children listen and point to the
appropriate picture.
• Note: The first time through, the recording follows the
order of the pictures on the page; the second time the
order is out of sequence. This is also true in subsequent
word presentations.
• Play the second part of the recording for children to point
to the pictures and repeat the names.
2 Listen and read.  02 

• Say Now close your books and model the action. Say Let’s
read the story.
• Point to the different characters and have children say the
names.
• Ask What’s happening? for children to tell you what they
think is happening in the story.
• Play the recording, pointing to each speech bubble as
children listen and look.
• Ask children to look at the story in their books. Then, play
Lesson One Words SB page 4 WB page 4 the recording for them to listen and point.
Objectives • Ask questions to check comprehension, e.g. Who is in the
To become familiar with the Student Book characters and class?
common greetings • Play the recording again for children to listen and follow
To understand a short story the text in their books with their finger.
Further practice:
Language Workbook p. 4; Classroom Presentation Tool
Language focus: listening, reading, speaking
Vocabulary: Rosy, Tim, Billy, Miss Jones
Extra vocabulary: hello, hi, my, name, class
Resources and materials

Audio Tracks 01–02; Flashcards 1–4
Warmer
• Song: Play a warm-up song.
• Say Hello, encouraging children to say Hello in response.
• Ask one child to stand up. Say Hello to him/her. Encourage
the child to respond with Hello.
• Point to yourself and say My name’s … Ask a child What’s
your name? He/She answers My name’s …
• Say Hello. My name’s … Then, encourage children to
do the same in pairs, greeting each other and saying
their names.
• Say Stand up! Indicate the class should stand at their seats.
Say Sit down! and indicate they should sit down again.
20 Starter

• Focus attention on the pictures. As a class, decide on the
actions for each part of the story (see suggestions below).
• Children can stay in their seats as they practice acting.
Monitor the activity, checking for correct pronunciation.
• Ask some groups to come to the front to act out the story.
Story actions
Picture 1 and 2: Miss Jones holds out her hand as she talks
to Rosy and Tim. Rosy and Tim wave as they introduce
themselves.
Picture 3: Miss Jones greets the class and tells the class her
name.
2 Ask and answer.

• Say Look at the pictures, pointing to the pictures of Miss
Jones and Billy. Read the dialogue, pausing for children to
repeat.
• Model the dialogue with one of the stronger children.
• Ask children to work in pairs to practice the dialogue.
• Read the dialogue a second time for children to repeat.
• Ask some pairs to come to the front and act the dialogue.
• Say to different children Hello. What’s your name? Children
respond with a greeting and their names.
3 Listen and sing.  03

• Ask children to look at the pictures in their books. Ask
what they can see; elicit words they think they may hear.
• Play the song for children to listen and follow.
Lesson Two Grammar and • Play the recording a second time. Children listen and sing
song SB page 5 WB page 5 along, saying their own name in the appropriate place.
• Ask children to look at the pictures. Ask them to act out
Objectives what the girls are doing in each of the pictures
To greet people (see below).
To ask and answer the questions What’s your name? • Play the song for children to sing along and perform.
To act out a story
To sing a song
Song actions
1. The children greet each other by smiling and waving.
2. The children talk to each other.
Language
3. The children wave to each other to say goodbye.
Language focus: speaking, listening
Vocabulary: greetings 
What’s your name? My name’s … • Below level: Play the song for children to listen and
How are you? I’m fine, thank you. then again for them to sing along without doing the
Extra vocabulary: goodbye actions.
• At level: Children complete the activity as suggested.
Resources and materials • Above level: Modify the song to add a verse for How
Audio Tracks 02–03; Flashcards 1–4 old are you? substituted for How are you? Children
answer I’m (7)! And you? instead of I’m fine, thank you.
Warmer
Further practice:
• Say Hello and encourage children to reply Hello and then Workbook p. 5; Classroom Presentation Tool
to greet each other in pairs.
1 Listen to the story again.  02

• Ask children to turn to the story on page 4 of their
Student Books. Say Let’s read the story again.
• Play the recording once through. Play it again, pausing
after each phrase for children to repeat.
• Divide the class into groups of three so that a different
child can act the roles of Rosy, Tim, and Miss Jones.
Starter 21

• Play the first part of the recording for children to listen and
point to the children as they hear their ages.
• Play the second part of the recording for children to
repeat.
• Point to different people in the picture. Ask volunteers to
say the numbers/ages.
2 Listen and point.  05

• Tell children to look at the picture again. Point to the first
boy and say Look. He’s one. Tell the class they are going
to hear some, but not all, the children talking about their
ages. Tell children to point to those who give their ages.
• Play the recording, pausing after the first dialogue. Direct
children to point to the boy who is seven.
• Continue the recording, pausing after each exchange for
children to point to the children whose ages they hear.

• Below level: Stop after each dialogue on the recording
and write the digit and word for the number on the
board to help children determine which person to
point to.
• Above level: Extend the activity beyond the recording
and ask children to act dialogues for the people not
included.
Lesson Three Words SB page 6 WB page 6 3 Look at the picture again. Point, ask, and answer.
• Read the question and answer. Prompt children to repeat.
Objectives • Ask the class to look at the picture again. Tell them they
To recognize and use numbers 1–10 are going to practice being the children in the picture.
To ask and answer the question How old are you? • Put children in pairs. Tell them to point to a child in their
Student Books and ask How old are you? Their partner
Language answers as though they were that child.
Language focus: speaking, listening • Ask some pairs to stand and ask and answer for the class.
Vocabulary: one, two, three, four, five, six, seven, eight,
4 Ask and answer with your friend.
nine, ten
How old are you?
• Point to the picture of the boys and say Look at the
pictures. Read the dialogue, pausing for the children to
I’m … repeat.
• Ask children to work in pairs to practice the dialogue.
Audio Tracks 04–05
• Ask some pairs to come to the front and act the dialogue.
Warmer
• Ask different children How old are you? Children respond
• Song: Play a warm-up song. with their ages.
• Sing Hello, hello! from page 5 to energize the class.
• Ask several children What’s your name? and How old are Further practice:
you? Praise them for speaking. Workbook p. 6; Classroom Presentation Tool

• Write the words and digits for numbers 1–10 on the
board.
• Point to them as you say the numbers, prompting children
to repeat. Point to them in a random order to check if
children understand them.
• Ask children to look at the picture. Explain that each child
is one year older than the next and that all the children
have their ages written near them.
22 Starter

• Ask children to look at the song.
• Elicit random letters from individual children.
• Play the song for the children to listen and follow.
• Play the recording a second time. Children listen and sing
along.
• Divide the class into groups, and assign each a line of
letters to sing. Everyone can join in with the other lines.

• Below level: Concentrate on chanting the alphabet in
order as a group to increase confidence.
• At level: Run activity as described.
• Above level: Divide the children into groups and let
them compete with each other to remember and
perform the song.
Further practice:
Workbook p. 7; Classroom Presentation Tool
Lesson Four The alphabet SB page 7 WB page 7

Objectives
To identify the English alphabet and letters
Language
Vocabulary: English alphabet letters

Warmer
• Play What’s missing? (see Games bank) to review colors.
open their Student Books. Point to the alphabet.
appropriate letter.
to the letters and repeat.
Starter 23

• Read the dialogue, pausing for children to repeat.
• Ask children to work in groups to practice the dialogue.
• Ask some groups to come up and act the dialogue with
flashcards.

• Below level: Lead children in saying the dialogue as a
class, supporting meaning with the flashcards.
• Above level: Tell children to act the dialogue using
their choice of color flashcards or objects of their
favorite color.
3 Listen and point.  09

• Ask children to look at the table. Elicit the names of the
objects as well as their colors and the color words.
• Model the activity. Say Point to black. Prompt children
to point to the word black. Say Point to the belt. Prompt
children to point to the belt. Ask What color is it? Prompt
children to answer Green.
• Play the recording, pausing after the first sentence for
children to point. Check that they are pointing to the
word orange. Continue playing the recording, pausing as
needed.
Lesson Five Words SB page 8 WB page 8 Further practice:

Objectives
To identify different colors
To identify different objects and their colors
Language
Vocabulary: red, yellow, pink, green, orange, brown,
black, blue
Extra vocabulary: belt, paint, coat, vase, apple

Warmer
• Play Word chain (see Games bank).
open their Student Books. Point to the colors.
to the pictures and repeat the colors.
2 Ask and answer.

• Say Look at the picture, pointing to the picture of the three
children. Elicit colors yellow and pink from the picture.
24 Starter

2 Look and say.
• Direct children’s attention to the pictures at the bottom of
the page.
• Point to the first picture and say Sit down, please! Make
the motion of the teacher in the picture to reinforce the
meaning.
• Children repeat after you.
• Repeat with the other four pictures, reinforcing meaning
with gestures.
• Point to the pictures in random order, prompting children
to say the command. Increase the speed of pointing as
children become more comfortable with the phrases.
3 Listen and do.  11

• Tell children they are going to listen and do the actions
they have just learned.
• Say Stand up, please! and motion for the children to stand.
• Play the recording, pausing after the first sentence for all
children to sit down.
• Continue the recording, pausing after the second line and
prompting children to make the quiet sign by putting
their index finger to their lips as in the book.
• Play the last line of the recording and prompt children to
close their books.
• Play the entire recording through again for children to do
the actions without stopping.
Lesson Six Classroom language Further practice:

SB page 9 WB page 9
Objectives
To recognize common classroom instructions
Language
Vocabulary: stand up, sit down, open your book, close your
book, don’t talk

Warmer
• Play Slow reveal (see Games bank) to review new
vocabulary.

• Say Open your book and model the action for children to
open their Student Books. Point to the pictures.
to the pictures and repeat classroom instructions.
Starter 25

1 This is your doll.
• Divide the class into small groups. Give each group a set
of student picture cards. Each group shuffles their cards
and places them in a pile face down on the desk.
• Children take turns to turn over cards one at a time.
• As each card is shown, children say what it is, e.g. teddy bear.
• The child who says the word first wins the card.
• The winner is the child with the most cards at the end.

• Point to the pictures. Say the words and let the children
repeat.
• Play the recording. The children point to the correct words.
• They repeat each word after they hear it.
2 Listen and chant.  13
• Play the recording for children to listen to the chant.
• Place the toy flashcards on the board. Play the chant a
second time for children to point to and say the words.
Have them point to the correct flashcard when they hear
it. Repeat (more than once if necessary).

• Point to Rosy and ask Who’s this? Do the same for Tim. Ask
children to name as many things in the pictures as they can.
• Hold up a child’s bag so that the class can see it. Ask
What’s this? Ask children to point to the bag in the
pictures.
Lesson One Words SB page 10 WB page 10 • Talk about each frame with the class. Ask What’s
happening? Encourage predictions from different children.
Objectives • Ask children to look at the story while you play the recording.
To identify common toys Point to each speech bubble as you hear the text.
To understand a short story • Play the recording again as children point to the pictures.
• Ask comprehension questions, e.g. Where’s the teddy bear?
Language Who finds the teddy bear?
Language focus: listening, speaking, reading • Ask children to open their books. Tell them to listen and
Vocabulary: doll, ball, teddy bear, car follow the words as you play the recording again.
Extra vocabulary: bag • Ask children to find and point to the words from exercises
1 and 2 that appear in the story.

Audio Tracks 12–14; Realia: a bag (children’s items can be
used); Flashcards 1–2, 18–21
• Below level: Play the recording, pausing after the audio
for each frame. Ask children to identify the toys in the
frame.
Values
Be kind to people!
• Above level: Ask children to work in pairs to act the
story along with the recording. Allow them to use
Warmer flashcards or real objects if they are available.
• Review the characters Rosy and Tim using flashcards. Further practice:
• To energize the class and review voca bulary from the last Workbook p. 10; Classroom Presentation Tool; Values worksheet
unit, review classroom commands. Say Stand up! Sit down!
Exam practice tasks in the Workbook are labelled in the
Lead-in following way:
• Hold up the toy flashcards and ask What’s this? C Cambridge English
• Give the flashcards to different children. Ask one to stand P Pearson Test of English
and show the card for the class to shout the word. Repeat. T TOEFL Primary
26 Unit 1

• Ask children to look at the different actions that the
characters do in the story. Elicit a set of actions to use
when acting out the story (see suggestions below).
• Children practice acting the story. Ask pairs to come to
the front to act for the class.
Story actions
Picture 1: Tim picks up two objects to give to Rosy.
Picture 2: Tim picks up Rosy’s bag.
Picture 3: Tim holds Rosy’s bag. Rosy looks round.
Picture 4: Rosy opens the bag.
2 Listen and say.  15

• Tell children to look at the pictures. Elicit what is
happening in each. Copy the sentences onto the board,
leaving spaces where the toy words are.
• Put different flashcards in the spaces to elicit sentences
with the same pattern, e.g. This is my doll.
• Play the recording all the way through. Then play the
recording again, pausing for children to repeat each line.
• Point to yourself and ask children which word we use to
show something belongs to me (my). Point to somebody
else and ask which word we use to show that it belongs
to the person we are talking to (your).
3 Look and say.

• Model the sentences with a child. Put children in pairs. Ask
one of the pairs to read the example for the class.
Lesson Two Grammar SB page 11 WB page 11 • Ask children to work with their partners, taking turns
describing the pictures for their partners to guess the
Objectives number. Monitor and help where necessary.
To talk about possessions using my and your. To practice ANSWERS
using This is… 1 This is your ball. 2 This is my bag. 3 This is your car.
To act out a story
4 Write.
Language • Ask children to look at the pictures. Ask a child to read the
Language focus: listening, speaking, writing first sentence out loud.
Vocabulary: common toys, my, your • Children work individually, and in their notebooks, write the
Grammar: This is my … / your … sentences, using the possessive adjectives in the word box.
• Go through the exercise with the class. Ask the questions
Resources and materials for the class to say the answers in chorus.
Audio Tracks 14–15; Flashcards 18–21 ANSWERS
1 your 2 my 3 my 4 your
Warmer 
• Song: Play a warm-up song. • Below level: Conduct the activity as a class. Write the
• Play What do I have? (see Games bank). answers on the board for children to copy.
Lead-in • At level: Children complete the activity as suggested.
• Elicit what children remember of the story. • Above level: Ask children to use colors to describe
object, e.g. This is a brown teddy bear.
• Ask children which objects appeared in the story. Write
their answers on the board (a doll, a ball, a bag, a teddy
bear, and a car). Let’s talk!
• Ask children to look at the picture and speech bubble.
1 Listen to the story again.  14 • Have a child demonstrate the sentence for the class.
• Ask children to turn to the story in their books. Check how • Have children work in pairs to take turns saying the
many toys they remembered.
sentence. Tell them to use other vocabulary on the page.
• Play the recording, pausing for children to repeat.
• Divide the class into pairs to play the roles of Tim Further practice:
and Rosy. Workbook p. 11; Classroom Presentation Tool
Unit 1 27

• Ask children to look at the picture for the song. Ask what
they think the song is about (toys). Point to the toys on
the page one at a time. Ask different children What’s this?
• Play the recording for children to listen and point to the
pictures when they hear the words.
• Recite the words of the song with the class, without the
music. Say each line and ask children to repeat.
• Play the recording again for children to sing along and
follow the words in their books.

• Below level: Limit the song to one or two verses.
Alternatively, allow children to sing only the lines My big
red kite, My big blue bike, and My big green train, reducing
the amount of language children have to produce.
• Above level: Children work in pairs to create an original
verse for the song by inserting different toy words.
Write different words for toys and colors on the board
for children to choose from. If possible, encourage
children to illustrate their verse, and then display it in
the classroom.
• Children sing the song again with the new verses.
3 Sing and do.

• Ask children to look at the pictures and decide together
Lesson Three Song SB page 12 WB page 12 on actions for kite, bike, and train (see suggestions below).
• Practice the actions with the class.
Objectives
• Play the recording for children to sing and do the actions.
To identify more words for toys and use words in the
context of a song Song actions
To help children develop their listening and singing skills kite: arms in the air, holding a string, running in place
bike: move hands in a pedaling motion
Language train: arms moving in a circular motion like a chugging train
Language focus: listening, speaking Further practice:
Vocabulary: kite, bike, train Workbook p. 12; Classroom Presentation Tool
Extra vocabulary: big, love (v), toys
Review: toys, colors

Warmer
• Play Slow reveal (see Games bank).
• Lead the Toys chant from Lesson 1 of this unit.
Lead-in
• Use flashcards to introduce the new words. Hold them up
one at a time and say the words for children to repeat.
• Put the flashcards in different places around the room. Say
a word for children to point to the correct flashcard and
say the word. Repeat.

repeat.
28 Unit 1

• Write the words apple, Annie, bat, ball next to the letters on
the board. Circle the first letter of each word. Point to the
word. Say only the beginning sound for children to repeat.
• Hold up Phonics cards, one at a time. Say the words for
children to repeat. Hold up the cards in a different order.
• Ask children to look at the letters in their books.
point to the letters.
repeat the letter names, sounds, and words in chorus. Play
the recording as many times as necessary.
• Play the recording all the way through for children to
point to the words and then repeat them.
2 Point and say the words.

• Ask children to look at the pictures. Elicit what they see.
• As children identify the pictures, put that flashcard on the
board. Write the word under it.
• Say the sound /æ/. Ask children to point to the flashcards
of the things beginning with that sound (apple, Annie).
Then, underline the letter a at the beginning of the words.
• Repeat with /b/.
3 Listen and circle.  19

• Ask children to look at the pictures in the first row. Ask
them to say each word as they point to it.
Lesson Four Phonics SB page 13 WB page 13 • Tell them they are going to listen and circle in pencil the
word that begins with the letter sound they hear.
Objectives • Play the recording, pausing after the first item.
To recognize the uppercase and lowercase forms • Ask children what they heard (/b/). Elicit which picture
of the letters a and b, and associate them with their shows a word that begins with that sound (ball).
corresponding sounds
• Repeat the procedures row by row, pausing the recording.
To pronounce the sounds /æ/ and /b/ on their own and
at the beginning of words ANSWERS
1 ball 2 apple 3 bat 4 Annie 5 bat 6 ball
To learn the names of the letters a and b
Let’s talk!
Language
• Ask children to look at the picture and speech bubble. Say
Language focus: listening, speaking This is an apple.
Vocabulary: apple, Annie, bat, ball • Have a child repeat the sentence. Prompt them to point
to the apple.
Resources and materials • Put children in pairs to take turns saying the sentence.
Audio Tracks 18–19; Phonics cards 1–4
• Encourage them to use other vocabulary words on the page.
Warmer Further practice:

• Ask children if they know any English sounds or letters.
Encourage them to share with the class.
Lead-in
• Write Aa and Bb on the board. Point to each and say the
letter name and sound for children to repeat.
• Stand with your back to children and draw the letters in
the air as you say the sound for each.
• Say the sounds again as children draw the uppercase and
then the lowercase letters in the air.
• Present the words on the phonics cards. Say the letter
names, sounds, and then the words for children to repeat.
Unit 1 29

• Play the recording for children to listen and follow along
with their finger.
• Play the recording again. Answer any questions they have.
• Ask What’s Nam’s favorite toy? Is it a bike? (No). Ask Is it
a ball? (Yes).
• Ask similar questions about Nam’s favorite color (blue).

• Below level: Copy the poem on the board. Pause the
recording after each line and help children to follow
that line on the board. Repeat until the end of poem.
• Above level: After conducting the activity as
suggested, ask children to close their books. Read the
poem out loud, pausing at the favorite toy and color.
Encourage children to say the “missing” words out loud.
3 Read again and write.

• Copy the sentences from the activity on the board.
• Leave a blank at the end of the first sentence and stick
one of the toy flashcards there. At the end of the second
sentence, stick a color flashcard.
• Prompt children to read the complete sentences. Write
the words under the flashcards as the children say them.
• Say I like yellow, blue and red. My favorite is yellow. Explain to
children that your favorite means only one which you like
the most.
Lesson Five Skills Time! SB page 14 WB page 14 • Ask children to look at the activity in their books. Explain
that the boy in the picture is Nam, and the sentences are
Objectives
about his favorite things.
Reading: read and understand a poem
• Ask children to read the first sentence chorally and
complete it in their notebooks.
Language
Review: vocabulary and structures seen previously
• Then ask children to read the second sentence chorally
and complete it in their notebooks.
Extra vocabulary: favorite
• Elicit the answer from the class.
Resources and materials ANSWERS
Audio Track 20; Toy flashcards 18–24 My favorite toy is a ball.
My favorite color is blue.
Warmer Further practice:
• Song: Play a warm-up song. Workbook p. 14; Classroom Presentation Tool
Lead-in
• Ask children to look at the pictures and try to predict what
the poem is about. Elicit that it is about toys and colors.
• Point to the name at the bottom of the poem. Explain that
Nam wrote the poem. Ask How old is Nam? (seven).
1 Point to a color and a toy. Say the words.

• Ask children to look at the pictures. Say Point to the kite.
Check that children are pointing to the kite. Say Point to
yellow. Check that children are pointing to the yellow ball.
• Continue asking children to point to the toys and the
colors until they have said all the words and colors in the
activity.
2 Read and listen to the poem.  20

• Tell children that they are going to read and listen to
the poem. Reassure them it doesn’t matter if they don’t
understand all the words.
30 Unit 1

• Play the recording, pausing after item 1 to lead children in
pointing to the teddy bear and then the color red.
• Write 1 bg on the board.
• Play the recording again while children listen and point
to the correct pictures each time. Pause the recording
frequently and write the numbers and letters on the
board.
ANSWERS
1 bg
2 ae
3 dh
4 cf
2 Ask and answer about you.

• Ask children to look at the questions in their books. Copy
them on the board. Read the first question out loud for
children to repeat as they follow in their books.
• Call on individual children to answer. Allow them to use
the flashcards for support if necessary.
• Repeat with the second question.
3 Talk about you.

• Children talk about their favorite toy and color.
4 Write about you.
• Copy the sentences on the board.
• Ask a child to complete the first sentence with his or her
true information. Write the word on the board.
Lesson Six Skills Time! SB page 15 WB page 15 • Repeat with the second sentence.
Objectives • Ask children to complete the sentences in their notebook.
Listening: match people to their favorite things
5 Share with your friend. Write about your friend.
Speaking: ask and answer questions about favorite
• Copy the sentences on the board. Call two children to the
things
front with their notebooks.
Writing: write vocabulary with correct spelling;
• Ask one child to read his or her answers to exercise 4 out
personalize vocabulary by writing about favorite toys and
loud. Prompt the other child to say the sentences with the
colors
first child’s true information. Then children switch roles.
Language • Put children in pairs. Ask them to complete the sentences
about their partner in their notebooks.

Resources and materials • Below level: Conduct the activity as a class. Call a child
Audio Track 21; Toys flashcards 18–24; Colors to the front to give his or her true information. Ask
flashcards 5–12 children to write the child’s favorite toy and color in
their notebooks.
Warmer • At level: Children complete the activity as suggested.
• Song: Play a warm-up song. • Above level: Extend the activity by putting children in
• Play What’s the picture? (see Games bank). groups to complete the sentences about all their group
members.
Lead-in
• Ask children what they can remember from the poem Further practice:
in Lesson 5. Ask What’s Nam’s favorite toy / color? Allow Workbook p. 15; Classroom Presentation Tool; Unit 1 Test
children to look back to check their answers.
• Review the colors and toys using the flashcards.
1 Listen and write.  21

• Ask children to look at the pictures in their books. Explain
that you are going to play a recording of four children in
the first row talking about their favorite toys and colors.
• Elicit that the children are numbered 1–4; the toys are
letters a–d; the colors are letters e–h.
Unit 1 31

2 That is his ruler.
• Play a memory game. Show two cards to the class and
then put them face down on your table. Point to each
card and ask Is it a …? Repeat with other pairs of cards.

repeat.
• Play the recording. The children point to the correct
words.

• Below level: Pause the recording frequently to check
that children are following along. Tell children to keep
their fingers on the pictures so that you can check they
understand.
• Above level: Divide the class into groups. Give each
group a real object.
• Call out a word, e.g. pen. The first child in each group
who says the word takes the object.
• Repeat with a different word.

• Play the recording for children to listen once through.
• Play the chant a second time for children to say the words.
• Have children put real objects on their tables. They point
Lesson One Words SB page 16 WB page 16 to the things when they hear them.
Objectives 3 Listen and read.  24 

To identify common school things • Point to Rosy and ask Who’s this? Do the same for Billy and
To understand a short story Tim. Point to the different school things. Ask What’s this?
• Talk about each frame in turn with the class. Ask simple
Language questions, e.g. Who’s this? What’s this? Is it a pencil?
Language focus: listening, speaking, reading • Ask children to look at the story while you play the
Vocabulary: pen, eraser, pencil, pencil case, book recording. Point to each speech bubble as you hear
Extra vocabulary: picture, Good job! the text.
• Play the recording again. Children point to the pictures.
Resources and materials • Ask comprehension questions, e.g. What’s this? (pointing
Audio Tracks 22–24; School objects (pen, eraser, pencil, to the pencil case) What color is it? (orange and yellow).
pencil case, book); Flashcards 25–29; A bag to put the • Ask children to open their books. Tell them to listen and
school objects in follow the words as you play the recording again.
• Ask children to find and point to the words from exercises
Values 1 and 2 that appear in the story.
Share your things!
Further practice:
Workbook p. 16; Classroom Presentation Tool; Values worksheet
Warmer
• Energize the class by doing the Toys chant.
Lead-in
• Use real school objects to present the vocabulary. Hold up
each object and say the words for children to repeat.
• Reinforce vocabulary using Flashcards 29–32. Hold each
one up. Ask Is it a pen / book? Children answer Yes or No.
32 Unit 2

Story actions
Picture 1: Tim and Rosy look at a pencil case. Billy is behind a
folder, or just hiding his action.
Picture 2: Tim and Rosy talk about an eraser. Billy is the same
as in Picture 1.
Picture 3: Tim and Rosy talk about a ruler.
Picture 4: Billy shows his picture.

• Ask children to look at the pictures. Play the recording.
• Play the recording again, pausing for children to repeat.
• Show a boy’s book and ask which word we use to show
something belongs to a boy (his). Show a girl’s book and
ask which word we use to show that something belongs
to a girl (her).
3 Look and say.

• Tell children they are going to talk about the pictures.
Explain they should look at the pictures to know what to say.
• Say That is her pencil case. Children say yes or no. Ask
What is that? Encourage children to answer with the
correct word.
• Prompt children to say the sentences for each picture.
ANSWERS
1 That is her eraser. 2 That is his pen.
Lesson Two Grammar SB page 17 WB page 17 3 That is his book. 4 That is her pencil.
Objectives 
To use that to describe single items at a distance • Below level: Conduct the activity picture by picture,
To express possession with his and her talking about each item using That.
To act out a story • At level: Children complete the activity as suggested.
• Above level: Extend the activity for children to talk
Language about their classmates’ school things. For example,
Language focus: listening, speaking, writing show a girl’s pencil case with items. Point to each item
Vocabulary: school objects (i.e. pen) and encourage the children to say That is her
pen. Repeat with other items.
Grammar: his / her, That is…
Resources and materials 4 Write.

Audio Tracks 24–25; Flashcards 25–29; School objects • Ask children to look at the pictures. Elicit the school objects.
• Tell children to look at the box. Point to the words his and
Warmer her for children to say them.
• Song: Play a warm-up song. • Ask children to look at the sentences in their books. Ask
one child to read the example sentence for the class.
• Play Snap! (see Games bank).
• Children complete the sentences in their notebooks.
Lead-in • Check the answers by having children say the sentences
• Talk about the previous lesson with children. Ask children in chorus. Ask individual children to read the sentences
what happened in the story. Ask Who is in the story? Is there out loud.
a pencil case in the story? What color is it? ANSWERS
1 his 2 her 3 his
• Ask children to turn to the story in their books. Check how Let’s talk!
many words they remembered. • Ask children to look at the picture and speech bubble.
• Play the recording, pausing for children to repeat. • Say the sentence for children to repeat.
• Divide the class into groups to play the roles in the story. • Children practice saying the sentence about their
• Ask children to look at the different actions that the classmates’ school objects.
when acting out the story (see suggestions below). Further practice:
Unit 2 33

• Ask children to look at the pictures. Elicit It’s a book / bag /
door / window.
• Teach the verbs clean up, open, and close. Spread some
school objects over a table. Say Clean up and pick up the
objects. Present open and close with the classroom door.
pictures when they hear the three new words.
• Then play it again as they follow the words in their books.
• Play the recording again for children to sing along.
3 Sing and do.

• Tell children that they are going to sing the song again,
but this time they are going to do some actions.
Song actions
Clean up: children pretend to gather things from the table.
pen / bag / eraser: children point to the object.
Yes, it is: children nod their heads.
No, it isn’t: children shake their heads.
Close the window: children pretend to close a window.
Open the door: children pretend to open a door.

Lesson Three Song SB page 18 WB page 18 • Below level: Encourage children to sing along and do
Objectives limited actions, for example, nodding / shaking their
heads at the appropriate point in the song.
To identify more objects
To understand the meaning of clean up, open and close
• Above level: Extend the activity by having children act
To use school words in the context of a song
out the song with real school objects. They mime close
the window and open the door.
Language
Vocabulary: bag, door, window Workbook p. 18; Classroom Presentation Tool
Extra vocabulary: clean up, close, open
Review: school things

Warmer
Lead-in
• Use Flashcards 30–32 to introduce the new words. Hold
up the cards one at a time and say the words for children
to repeat.
• Put the flashcards in different places around the room. Call
out the words for children to point to the flashcards.

repeat.
words.
34 Unit 2

• Write the words cat, cookie, dog, desk next to the letters on
repeat the letter names, sounds, and words in chorus.
Play the recording as many times as necessary.

• As children identify the pictures, put a flashcard on the
• Say the sound /k/. Ask children to point to the flashcards
of the things beginning with that sound (cat, cookie).
Then, underline the letter c at the beginning of the words.
• Repeat with /d/.

To recognize the uppercase and lowercase forms • Ask children what they heard (dog). Elicit that dog begins
of the letters c and d and associate them with their with the sound /d/.
To pronounce the sounds /k/ and /d/ on their own and at
the beginning of words ANSWERS
1 dog
To learn the names of the letters c and d
2 cat
3 cookie
Language
4 dog
Language focus: listening, speaking, reading 5 desk
Vocabulary: cat, cookie, desk, dog 6 cat
Resources and materials 

Audio Tracks 28–29; Phonics cards 5–8 • Below level: Write the words on the board. Point to the
beginning letter of the correct word as children listen.
• Song: Play a warm-up song. • Above level: Extend by saying other words in the rows
• Remind children of the letters they have learned already: for which children know the beginning sound. For
a and b. example in row one, say /c/. Children point to the cat.
Lead-in Let’s talk!

• Write Cc and Dd on the board. Point to each and say the • Ask children to look at the picture and speech bubble. Say
letter name and sound for children to repeat. This is a cat.
• Stand with your back to children and draw the letters in • Have a child repeat the sentence and point to the cat.
the air as you say the sound for each. • Put children in pairs to take turns saying the sentence.
• Say the sounds again as children draw the uppercase and • Encourage them to use other vocabulary words on
then the lowercase letters in the air. the page.
names, sounds, and then the words for children to repeat. Further practice:
Unit 2 35

2 Listen and read.  30
• Ask children if they can recognize any words on the page.
Praise them for correct answers.
• Explain that they are going to hear a recording. Tell them
to follow the words in their books carefully. It doesn’t
matter if they don’t understand all the words.
• Play the recording for children to listen and follow.
• Play the recording a second time. Answer any questions
they have.

• Below level: Write the sentences on the board to
support children. Play the recording, pausing after the
first sentence.
• Above level: After children have completed the activity
as suggested, read out the sentences in a random order
for children to find them on the page.
3 Read again. What’s in her bag?

• Ask children to look at the picture. Prompt them to say
the words out loud. If they cannot, support them with the
flashcards.
• Say the words again, pausing after each to elicit whether
that item is in the picture. If it is, prompt the children to
point to it.
• Tell them to write the words next to 1–5, as in the book.
Lesson Five Skills Time! SB page 20 WB page 20 • Check as a class.
Objectives ANSWERS
Reading: read and understand descriptions of objects; (in any order) pencil case, blue pen, pink pen, eraser,
recognize specific words pencil
Further practice:
Language Workbook p. 20; Classroom Presentation Tool
Extra vocabulary: Look!

Audio Tracks 27, 30; Realia: bag, school objects
Warmer
• Energize the class by singing the song from Lesson 3.
• Play Listen, point, and say (see Games bank).
Lead-in
• Ask children to name all the school things they have
learned in this unit. Use real objects as examples.
• Ask children to look at the pictures and predict what the
text is about (it’s the things in a girl’s bag). Tell the class
that the girl’s name is Chi.
1 Point to four school things. Say the words.

• Ask children to look at the pictures.
• Go through the activity with the class. Point to each
object and ask What’s this? What color is it?
ANSWERS
pencil case, eraser, pencil, pen, bag
36 Unit 2

• Go over the answers as a class. Ask children to say the
letter name and the school object.
ANSWERS
1 b pencil
2 a eraser
3 b pen
4 b bag
2 Talk about school things.

• Ask children to look at the picture of the two girls. Read
the sentence out loud. Prompt children to repeat chorally.
• Call a child to the front with his or her pen to demonstrate
the phrase. Point to the child’s pen and say That is his / her
pen for children to repeat.
• Ask children to take out of their bags all the objects they
can name to ask and answer about each other’s things.

• Below level: Conduct the activity as a class. Call
volunteers to the front with things from their bags.
Encourage the class to say the sentence chorally and
the child at the front answers. Repeat.
as suggested, take different objects from different
children and group them on a table. Call two children
to the front. One child closes their eyes and selects an
item, e.g. a pen, and says That is your pen? The child
Lesson Six Skills Time! SB page 21 WB page 21 responds truthfully, with yes or no.
Objectives
Listening: identify objects; listen for specific information 3 Complete the sentences.
Speaking: talk about school things using That is his / her … • Put Flashcards 25–29 on the board. Write the words
under them.
Writing: write individual words with the correct spelling
• Tell children to look in their books. Prompt them to read
Language the first sentence chorally. Copy the first sentence on the
board. Prompt children to answer pen and write it.
• Tell children to continue the activity in their notebooks.
Audio Track 31; Flashcards 25–29; Realia: pen, book, bag 1 pen
2 his/her eraser
3 pencil
Warmer
4 his/her book
Further practice:
Lead-in Workbook p. 21; Classroom Presentation Tool; Unit 2 Test
• Ask children what they can remember from the reading
text in the previous lesson. Encourage them to name as
many objects from Chi’s bag as they can.
1 Listen and write a or b.  31

• Tell children to write numbers 1–4 in their notebooks.
• Ask children to look in their books at number 1. Elicit the
letter next to each photo (a and b). Elicit the words (bag,
pencil).
• Explain to children that they are going to hear a recording
with a sentence about one of the photos.
• Play the recording and pause after the first item. Elicit
which photo, a or b, the sentence was about (b). Tell them
to write b in their notebooks.
• Continue the recording as children write the letter for the
appropriate photo in their notebooks.
Unit 2 37

3 Let’s find Mom!
• Use the word sister for Rosy and brother for Billy.
• Hold up each flashcard again, one at a time, for children to
say the words in chorus.

• repeat.
Flashcard labeling
• Divide the flashcards into pairs: mom and dad, sister and
brother. Put one card from each pair on the board and
write the name next to it.
• Point to the first flashcard. Say Mom and … ? to elicit Dad.
Put the flashcard for dad on the board next to the flashcard
for mom and label it. Repeat with the other flashcards.
• Remove the flashcards from the board. Give them to four
different children.
• Ask the children to come to the front of the class and put
the cards on the board in the appropriate place.

Repeat (more than once if necessary). This time they can
point to the correct flashcards as they hear the words.
Lesson One Words SB page 22 WB page 22 
Objectives • Below level: Lead the children in a chant without the
recording. Have them chant one or two family member
To identify different members of the family
words with the flashcards then change.
To understand a short story
Language • Above level: Give four children a family member
flashcard.
Language focus: listening, speaking, reading
• Say the chant again. When a child’s flashcard is
Vocabulary: mom, dad, sister, brother
mentioned, they put it over their face with one hand
Extra vocabulary: find, they and wave to introduce themselves.

• Point to the different people and ask Who’s this? Ask children
to name as many people in the pictures as they can.
Values
Help your family!
• Talk about each frame with the class. Ask What’s happening
in the story? Encourage predictions from different
members of the class.
Warmer • Ask children to look at the story while you play the
• Song: Play a warm-up song. recording. Point to each speech bubble one at a time.
• Ask children to name the people they have met in the • Ask comprehension questions, e.g. Where are Tim and
book so far. Write the names in a list on the board (Rosy, Rosy? What do they find? What does Mom have?
Billy, Billy’s mom, Tim). • Ask children to open their books. Tell them to listen and
• Explain that children are going to meet some more people. follow the words as you play the recording again.
Lead-in Further practice:
• Use Flashcards 33–36 to present the family words. Hold Workbook p. 22; Classroom Presentation Tool; Values worksheet
them up one at a time and say the words for children to
repeat.
38 Unit 3

Story actions
Picture 1: Tim kicks. Rosy wipes her forehead.
Picture 2: Rosy picks up the things. Tim opens the umbrella.
Picture 3: Rosy looks in one direction; Tim looks in the other.
Picture 4: Mom and Dad bring ice cream. Billy drops some on
his teddy bear.

• Tell children to look at the pictures. Elicit what they see.
Copy the sentences from the book onto the board, leaving
spaces where the words ice cream, bags, and toys are.
• Put flashcards of toys and bags in the spaces to elicit
sentences with the same pattern, e.g. Our toys are in the
kitchen. Their bags are under the slide.
• Ask children to look at the pictures in their books. Play the
recording all the way through for them to listen.
• Ask a boy and a girl to stand up with a pencil each. Model
their pencils (teacher speaking) and our pencils (children
speaking). Do with a few other children and objects.
• Draw the children’s attention to the prepositions in, on
and under. Point to the school items on some children’s
desks, and say (their) pencil is on the desk. Repeat with
several other children and school items and prepositions.
• Play the recording again, pausing for the children to
repeat.

• Below level: When you write the sentences from the
Lesson Two Grammar SB page 23 WB page 23 book on the board, reduce them to the phrases Her
book and in the kitchen. This will help children to focus.
Objectives
To write sentences with its, their and our
• Above level: Put incomplete sentences on the board
To write sentences with prepositions of place: in, on, about the children’s school things, but this time
and under replacing the possessive adjectives and the locations
To act out a story with blanks for children to complete.
Language
3 Look, say, and write.
Language focus: listening, speaking, writing
• Ask children to look at the pictures in their books. Point to
Grammar: The ice cream is on its face. Their bags are the pictures and ask children to say the names.
under the slide. Our toys are in the kitchen.
• The children follow the lines to see which objects belong
to which people, then identify where the objects are.
• Explain they should then write a preposition of place, in,
Audio Tracks 34–35; Flashcards 18–24, 30
on, or under, in their notebooks.
• Do the activity orally first. Then, allow time for children to
Warmer follow the lines and complete the sentences.
ANSWERS
• Play Snap! (see Games bank). 1 on 2 in 3 on 4 under
• Ask children to tell you what happened in the story. • Ask children to look at the picture and speech bubble.
• Ask children which family members appeared in the story. Say This is our mom. Have children repeat.
1 Listen to the story again.  34 • Put children in pairs to take turns saying the sentence. Tell
them to use other vocabulary words on the page.
• Ask children to turn to the story in their books. Check how
many words they remembered. Further practice:
• Play the recording, pausing for children to repeat. Workbook p. 23; Classroom Presentation Tool
• Divide the class into groups to play the roles in the story.
Unit 3 39


• Below level: Use the Games bank to consolidate all the
words for family members that children have learned
thus far.
• Above level: Give different children a flashcard of
a family member and encourage them to say that
person’s name in their own family, e.g. My sister is Hoa.

• Ask children to look at the pictures and to name as many
family members, clothing items, and colors as they can.
pictures when they hear aunt, uncle, and cousin. Then play
it again as they follow the words in their books.
• Recite the words with the class, without the music or
recording. Say each line and ask children to repeat.
Extra song and actions.

• Tell children they are going to act the song.
• Decide with the class what the actions of the song should
be (see suggestions below).
• Play the recording for children to sing and do their actions.
Lesson Three Song SB page 24 WB page 24 Song actions

Look at my cousin / aunt / uncle: children pretend to introduce
Objectives family to someone
dress: children run their hands from their shoulders down
To identify more family words
pants: children run their hands from their waists to their
To use family words in the context of a song ankles.
T-shirt: children point to their chests
Language
Vocabulary: aunt, uncle, cousin
Extra vocabulary: more, people
Review: family words

Warmer
• Play Whispers (see Games bank).
Lead-in
• Use the flashcards to introduce the words aunt, uncle, and
cousin. Use the word cousin for Tim. Hold up the cards one
at a time and say the words for children to repeat.
• Put the flashcards around the room. Say the words for
children to point to the correct flashcard and repeat.

repeat.
words.
40 Unit 3

• Write the vocabulary words next to the letters on the
board. Circle the first letter of each word. Point to the

• Say the sound /e/. Ask children to point to the flashcards
of the things beginning with that sound (egg, elephant).
Then, underline the letter e at the beginning of the words.
• Repeat with /f/.

To recognize the uppercase and lowercase forms • Ask children what they heard (egg). Elicit that egg begins
of the letters e and f and associate them with their with the sound /e/.
To pronounce the sounds /e/ and /f/ on their own and at
the beginning of words 
To learn the names of letters e and f • Below level: Say the sounds and have the children call
out the letter name. Call out the letter name and have
Language the children say the sound.
Language focus: listening, speaking, reading • At level: Conduct the activity as described.
Vocabulary: egg, elephant, fan, fig • Above level: Encourage children to come up with
as many words as they can think of starting with /e/
Resources and materials and /f/.
ANSWERS
1 egg 2 fan 3 fig 4 egg 5 elephant 6 fan
Warmer
• Song: Play a warm-up song. Let’s talk!
• Hold up the phonic flashcards from the previous two • Ask children to look at the picture and speech bubble. Say
units. Elicit letters and sounds children can remember. This is an elephant.
Prompt them to say any words they can remember that • Have a child read the sentence.
begin with those sounds.
• Put children in pairs to take turns saying the sentence. Tell
Lead-in them to use other vocabulary words on the page.
• Write Ee and Ff on the board. Point to each and say the Further practice:
letter name and sound for children to repeat. Workbook p. 25; Classroom Presentation Tool
• Stand with your back to children and draw the letters in
Unit 3 41

1 Look at the pictures. Where’s the teddy bear?
• Write the words in, on and under on the board.
• Point to Vinh and ask Who’s this? Then point to the girl in the
picture and ask Is this his sister? Say no. Elicit the word cousin.
Point to the relevant word in the text. Continue with aunt
and uncle, pointing to the people in the pictures.
• Ask children to work in pairs, taking turns to point to the
people and say the family words.
ANSWERS
The teddy bear is under the slide.

• Focus attention on the picture of Vinh. Tell children that
they are going to read about something that happened
to Vinh and his family.
• Play the recording for children to listen and follow silently
in their books.
• Play the recording a second time.
• Ask simple comprehension questions, e.g. Where’s the
family? What are they looking for? What’s under the chair?
Where is the teddy bear?
3 Read again. Write T (true) or F (false).

• Ask children to look at the sentences. Explain that they are
going to read some sentences and say whether they are
true or not based on the story about Vinh. Ask them to
write the numbers 1–4 in their notebooks.
Lesson Five Skills Time! SB page 26 WB page 26 • Focus attention on the first picture in the story. Ask a child
to read the first sentence out loud. Ask Is this true? (Yes).
Objectives Children re–read the first part of the text to be sure.
Reading: read a text that describes pictures; find specific • Establish that it is true and point out the letter T next to
information the sentence. Have them write T next to number 1 in their
notebooks
Language • Do the same with the second sentence; ask Is this true?
Review: vocabulary and structures seen previously Children re–read and answer No. Say No, it’s false and
Extra vocabulary: at explain they write F in their notebook next to the 2.
• Ask children to complete the activity in the same way.
Resources and materials • Monitor the activity, helping as necessary.
Audio Tracks 37, 40 • Go over the answers. Ask one child to read a sentence out
loud for the class to repeat in chorus true or false.
Warmer ANSWERS
• Song: Play a warm-up song. 1 T 2 F 3 F 4 T
• Sing the song from Lesson 3 to energize the class and
review the vocabulary from this unit. 
• Below level: Do the entire activity as a class.
Lead-in
• Ask children to look at page 26 in their books. Point out
the picture of the boy at the top of the page. Explain that • Above level: Elicit why the sentences are false and ask
this text is about him and his family. children to say the true sentence.
• Ask children where they go on holiday and who they
go with. 4 Do you go on vacation with your family?
• Ask children to look at the pictures and tell you what they • Many people from other countries like to visit Viet Nam on
can see (photos of Vinh’s family at the pool). vacation.
• Ask children to look at the photos and predict what • Ask the children why they think Viet Nam is a good place
happened to Vinh’s family (they lost a teddy bear). to visit.
• Talk as a whole class, or in pairs.
Further practice:
42 Unit 3

• Play the recording again, pausing after each description
for children to write the correct letter.
ANSWERS
1 b
2 b
3 a
4 a
2 Point, ask, and answer.

• Ask two children to read the question and answer in the
speech bubbles for the class. Ask the other children to
point to the part of the picture with the teddy bear.
• Put children in pairs to take turns pointing to the pictures
and asking What’s this? They can look back to the story
for help.
• Ask pairs to ask and answer questions for the class.
3 Draw your aunt, uncle and their house. Then

complete the sentences.
• Tell children to draw their aunt and uncle in their
notebooks. If any do not have an aunt or uncle, have
them draw who they live with and provide the words as
necessary.
• Copy the sentences on the board. Read them as children
follow in their books. Ask them to repeat the sentences.
• Tell children to answer the first question about one person
in their picture, and then answer about themselves.
•
Lesson Six Skills Time! SB page 27 WB page 27 •
Have children complete the answers in their notebooks.
Have children share their work with a partner.
Objectives

Listening: identify pictures from their descriptions
• Below level: Do the entire activity as a class.
Speaking: ask and answer the question Who’s this?
Writing: write words for family members; write using its,
our, and their; write about your family’s things • Above level: Write a mix of statements and questions
on the board for children to identify the question marks.
Language
Further practice:
Workbook p. 27; Classroom Presentation Tool; Unit 3 Test
Extra vocabulary: chair, hooray, table

Audio Track 41
Warmer
• Play a warm-up song.
• Play Who’s missing? (see Games bank).
Lead-in
• Ask children to look at the pairs of pictures on page 27.
• They name as many things as possible. Ask them to tell
you what is different between each pair of pictures.

• Tell children they are going to hear four sentences.
They are going to write the letter of the picture for
each sentence. Tell them to write numbers 1–4 in their
notebooks.
• Play the recording and pause after item 1. Elicit the
sentence is about picture b. Tell them to write b next to 1.
Unit 3 43

Review 1
• Put them in pairs and ask them to talk about their favorite
colors.
1 Listen and check the box.  42

• Tell the children to look at the activity.
• Play the first part of the recording and elicit that the
children should check the box for pink car.
• Play the rest of the recording, pausing for children to
check the correct box in pencil.
• Ask children the color of each toy.
ANSWERS
1 pink
2 orange
3 blue
4 yellow
2 Write the number or word.

• Begin counting to ten, and encourage the class to join in.
• Ask children to look at the activity in their books. Show
them the example, and explain that the answer is a word
(not a number).
• Then ask the class to complete the activity, writing either a
word or a number in their notebooks.
• Elicit the answers from the class.
ANSWERS
2 3
3 two
Review 1 SB pages 28–29 WB pages 28–29 4 5
5 nine
Objectives 6 8
To review target language from units Starter, 1, 2, and 3.
3 Look, read, and write.
Language • Ask children to look at the pictures. Elicit the objects.
Listening: 1, 4 (colors, toys and classroom items, • Tell children to look at the box. Point to the prepositions,
Yes, it is. / No, it isn’t.) in, on, and under for children to say them.
Writing: 2 (numbers and number words) • Ask the children to look at the sentences in their books.
Reading: 3 (toys and classroom items, prepositions, Elicit the example sentences.
Yes, it is. / No, it isn’t.) • Tell children to complete the sentences in their
Speaking: 5 (family members) notebooks.
• Check the answers by having children say the sentences
Resources and materials in chorus. Ask individual children to read the sentences
Audio Tracks 42–43, Flashcards from units starter, 1, 2, 3. aloud.
Colored pencils ANSWERS
2 in
Warmer 3 on
4 under
• Choose a game from the Games bank. Play using some of
the language from the previous units
• Repeat with different vocabulary sets from units 1, 2,
and 3.
Lead in
• Point to different items in the class and ask the children
What color is it?
• Ask them What’s my favorite color? Encourage them to
guess your favorite color.
44 Review 1

4 Listen and check () the box.  43
• Ask children to look at activity 4. Draw their attention to
the pictures, and elicit the words.
• Play the first part of the recording and elicit the answer
from the class. Show children the example answer.
• Play the rest of the recording, pausing after each question.
ANSWERS
2 Yes, it is.
3 Yes, it is.
4 No, it isn’t.
5 No, it isn’t.
6 No, it isn’t.
5 Look and say. Who is in the picture?

• Ask children to look at the picture. Point to the different
family members and ask, Who’s this? for the different
people.
• Tell children to draw a picture of their own family in the
box. Put children in pairs to take turns talking about their
pictures. Encourage them to say This is my (mom).
• While they are speaking, walk around listening to the
children.
• Do not interrupt them, but make notes. You can use these
to give feedback later.
ANSWERS
Children’s own answers. The teacher should listen for
family members, this is my…, and the question, Who’s this?
Self assessment box

• Ask the children to think about how well they did, and
fill out the box.
Further practice:
Workbook pp. 28–29
Review 1 45

Fluency Time! 1
• Children practice the dialogue in groups of three.
• Invite groups to act out the conversation for the class.
• Tell children to get their notebooks and write
numbers 1–3.
• Explain that they are going to listen to a dialogue. They
need to complete sentences 1–3 with the correct words
from the box.
• Read the words in the box out loud for children to repeat.
Show them the pictures and example, checking that they
understand the instructions.
• Play the recording for children to listen to, and write the
missing words next to the numbers in their notebooks.
• Ask children what each of the people is saying.
ANSWERS
1 Her, name
2 Nice, meet
3 too
3 Look at the people. Point and say.

• Ask children to work in pairs to make some introductions
of their own.
• Ask two children to read out the example dialogue.
• In pairs, children read the example dialogue, then point to
the people in the box and introduce them to their partner.
• Ask some pairs to act out their dialogues.
Lesson One Everyday English

SB page 30
• Below level: Practice the people’s names with the
Objectives children. Then, build to This is ______. Put children in
pairs to practice the dialogue. Switch roles.
To learn how to make introductions
• Encourage children to say the dialogue without you.
Language • At level: Children complete the activity as suggested.
This is (Kate). Nice to meet you. Nice to meet you, too. • Above level: Children introduce themselves first,
e.g. My name is ______. Then, they make additional
Resources and materials introductions.
Audio Tracks 44–45 • Encourage them to think of other people to introduce
(friend, mom, brother, etc.).
Warmer
Further practice:
• Elicit what children remember about greeting others. Put Classroom Presentation Tool
children in a circle to greet each other.
• Tell children they are going to learn how to make
introductions. Ask if they know how to introduce
themselves. Invite individual children to introduce
themselves, e.g. Hello / Hi! My name’s / I’m (name).
1 Listen. Read and say.  44

• Focus on the pictures. Ask children to say where the
people are (outside a school) and who they think the girl is
talking to (her dad and her teacher).
• Play the recording for children to listen and follow the
dialogue in their books.
to say the dialogue along with the recording.
46 Fluency Time! 1

• Play the recording for children to follow in their books.
• Play the recording again. Ask comprehension questions,
e.g. What colors make green? What colors make light blue?
• Ask children to point to the green, yellow, blue, red, and
orange paint in the picture.
3 Read again and complete.

• Ask children to get their notebooks and write
numbers 1–4.
• Put children into pairs. Explain they are going to work
together to complete the problems with information from
the text. Explain they are going to write the answers in
their notebooks.
• Read the colors in the box. Complete the first item
together and check understanding. Tell children to write
the answer in their notebooks.
• Monitor the activity, helping children as necessary.
• Check answers with the class.
ANSWERS
1 yellow
2 white
3 yellow
4 black

• Below level: Divide the class into groups of four or five.
Lesson Two CLIL: Art SB page 31 WB pages 28–29 • Have children in each group work together to complete
the problems. For extra support, hand out small pots of
Objectives finger paints and paper for the children to use.
To learn some useful content and language about art • Have each group report back to the class. Other groups
can listen and complete the rest of the activity.
Vocabulary: paint, light blue, dark blue, black, white
• Above level: Have children ask and answer questions
Extra vocabulary: mix, yellow, green, red, orange in pairs (e.g. A: What color do blue and yellow make? B:
Green. How do you make orange? A: With red and yellow.).
Audio Tracks 46–47; Flashcards 40–44; One piece of 4 What things are light blue and dark blue? Draw
paper per child, light and dark blue pencils; Pots of finger
and color a picture of these things.
paints (optional)
• Explain that we want to find things that are light blue and
dark blue.
Warmer • Put children in groups to look around the room or
• Ask children to name all the colors they know. Write the brainstorm some ideas.
words on the board. Ask children to find things in the
• Discuss children’s ideas as a class. Have groups say their
classroom that are one of the colors on the board.
answers.
Lead-in • Give each child a piece of paper and a light and a dark
• Hold up Flashcards 40–44 and say the words for children blue pencil. Ask them to draw their ideas.
to repeat. • Call on volunteers to share their pictures with the class.
• Shuffle all the flashcards. Then, hold them up in a different Further practice:
order for children to say the words chorally. CLIL worksheet; Classroom Presentation Tool;
Summative Test 1
repeat.
words.
Fluency Time! 1 47

4 I like monkeys!
repeat.
words.

• Play the chant a second time for children to say the
words. This time they can point to the correct flashcards
when they hear the words. Repeat (more than once if
necessary).

• Below level: Before children join in with the chant ask
them to point to the pictures in their books. Encourage
them to say the words when they are ready.
• At level: Conduct the activity as described.
• Above level: Teach children an action for each animal
and adjective, e.g. for elephant, they can swing their arm
like a trunk; for giraffe, they can raise their arms to show
the animal’s long neck; for monkey, they can jump and
wave their arms; for big, they can stretch their arms out
wide; for little, they can show a small amount between
their fingers; for tall, they can raise one arm to show
height, etc.
Lesson One Words SB page 32 WB page 30 • Play the recording again. Ask children to mime the
actions as they chant.
Objectives
To identify zoo animals 3 Listen and read.  50 
To understand a short story • Ask some questions about the story, e.g. Who can you see?
Where are they?
Language • Talk about each frame with the class. Ask children to name
Language focus: listening, speaking, reading the animals in frames 1, 2, and 4. Ask What’s happening?
Vocabulary: elephant, giraffe, monkey, big, tall, little Encourage predictions from different members of the
class.
Extra vocabulary: zoo, funny, over there
• Ask children to look at the story while you play the
Resources and materials recording for them to listen. Point to each speech bubble
as you hear the text.
Audio Tracks 37, 48–50; Flashcards 45–50
• Ask comprehension questions, e.g. Where are Rosy and her
Values family? Does Billy like elephants/giraffes/monkeys? Why? /
Why not?
Be kind to animals!
• Ask children to open their books. Tell them to listen and
follow the words in the story as you play the recording
Warmer again.
• Warm the class up by singing My Family from Unit 3. • Ask children to find and point to the words from exercise
• Talk about zoos with children. Ask Do you like zoos? What 1 that appear in the story.
animals can you see at the zoo?
Further practice:
Lead-in Workbook p. 30; Classroom Presentation Tool; Values worksheet
• Use Flashcards 45–50 to present the zoo animals. Hold
them up and say the words for children to repeat.
• Present the adjectives with the flashcards in the same way.
• Shuffle all the flashcards and hold them up in a different
order for children to say the words in chorus.
48 Unit 4

Picture 4: Rosy and Billy laugh at the monkey. The monkey
plays in its cage.

• Ask children to look at the pictures. Elicit the animals. Ask
whether or not the boy looks happy.
• Play the recording all the way through for children to listen.
3 Look and say.
• Ask children to look at the pictures. Point to the different
animals for children to name them. Encourage them to
say a or an with the name of the animal.
• Read the words in the box for children to repeat.
• Model the example dialogue with a child in the class.
• Put children in pairs to take turns using the words in
the box to describe the animals for their partner to
say the name of the animal.
• Ask volunteers to describe an animal for the class to
say the word.

• Below level: Simplify the activity by having children say
the animals and then their partner describes them. Model
the activity. Say an elephant. A child responds It’s big.
• Above level: Extend by asking children to describe the
Lesson Two Grammar SB page 33 WB page 31 animals using other language. Model the activity. Say
They’re in the trees. A child responds They’re monkeys.
Objectives
To make sentences with like and don’t like 4 Write.
To act out a story • Write like with a smiling face and don’t like with a sad face
on the board.
Language • Write the sentence on the board I … dogs.
Language focus: listening, speaking, writing • Next to the sentence, draw a smiley or a sad face. Say the
Extra vocabulary: lion complete sentence out loud.
Grammar: I like lions. I don’t like elephants. They’re big. I’m little. • Tell children to get their notebooks and write 1–4.
• Ask them to look at the pictures in their books. Elicit the
Resources and materials animals in each picture. In 1 and 3, ask how each child looks.
Audio Tracks 50–51; Flashcards 45–50 • Do the model together. Children write like next to 1.
• Have them complete the exercise. Then, check as a class.
Warmer ANSWERS
• Song: Play a warm-up song. 1 I like lions.
• Play What’s missing? (see Games bank). 2 I don’t like elephants.
3 I don’t like giraffes.
Lead-in 4 I like monkeys.
• Ask children what happened in the story.
• Ask children which animals appeared in the story. Let’s talk!
1 Listen to the story again.  50 • Ask a child to demonstrate the sentence for the class.
• Follow the usual procedures. See suggested actions: • Put children in pairs to take turns saying the sentence.
Tell them to use other vocabulary words on the page.
Story actions
Picture 1: Rosy points to the elephant, smiling. The elephant Further practice:
swings its trunk. Billy uses his arms to show how big it is. Workbook p. 31; Classroom Presentation Tool
Picture 2: Dad points to the giraffes. The giraffes stand up tall
and eat leaves from a tree. Billy puts his hand above his head
to show how tall they are.
Picture 3: Mom shakes her head. Billy points to a place in the
distance.
Unit 4 49

repeat.
words.

animals one at a time and ask What is it?
pictures when they hear the four new words. Then play it
again as they follow the words in their books.
recording. Say each line for children to repeat.

• Below level: Play the song verse by verse. Before you
play a verse, point to the animal and elicit its name.
Then play that verse.
• Above level: Assign each child an animal from the
song, so that there are several birds, cats, dogs, and fish
in the class.
• Play the song. Each time children hear their animal, they
wave their arms in the air.
Lesson Three Song SB page 34 WB page 32 • Change the children’s animals. Say Now birds are cats,
cats are dogs, dogs are fish, and fish are birds. Play the
Objectives song again for children to wave their arms when they
To identify pets hear their new animal.
To use pets in the context of a song
3 Sing and do.
Language • Ask children to look at the pictures and decide together
Language focus: listening, speaking on what the actions should be (see suggestions below).
Vocabulary: bird, cat, dog, fish • Practice the actions with the class.
Extra vocabulary: hip, hip hooray, miaow, woof, tweet, • Play the recording for children to listen and do their
splash actions.
Recycled vocabulary: colors
Song actions
Resources and materials bird: flap arms like wings
Audio Tracks 52–53; Flashcards 51–54 cat: hold fingers up to face like whiskers
dog: wiggle hands at head like ears
fish: make arms like fins at your side
Warmer
• Song: Play a warm-up song. Further practice:
• Review the vocabulary from the previous lesson. Describe
animals for the class to guess, e.g. It’s big. It’s gray. What is
it? (It’s an elephant.).
• Start drawing an animal on the board, slowly. Children
have to shout out its name when they think they know
what animal it is. The first child to guess correctly gets a
point.
Lead-in
to repeat.
• Put the flashcards on the board and point to them in a
different order for children to repeat again.
50 Unit 4

• Write the words gift, goat, hamster, hat next to the letters
on the board. Circle the first letter of each word. Point to
the word. Say only the beginning sound for children to
repeat.

• Say the sound /g/. Ask children to point to the flashcards
of the things beginning with that sound (gift, goat). Then,
underline the letter g at the beginning of the words.
• Repeat with /h/.

Lesson Four Phonics SB page 35 WB page 33 them to say each word as they point to it.
• Tell them they are going to listen and circle in pencil the
Objectives word that begins with the letter sound they hear.
To recognize the uppercase and lowercase forms • Play the recording, pausing after the first item.
of the letters g and h and associate them with their • Ask children what they heard (hamster). Elicit that hamster
corresponding sounds begins with the sound /h/.
To pronounce the sounds /g/ and /h/ on their own and at • Repeat the procedures row by row, pausing the recording.
the beginning of words
To learn the names of letters g and h 
• Below level: Say the sound /g/ and the words hat and
Language goat. Have the children tell you which starts with /g/.
Language focus: listening, speaking, reading Repeat with h and other words.
Vocabulary: gift, goat, hamster, hat • At level: Conduct the activity as described.
• Above level: Have the children in groups compete to
Resources and materials come up with lists of words starting with /g/ and /h/.
ANSWERS
1 hamster
Warmer
2 goat
• Song: Play a warm-up song. 3 gift
• Hold up the phonic flashcards from the previous two 4 hat
units. Elicit letters and sounds children can remember. 5 goat
Prompt them to say any words they can remember that 6 hamster
begin with those sounds.
Let’s talk!
Lead-in • Ask children to look at the picture and speech bubble. Say
• Write Gg and Hh on the board. Point to each and say the This is my hat.
letter name and sound for children to repeat. • Ask a child to read the sentence.
• Stand with your back to children and draw the letters in • Put children in pairs to take turns saying the sentence. Tell
the air as you say the sound for each. them to use other vocabulary words on the page.
then the lowercase letters in the air. Further practice:
Unit 4 51

• Play the recording a second time while children read the
poem in their books. Answer any questions children have.
• Ask simple comprehension questions about the poem,
e.g. What color is the elephant? Is it big?

• Tell children to get their notebooks and write numbers 1–4.
• Write the example sentence on the board. Say The
elephant is big – yes or no? (Yes). Say True or false? to
establish that the sentence is true. Write T on the board
next to the sentence. Point out the example sentence in
the Student Book. Tell them to write T next to number 1 in
their notebooks.
• Ask children to read the other sentences and then read
the poem again to see whether the sentences are true or
false.
• Tell them to write T or F in their notebooks next to each
number.
• Play the recording again as they mark their answers.
• Go over the answers with the class.
ANSWERS
1 T 2 F 3 F 4 T

• Below level: Do the activity as a class. Refer children to
the picture or lines in the poem for support.
Lesson Five Skills Time! SB page 36 WB page 34 • Above level: After children complete the activity,
extend to other animals.
Objectives • Ask the children to stand at their desks.
Reading: read and understand a poem; read for specific • Say a sentence about an animal (see suggestions
information below). If the sentence is true, children clap their hands.
If it is false, children stamp their feet.
Language
Review: vocabulary and structures seen previously Sentences
Extra vocabulary: big, gray, ears, nose, here, hello 1. I’m a bird. I’m little. I can fly and sing.
2. I’m a dog. I’m brown with pink stripes. I can run very fast.
Resources and materials 3. I’m a giraffe. I’m tall. I have a long neck and small ears.
4. I’m a monkey. I’m brown or black. I have a long tail.
Audio Track 56
ANSWERS
Warmer 1 True (clap)
2 False (stamp)
3 True (clap)
• Play Mime the word (see Games bank). 4 True (clap)
Lead-in
• Ask children to look at the picture on page 36 of their Further practice:
books and tell you what they can see (an elephant). Workbook p. 34; Classroom Presentation Tool
• Ask children to try to predict what the text is about
(It’s a poem about the elephant).
• Ask children to tell you about other poems about animals
they know.
• Present the color gray using the picture of the elephant.
1 Look at the picture. Talk about the animal.
• Ask children to look at the picture again. Ask them to tell
you everything they can about the elephant in English,
e.g. It’s an elephant. It’s big. It’s gray. It has four legs.
2 Read and listen to the poem.  56

• Play the recording for children to listen to the poem.
52 Unit 4

• Play the recording again, pausing after item 1 to show the
example answer. Continue playing, pausing at appropriate
intervals for children to draw the faces.
• Go over the answers with the class using the flashcards on
the board.
ANSWERS
1 
2 
3 
4 
5 
6 
2 Look at the picture again. Ask and answer.

• Read the words in the word box. Children repeat in
chorus.
• Ask children to look at the question and answer in the
speech bubbles. Read them out loud for children to
repeat.
• Put children in pairs to take turns describing the animals
in the box for their partner to guess.
3 Talk about your favorite animals.

• Elicit their favorite animals from the children.
4 Write about animals you like and don’t like.
• Write the example sentences on the board.
• Tell children to get their notebooks.
Lesson Six Skills Time! SB page 37 WB page 35 • Tell them to choose an animal they like and don’t like and
complete the sentences for that animal in their notebooks
Objectives
following the model.
Listening: listen for specific details
Speaking: describe animals 5 Order the words.
Writing: identify and write adjectives in sentences; write • Copy the words onto the board. Explain that the sentence
about animals you like is mixed up and the children need to order the words to
create a sentence..
Language • Ask children to look at the exercise in their books. Allow
Review: vocabulary and structures seen previously time for them to order the words in each sentence and
copy it in their notebooks. While they are working, write
Resources and materials the remaining mixed up sentences on the board.
Audio Track 57; Flashcards 45–54 • Go over the answers with the class. Ask individual children
to come up and circle the adjectives in each sentence.
Warmer ANSWERS
• Song: Play a warm-up song. 1 The lion is big. 2 That bird is green. 3 The giraffes
• Play What’s the picture? (see Games bank). are tall. 4 I don’t like monkeys.
Lead-in 
• Put Flashcards 45–54 on the board, with the animals on • Below level: Do the activity as a class, writing each
one side and the adjectives on the other side. sentence on the board and underlining the adjective
before children write it.
1 Listen and draw  or .  57 • At level: Children complete the activity as suggested.
• Look at the picture at the top left of the page. Confirm • Above level: Extend the activity by asking children to
that children understand which number corresponds to make original sentences about the animals with other
each animal. adjectives.
• Tell the class they are going to hear children talking about
the animals in the pictures. They should draw in pencil a Further practice:
smiley face if the child on the recording likes the animal, Workbook p. 35; Classroom Presentation Tool; Unit 4 Test
and a sad face if he/she doesn’t like it.
• Play the recording the whole way through. Children point
to the pictures on the page as they hear the words.
Unit 4 53

5 Do you like yogurt?
• Hold the flashcards up in a different order to elicit the
words.
• Put the children in a circle with the flashcards in the
middle. Explain you are going to call out a word and they
should run to that flashcard as quickly as they can.
• Call out a word, e.g. rice. The first child who reaches that
flashcard and says the word takes it and gives it to you.
• Repeat with one of the remaining words.
• Continue calling out the words until you have said all the
food words.

repeat.
words.

• Play the chant a second time for children to say the
words. This time they can point to the correct flashcards
when they hear the words. Repeat (more than once if
necessary).

• Below level: Before children join in with the chant, ask
them to point to the pictures in their books. Encourage
Lesson One Words SB page 38 WB page 36 them to say the words when they are ready.
Objectives • At level: Conduct the activity as described.
To identify more types of food • Above level: Ask children to say the chant again. When
they hear the name of a food they like, they rub their
stomachs. When they hear the name of a food they
don’t like, they shake their heads.
Language
Vocabulary: rice, meat, carrots, yogurt, bread
Extra vocabulary: dinner time, first, finished
• Ask children what foods they see in the pictures.
• Talk about each frame with the class. Ask Where is the
Resources and materials family? What’s happening? Encourage predictions from
different members of the class.
Values recording for them to listen. Point to each speech bubble
Eat healthy food!
• Ask comprehension questions, e.g. Does Billy like carrots?
Does Billy like yogurt? Does Billy eat his carrots? Where does
Warmer the yogurt go?
• Song: Play a warm-up song. • Ask children to open their books. Tell them to listen and
• Ask children to tell you their favorite animal using I like. Ask follow the words in the story as you play the recording
them to tell you something about this animal, e.g. color again.
or size. • Ask children to find and point to the words from exercise
• Ask children to tell you food words they know in English. 1 that appear in the story.
• Use Flashcards 55–59 to present the vocabulary. Hold Workbook p. 36; Classroom Presentation Tool; Values worksheet
them up one at a time and say the words for children to
repeat.
54 Unit 5

Story actions
Picture 1: Mom offers carrots to Billy. Billy shakes his head.
Picture 2: Mom serves Billy some carrots. Rosy watches.
Picture 3: Mom gives Billy some yogurt. Billy is smiling.
Picture 4: Billy covers himself with yogurt. The family laughs.

• Point to each picture and ask children what they see.
• For each picture ask the children Is he happy?
• If yes, point to the picture and ask Do you like yogurt?
Encourage children to answer Yes, I do. If no, encourage
No, I don’t.
• Play the recording through for children to listen.
• Ask children to look at the short answers to the questions.
Write on the board do + not = don’t.
3 Look and say.

• Ask children to look at the pictures and name the food.
• Model the question and answer with a child in the class.
and asking their partner Do you like …? Their partner
replies Yes, I do or No, I don’t.
• Ask some pairs to ask and answer for the class.
4 Write.
• Ask children to look at the pictures and say the food. Then,
Lesson Two Grammar SB page 39 WB page 37 elicit whether the child in the picture looks happy or not.
• Read the answers in the box out loud for children to
Objectives repeat.
To ask and answer the question Do you like …? • Read the example question and answer.
To act out a story • Tell children to get their notebooks and write the numbers
1–3. Tell them to copy the example next to number 1.
Language • Tell them to complete the activity, writing the answer.
Language focus: listening, speaking, writing ANSWERS
Vocabulary: food 1 No, I don’t. 2 Yes, I do. 3 No, I don’t.
Grammar: Do you like yogurt? Yes, I do. / No, I don’t.

Resources and materials • Below level: Copy the answers on the board. Do the
Audio Tracks 60–61; Flashcards 55–59 activity as a class. Point to the answer on the board for
children to copy.
Warmer
• Song: Play a warm-up song. • Above level: Extend the activity by asking the children
to answer the questions for themselves in their
• Draw foods from Lesson 1 on the board. notebooks and share with the class.
• Ask volunteers to come to the front to choose a food and
draw a smiley or sad face next to it to show whether they
Let’s talk!
like it. Then they tell the class I like / don’t like carrots, etc.
Lead-in • Have a child ask the question in the speech bubble for
• Ask what happened in the story. another to answer.
• Cover the story and ask children which types of food • Put children in pairs to ask and answer the question. Tell
appeared in the story. them to use other vocabulary words on the page.
1 Listen to the story again.  60 Further practice:

many words they remembered.
Unit 5 55

words.
types of food and drink in the pictures one at a time and
ask children What’s this? / What are these?
pictures when they hear the food and drink words.
• Play the recording again as children follow the words in
their books.
recording. Say each line for children to repeat.
3 Sing and do.

on what the actions should be (see suggestions below).
• Play the recording for children to listen and do their
actions.
Song actions
Eat your eggs / bread: eat the different types of food
Drink your milk / juice: drink from a glass
Don’t be late for school: point to wrist or a watch
Here’s your water, here’s your bag: give the objects out
Lesson Three Song SB page 40 WB page 38

Objectives • Below level: Practice the actions by saying them in
To identify drinks random order for children to do them. Have children
To use drink words in the context of a song sing the song, pausing after each line for children to do
the actions.
Language • At level: Conduct the activity as described.
Language focus: listening and speaking • Above level: Choose one or more “banned” words,
Vocabulary: milk, juice, water e.g. milk. Tell children that when they sing the song
Extra vocabulary: drink (v), late, school this time, they should make a buzzing noise instead of
Review: lunchbox and food words singing the “banned” word/words.
• Play the song. Children sing the song again, but make a
Resources and materials buzzing noise when they hear the “banned” words.
Further practice:
Warmer
• Play Bingo (see Games bank).
Lead-in
to repeat.
• Ask What’s this? Children say the name of the drink.
• Put the flashcards around the room. Say a word and
children have to run to that flashcard. Continue, calling
out each word several times.

repeat.
56 Unit 5

• Write the vocabulary words next to the letters on the
board. Circle the first letter of each word. Point to the

• Say the sound /ɪ/. Ask children to point to the flashcards
of the things beginning with that sound (ill, ink). Then,
underline the letter i at the beginning of the words.
• Repeat with /dʒ/.

To recognize the uppercase and lowercase forms • Ask children what they heard (jelly). Elicit that jelly begins
of the letters i and j, and associate them with their
with the sound /dʒ/.
To pronounce the sounds /ɪ/ and /dʒ/ at the beginnings
of words 
• Below level: Say the sounds and have the children call
Language out the letter name. Call out the letter name and have
Language focus: listening, speaking, reading the children say the sound.
Vocabulary: ill, ink, jacket, jelly • At level: Conduct the activity as described.
• Above level: Encourage children to come up with as
Resources and materials many words as they can think of starting with i and j.
ANSWERS
Warmer 1 jelly 2 ink 3 jelly 4 jacket 5 ill 6 ink
• Song: Play a warm-up song. Let’s talk!
• Ask children if they can remember any of the words from • Ask children to look at the picture and speech bubble. Say
their last phonics lesson. Elicit the sounds and the letters Do you like jelly?
at the beginning of each word.
• Have a child repeat the sentence. Prompt them to point to
Lead-in the jelly on their books.
• Write Ii and Jj on the board. Point to each and say the • Have children work in pairs and to ask and answer the
letter name and sound for children to repeat. question.
• Stand with your back to children and draw the letters in • Encourage them to use other vocabulary words on the
the air as you say the sound for each. previous pages.
• Say the sounds again as children draw the uppercase and Further practice:
then the lowercase letters in the air. Workbook p. 39; Classroom Presentation Tool
Unit 5 57

• Put children in pairs to take turns pointing to the types of
food they like on the menu and saying the words.
• Ask volunteers to tell the class which food they like.
• Ask children to look at the pictures of the two girls. Tell the
class that their names are Thu and Giang. Ask what they
are looking at (menus). Elicit that they are talking about
the food they like on the menu.
• Play the recording again. Answer any questions.
• Ask simple questions to check comprehension, e.g. Does
Giang like ice cream? Does Thu like apple juice? Who likes
bananas – Giang or Thu?
3 Read again and complete the box.

• Ask children to write 1–4 in their notebooks.
• Write the names Thu and Giang on the board.
• Elicit the foods previously mentioned by Thu and Giang
and write them on the board in the correct column.
• Ask children about the food Thu likes. Draw a smiley face
next to the foods. Do the same for Giang.
• Repeat for the foods they don’t like.
• Write the first sentence Thu says in the book.
• Read it out load as the children follow along.
• Explain that they are going to complete the sentences
with the correct words. Tell them to write in their
Lesson Five Skills Time! SB page 42 WB page 40 notebooks.
Objectives ANSWERS
1 meat, rice, yogurt, apple juice
Reading: read and understand a menu; find specific
2 milk
details in a text
3 yogurt, milk, bananas
4 apple juice, ice cream
Language
Review: vocabulary and structures seen previously 
Extra vocabulary: menu, hungry, dessert, café • Below level: Do the activity as a class, pointing out the
words on the board as you do each sentence.
Resources and materials • At level: Children complete the activity as suggested.
Audio Track 66; Flashcards 55–62 • Above level: Ask children to write two sentences about
themselves using the food words from the exercise:
Warmer I like … and I don’t like ….
• Play A long sentence (see Games bank). 4 Do you like going to a café? What do you like
to eat?
Lead-in • Ask children in the class about going out to eat.
• Use the flashcards to review the different types of food • Encourage them to ask other children the questions.
children have learned so far. Hold up the flashcards one
at a time for the class to name them. Then ask individual Further practice:
children Do you like apples / tomatoes / bread? Workbook p. 40; Classroom Presentation Tool
• Ask children what other kinds of food they like in their
country and where they like to go out and eat.
• Ask them to look at the picture at the top of the page.
Teach the word menu in English.

• Ask children to look at the menu. Check that children
understand the different categories: food, desserts, and
drinks. Ask whether they can think of anything else to add
to each category.
58 Unit 5

doesn’t. Play the recording once through for children to
point to the foods.
• Play the recording, pausing to show the example answer.
• Play the recording again for children to draw the faces.
ANSWERS
1 
2 
3 
4 
2 Look at the menu on page 42. Ask and answer.

speech bubbles. Read the first speech bubble out loud for
children to repeat, and then the second.
• Ask children to turn to the menu on page 42. They work
in pairs, taking turns asking and answering the question
What do you like? using the food and drinks on the menu.

• Below level: Put the food flashcards on the board.
Point to a flashcard for pairs to ask and answer about it.
• Above level: Ask children to extend the answers to
include what they don’t like.
3 Say what you don’t like.

• Children say what they don’t like using the food and
Lesson Six Skills Time! SB page 43 WB page 41 drinks on the menu.
Objectives 4 Write about the food and drinks you like and
Listening: listen for specific details don’t like.
Speaking: ask and answer questions about food likes • Write the sentences on the board.
and dislikes • Place flashcards in the gaps for the food and drink.
Writing: write sentences with like / don’t like; write • Ask a child to read out the sentences filling in the gaps
sentences with the contracted forms don’t, isn’t, aren’t; with their own name and the food/drink items and saying
write about food you like I don’t like before the final gap.
• Write the complete sentence on the board.
Language • Children do the exercise individually in their notebooks.
Further practice:
Extra vocabulary: because

Audio Track 67; Flashcards 55–62
Warmer
• Play Order the letters (see Games bank).
Lead-in
• Ask children to look at the picture of the family in exercise
1. Ask children what they think they are doing (they are
looking at a menu).
1 Listen and draw  or .  67

• Tell children that the girl is going to tell her dad what food
she likes and doesn’t like. Elicit the food items.
• Explain that children must listen and draw in pencil a
smiley face if the girl likes the food and a sad face if she
Unit 5 59

6 I have a new friend.
• Use Flashcards 48–52 to present the words to
describe hair.

repeat.
words.

This time they can stand up when they hear a word to
describe their hair. Repeat (more than once if necessary).

• Ask children to name as many things in the pictures as
they can.
• Look at each character in the story and ask children to
describe that person’s hair.
• Talk about each frame with the class. Ask What’s
happening? Encourage predictions from different
recording for them to listen. Point to each speech bubble
• Ask comprehension questions. Here’s Rosy. Who’s her new
Lesson One Words SB page 44 WB page 42 friend? Who is Tim’s new friend?
Objectives • Ask children to open their books. Tell them to listen
and follow the words in the story as they listen to the
To identify adjectives for describing hair
recording again.
• Ask children to find and point to the words from exercise
1 that appear in the story.
Language
Lesson focus: listening, speaking, reading 
Vocabulary: long, short, black, curly, straight • Below level: Pause the recording after each frame.
Extra vocabulary: over there, hair, new, friend Check comprehension by asking questions about the
frame. For example, after Frame 1, point to Alice. Ask
Resources and materials Who’s this? Point to the teddy bear. Say It’s her … and
Audio Tracks 68–70; Flashcards 63–67 prompt them to say teddy bear.
Values • Above level: Tell children you are going to say some
Be good friends! sentences about the story. If the sentence is true, they
should clap. If the sentence is false, they should remain
silent. Say her new friend is Alice. (true) Alice has straight
Warmer
hair. (false) Alice has green eyes. (false) Tim has a new
• Song: Play a warm-up song. friend. (true) Etc.
• Elicit what children can remember about the last story.
• Tell children that today’s story is about friends. Ask several Further practice:
children to tell you the name of one of their friends. Workbook p. 42; Classroom Presentation Tool; Values worksheet
Lead-in
• Put your hands on your own hair, or point to the hair
of one of the children. Say the word hair and write it on
the board.
60 Unit 6

Story actions
Pictures 1 and 2: Rosy holds up a photo (the child could use a
piece of paper or a book). Tim looks at it.
Picture 3: Tim points to Adam. The other children all wave at
each other.
Picture 4: Adam smiles and puts his hand in front of his
mouth to show he is laughing.

• Ask children to look at each picture. Elicit the type of hair
and eye color for each.
• Direct children’s attention to the sentences below each
picture. Read the sentences for children to repeat.
• Point out the box showing the full and contracted forms
of do not have. Show children how to make the contracted
form don’t by writing the words separately and then
together on the board.
3 Look and say.

• Model the example with a child in the class.
• Put children in pairs to take turns to choose a picture and
say what each has. Their partner says the number.
• Call on pairs to perform for the class.
Lesson Two Grammar SB page 45 WB page 43

Objectives • Below level: Simplify by saying the picture number
To use have / don’t have and has to describe appearance. and prompting children to say a sentence about it.
To act out a story • At level: Children complete the activity as suggested.
• Above level: Encourage children to expand beyond
Language the hair and eye statements to include statements
Language focus: listening, speaking, writing about clothing.
Grammar: He/She/It has blue eyes. I have/don’t have curly
hair. They have short hair. They don’t have long hair. 4 Write
• Put three hair flashcards on the board. Write an
Resources and materials incomplete sentence next to each, e.g. She ___ long hair.
Audio Tracks 70–71; Flashcards 63–67 He ___ black hair. I ___ long hair.
• Point to each sentence for children to tell you what goes
Warmer in the blank: has or have.
• Song: Play a warm-up song. • Ask children to look at the pictures in exercise 3. Ask a
• Review vocabulary from the previous lesson. Put the child to read the example sentence in exercise 4 out loud.
flashcards around the room. Say the words for children to • Children write the missing words for the other sentences
run to the appropriate flashcards. in their notebooks. Then, check as a class.
ANSWERS
Lead-in
He has curly hair.
• Elicit what children remember about the story. I have straight hair.
• Ask children questions about the story. She has blue eyes.
I have black hair.
• Ask children to turn to the story in their books. Check how Let’s talk!
many words they remembered. • Ask children to look at the picture and speech bubble.
• Play the recording, pausing for children to repeat. • Ask a child to read the sentence I don’t have blue eyes.
• Divide the class into groups to play the roles in the story. • Put children in pairs to take turns saying the sentence. Tell
• Ask children to look at the different actions that the them to use other vocabulary words on the page.
when acting out the story (see suggestions below).
Further practice:
Unit 6 61

people and ask Who’s this?
pictures when they hear the new words. Then, play it
again as they follow the words in their books.
recording. Say each line and ask children to repeat.

• Below level: Say the verses of the song and ask
children to say the name of the child.
Then, say the name and ask children to say the verse
for it.
• Above level: Think of someone in the classroom but
do not tell children who it is. Say I spy with my little eye
someone who is tall / short / thin. Children guess who the
person is.
• Ask the first child to guess correctly to think of the next
person and take a turn.
3 Sing and do.

on the actions (see suggestions below).
Lesson Three Song SB page 46 WB page 44 • Play the recording for children to sing and do their actions.
Objectives Song actions
To describe people She/He has blue/brown eyes: point to eyes
To use adjectives in the context of a song She/He has curly hair: move finger in a spiral movement
She/He has short/long hair: move hands close together/move
Language hands further apart
Vocabulary: tall, short, thin Workbook p. 44; Classroom Presentation Tool

Warmer
• Play Simon says (see Games bank).
Lead-in
up the flashcards and say the words for children to repeat.
• Put the flashcards on the board and point to them in a
different order for children to repeat again.

repeat.
words.
62 Unit 6

• Write the words kite, lion, mom next to the letters on

• Say the sound /k/. Ask children to point to the flashcard
of the things beginning with that sound (kite). Then,
underline the letter k at the beginning of the words.
• Repeat with /l/ and /m/.

To recognize the uppercase and lowercase forms of • Ask children what they heard (kite). Elicit that kite begins
the letters k, l, and m, and associate them with their with the sound /k/.
To pronounce the sounds /k/, /l/, and /m/ at the
beginnings of words • Below level: Conduct the activity without asking
To learn the names of the letters k, l, and m children to tell you the letter sound they hear. Instead,
tell children the sound and point to the letter.
Language • At level: Conduct the activity as described.
Language focus: listening, speaking • Above level: After conducting the activity, tell children
Vocabulary: kite, lion, mom you are going to say a sound and then a word. They
should tell you if the sound is in that word.
Audio Tracks 74–75; Phonics cards 21–23 ANSWERS
1 kite 2 lion 3 kite 4 mom 5 lion 6 kite
Warmer Let’s talk!
• Song: Play a warm-up song. • Ask children to look at the picture and speech bubble. Say
This is my kite.
Lead-in
• Have a child repeat the sentence. Prompt them to point to
• Write Ll, Mm and Nn on the board. Point to each and say the kite.
the letter name and sound for children to repeat.
• Have children work in pairs and take turns saying the
• Stand with your back to children and draw the letters in sentence and pointing to the kite.
• Encourage them to use other vocabulary words on
• Say the sounds again as children draw the uppercase and the page.
• Present the words on the phonics cards. Say the letter Further practice:
names, sounds, and then the words for children to repeat. Workbook p. 45; Classroom Presentation Tool
Unit 6 63

1 How many dolls can you see?
• Ask children to look at the picture and count the dolls.
ANSWER
There are three dolls.

• Explain that children are going to listen to Oanh reading
her letter. Play the recording for them to listen and follow
silently in their books.
• Play the recording again. Answer any questions.
• Ask questions for individual children to reply to, e.g. Who is
the letter to / from? Which doll has long, red hair? Which doll
has short hair?
3 Read again. Write the names.

• Ask children to look at the first picture in exercise 3. Ask
them to describe this doll’s hair (curly and brown).
• Ask them to find the name of the doll by finding the
sentence in the letter about the doll with curly, brown
hair. Elicit the name of the doll (Nam).
• They read the letter again and write the names of the
other dolls in their notebooks.
ANSWERS
1 Nam
2 Oanh
3 Khoa
Lesson Five Skills Time! SB page 48 WB page 46 4 Thi
Objectives 
Reading: read and understand a descriptive letter; • Below level: Elicit the type of hair the doll in the first
match children to their descriptions picture has (short, curly). Read the letter out loud for
children. Tell them to raise their hands when they hear
Language the name of the doll with short, curly hair.
Language focus: reading • At level: Children complete the activity as suggested.
Review: vocabulary and structures seen previously • Above level: Ask children to describe the dolls’
Extra vocabulary: dear, picture, from clothing. For example, Thi has a blue dress. Nam has
a purple shirt, etc. Depending on their level, they
Resources and materials can either write the sentences in their notebooks or
Audio Track 76 say them.
Warmer 4 Do you like dolls? What’s your favorite toy?

• Song: Play a warm-up song. • People collect many different things, like dolls, toys,
stamps, erasers, etc. They like to meet with other people
• Play Slow reveal (see Games bank).
who have similar collections.
Lead-in • Ask the children if they collect anything. Do they have a
• Ask children to look at the page and tell you what they friend who also collects the same thing?
can see (a letter and a picture). Ask them to look at the • Talk as a whole class, or in pairs.
bottom of the letter to see who wrote it (Oanh). Further practice:
• Ask children to look at the picture and tell you what they Workbook p. 46; Classroom Presentation Tool
can see. Ask Where are the dolls? What are they wearing?
• Ask them to predict what they think the letter is about
(Oanh is describing her dolls).
• Ask children if they have a toy collection at home.
64 Unit 6

1 Listen and number.  77
• Tell children they are going to hear a recording describing
the people in the picture. Tell them to write the numbers
1–4 next to the letters as they hear the recording.
• Play the recording the whole way through once.
• Play the recording again, pausing after the first description
to show the example answer. Continue, pausing after
each description for children to find and number the
person.
ANSWERS
1 c 2 b 3 d 4 a

speech bubbles. Read the first speech bubble out loud for
children to repeat, and then the second.
• Ask a pair of children to read the dialogue out loud.
• Put children in pairs to take turns asking and answering
similar questions about the people in exercise 1. Monitor
the activity and help where necessary.
• Ask some pairs to ask and answer questions for the class.
3 Talk about your friend.

• Children choose a friend and talk about them using the
speech bubble as a model.
Lesson Six Skills Time! SB page 49 WB page 47 4 Copy the sentences. Find and circle n’t.
• Have children copy the sentences in their notebooks
Objectives while you write them on the board.
Listening: number items in the correct order • Have a child come up to circle the n’t in don’t.
Speaking: ask and answer questions about appearance • Children circle n’t in the sentences in their notebooks.
Writing: match full and contracted forms with the
contraction n’t; write sentences with don’t / doesn’t have;
5 Write about you and your friend.
write about friends • Write I don’t have ___. on the board. Point to your eye and
say I have black eyes. Then ask Do I have blue eyes? (No)
Language Write blue eyes in the blank.
Language focus: listening, speaking, writing • Ask children to look at the exercise in their books. Tell
them they are going to write and complete the sentences
about themselves and their friend, in their notebooks.
Help with any words if needed.
Audio Track 77
• Have children share their work with a partner.

Warmer • Below level: Allow children to write only the missing
• Song: Play a warm-up song. word in their notebooks.
• Ask a child to come to the front of the class. Ask the class • At level: Children complete the activity as suggested.
to describe him/her, e.g. She has black, curly hair. She has • Above level: Ask children to write in their notebooks
brown eyes. She’s tall. true sentences about their eye colors and hair
• Repeat with other children. characteristics.

• Ask children what they can remember from the letter in Workbook p. 47; Classroom Presentation Tool; Unit 6 Test
the previous lesson. Allow children to look back to check.
Write their answers, or draw the dolls, on the board.
• Ask children to look at the picture on page 49. Point to the
different children for the class to describe them.
Unit 6 65

Review 2
1 Match.
• Ask the children to look at activity 1. Show them the
example.
• Explain that they will match the animal and the word, and
write the correct letter in the box in pencil.
• Give the children time to complete the activity.
ANSWERS
1 e 2 d 3 f 4 c 5 b 6 a
2 Look at the chart and complete the sentences.

• Ask the children to look at activity 2.
• Pretend to be Alex. Say I like elephants. with a smile, and
point to the correct box and sentence. Say I don’t like cats.
with a frown and point to the correct box and sentence.
• The children will write the sentences for Ruby and Mary.
ANSWERS
Ruby: I like fish. I don’t like rice.
Mary: I like dogs. I don’t like lions.
3 Listen and circle the correct words.  78

• Tell the children they will hear some short descriptions.
• Ask the children to say the words in activity 3.
• Listen to the first sentence. The children can see that curly
should be circled.
• Play the full recording. Pause after each sentence if
Review 2 SB pages 50–52 WB pages 48–49 necessary.
• The children circle the correct words in pencil.
Objectives ANSWERS
To review target language from units 4, 5, and 6. 1 She has curly hair.
2 He has short hair.
Language 3 She is tall.
Reading: 1, 4 (animals, contracted forms isn’t / don’t / aren’t) 4 He has black eyes.
Writing: 2, 5 (like / don’t like + animals/food, using
statement + yes/no Q and A)
4 Read and match.
Listening: 3 (descriptions)
• Ask children to read the three contracted and full verb
forms at the beginning of the exercise.
Speaking: 6 (descriptions and possessions using
she/he has)
• Explain that they have to match the sentences with
contractions to the ones with full forms. Do the example
together.
Audio Track 78, Flashcards from units 4, 5, 6
• Check as a class. Read a sentence on the left for the class
to say the corresponding sentence on the right in chorus.
ANSWERS
Warmer
1 c 2 d 3 a 4 b
• Play a song from units 4, 5 or 6, which the children
enjoyed. Encourage them to join in with the words and
actions.
Lead in
• Play some flashcard games at the start if you have time.
This will help activate the children’s memories of the
earlier units.
66 Review 2

Self assessment box
fill out the box.
Further practice:
5 Look. Write the question and the answer.

• Ask the children to look at activity 5.
• Encourage them to ask the first question and answer in
pairs.
• Point out the face at the end of each question. Smile = like;
frown = don’t like.
• Elicit the two possible answers from the children.
• The children will write the questions and answers.
ANSWERS
2 Do you like meat? Yes, I do.
3 Do you like bread? No, I don’t.
4 Do you like rice? No, I don’t.
6 Look and talk about the boy and the girl. What
about you?
• Point to the picture in activity 6.
• Ask the children Who do you see? (a boy / a girl)
• Ask the children to describe the boy and girl in pairs, and
say what they have.
• Give the children time to complete the activity. While they
are speaking, walk around listening to the children.
ANSWERS
Children’s own answers. The teacher should listen for the
children using the target language of she / he has… and
she / he is…. You may also hear e.g. there’s a ball on the
chair – this shows great recall!
Review 2 67

Fluency Time! 2
• Explain to the children that they are going to listen to a
conversation and that they should number pictures a–d in
the correct order in pencil.
• Show them the pictures and example, checking that they
understand the instructions.
• Play the recording for children to listen and write numbers
next to the letter of the correct picture.
ANSWERS
1 a
2 b
3 d
4 c
3 Look at the food words. Ask and answer.

• Ask children to work in pairs to make some dialogues of
their own.
• Ask two children to read out the example dialogue.
• In pairs, children read the example dialogue, then choose
food words from the box to ask and answer.
• Extend this activity by asking children to think of their
own food words to ask and answer about.
• Monitor children’s performance. Ask some pairs to act out
their dialogues.

• Below level: Review food words using flashcards.
Lesson One Everyday English Then, give each child a flashcard. In pairs, one child asks
SB page 52
Do you like ______? The other child responds with Yes, I
do or No, I don’t.
Objectives • At level: Extend the activity by asking children to
To learn some useful language for the dinner table suggest some food words. Write about ten suggestions
on the board.
Language • Ask children to write down three of the words on the
Would you like (salad)? Yes, please. No, thanks. board in their notebooks. Tell them not to show their
words to anyone.
Vocabulary: yogurt, carrots, rice, milk, juice
• Put children in pairs to ask and answer to discover
Resources and materials their partner’s words. They ask Do you like (eggs)? Their
partner answers Yes, I do if that word is on their list and
Audio Tracks 79–80 Flashcards 55–62
No, I don’t if that word is not on their list.
• Above level: Do the “at level” activity, but have children
Warmer add another sentence, e.g. Yes, I do. Carrots are my
• Tell children they are going to learn some useful language favorite. or No, I don’t. I don’t like eggs.
for the dinner table. Ask them what they usually have for • Have children switch roles.
dinner. Elicit the food words they know.
1 Listen. Read and say.  79 Further practice:

Classroom Presentation Tool
• Focus on the pictures. Ask children to say where the
people are (at home / at the dinner table) and what food
items they can see.
• Children practice the dialogue in pairs.
• Invite pairs to act out the dialogue for the class.
68 Fluency Time! 2

e.g. Is the bee an insect? Does the bird have feathers?
• Ask children to point to the bee, and the bird. Ask them to
point to the insect, feathers, and wings.
3 Read again and write the numbers.

• Put children into pairs. Explain they are going to work
together to record information from the text. Explain they
are going to write the answers in their notebooks.
• Copy the table on the board by writing the name of each
animal on the board and the words legs and wings in two
rows under each of the animal names. Ask children to
copy this into their notebooks.
• Read and complete the first item together and check
understanding. Tell children to write the answer in their
notebooks. Tell children to continue the exercise, looking
back at the text and writing the number of legs and wings
for each animal in their notebooks.
ANSWERS
Bee: legs – 6, wings – 2
Bird: legs – 2, wings – 2

• Below level: Divide the class into two groups. Call one
Lesson Two CLIL: Science group the “bees,” and one the “birds”.
SB page 53 WB pages 48–49
• Have children in each group work together to complete
the table for their animal.
Objectives • Have each group report back to the class. Other groups
To learn some useful content and language about can listen and complete the rest of the activity.
animals • At level: Children complete the activity as suggested.
• Above level: Have children work individually to fill in
Language the table.
Vocabulary: insect, feather, wing • Have children add two more features about the
Extra vocabulary: bee, bird, body, legs animals, e.g. size and color, in their notebooks.
Audio Tracks 81–82; Flashcards 71–73 4 Make information cards for your favorite insect
and bird.
Warmer • Write the words insect and bird on the board.
• Ask children to name all the animals they know and write • Elicit which insects are children’s favorites. If children don’t
the words on the board. Elicit children’s favorites. know the English words, provide them. Write the words
on the board. If possible, draw a simple picture next to the
Lead-in word to reinforce meaning. Repeat with the birds.
• Introduce the new vocabulary using the flashcards. Hold • Ask children to look at the information cards for bee and
them up and say the words for children to repeat. bird. Elicit the information on the cards (legs, wings).
• Shuffle the flashcards and hold them up in a different • Tell children to make two information cards, one for their
order for children to say the words in chorus. favorite insect and the other for their favorite bird. Have
them draw the insect or bird at the top and then write
1 Listen, point, and repeat.  81
legs and wings below it, following the models in their
• Point to the pictures. Say the words and let the children books.
repeat.
• If some children share the favorite insect, put them in
• Play the recording. The children point to the correct words. groups to complete the cards. Repeat with favorite bird.
Further practice:
CLIL worksheet; Classroom Presentation Tool;
Summative Test 2
Fluency Time! 2 69

/f/ /t/ /s/ /z/
Story actions
Picture 1: Tim points to the train.
Picture 2: Grandma and the aunt talk on a phone.
Picture 3: Grandma and the aunt talk on the phone and the
aunt looks at Joe.
Picture 4: Everyone holds up their hands to greet each other.

• Children look at the picture in the Let’s learn! box on
page 55. Ask What can you see?
• Play the recording, pausing after each sentence for
children to repeat.
• Write the sentences on the board. Then, erase the clothes
word in each sentence and replace them with flashcards
to elicit sentences with the same pattern.
• Say the new sentences for children to repeat.
• Invite children to the board to make new sentences.
3 Look and say.

• Draw attention to the speech bubbles in exercise 3. Ask a
child to model the sentence with you.
• Children work in pairs. They take turns talking about what
people are wearing.
• Monitor the activity. Help with pronunciation. Model
words and phrases where necessary.
4 Look again and write.

• Look at the first sentences together. Read the question
Lesson Two Grammar SB page 55 WB page 51 and have a child read the correct answer.
Objectives • Give children time to look at the pictures and read and
complete the sentences with the missing verb and
To talk about what people are wearing clothing.
To act out the story
ANSWERS
Language 1 He’s wearing blue jeans.
2 She’s wearing a black skirt.
3 He’s wearing a red shirt.
Grammar: I’m wearing a blue skirt. He / She’s wearing red 4 She’s wearing black boots.
pants.

Resources and materials • Below level: Do the activity as a class. Put the
Audio Tracks 85–86; Flashcards 74–78; Pictures from flashcards and words for jeans, skirt, shirt, and boots on
magazines the board. Write the sentences on the board to guide
children.
Warmer: • At level: Conduct the activity as described.
• Play Slow reveal (see Games bank) to review clothing. • Above level: After children complete the activity, ask
them to write a sentence about what someone in the
Lead-in room is wearing. For example, He’s wearing a black shirt.
• Ask children if they can remember what happened in
the story in the last lesson. Ask children what they can Let’s talk!
remember about the new characters.
• Ask children to look at the photo and the speech bubble.
1 Listen to the story again.  85 • Have a child demonstrate the sentence by saying it and
• Ask children to turn to the story in their books. Check how pointing first to something white and then to their shirt.
many words they remembered. • Put children in pairs to take turns saying the sentence.
• Play the recording, pausing for children to repeat. Tell them to use other vocabulary words and colors on
the page.
Further practice:
Unit 7 71

repeat.
words.

• Ask children to look at the pictures in their books. Elicit as
many of the words as possible. Provide words as needed.
• Ask children to predict what the song is about (colorful
clothing). Encourage them to tell you the things that made
them think this.
• Play the recording through once for children to follow in
their books.
3 Sing and do.

• Ask children to look at the pictures and tell you an action
for each verse of the song (see below for ideas).
• Play the song again. Sing and do the actions as a class.
• Pause the recording after the first verse.
• Elicit boots and T-shirt from the children.
• Ask them to predict what colors they will hear for
boots and T-shirt.
• The children will hear two more verses of the song. Ask
them if they guessed correctly after each.
Lesson Three Song SB page 56 WB page 52
Song actions
Objectives hat: pat your head / pretend to put something on your head
To introduce new items of clothing boots: pretend to put boots on and stomp your feet
To describe clothes in a song T-shirt: raise arms to make a T shape
Look at me!: point to self
Language

Language focus: listening, speaking
• Below level: Sing the song as a class. Pause the
Vocabulary: T-shirt, dress, hat recording as necessary to repeat the lines of the song
Extra vocabulary: big, short, long, blue, red, green and do the actions with the children.
• Above level: Ask children to perform the song. Divide
Audio Tracks 87–88; Flashcards 79–81 the class into three groups, one for hat, one for boots,
and one for T-shirt. Have the class sing the song, with
Warmer each group doing the actions for that part of the song.
• Play Mime the word (see Games bank). Further practice:
Lead-in
• Use flashcards to introduce new vocabulary.
• Hold the flashcards up one at a time and say the words for
children to repeat. Then hold them up in random order for
children to repeat again.
• Stick the flashcards to the board and write the words
under them.
72 Unit 7


• Direct children’s attention to the picture of the girl. Say
This is Shirley. Elicit what Shirley is sitting on and how many
sheep she has.
• Play it again. Stop after each line for children to repeat.
• Repeat, encouraging children to follow in their books.
3 Read the chant again. Say the words with sh, ch,
and th.
• Write the first line of the chant on the board. Ask a child to
come up and circle the examples of the sound /ʃ/
(Shirley / shoes). Tell children to put their fingers on these
words in the chant in their books.
• Tell children to get their notebooks. Have them write the
words Shirley and shoes in their notebooks.
• Tell children to continue finding the words with sh and
copying them in their notebooks.
• Repeat the same procedure with the sounds ch and th.
ANSWERS
sh /ʃ/: line 1 (Shirley / short), line 2 (Shirley / shoes), line 3
(shirt), line 4 (she), line 5 (Shirley / sheep), line 7 (Shirley)
ch /ʈʃ/: line 4 (chair)
th /θ/: line 5 (three), line 6 (three)
Lesson Four Phonics SB page 57 WB page 53 4 Look at the pictures. Write and say the words.
Objectives • Tell children to get their notebooks and write numbers 1–4.
To pronounce the sounds /ʃ/, /tʃ/, and /θ/ at the • Write the letters sh, ch, and th. Point to the letters and elicit
beginning of words the sound for each.
• Ask children to look at the four pictures and say the words
Language out loud. Say the numbers of the pictures in random order
Language focus: listening, speaking, reading for children to identify them.
Vocabulary: shoes, chair, three • Ask children to say the words again and identify the first
sound of each word. Tell them to write words in their
Extra vocabulary: with me / you, sheep, shirt, chick, thin
notebooks next to the number of the picture.
Audio Tracks 89–90; Phonics cards 24–26 1 sheep 2 chair 3 thin 4 shirt

Warmer • Below level: Do the activity as a class.
• Song: Play a warm-up song. • At level: Children complete the activity as suggested.
• Play Miming game (see Games bank). • Above level: Ask children to identify other words that
Lead-in begin with the three target sounds.
• Write sh on the board. Explain that the letters s and h are
special friends and when they are together in English Let’s talk!
words, they make a special sound /ʃ/. Say /ʃ/ as you point • Ask children to look at the picture and speech bubble. Say
to the letters on the board. The shoe is blue.
• Repeat with ch and th, and say the sounds, /tʃ/ and /θ/. • Have a child read the sentence.
Say the sounds as you point to the letters on the board. • Put children in pairs to take turns saying the sentence. Tell
them to use other colors and vocabulary words on the page.
• Write sh, ch, and th on the board. Point to each and say Further practice:
the letter names and sound for children to repeat. Workbook p. 53; Classroom Presentation Tool
• Stand with your back to children and show them how to
draw the letters in the air as you say the sound for each.
• Say the sounds again as children draw the letters in the air.
Unit 7 73

many people can you see at the bus station? What do they
have? What are they wearing?
ANSWERS
The people are at a bus station.

• Tell children they are going to hear a poem.
• Play the recording for children to listen and follow along.
• Write the following comprehension questions on the
board. Where are the girl and her family? How many boys do
you see? How many girls do you see? Do you see a blue shirt?
• Play the recording again for children to listen and think
about the answers. Discuss the answers verbally to check
comprehension.

• Below level: Ask questions about the first half of the
poem and then play the first half of the recording.
• Answer those questions before moving to the second half.
• Finally, play the recording all the way through so
children hear the rhythm of the entire poem.
• Above level: After conducting the activity, put the
children in groups of four.
• Give them the color flashcards.
• Have the groups say the poem and hold up the
flashcards for the colors as they are said in the poem.
Lesson Five Skills Time! SB page 58 WB page 54 Have groups perform for the class.
Objectives
3 Read again. Write the correct word.
Reading: read and understand a poem; find specific
information in a text • Ask children to close their books. Write the first example
sentence on the board with the word bus missing.
Language • Read the sentence with the word missing. Ask children to
Review: vocabulary and structures seen previously tell you the missing word (bus). Write bus in the blank.
• Ask children to look at the exercise in their books. Read
Resources and materials the sentences with them. Prompt children to write the
Audio Tracks 88, 91; Flashcards 5–12 missing words in their notebooks.
• Check the answers as a class by asking children to say the
complete sentence.
Warmer
• Song: Sing I’m wearing a hat! from page 56 to prepare for ANSWERS
the theme of the lesson. 1 bus 2 people 3 small 4 shirts
• Play Stop the bus! (see Games bank). Further practice:
Lead-in
• Draw an outline of a bus on the board. Ask the children
Do you travel by bus? Where do you go by bus? Do you like
traveling by bus?
• Ask children what other forms of transportation they
often use. Do they know about any different forms of
transportation in other countries?
• Ask children to look at the picture on page 58 and make
predictions about what they are about to read, e.g. It’s
about the bus station and the people at the bus station. Ask
them to look at the layout of the text and elicit that it is a
poem because it’s written in verses.
1 Look at the picture. Where are the people?

• Point to the bus at the end of the row and ask How many
buses can you see? Point to the people and their bags, and
ask Where are the people? Ask further questions, e.g. How
74 Unit 7

• Play the recording again, pausing after the first item for
children to locate the correct person. Show them the
example answer in their books.
• Continue, pausing after each item for children to number
the people as they hear them described. Play the
recording again for them to check their answers.
ANSWERS
1 a 2 d 3 c 4 f 5 b 6 e
2 Look again. Ask and answer.

• Focus attention on the speech bubbles. Ask one child
to stand up. Read the question for the child to say the
answer, referring to the picture in exercise 1. Children
repeat the question and answer in chorus.
• Put children in pairs to complete the activity. Monitor and
help where necessary.
• Ask some pairs to ask and answer for the class.

• Below level: Conduct the activity as a class, directing
all the children’s attention to specific people in the
pictures and describing their clothing together.
• Above level: After children finish, ask them to describe
a classmate’s clothing for their partner to guess. If
children wear uniforms, give them pictures from
Lesson Six Skills Time! SB page 59 WB page 55 magazines or the internet to describe.
Objectives 3 Talk about you.

Listening: identify people from descriptions of their • Write on the board I’m wearing ___, ___, and ___.
clothing • Ask for the children’s help to complete the sentences
Speaking: say what people are wearing so that they are true for you, e.g. I’m wearing black pants,
Writing: write about your clothes brown shoes, and a white shirt.
• As children call out what you are wearing, draw a stick
Language figure wearing the items on the board.
Review: vocabulary and structures seen previously • Point to the picture and say I’m wearing black pants, brown
shoes, and a white shirt (or whatever items of clothing
Resources and materials you’re wearing).
Audio Track 92 • Then have children say what they are wearing.
Warmer 4 Write about your clothes.

• Song: Play a warm-up song. • Support children to complete the sentence and write
what they are wearing now.
• Play Bingo (see Games bank).
• Have children share their work with a partner.
Lead-in
5 Write about your mom / dad.
• Ask children what they can remember about the poem
from the last lesson.
• Support children to complete the sentence and write
what their mom or dad is wearing now.
• Ask children to look at the picture and tell you what they
can see. Ask them to predict what they are going to hear. Further practice:
• Tell children they are going to listen to a conversation
between a girl and her mother who are looking for their
family at the bus station.
• Tell children they will write numbers next to the correct
letters on the picture in pencil.
• Play the recording for the children to listen and point to
the people as they hear them described.
Unit 7 75

8 I’m dancing with Dad.
• Use flashcards to present the celebrations vocabulary for
the lesson. Hold them up one at a time and say the words
for children to repeat.
• Hold up the flashcards in a different order and repeat.
• Place the flashcards in different places around the room.
Call out a word and children point or run to that flashcard.

repeat.
words.

• Play the recording and teach the chant.
• Play again for children to repeat the words in the pauses.
Repeat as many times as needed.
• Children say the chant as a class, without the recording.

• Talk about each frame one at a time with the class.
Encourage predictions about the story from different
• Ask children to look at the story in their books. Play the
recording for them to listen and point to the different
speech bubbles as they hear the words.
•
Lesson One Words SB page 60 WB page 56 Ask questions to check comprehension, e.g. What are
Mom and Dad watching? Who is at the party? What is Milly
Objectives doing?
To identify words related to celebrations • Ask children to look at the story again. Ask them to find
and point to the words from exercise 1.

Language • Below level: As you play the recording, pause after
Language focus: listening, speaking, reading each frame. Ask children to identify the words from
Vocabulary: play, dance, sing, eat, talk, watch exercise 1 in each frame.
Extra vocabulary: sleep • At level: Children complete the activity as suggested.
• Above level: Assign different celebration words from
Resources and materials the vocabulary set to different groups of children.
Audio Tracks 93–95; Flashcards 82–87 • Read the following story, pausing between each
sentence:
Values • Today there’s a party in our town. I have an invitation. My
Have a good time with your family! sister is going too. There are lots of guests. There’s a great
band. We all dance.
Warmer • Children stand up when they hear their words.
• Song: Sing a song of the children’s choosing.
• Ask children what action words they can remember. Further practice:
Encourage them to do the actions for the words as they Workbook p. 56; Classroom Presentation Tool; Values worksheet
say them.
• Do an action for children to say the word.
Lead-in
• Write Party on the board and see if children can tell you
any words related to parties.
76 Unit 8

Story actions
Picture 1: Rosy is pointing to the TV.
Picture 2: (on TV) Mom and Dad are dancing.
Picture 3: (on TV) Dad is eating some cake. Tim is pointing
to the TV.
Picture 4: Rosy and Milly are looking at baby Milly on the TV.

• Play the recording, pausing after each question and
answer for children to point to the picture and repeat.
• Write the questions and answers on the board,
underlining the parts in red. Play the recording again as
children repeat.

• Below level: As you play the recording, point to each
word for children to follow. Pause after each sentence,
instead of the whole question/answer pair, for children
to repeat.
• Above level: Erase the last word in each sentence and
ask children to suggest other words to replace them,
e.g. I’m dancing with Rosy; He’s eating pizza, etc. Say the
sentences for children to repeat.
3 Look and say.

• Ask children to look at the first picture and read the
question in the speech bubble. Ask one of the more
Lesson Two Grammar SB page 61 WB page 57 confident children to answer while the class listens.
Objectives • Put children in pairs to take turns asking and answering
the questions about what the people are doing.
To ask and answer questions about what people
are doing 4 Look again and write the correct word.
To act out a story • Tell children to get their notebooks and write
numbers 1–3.
Language • Tell children to look at the first picture again. Ask Who is
Language focus: listening, speaking, writing it? Children respond It’s a boy/man. Read the sentence out
Vocabulary: activities loud and ask children What is he doing? Children respond
Grammar: What are you doing? I’m talking. What’s he / she He’s playing music.
doing? He / She’s eating. • Then ask Is he eating or playing music? Children write the
word playing next to music in their notebooks.
Resources and materials • Children read the other sentences and write the words.
Audio Tracks 95–96 • Monitor and help where necessary. Check as a class.
ANSWERS
Warmer 1 playing
• Song: Play a warm-up song. 2 dancing
• Play Vocabulary review (see Games bank). 3 sleeping

• Ask children what they remember about the story from • Ask children to look at the picture and speech bubbles.
the previous lesson. • Ask a child to demonstrate the sentence by saying I’m
• Cover the story and ask children which celebrations words eating the cake and miming eating cake as in the picture.
were mentioned in the story. • Children work in pairs to practice the dialogue, and take
turns saying the sentence and miming the action. Tell
1 Listen to the story again.  95 them to use other vocabulary words on the page.
many words they remembered. Further practice:
Unit 8 77

for the next instruction. Any child who gets this wrong is
out of the game and must sit down.
• Give an instruction, e.g. Simon says I’m brushing my hair.
Simon says I’m washing my car.
• Intermittently, insert an instruction that is not preceded
by Simon says to see if any children follow the instruction.
• Continue the game until there is only a small group of
winners left standing.

repeat.

• Ask children to look at the pictures. Point to each one and
ask What is he / she doing? Help children to answer.
• Read the title out loud. Ask children to think about the
pictures and then elicit what getting ready means.
• Play the song all the way through for the children to listen.
• Play it again as they follow the words in their books.
• Read each line of the song out loud for children to repeat.
• Play the recording for children to sing along.
3 Sing and do.

• Ask children to look at the pictures and tell you which
Lesson Three Song SB page 62 WB page 58 action to do for each verse of the song (see below for
ideas).
Objectives • Play the recording for children to listen and do their
To identify things people do to get ready for a actions. Then, play it again as they follow the words in
celebration their books.
To use these words and phrases in the context of a song • Read each line of the song out loud for children to repeat.
Language
Language focus: listening, speaking Song actions
I’m wearing a tie: straighten tie
Vocabulary: wash the car, brush my hair, take photos
My family has lots to do: put hands out to either side
Extra vocabulary: get ready, making cakes, excited Mom’s making cakes: mime mixing cake mixture
Dad is washing the car: clean the car with a cloth
Resources and materials I’m brushing my hair: brush hair
Audio Tracks 97–98; Flashcards 88–90 My sister is taking lots of photos: hold up a pretend camera and
take photos
Warmer

• Below level: Before you play the recording, review the
• Play What’s missing? (see Games bank). actions for the song by saying the line from the song
• Review the new structure with the class. Write I’m …ing, and then prompting children to do that action.
She’s …ing and He’s …ing on the board.
• Conduct the activity in verses.
• Use flashcards to teach the new vocabulary. Hold up the • At level: Children complete the activity as suggested.
cards one at a time and say the phrases for children to
repeat. Use mime to reinforce the meaning. • Above level: Put children in groups. Assign a family
member role to each. Have children do the action
• Hold the flashcards up in a different order for children to
when their family member’s line is sung.
repeat.

• Ask the children to stand behind their desks. Workbook p. 58; Classroom Presentation Tool
• Explain that you’re going to give instructions. If the
instruction starts with the words Simon says …, children
must do as you say. If not, they should stand still and wait
78 Unit 8

• Play the whole recording. Children point and then repeat.
• Hold up each of the phonics cards one at a time, showing
only the picture.
• Ask the class for the sound and the word.

• Ask children to say what they see in the pictures.
• Play the recording for children to listen to the chant. Say
the chant line by line. Ask children to repeat after you.
• Play the recording again, pausing after each line for
children to repeat. Play it again for children to follow
along.
3 Read the chant again. Say the words with dr, tr,
and cr.
• Focus on the chant. Write the first line on the board. Ask
children to find an example of the letters.
• Children read the chant silently and only say the words
with dr, tr, and cr out loud.
• Children write the dr, tr, and cr words in their notebooks.
ANSWERS
train truck crab drum draw crayons dress tree
4 Listen to the sounds and write the words.  101

• Ask children what they can see (a truck, a drum, a crayon).
Explain that they will hear different sounds from the
lesson. They listen and write the letters they hear in their
Lesson Four Phonics SB page 63 WB page 59 notebooks in the order they hear them.
• Play the recording for them to listen to the first sound
Objectives followed by the whole word. Ask What’s the sound? The
To pronounce sounds made by the letter combinations children write the words.
dr, tr, and cr • Play the rest of the recording for children to write the
To differentiate between the sounds /dr/, /tr/, and /kr/ words.
ANSWERS
Language truck drum crayon
Language focus: listening, speaking, reading, writing
Vocabulary: drum, dress, truck, tree, crayon, crab 
• Below level: Ask children to close their books. Elicit
Resources and materials the target words, e.g. drum. Ask What is the beginning
sound? Children answer. Write the target sounds on the
board for support if needed. Then children complete
the activity
• Ask children to tell you which sounds they looked at in • Above level: After children finish, put them in groups.
the previous phonics lesson. Together, they think of other words with the same
Lead-in beginning sounds and make a list. Make it a game by
giving one point for each word. The group with the
• Teach the new sounds and letters for this lesson using the most words wins.
phonics cards.
• Hold up the first card. Say letters d and r make the sound
/dr/. Say the sound again for children to repeat. Let’s talk!
• Repeat the procedure with the other cards. • Ask children to look at the picture and speech bubble.
• Show each card and say the words for children to repeat. • Ask a child to say the speech bubble.
• In pairs, children take turns to say the sentence. Encourage
1 Listen and point. Repeat.  99 them to use other vocabulary words on the page.
• Ask children to look at the pictures in their books. Tell Further practice:
them that they are going to hear a recording of the Workbook p. 59; Classroom Presentation Tool
different sounds.
• Play the first part of the recording. Children listen and
point to the pictures.
• Play the second part for children to repeat.
Unit 8 79

• Ask children to work in pairs and take turns asking and
answering questions about what people are doing.
ANSWERS
Na is helping Mom and Dad, cleaning, choosing ao dai
with Mom and Aunt Tam, and making banh chung with
her brother.

• Write some comprehension questions on the board, e.g.
What’s Na doing with Mom and Aunt Tam? What are Na and
her brother making?
• Tell children they are going to listen to a recording of the
e-mail.
• Play the recording. Children follow in their books.
• Play the recording again and ask children to answer the
comprehension questions.

• Below level: Conduct the reading as a class. Ask
comprehension questions for the first paragraph only,
e.g. What are they getting ready for? Who are Na and her
brother helping? Repeat with the other paragraphs.
• Above level: Make the activity more challenging. Read
the following sentences aloud. The children choose
true or false:
• It’s Na’s birthday. (F)
Lesson Five Skills Time! SB page 64 WB page 60 • Na’s brother is helping with the cooking and cleaning. (T)
• Na is choosing new clothes with her sister. (F)
Objectives
Reading: read and understand a descriptive email; 3 Read again. Write.
complete questions with information from the text
• Copy the example question and answer onto the board.
Language • Ask children to scan the text to find the answer. Elicit
where they found the answer (in the second sentence).
• Ask children to get their notebooks. Tell them to write
Extra vocabulary: choosing
numbers 1–5. Tell them to copy the answer to the first
question next to number one.
• Tell them to find the answers in the email and write the
Audio Tracks 98, 102; One piece of paper per child
answers next to the number for each question.
Warmer
ANSWERS
• Song: Sing Getting ready for the party from Lesson 3 to
1 holiday 2 mom / dad 3 Aunt Tam / her aunt 4 red
energize the class.
5 brother
Lead-in
4 How do you celebrate Tet?
• Discuss celebrations with the class. Ask the class Do you
like celebrations? What things do we celebrate in Viet Nam?
• Tet is a very important celebration in Viet Nam. In other
countries, there are different important celebrations.
What do you do to get ready for celebrations?
• Ask children to look at the text and tell you what kind of
• Ask the children if they know any celebrations from other
countries (Christmas, Eid, Diwali, etc.) What do people do
text it is (an email).
to celebrate there? Is it the same as Tet in Viet Nam?
• Ask who it is to and who it is from (to Kim from Na).
• Talk as a whole class or in pairs.
• Ask children to look at the pictures and tell you what the
e-mail is about (getting ready for Tet). Further practice:
1 Look at the pictures. What is Na doing?
• Ask children to look at the pictures again. Point to each
one and ask What are they doing? Encourage children to
answer with the structure They’re …ing.
80 Unit 8

• First, play the recording for children to listen and point to
the people as they are being described.
• Play the recording a second time for them to write the
letter next to the number for each sentence.
• Repeat the recording for them to complete their answers.
ANSWERS
1 b
2 c
3 a
4 d

• Focus attention on the speech bubbles. Point to the first
picture and read the question for children to give the
answer. Children repeat the question and answer in chorus.
and asking and answering about what the people are
doing.
3 Choose a photo of your Tet holiday and say what

you’re doing.
• Ask children to think about how they celebrate Tet. Elicit
what children are doing, e.g. using the vocabulary from
the lesson to describe their photo.
4 Write ing.
• Write the first sentence on the board completing the word
Lesson Six Skills Time! SB page 65 WB page 61 eat with ing.
Objectives • Choose one child to come to the board and circle the ing
in eating in the sentence.
Listening: identify people from their descriptions
• Help as needed and check answers with the class.
Speaking: talk about what people are doing
Writing: write about Tet using the present progressive 5 Write about your family at Tet.
• Ask children to think about how they celebrate Tet with
Language their own family.
Review: vocabulary and structures seen previously • Ask children to share their answers. Suggest vocabulary as
needed.
Resources and materials • Copy the sentences from the book on the board.
Audio Track 103 • Tell children they are going to complete the sentences
with words describing how they celebrate Tet.
Warmer • Monitor and help where needed, checking children are
• Song: Play a warm-up song. using the correct verb forms.
• Play Freeze! (see Games bank).

Lead-in • Below level: Simplify the activity by asking children
• Ask children what they can remember about the email to choose the content of the sentence from the unit
from the previous lesson. vocabulary. This will make the writing component more
• Allow children to look back at the text in Lesson 5 of their manageable.
books to see how much they remembered correctly. • At level: Children complete the activity as suggested.
• Above level: Brainstorm a list of things children do
1 Listen and number.  103 with their families beyond those focused on in the unit.
• Ask children to look at the pictures in exercise 1. Tell them Write the verbs on the board. Help children write the
These are the photos of Na’s celebration. Ask Who’s this? correct forms of the new verbs during the writing.
What’s he/she doing? Ask children to predict what they are
going to hear. Further practice:
• Tell children they are going to listen to Na’s new email to Workbook p. 61; Classroom Presentation Tool; Unit 8 Test
Kim and that they are going to hear about the photos.
• Tell children to write in pencil numbers 1–4 next to the
letter of the picture in the order they hear them.
Unit 8 81

9 He can run!
• Stick the flashcards on the board and write the words
under them. Point to the words and the flashcards for
children to repeat.

repeat.
• Play the chant a second time for children to point to and
repeat the words in the pauses in the chant.
• Repeat (more than once if necessary).
• Children say the chant as a class, without the recording.

• Below level: Before children join in with the chant ask
them to point to the actions in their books. Encourage
them to say the words when they are ready. Pause as
necessary during the chant for children to point to the
actions in their books.
• Above level: Play the recording again. Ask children to
mime the actions as they chant.
Lesson One Words SB page 66 WB page 62 3 Listen and read.  106 
• Talk about each frame one at a time with the class. Ask
Objectives children to identify the characters and any other words
To identify actions they know.
To understand a short story • Elicit that Billy is sad in the first two frames. Elicit why he
is sad (He can’t ride a bike. He can’t play soccer). Elicit that
Language Billy can run and catch. Point to the final frame. Ask Is Billy
Language focus: listening, speaking, reading happy? (Yes) Why? Encourage and accept all ideas about
why Billy is happy from different children.
Vocabulary: play soccer, ride a bike, run, catch, fly
Extra vocabulary: baby (bird), good job
• Ask children to look at the story in their books while they
listen to the recording.
Resources and materials • Play the recording for them to listen and point to the
speech bubbles as they hear the words. Ask children to
Audio Tracks 91, 104-106; Flashcards 91–95
answer why Billy is happy at the end of the story (He can
catch the baby bird).
Values
• Write the following questions on the board:
Celebrate different abilities!
Who can ride a bike? Who can play soccer? Who can run?
Who can catch?
Warmer • Play the recording again. Then, ask the class for the
• Poem: Play At the bus station from Unit 7. answers to the questions on the board.
Lead-in • Ask children to look at the story again. Tell them to find
and point to words from exercise 1.
• Use flashcards to present the vocabulary. Say the words
for children to repeat. Further practice:
• Hold the flashcards up in a different order and repeat. Workbook p. 62; Classroom Presentation Tool; Values worksheet
• Mime actions for each action for children to say the word.
Then say a word for children to mime the action.
82 Unit 9

• Read the sentences again for children to repeat after you.
• Write the sentences on the board, underlining can and
can’t. Draw children’s attention to the box and point out
that can’t is the same as cannot. Elicit what other words
they know that have n’t (don’t and doesn’t).
• Say the sentences in random order, prompting children to
repeat and point to the correct picture.
3 Listen and say Yes or No.  108

• Tell children to look at the picture and elicit the actions
they can recognize.
• Ask children to point to the numbers next to each person.
Explain that they are going to hear a recording for each
of those children. They should say Yes if the sentence is
correct or No if it isn’t correct.
• Play the recording and pause after the first sentence. Elicit
the girl can run, so prompt children to say Yes.
• Continue the recording, pausing after each for children to
say Yes or No.
ANSWERS
1 Yes
2 No
3 Yes
4 Yes
5 Yes
Lesson Two Grammar SB page 67 WB page 63 6 No
Objectives 4 Look and say.

To talk about ability with can and can’t • Ask children to look at the pictures and identify the
To act out the story actions. Have them point to the word in the box as they
say each action.
Language • Have children look at the first picture. Read the example
Language focus: listening, speaking sentence out loud.
Grammar: I can / can’t catch. He / She / It can / can’t fly. • Put children in pairs to complete the activity. Walk around,
checking that children are using can and can’t correctly.
Audio Tracks 106–108; Flashcards 91–95 1 It can fly.
2 He can play soccer. He can’t catch.
3 She can’t fly. It can fly.
Warmer:
4 It can run.

Lead-in
• Below level: Do the activity as a class. Write the
• Ask children if they can remember what happened in the sentences on the board after children say them.
story in the last lesson.
• Prompt children to mime the actions from the story by
saying the words. Support with the flashcards as needed.
• Above level: Ask children to say a sentence for every
word in the box for each picture.
• Follow the usual procedures. See suggested actions: Let’s talk!
• Read the sentence out loud for children to repeat.
Story actions
Picture 1: Rosy rides a bike; mime by pedalling with hands.
• Prompt children to mime riding a bike.
Picture 2: Tim kicks a ball; Billy looks sad. • Put children in pairs to take turns saying the sentence. Tell
Picture 3: Baby bird tries to fly, but flaps and falls down. them to use other words and the accompanying actions.
Picture 4: Billy runs and holds out hands to catch baby bird. Further practice:
• Ask children to point to the pictures while you read the
sentences.
Unit 9 83

• Ask children to look at the pictures in their books. Elicit as
many of the actions as possible.
• Ask children to predict what the song is about (things the
bird and the child can and can’t do).
• Play the recording through once for children to follow in
their books.
3 Sing and do.

• Ask children to look at the pictures and tell you an action
for each verse of the song (see below for ideas).
• Play the song again. Sing and do the actions as a class.
Song actions
Read and write: pretend to read a paper and then write on it
Jump and run: do the actions in place
Can’t play soccer: pretend to kick a ball and miss
Can’t ride a bike: pretend to fall to the side, as if off a bike
Can’t talk: put hands over mouth
Can’t read: pretend to open a book and then look confused
Fly: flap arms or pretend to soar with arms extended

• Below level: Sing the song as a class. Pause the
recording as necessary to repeat the lines of the songs
Lesson Three Song SB page 68 WB page 64 and do the actions with the children. Alternatively, limit
the number of actions for children to do.
To describe actions • Above level: Ask children to make a new verse about
To say what people can and can’t do one of their friends or an animal they like. Encourage
them to use a mixture of can and can’t for the verse. If
Language the verse doesn’t fit exactly with the tune, encourage
Language focus: listening, speaking children to say the verse out loud without singing it.
Vocabulary: jump, read, write
Further practice:
Review: run, play soccer, fly Workbook p. 64; Classroom Presentation Tool
Extra vocabulary: but, Wow!

Warmer
Lead-in
• Use flashcards to introduce new vocabulary.
• Hold the flashcards up one at a time and say the words for
children to repeat. Then hold them up in random order for
children to repeat again.
• Repeat the words again for children to mime the actions.
• Stick the flashcards to the board and write the words
under them.

repeat.
84 Unit 9

• Play the second part for children to repeat.
• Play the whole recording. Children point and then repeat.
• Direct children’s attention to the picture of the train. Say
This is a train. The train is in the rain.
• Play it again. Stop after each line for children to repeat.
• Repeat, encouraging children to follow in their books.
3 Read the chant again. Say the words with ai and y.

• Write the first line of the chant on the board. Ask a child
to come up and circle the words with the sound /aɪ/. (fly,
sky). Tell children to put their fingers on these words in the
chant in their books.
• Then repeat with the second line of the chant. Write the
second line of the chant on the board. Ask a child to come
up and circle the words with the sound /eɪ/. (train, rain).
• Tell children to get their notebooks. Have them write the
words fly, sky, train, and rain in their notebooks.
• Tell children to continue finding the words with /eɪ/ and
/aɪ/ and copying them in their notebooks.
ANSWERS
ai /eɪ/: train, rain
y /aɪ/: fly, sky
4 Write and say the words.

Lesson Four Phonics SB page 69 WB page 65 • Tell children to get their notebooks and write
numbers 1–4.
Objectives • Copy the letters on the board in the way they are shown in
To pronounce the sounds /eɪ/ and /aɪ/ on their own and the exercise. Point to the letters. Elicit the sound for each.
in words • Ask children to look at the four pictures and say the words
To identify the letters ai and y in the middle or at the out loud. Say the numbers of the pictures in random order
end of words and associate them with the sounds /eɪ/ for children to identify them.
and /aɪ/ • Ask children to order the letters to write the word.
• Ask children to say the words again and identify the sound
Language of each word.
ANSWERS
Vocabulary: rain, train, fly, sky 1 rain 2 sky 3 fly 4 train
Resources and materials 

Audio Tracks 111–112; Phonics cards 30–33 • Below level: Do the activity as a class.
Warmer • Above level: Ask children to identify other words that
• Song: Play a warm-up song. begin with the target sounds.

• Letters a and i together make a new sound /eɪ/. When we • Ask children to look at the picture and speech bubble.
see y at the end of a word, the sound is /aɪ/
• Have a child read the sentence.
• Show the ai and y phonics cards. Say the phonics words,
and have the children identify which sound they hear. • Put children in pairs to take turns saying the sentence. Tell
them to use other vocabulary on the page.
• Encourage children to come to the board to write each
word as you say it. Further practice:
• Use the same process to write and say the other words. Workbook p.65; Classroom Presentation Tool

• Ask children to look at the pictures in their books. Tell them
that they are going to listen for the sounds.
• Play the first part of the recording. Children listen and
point to the pictures.
Unit 9 85

• Ask children to look at the postcard. Elicit how they
know it’s a postcard. Point to the stamp and address to
help them.
• Ask children to tell you who wrote the postcard (Nam) and
who the postcard is to (Nam’s grandma, Mrs. Lan). Direct
their attention to the opening and closing to help them.
• Play the recording for children to listen and follow along.
• Write the following comprehension questions on the
board. Where are Nam and his family? Can Hoa play soccer?
• Play the recording again for children to listen and think
about the answers. Discuss the answers verbally to check
comprehension.
3 Read again and write Yes or No.

numbers 1–4.
• Tell them to look at the picture and elicit who the
people are and the other objects in the picture children
recognize.
• Read the example sentence. Ask Yes or No? Children
answer No. Ask Why? Tell children to read the beginning
of the postcard. Elicit that Nam is on vacation in Nha
Trang. Tell children to write No next to number 1 in their
notebooks.
• Children continue the activity, looking back to the
postcard to find the answers.
Lesson Five Skills Time! SB page 70 WB page 66 • Check as a class.
ANSWERS
Objectives
1 No
Reading: read and understand a postcard; find specific 2 Yes
information in a text 3 No
4 Yes
Language
Vocabulary: beach 
Review: vocabulary and structures seen previously • Below level: Do the activity as a class, directing
children to the information in the postcard for checking
Resources and materials each answer.
Audio Tracks 110, 113; Flashcards 91–98 • At level: Conduct the activity as described.
• Above level: Ask children to write an original sentence
Warmer about mom in the picture. Encourage them to say what
she can’t do and what she can do. For example, She
• Song: Sing She can run from Lesson 3 to prepare for the
can’t play soccer, but she can read.
theme of the lesson.
Lead-in 4 What can you do on vacation?

• Ask children to look at the picture on page 70 to present • Elicit where children go on vacation and where people in
the word beach. Ask children if they have been to the their country usually go on vacation.
beach. Elicit what they saw there. Provide English words as • Put the action flashcards on the board and point to each
necessary. to prompt children to say if they can do that activity at the
• Remind children of the word vacation from Vinh’s family place.
vacation in Unit 3. Ask Where do you go for your vacation?
Further practice:
1 Look at the picture. Where’s Nam? Workbook p. 66; Classroom Presentation Tool
• Review the action verbs with flashcards.
• Ask children to look at the picture in their books and ask
Where’s Nam?
ANSWERS
Nam is on vacation in Nha Trang.
86 Unit 9

• Continue, pausing after each item for children to write a
or b. Play the recording again for children to check their
answers.
ANSWERS
1 b 2 a 3 b 4 a 5 a 6 b
2 Look and say.

• Ask children to read the words in the box chorally and
then identify the bird and the fish in the picture. Help
them read the boy’s name.
• Read the example sentences out loud for children to
repeat.
• Elicit that the sentences are about the bird.
• Put children in pairs to use the words from the box to say
something each animal or person in the picture can and
can’t do.
• Ask some pairs to say their sentences for the class.

• Below level: Conduct the activity as a class. Say bird.
Ask children to say a sentence about what the bird
can do (It can fly). Then elicit a sentence about what it
can’t do.
• Above level: Ask children to say a sentence using each
word for all three pictures. Extend the activity to include
Lesson Six Skills Time! SB page 71 WB page 67 other actions, for example talk, dance, or walk.
Objectives 3 Say what you can do.

Listening: identify what people can or can’t do • Elicit what activities children are able to do.
Speaking: identify actions
Writing: ability with can and can’t; use and to add 4 Write about what you and your friends can do.
information • Ask children to tell you what they can do. Write the verbs
on the board.
Language • Copy the sentences onto the board. Read them out loud
Review: vocabulary and structures seen previously as children repeat.
• Explain that children should use the verbs on the board
Resources and materials to complete the sentences about themselves and their
Audio Track 114 friends.
• Ask children to copy the sentences in their notebooks
Warmer with the verbs in place.
• Song: Play a warm-up song. • Call on volunteers to share their sentences with the class.
Further practice:
Lead-in Workbook p. 67; Classroom Presentation Tool; Unit 9 Test
• Ask children what they can remember about the postcard
about Nam’s vacation from the last lesson.
• Ask children to look at the picture and tell you what they
can see. Ask them to predict what they are going to hear.

• Ask children to look at the pictures. Elicit what the people
can do and cannot do in each.
• Tell children to get their notebooks and write numbers
1–6. Explain that they are going to hear six sentences.
Each sentence describes one picture, a or b. They should
write the letter of the picture the sentence describes.
• Play the recording, pausing after the first sentence. Elicit
which picture shows She can ride a bike (b). Children write
b in their notebooks.
Unit 9 87

Review 3
• Tell the children they are going to check the words
they hear.
• Play the example, and point to the checked box.
• Play the full recording, pausing to let the children check
the boxes in pencil if necessary.
ANSWERS
1 skirt
2 boots
3 shorts
4 hat
5 shirt
6 scarf
2 Look, read, and match.

• Point to the pictures in activity 2. Elicit the clothes and the
colors the people are wearing.
• Give the children an example, say I’m wearing a white shirt
and brown shoes. Point to your shirt and your shoes.
• Tell the children to read the sentences and the options,
and write the letters next to the correct person in pencil.
ANSWERS
1 e, f 2 a, c 3 b, d
3 Circle the correct words.

• Point to the actions in the pictures. Ask the children what
the people are doing.
Review 3 SB pages 72–73 WB pages 68–69 • Show the children the circled example. The verb phrase
matches the picture.
Objectives • The children circle the correct words in pencil.
To review language in units 7, 8, and 9. • Give the children time to complete the activity.
Language ANSWERS
1 dance
Listening: 1 (clothing)
2 play music
Reading: 2, 3 (present progressive + clothing + colors, 3 take photos
party verbs) 4 eat cake
Writing: 4 (present progressive, e.g. They’re dancing.)
Speaking: 5 (can + action verbs)

Warmer
actions.
Lead-in
• Play some flashcard games from the game bank to remind
the children of the target language from units 7, 8 and 9.
1 Listen and check (✓) the clothes you hear.  115

• Point to activity 1. Elicit the clothes words from the
children.
88 Review 3

Self assessment box
fill out the box.
Further practice:
4 Look and write.

• Point to the boy in the picture. Tell the children he is with
his family. They are getting ready for a party.
• Point to the box. Elicit the phrases from the children.
• Show the children the example sentence.
• The children will write sentences for the other family
members.
ANSWERS
1 I am brushing my hair.
2 My dad is washing the car.
3 My mom is making cakes.
4 My sister is taking photos.
5 Look and say. What can Emma do? What can

Jack do?
• Point to the pictures in activity 5. Ask What can Emma do?
• Show the check and cross next to the activities, for can
and can’t.
• In pairs, the children talk about Jack and Emma.
• If they finish quickly, they can talk about themselves.
• While they are speaking, walk around listening to the
children.
ANSWERS
Children’s own answers. The teacher should listen for
can / can’t, and a lot of different verbs. Listen carefully
for clear pronunciation.
Review 3 89

Fluency Time! 3
• Children practice the dialogue in pairs.
• Ask pairs to act out the conversation for the class talking
about their own clothes..

• Ask children what they remember about talking about
clothes. Elicit as much vocabulary as possible.
• Encourage them to describe their own and each other’s
clothes, using I’m / you’re wearing … .
• Explain that they are going to listen to three conversations
and that they should number pictures a–c in the correct
order in pencil.
• Show children the pictures and examples, checking that
they understand the instructions.
• Play the recording for children to listen to and write the
numbers.
• Ask children what each child is saying.
ANSWERS
1 b
2 c
3 a
3 Ask and answer.

• Ask children to work in pairs to greet each other on the
phone and talk about what they are wearing.
• Ask two children to read out the example exchange,
pretending to be on the phone. Use props/realia for this
Lesson One Everyday English if you can. Children then practice acting out the dialogue
in pairs.
SB page 74
• Move around the class and monitor children’s
Objectives performance modeling and helping where needed.
To talk about and describe clothes. To use present 
progressive in a conversation.
• Below level: Model the dialogue with a child,
prompting them with their response if necessary.
Language
• Invite another child to take your place, prompting them
I’m wearing (new) shoes.
again if necessary.
I’m walking to school.
• Encourage children to say the dialogue without you.
Resources and materials • At level: Children complete the activity as suggested.
Audio Tracks 116–117 • Above level: Encourage children to add more
language to their dialogue. They can use their own
ideas, or add lines from the recording (e.g. Come on!
Warmer Let’s go to class.).
• Ask children if they remember how to greet people in
English. Invite children around the class to greet each Further practice:
other, e.g. Hello / Hi! How are you? Fine, thanks. And how Classroom Presentation Tool
are you?
• Elicit as many clothing items from the children as possible.
Play a flashcard game.

• Ask children to say where the people are (in a park) and
who they think the girls are (two friends).
to say the dialogue.
90 Fluency Time! 3

e.g. How many senses do you have? What do we see with?
• Elicit the parts of the face and body the children can see
on the page. Ask them to point to them and say what we
can do with these parts of the face and body.
3 What things can you see, hear, smell, taste, or

touch? Draw a picture of these things.
• Explain that children are going to draw things that they
can see, hear, smell, taste, or touch. Elicit some examples
of each of these things and write them on the board.
• Give each child a piece of paper to draw what they can
see, hear, smell, taste, and touch.
• Put children in pairs to talk about their pictures. Encourage
them to use the language from the lesson, e.g. see, hear,
smell, taste, touch, etc.

• Below level: After children have drawn their pictures,
write some sentences on the board for children to use
when they talk about their five senses, e.g. This is my
…, I can … with my …, etc. If children need additional
support, write possible words to complete the
sentences in a box on the board.
Lesson Two CLIL: Science • Above level: After completing the activity, put children
in pairs to draw their partner’s face and then talk
SB page 75 WB pages 68–69 about it.
Objectives Further practice:

To learn some useful content and language about the CLIL worksheet; Classroom Presentation Tool;
five senses Summative Test 3
Language
Vocabulary: see, hear, smell, taste, touch
Extra vocabulary: senses, eyes, ears, nose, tongue, hands

Warmer
• Ask children to name all the body and face words they
know and write them on the board.
• Point to body and face parts on yourself. Elicit the names
of the body and face parts.
Lead-in
• Introduce the new vocabulary using the flashcards. Hold
the flashcards up and say the words for children to repeat.
• Shuffle the flashcards and hold them up in a different
order for children to say the words in chorus.

repeat.
Fluency Time! 3 91

10 May I take a photo?
• Point out the noun in the picture of each flashcard so that
children understand the phrase more clearly. For example,
for the flashcards of visit the gift shop, point to the gift
shop. Then, say Gift shop. Visit the gift shop. Repeat with the
other flashcards.

repeat.
words.

• Below level: Pause the recording frequently to check
that children are following along. Tell children to keep
their fingers on the pictures so that you can check they
understand.
• Above level: Encourage children to agree on an action
for each flashcard. For example, for visit the gift shop,
children can hold out their hands as if giving a present.
• Do the agreed actions and children say the phrases.

• Play the recording for children to listen once through.
Objectives • Point to Rosy and ask Who’s this? Do the same for Tim,
To identify things on a trip to the museum Alice, and Adam. Explain that the characters are on a
school trip to the museum.
• Talk about each frame in turn with the class. Ask simple
Language questions, e.g. Who’s this? What’s this?
recording. Point to each speech bubble as you hear
Vocabulary: listen to an audio guide, take a photo, draw a
the text.
picture, visit the gift shop
• Play the recording again. Children point to the pictures.
Extra vocabulary: welcome, museum, pass
• Ask comprehension questions, e.g. What’s this? (pointing
Resources and materials to the pencil).
Audio Tracks 120–122; Flashcards 104–107 • Ask children to open their books. Tell them to listen and
follow the words as you play the recording again.
Values • Ask children to find and point to the phrases from exercise
1 that appear in the story.
Follow the rules!
Further practice:
Warmer Workbook p. 70; Classroom Presentation Tool; Values worksheet
• Encourage the children to join in with the words and
actions. This will energize the children and get them ready
to learn.
Lead-in
• Use the flashcards to present the new vocabulary. Hold up
each flashcard and say the phrase for children to repeat.
92 Unit 10

Picture 2: Tim asks to take a photo; guide shakes head no,
and points to the sign.
Picture 3: Tim holds his pencil to draw a picture; guide nods
head yes.
Picture 4: Tim gives Adam a present. Adam is happy.

• Ask children to look at the pictures. Read the text for
children to repeat.
• Play the recording as the class listens.
3 Listen and say a or b.  124
• Ask children to look at the first pair of pictures in their
books. Elicit what the children want to do in each picture.
• Tell children they are going to hear the children ask for
permission to do one of those things.
• Play the recording, pausing after the first sentence. Ask
children which picture, a or b, goes with the sentence
they heard (b).
• Repeat with the other pair of pictures.
ANSWERS
1 b 2 a
4 Look and say.

• Read the sentences in the speech bubbles for children to
repeat.
• Elicit what the children want to do in each picture.
Confirm that children understand the symbols by writing
Lesson Two Grammar SB page 77 WB page 71 them on the board and eliciting their meaning.
Objectives • Model the exercise with a child. Then, put children in pairs
to take turns asking and answering.
To ask and answer the question May I …? for permission
To act out a story ANSWERS
1 Yes, you may.
Language 2 No, you may not.
Language focus: listening, speaking, reading 3 Yes, you may.
Vocabulary: verbs at the museum, Here you are! Let’s talk!
Grammar: May I … ? Yes, you may. No, you may not. • Ask children to look at the picture and speech bubble.
• Say the sentence for children to repeat.
• Children practice the sentence with other known objects.

Warmer • Below level: Put children in pairs. Give each pair two
• Song: Play a warm-up song. objects, e.g. a red pen and a blue pen. They ask the
• Play What do I have? (see Games bank). question using those objects.
Lead-in • Above level: Put children in pairs and have them go
• Talk about the previous lesson with children. Ask children around the room, asking the question with a variety of
what happened in the story. Ask Who is in the story? Where objects.
are they?
Further practice:
1 Listen to the story again.  122 Workbook p. 71; Classroom Presentation Tool
Story actions
Picture 1: Museum guide extends arms to welcome
everyone. Rosy holds her headphones for the audio guide.
Miss Jones nods her head.
Unit 10 93

• Ask children to look at the pictures. Elicit the words children
recognize from the previous lessons: museum, audio guide.
• Play the recording for children to point to the pictures.
• Play it again as children follow the words in their books.
3 Sing and do.

• Tell children that they are going to sing the song again,
but this time they are going to do some actions.
Song actions
This is a great museum: thumbs up
Lots to do and see: gesture around the room
Fun for you and me: indicate a friend and self
Old paintings everywhere: gesture to walls
New paintings over there: gesture to one side
An audio guide for you: pretend to put on headphones

• Below level: Encourage children to sing along and do
limited actions, for example, nodding / shaking their
head at the appropriate point in the song.
Lesson Three Song SB page 78 WB page 72 • Above level: Put children in pairs to sing the song. One
Objectives to do the actions for the questions in the song and the
To describe objects other to do the actions for answering them. Then play
the song again with children doing the other part.
To understand the meaning of old, new, and great
To use adjectives and museum verbs in the context of Further practice:
a song Workbook p. 72; Classroom Presentation Tool
Language
Language focus: listening, speaking
Vocabulary: old, new, great

Warmer
Lead-in
to repeat.
• Put the flashcards in different places around the room.
Call out the words for children to point to the flashcards.

repeat.
94 Unit 10

• Ask children to look at the words with the sounds
oa and oy.
• Play the first part of the recording as children point to the
pictures.
• Play the second part for children to repeat the sounds and
words in chorus.
• Play the recording all the way through (more than
once if needed) for children to point to the words and
repeat them.

• Ask questions about the pictures. Then, play the recording
for children to listen to the chant.
• Play the recording again for children to say the chant. The
children point to the pictures in their books as they hear
the words. Repeat (more than once if necessary).
• Play the chant once more as children follow in their books.

• Below level: Pause after the first line. Ask children
to point to goat and then boat. Repeat with the
second line.
• Above level: Ask children to raise their hand every time
there’s a word with /oʊ/ or /ɔɪ/ in it.
Lesson Four Phonics SB page 79 WB page 73 3 Read the chant again. Say the words with oa and
oy.
Objectives • Ask children to look at the chant again. Focus attention on
To pronounce the sounds /oʊ/ and /ɔɪ/ on their own and the examples. Ask children to find and circle the instances
in words of oa and oy in the words.
To differentiate between the sounds /oʊ/ and /ɔɪ/
ANSWERS
oa /oʊ/: goat, boat
Language
oy /ɔɪ/: boy, toy
Vocabulary: boat, goat, toy, boy 4 Look at the pictures. Write and say the words.
• Ask children to look at the pictures and say the words.
Resources and materials • Point to the first picture and elicit the word boat. Ask
Audio Tracks 127–128; Phonics cards 34–37 students to write the word in their notebooks. Point to the
other pictures and say the words together.
Warmer • Children complete the items individually.
• Song: Play a warm-up song. ANSWERS
• Ask children which pairs of letters they looked at in the 1 boat
previous phonics lesson (ai and y) and which sounds 2 toy
these letters represent /eɪ/ and /aɪ/). Say the chant from 3 goat
Unit 9, Lesson 4 to review /eɪ/ and /aɪ/. 4 boy

• Hold up the boat, goat, toy, and boy phonics cards one • Ask children to look at the picture and speech bubble. Say
at a time, saying the words for the class to repeat. Ask I’m a boy. I have a toy.
children what today’s sounds are (/oʊ/ and /ɔɪ/). • Ask a child to read the sentence.
• Show the oa and oy phonics cards. Say the words, and • Put children in pairs to take turns saying the sentence. Tell
have the children identify which sound they hear. them to use other vocabulary on the page.
• Encourage children to come to the board to write each Further practice:
word as you say it. Workbook p.73; Classroom Presentation Tool
• Use the same process to practice writing and saying the
other words.
Unit 10 95

ANSWERS
Ha Noi

• Ask children if they can recognize any words on the page.
Praise them for correct answers.
• Explain that they are going to hear a recording of the
poster. Tell them to follow the words in their books. It
doesn’t matter if they don’t understand all the words.
• Play the recording for children to listen and follow.
• Play the recording a second time. Answer any questions.

• Below level: Write the sentences on the board to
support children. Play the recording, pausing after the
first sentence.
as suggested, read out the sentences in a random order
for children to find them on the page.
3 Read again and write a or b.

• Tell children to get their notebooks and write the
numbers 1–5.
• Ask children to look at the sentences in the exercise. Elicit
that there is an answer choice a and b for each item.
• Tell them to follow along with the sentences and answer
Lesson Five Skills Time! SB page 80 WB page 74 choices while you read them out loud.
• Do the example with the children. Tell them to look at the
Objectives poster and find the location of the museum. Have them
Reading: read and understand a poster; recognize point to the sentence with the information. Tell them to
specific words write a next to number 1 in their notebook.
• Tell the children to complete the exercise individually,
Language locating the information in the poster.
Review: vocabulary and structures seen previously • Check as a class.
Extra: Viet Nam National Museum of History • Talk as a class about the museum, to explain more about
what they can see at the museum and the significance of
Resources and materials the stone elephant.
Audio Tracks 126, 129 ANSWERS
1 a
Warmer 2 b
• Song: Play a warm-up song. 3 b
• Energize the class by singing the song from Lesson 3. 4 b
5 a
Lead-in
• Ask children to name all the actions they may do at a 4 What’s your favorite museum?
museum. • Ask children if they have ever been to a museum either in
their country or abroad. Ask them to name their favorite
• Ask children to look at the pictures and predict what the
museum.
text is about (a visit to a museum).
• Ask children to tell you what museums they know about Further practice:
in their country or in other countries. Workbook p. 74; Classroom Presentation Tool
1 Look at the picture. Where is it?

• Ask children to look at the pictures.
• Direct children’s attention to the title and then the first
line of the poster.
• Elicit that the Viet Nam National Museum of History is in
Ha Noi.
96 Unit 10

• Continue the recording as children write the number of
the appropriate child in their notebooks.
• Go over the answers as a class.
ANSWERS
1 Number 2
2 Number 3
3 Number 1

• Read the sentences out loud. Prompt children to repeat
chorally. Ask them which child the question goes with
(Number 1 – the girl with the paper and pencil).
• Put children in pairs to take turns asking the questions
the children in the picture are asking for their partner to
answer.

• Below level: Conduct the activity as a class. Say the
number of one of the children in the picture. The class
asks the question and answers chorally.
• Above level: Extend the activity to encourage children
to use the question form to ask permission to do
something in the classroom, e.g. May I have a pencil?
May I stand up? May I open your pencil case? Their partner
can give permission or not.
Lesson Six Skills Time! SB page 81 WB page 75 3 Write about a museum you like.
Objectives • Point to the paragraph.
Listening: listen for specific information • Elicit some possible answers from the children.
Speaking: ask and answer May I …? Yes, you may. No, you • Tell children they are going to use the paragraph to
may not. answer questions about their favorite museum.
Writing: write individual words with correct spelling • Elicit the museums children like. If they aren’t familiar
with any museums, tell them to write about the Viet Nam
Language Museum of National History, which they’ve read about in
Review: vocabulary and structures seen previously the unit.
• Children complete the paragraph about their own favorite
Resources and materials museum.
Audio Track 130; Flashcards 104–107 ANSWERS
Answers will vary.
Warmer
Further practice:
• Song: Play a warm-up song. Workbook p. 75; Classroom Presentation Tool; Unit 10 Test
Lead-in
• Ask children what they can remember from the reading
text in the previous lesson. Encourage them to name as
many things to do at the museum as they can.
1 Listen and say the number.  130

• Ask children to look at the picture in their books. Elicit
what each child in the picture wants to do.
• Explain to children that they are going to hear a sentence
from each child in the picture. Explain they should write
the number of the child in the order they speak.
• Play the recording and pause after the first item. Elicit
which child asked the question. Tell them to write 2 in
their notebooks.
Unit 10 97

11 There is a doll on the rug.
• Use Flashcards 111–115 to present the vocabulary. Hold
up the flashcards and say the words for children to repeat.
• Hold the flashcards up in a different order and repeat.

repeat.

• Below level: Put the children in a large circle. Hold up
each flashcard and then pass it around the circle as
each child says the word.
• Above level: Put the flashcards around the room.
• Call out one word. Have children point to the correct
flashcard as fast as possible. Have them repeat the word
when they point.
• Ask a few children to take the role of teacher and call
out the words.

• Play the chant again for them to say the words. Repeat
(more than once if necessary).
• Ask some questions about the story, e.g. Where are Rosy
Objectives and Grandma? Where’s Billy? What rooms can you see?
To identify bedroom objects • Focus attention on the first picture. Ask children to name
To understand a short story as many toys, clothes, and bedroom objects as they can.
• Talk about each frame in turn with the class. Ask What’s
Language happening? Encourage predictions from different children.
Vocabulary: rug, cabinet, shelf, pillow, blanket recording for them to listen. Point to each speech bubble
Extra vocabulary: clean up, clean (adj), room in turn as you hear the text.
Pronunciation tip: Concentrate on the difference • Ask comprehension questions, e.g. Here is Rosy’s room. Is it
between /p/ and /b/ in pillow and blanket. Make sure clean? What does Rosy do? Is the apartment clean? Why is the
children say /ʃ/ not /s/ for shelf. kitchen messy?
• Ask children to open their Student Books to page 82. Tell
Resources and materials them to listen and follow the words in the story as you
Audio Tracks 131–133; Flashcards 111–115 play the recording again.
• Ask children to find and point to the words from exercise 1
Values that appear in the story.
Be neat and clean! Further practice:
Warmer
• Play What’s the picture? (see Games bank).
Lead-in
• Tell children that today’s story is about a room. Draw a
simple bed and closet on the board and elicit bedroom.
98 Unit 11

Picture 2: Rosy puts things away, and then extends her arm
to show that the room is clean. Grandma smiles.
Picture 3: Grandma sits down looking happy. Rosy opens the
kitchen door and looks shocked.
Picture 4: Billy sits on the floor and bangs his drum. Rosy and
Grandma shake their heads.

• Point to each picture and elicit what children can see.
• Ask the children to read the sentences under each picture.
• Point to each picture and ask the children to say aloud.
• Play the recording all the way through.
• Write There’s and There are on the board.
• Say book and point to There’s. Say books and point to
There are. Continue giving singular and plural nouns while
children point to the correct phrase.
• Draw a picture of four books on the board and say There
are some books. Then draw ten books on the board and
say There are a lot of books. Then point to things in the
classroom and elicit some or a lot of.
3 Look and say.

• Ask a child to read the sentence in the speech bubble.
and asking and saying what they can see.

Lesson Two Grammar SB page 83 WB page 77 • Below level: Conduct the activity as a class.
To make sentences with There’s and There are • Above level: Extend the activity by giving children
To make sentences with some and a lot of other items, e.g. pens, books, pencils, to talk about.
To act out a story
4 Look again and write.
Language • Tell children to get their notebooks and write
Language focus: listening, speaking, reading, writing numbers 1–5.
Vocabulary: bedroom objects • Read the words in the box out loud for children to repeat.
Grammar: There’s a doll on the rug. There are some toys • Copy the example sentence on the board. Ask children to
in the cabinet. There are a lot of books under the bed. count the pillows in exercise 3.
• Elicit that we use There are because it is more than one.
Resources and materials • Elicit that we use some because there are three pillows.
Audio Tracks 133–134; Flashcards 111–115 • Children complete the exercise in their notebooks.
Warmer ANSWERS
• Play Simon says (see Games bank). 1 There’s a doll on the cabinet.
2 There are some pillows on the bed.
Lead-in 3 There are a lot of books on the shelf.
• Elicit what happened in the story. 4 There are a lot of balls on the rug.
• Cover the story and ask which bedroom objects appeared 5 There’s a blanket on the bed.
in the story.
Let’s talk!
1 Listen to the story again.  133 • Ask children to look at the picture and speech bubble.
• Ask children to turn to the story in their books. Check how Say the sentence for the children to repeat.
many words they remembered. • Children practice the sentence with other known objects.
• Play the recording, pausing for children to repeat. Further practice:
• Divide the class into groups to play the roles in the story. Workbook p. 77; Classroom Presentation Tool
Story actions
Picture 1: Grandma points to the things in the bedroom and
shakes her head.
Unit 11 99

• Point to the numbers. Say the words and let the children
repeat.
numbers.
• They repeat each number after they hear it.

• Below level: After playing the recording, lead the
children in counting from 1–20. Line the children up.
Ask them to count off, one by one.
• Above level: Play a game. Start the game yourself. Say
one, then point to the child nearest you and say two.
The child nearest you says two and points to the child
nearest to him/her to say three and so on.
• When the number gets to twenty start from the
beginning again.

• Ask children to look at the pictures in their books. Point
to the bears and say How many bears? Children count the
bears and tell you the answer (twelve).
song in their books.
music or recording. Say each line and ask children to
Lesson Three Song SB page 84 WB page 78 repeat.
Objectives • Play the recording again for children to sing along.
To identify numbers 11–20 3 Sing and do.
To use numbers in the context of a song • Ask children to look at the picture and decide together
what the actions should be for this song.
Language • Practice the actions with the class.
Language focus: listening, speaking • Play the recording for children to sing the song and do
Vocabulary: numbers 1–10 (recycled), eleven, twelve, the actions.
thirteen, fourteen, fifteen, sixteen, seventeen, eighteen,
nineteen, twenty Song actions
Extra vocabulary: more, get in Ask one child to come to the front of the class to be “the
little one” and hold a piece of paper with the number 10
Resources and materials written on it. Give flashcards showing the numbers 11–20 to
Audio Tracks 135–136; Flashcards 116–125 other children in the class.
When the children with the flashcards hear their numbers,
they hold their cards in the air. When the child hears their
Warmer “name,” they go to the front and jump into the “bed”.
• Song: Play a warm-up song. Repeat the song. Give the flashcards to ten different children
• Play Living numbers (see Games bank). and invite a different child to be “the little one”.

• Use Flashcards 116–125 to introduce the numbers eleven
to twenty. Use Track 135 to model the pronunciation for
children to repeat. Stop after the first part of the track.
• Ask ten children to come to the front and hold a flashcard.
Give them the numbers 11–20. Ask them to stand in order.
• Say the numbers with the class. As each number is said,
the child holds it above their head.
• Ask some children to call out numbers at random to
increase the challenge of the activity.
100 Unit 11

• Encourage the class to sound out and say the words
individually.
• Use the same process with different children
pointing to different words.

ear and are.
pictures.
words in chorus.
repeat them.

• Elicit what children can see in the picture. Then, play the
recording for children to listen to the chant.
3 Read the chant again. Say the words with ear

and are.
• Ask children to look at the chant again. Focus attention on
the ear in the word hear, and the are in the word square.
Lesson Four Phonics SB page 85 WB page 79 • Ask children to find other examples of ear in words and to
write these words in their notebooks.
Objectives
To pronounce the sounds /ɪə/ and /eə/ on their own and ANSWERS
in words ear /ɪə/: ears, hear
To identify the letters ear and are within words and are /eə/: scared, square, rare
associate them with the sounds /ɪə/ and /eə/ 
Pronunciation in American English: /ɪr/ and /ɛr/. The • Below level: Pause after each line and prompt children
British English IPA transcription for diphthong /ɪə / is used to point to the picture next to the chant.
here. The pronunciation in American English is: /ɪr/
Language • Above level: Ask children to raise their hand every time
there’s a word with /ɪə/ or /eə/.
Vocabulary: ear, near, hear, scared, share, square
4 Look the pictures. Write and say the words.
Resources and materials • Tell children to get their notebooks and write numbers 1–4.
Audio Tracks 137–138; Phonics cards 38–43 • Ask children to look at the four pictures and say the words
out loud. Say the numbers of the pictures in random order
for children to identify them.
Warmer
• Song: Play a warm-up song. • Ask children to write the correct words in their notebooks.
• Ask children which letters they looked at in the previous • Ask children to say the words again and identify the sound
of each word.
phonics lesson (oa) and (oy) and which sounds these
letters represent (/oʊ/ and /ɔɪ/). ANSWER HEAD
• Elicit words that contain those sounds (boat, goat, 1 ears 2 scared 3 near 4 square
toy, boy).
Let’s talk!
Lead-in • Ask children to look at the picture and speech bubble. Say
• Hold up the ears, near, hear, scared, share, and square I hear with my ears.
phonics cards one at a time, saying the words for the • Ask a child to read the sentence.
class to repeat. Ask children what today’s sounds are (/ɪə/ • Put children in pairs to take turns saying the sentence. Tell
and /eə/). them to use other vocabulary on the page.
• Write the target words on the board. Invite a child to Further practice:
come up to the board. Workbook p.79; Classroom Presentation Tool
Unit 11 101


• Below level: Point to different items in the picture. Ask
What’s this? Elicit the words from individual children or
the class. Stick the flashcards for the items on the board
or draw a picture of the items and then write the words
under them for support.
• Above level: Extend the activity by asking children
to ask and answer How many? about the items in
the picture. Model the activity. Ask How many chairs?
Children count and say Four.

• Explain that Vinh is writing a letter about his living room.
Ask children to listen and follow silently in their books.
• Ask simple questions to check comprehension, e.g. Where
is the TV? How many books are on Vinh’s shelf? What are
Vinh’s books about?

numbers 1–6.
• Write the first sentence on the board. Say There are twelve
chairs – yes or no? (No). Write F next to the sentence on the
board. Point out the example answer in the Student Book.
•
Lesson Five Skills Time! SB page 86 WB page 80 Tell children to write F next to number 1 in their
notebooks.
Objectives • Ask children to read the other sentences and then read
Reading: understand a description and read for specific the letter again to see whether they are true or false. They
details write T or F in their notebooks accordingly.
ANSWERS
Language 1 F
Review: vocabulary and structures seen previously 2 F
3 T
Resources and materials 4 F
Audio Track 139; Flashcards 111–115 5 F
6 F
Warmer 4 What’s in your living room?

• Song: Play a warm-up song. • A living room is an important room for most people
• Play What’s missing? (see Games bank). around the world. It is where the family talks and relaxes
together after work or school.
Lead-in • Ask the children if they spend time with their family in the
• Ask children to look at the picture and the photo of the living room. Do they like a different room? What do they
boy on page 86 of their books. Ask if children can see the do there together?
boy’s name; elicit his name is Vinh. • Talk as a whole class, or in pairs.
1 What’s in the living room? Point and say. Further practice:
• Ask the children to look at the picture on page 86 and Workbook p. 80; Classroom Presentation Tool
predict what the text is about (Vinh’s living room).
• Elicit all the things children can recognize in the picture.
Write the words on the board.
• Put children in pairs to take turns pointing to different
living room objects and saying the words.
ANSWERS
table, chairs, cabinet, TV, books, toys, shelf
102 Unit 11

• Play the recording, pausing after sentence 1 to discuss the
example answer.
• Continue playing, pausing after each description for the
children to write a or b.
ANSWERS
1 a 2 b 3 b 4 a 5 b 6 a
2 Look at the pictures again. Ask and answer.

• Ask children to look at Pictures a and b. Review
prepositions. For example, ask Where’s the bag? to elicit It’s
under the table. Ask Where are the toys? to elicit They’re in
the box.
• Read the words in the box out loud and ask children to
repeat.
• Read the question and answer in the speech bubbles out
loud for children to repeat.
• Put children in pairs to take turns asking and answering
questions about Pictures a and b.
3 Talk about the pictures.

• Children talk about the pictures, using there’s / there are.
4 Read the questions and answers. Write ? or .
• Read the first sentence out loud. Ask Is this a question?
(Yes).
• Ask What is at the end of a question? (a question mark).
• Then, ask children to look at sentence e. Again, ask
Lesson Six Skills Time! SB page 87 WB page 81 children Is this a question? (No). Explain that it is an answer
to the question, and that it ends with a period.
Objectives • Tell children to get their notebooks and write letters a–h.
Listening: identify different rooms from their • Put children in pairs to decide if each sentence is a
descriptions question or an answer. They write the punctuation in their
Speaking: ask and answer questions about where notebooks.
things are ANSWERS
Writing: differentiate between sentences and questions; a ? b ? c ? d ? e . f . g . h .
write about your bedroom
5 Look at the questions in 4 again and write about
Language your living room.
Review: vocabulary and structures seen previously • Put children in pairs to tell their partner about their living
room. Have them look back at the questions in exercise 4
Resources and materials and answer them for their partner.
Audio Track 140; Flashcards 111–115 
• Below level: Say the questions out loud, one by one.
Warmer Children answer them for their partner.
• Song: Play a warm-up song. • At level: Children complete the activity as suggested.
• Play Musical cards (see Games bank). • Above level: Extend the activity by asking children
to add other things they have at home that are not
Lead-in addressed in the questions. Provide vocabulary as
• Review the house and furniture words with the flashcards. needed.
• Point out the two pictures, a and b, in exercise 1. Ask
children to name as many things as they can in each one. Further practice:
numbers 1–6.
• Explain that they are going to hear six sentences about
the rooms in the two pictures. After each description,
they write a or b in their notebooks, depending on which
picture is being described.
Unit 11 103

12 Those are our computers.
• When you have thought of a word for each letter, ask the
children to repeat the activity in small groups. You can
use a different word, for example ENGLISH, and see if the
children can think of a word for every letter.
Lead-in
• Use Flashcards 126–129 to present the vocabulary. Hold
up each flashcard and say the word for children to repeat.
Ask children to point to real objects in the classroom if
possible.
• Hold the flashcards up in a different order and repeat.

repeat.

• Below level: After doing the exercise, put the children
in two lines. Stick two of the flashcards on the board.
Say one of the words. The first two children in each line
rush to the board to slap the correct flashcard. Award
a point to the child who gets there first. Swap the
flashcards for two new ones. The next two children in
line race to slap the correct flashcard you call.
• At level: After completing the activity, play the game
described in the below level activity, but increase the
Lesson One Words SB page 88 WB page 82 number of flashcards on the board to four.
• Above level: After completing the exercise, place
Objectives the flashcards in different places around the room.
To identify common school things Tell children to look carefully at them. Then, children
To understand a short story hide their eyes. Switch the positions of the flashcards.
Children look and race to the flashcards that are in
Language different places and say the word.
Vocabulary: table, computer, chair, board 2 Listen and chant.  142
Extra vocabulary: wow • Play the recording for children to listen to the chant.
Pronunciation tip: Practice the pronunciation of /ər/ at • Play the chant a second time for children to point to the
the end of computer. correct picture in their books when they hear the word.
Play the chant again for them to say the words.
Resources and materials • Repeat (more than once if necessary).
Values • Point to each frame one at a time for the class to talk
about it. Ask children to identify the characters they
Welcome a new classmate!
recognize, as well as any objects.
• Encourage predictions about the story from different
Warmer members of the class.
• Song: Play a warm-up song. • Ask children to look at the story in their books. Play the
• Write the word CLASSROOM in large letters across the top recording for them to listen and point to the different
of the board. speech bubbles as they hear the words.
• Ask children to shout out English words that begin with • Ask questions to check comprehension.
each letter and write them vertically down the board, e.g.
C could be cat, L could be lion, A could be apple, etc. Further practice:
104 Unit 12

• Ask children to look at the pictures. Ask What can you see?
• Play the recording. Pause after each line. Children repeat.
• Reinforce the meaning of these and those using objects
in the classroom, e.g. chairs, tables, etc. Emphasize the
distance necessary to show these / those.
3 Look at your classroom. Point and say.

• Read the words in the box for the children to repeat.
• Read the sentence in the speech bubble. Children repeat.
• Put children in pairs to take turns saying the sentence
using the words in the box. Ask children to point to things
in their classroom as they say sentences about them.
4 Write.
numbers 1–4.
• Explain that children are going to complete the sentences
by writing the missing word in their notebooks.
• Ask children to look at the first sentence. Elicit that the
correct word is Those because there are two bags and
they are far away from the person talking. Children write
Those next to number 1.
• Children complete the sentences in their notebooks.
• Check by asking children to say the sentences.
ANSWERS
Lesson Two Grammar SB page 89 WB page 83 1 Those are bags.
2 These are pens.
Objectives
3 These are pencils.
To say and write sentences with These are, and Those are 4 Those are computers.
To act out a story

Language • Below level: Do the exercise as a class.
Language focus: listening, speaking, writing • At level: Complete the activity as suggested.
Grammar: These / Those are tables. • Above level: After completing the exercise, ask
children to write four sentences that are about their
Resources and materials own classrooms.
Let’s talk!
Warmer • Ask children to look at the picture and speech bubble. Say
• Song: Play a warm-up song. These are pencils.
• Play Word chain (see Games bank). • Ask a child to read the sentence.
• Ask children what happened in the story. Prompt if
necessary with questions. Further practice:
• Cover the story and ask children which school things
appeared in the story.

• Ask children to look at the different actions that the
when acting out the story.
Unit 12 105

• Ask children to look at the picture. Point to the different
things and ask What’s this? Ask children to predict what
the song is about (a classroom).
• Play the song all the way through for children to listen;
then play it again as they follow the words in their books.
• Play it again, stopping after each line for children to
repeat.

• Below level: Point to the picture of the classroom
items and elicit the words before children sing that
verse.
• Pause the recording to confirm children’s
understanding.
• At level: Complete the activity as suggested.
• Above level: Give each child a word card for posters,
pictures, drawers, book, window. There should be one
card for each child.
• Play the song. Each time children hear their word, they
quickly stand up and sit down.
3 Sing and do.

what the actions should be for this song.
Lesson Three Song SB page 90 WB page 84 • Play the recording for children to sing the song and do
Objectives the actions.
To identify more school objects and use words in the Song actions
context of a song What’s in the classroom?: raise hands as if asking a question
To help children develop their listening and singing skills Verse 1: point to posters and pictures on the wall and mime
opening a book
Language Verse 2: mime opening a drawer, and then point to the
Language focus: listening, speaking board
Vocabulary: poster, picture, drawers Verse 3: point to door and a window, and then a table and
Extra vocabulary: what, look, work (n) a chair
Pronunciation tip: Help children to pronounce the /z/ at Further practice:
the end of drawers. Workbook p. 84; Classroom Presentation Tool

Warmer
• Play What’s the picture? (see Games bank).
Lead-in
• Use flashcards to introduce the new vocabulary. Hold up
the cards and say the words for children to repeat. Point to
real items in the classroom if possible.
• Hold the cards up in a different order for children to
repeat.

repeat.
106 Unit 12

• Encourage the class to say the sounds to say the word.
• Use the same process with different children pointing
to different words. Children say t-o-u-r, m-o-u-s-e, and
h-o-u-s-e.

oor, our, and ou.
pictures.
words in chorus.
repeat them.

• Elicit what children can see in the picture. Then, play the
recording for them to listen to the chant.
3 Read the chant again. Say the words with oor,

our, and ou.
• Ask children to look at the chant again. Ask children to
find and say examples of /ʊə/ and /aʊ/ in the chant.
Lesson Four Phonics SB page 91 WB page 85 ANSWERS
Objectives oor, our /ʊə/: poor, tour
To pronounce the sounds /ʊə/ and /aʊ/ on their own and ou /aʊ/: mouse, house
in words 
To identify the letters oor, our, and ou in the middle and • Below level: Pause after each line and prompt children
at the end of words and associate them with the sounds to point to the pictures from the chant.
/ʊə/ and /aʊ/
To differentiate between the sounds /ʊə/ and /aʊ/
• Above level: Ask children to tap their finger on their
Pronunciation in American English: /ʊr/ and /aʊ/. The table every time there’s a word with /ʊə/ or /aʊ/.
British English IPA transcription for diphthong /ʊə / is
used here. The pronunciation in American English is: /ʊr/.
4 Look at the pictures. Write and say the words.
Language • Tell children to get their notebooks and write
Language focus: listening, speaking, reading, writing numbers 1–4.
Vocabulary: poor, tour, mouse, house • Ask children to look at the pictures and say the words.
• Point to the first picture and say the word poor. Ask
Resources and materials children to write the word in their notebooks. Point to the
Audio Tracks 147–148; Phonics cards 44–47 other pictures and say the words together.
• Children complete the items individually.
Warmer ANSWERS
• Song: Play a warm-up song. 1 poor 2 house 3 mouse 4 tour
• Ask children which letters they looked at in the previous Let’s talk!
lesson (ear and are) and which sound these letters
• Ask children to look at the picture and speech bubble. Say
represent (/ɪə/ and /eə/).
This is a house.
• Elicit words that contain that sound (ear, near, hear, scared,
• Ask a child to read the sentence.
share, square).
• Hold up the poor, tour, mouse, and house phonics cards Further practice:
one at a time, saying the words for the class to repeat. Ask Workbook p.85; Classroom Presentation Tool
children what today’s sounds are (/ʊə/ and /aʊ/).
• Write the target words on the board. Point to one, and
encourage the children to sound it out.
Unit 12 107

• Ask children to work in pairs, taking turns pointing to the
classroom objects and saying the words.
ANSWERS
tables, chairs, board, pictures, posters, windows, students

• Tell children that they are going to hear a recording.
Explain that it doesn’t matter if they don’t understand
every word, but they should look for words they do know.
• Ask questions to check comprehension, e.g. What school
does Phong go to? What’s in the classroom?
3 Read again. Write the correct answer.

• Tell children to get their notebooks and write numbers 1–6.
• Read the words in the box out loud. Children repeat.
• Write the first question on the board. Read it out loud.
• Ask children to find the part of the text that gives them
the answer (3C). Write the answer after the question.
• Read the rest of the questions with the class and check
understanding.
• Allow time for children to re-read the text, find the answer,
and write it in their notebooks.
ANSWERS
1 3C
2 14
Lesson Five Skills Time! SB page 92 WB page 86 3 upstairs
4 Miss Loan
Objectives
5 pictures
Reading: read a text describing pictures; read for 6 Yes, he is.
specific words

Language • Below level: Do the activity as a class.
Review: vocabulary and structures seen previously • At level: Children complete the activity as suggested.
Extra vocabulary: wall • Above level: After completing the exericse, ask
children to look at the text again. Point to the sentence
Resources and materials Our classroom is upstairs and ask the children Is this the
Audio Tracks 146, 149 same or different in our school? Elicit the answer.
• Ask children to look at the text again and find things
Warmer that are the same and different from their own school.
• Song: Sing What’s in the classroom to energize the class. • Put two columns on the board, labelled Same and
• Ask different children to say something about their Different.
classroom. Encourage as many comments as possible, e.g. • Have children write a sentence from the text in the correct
There are posters. There’s a computer. There are books. column, e.g. the column Same might have The classroom is
Lead-in big. Different might have The classroom is upstairs.
• Point to the picture of the boy at the top of the text and
explain that his name is Phong. 4 Do you like your school? What’s in your
• Ask children to look at the pictures. Ask what they think classroom?
the text is about (Phong is describing his school). • Ask children in the class about their school and classroom.
• Encourage children to make predictions about Phong’s • Encourage them to ask other children the questions.
school, e.g. There are pictures in the classroom. There are Further practice:
boys and girls in the class. Workbook p. 86; Classroom Presentation Tool
• Ask children whether it looks like their school.
1 Point to things you can see in a school. Say the

words.
• Ask the children to look at the pictures again. They point
to the different classroom objects and say the words.
108 Unit 12

• Play the recording a second time, stopping after item 1.
Ask children to tell you which person is described (the girl
with long, black hair) and point out the example answer.
• Continue the recording, stopping after each item for
children to write the numbers.
ANSWERS
1 d 2 f 3 b 4 e 5 a 6 g 7 c

• Ask children to look at the picture again. Ask How many
children / chairs / boards are there?
• Ask different children to read the words in the box.
• Read the question and answers in the speech bubbles
together for the class to repeat in chorus.
• Ask children to work in pairs. They practice asking and
answering questions using the words in the box.
3 Talk about your class.

• Children describe their class, e.g. windows, doors, teacher’s
name, class name.
4 Look and write.

• Tell children to get their notebooks and write the words
(School:, Class:, Name:, Classmates:, boys, girls, Teacher:).
Write School: on the board.
• Elicit the answer that is true for your class. Children write
Lesson Six Skills Time! SB page 93 WB page 87 it in their notebooks. Have them complete the form with
true information.
Objectives • Check as a class. Determine if all answers are correct.
Listening: identify people and objects from their

descriptions
Speaking: ask and answer questions about a picture
• Below level: Do the activity as a class.
Writing: write about your own classroom
• Above level: Put children in groups to interview each
Language other about their school. Then, groups present to
the class.
• Example questions:
Extra vocabulary: long
• What’s the name of your school?
Resources and materials • How many students are there in your class?
Audio Track 150
• What things are there in your classroom?
Further practice:
Warmer Workbook p. 87; Classroom Presentation Tool; Unit 12 Test
• Play Chain drawings (see Games bank).
Lead-in
• Ask children what they can remember about Phong’s
school from the previous lesson. Say Where’s Phong’s
classroom? What’s in Phong’s school? Encourage children to
describe Phong’s school in as much detail as they can.

• Tell children that they are going to hear a recording
describing the people and things. Explain they should
write the number next to the letter in pencil.
people and things as they hear them mentioned.
Unit 12 109

Review 4
• Show the children that they must rearrange the letters to
write the word correctly.
• The children unscramble the letters for the other items.
Then they write the number of the word next to the
correct picture in pencil.
• Ask the children to say the extra item (table).
ANSWERS
1 rug
2 great
3 cabinet
4 computer
5 blanket

• Point to the word box in activity 2. Elicit the words.
• Play the example and point to the first sentence.
• Explain that the children will listen and write the
correct word.
• Play the full recording, pausing after each sentence for
children to write.
ANSWERS
1 rug
2 cabinet
3 shelf
4 drawers
5 bed
Review 4 SB pages 94–95 WB pages 88–89 6 blanket
Objectives
To review language in units 10, 11, and 12.
Language
Writing: 1, 3 (furniture, These / Those)
Listening: 2 (there is/are + furniture)
Reading: 4 (a/some/a lot of)
Speaking: 5 (there is/are, some/a lot of/a/an/the,
classroom furniture)

Warmer
actions.
Lead-in
• Play some flashcard games, for example Odd One Out or
Pick a Card (see Games bank) to remind the children of the
target language from units 10, 11 or 12.
1 Write and match. There is one extra picture.

• Point to the picture of the rug in activity1. Say urg. Ask the
children if this is correct.
110 Review 4

ANSWERS
1 T
2 T
3 F
4 F
5 T
6 F
5 Look around. Say what is in your classroom.

• Divide the children into pairs or small groups.
• Tell them they are going to describe their classroom.
• Encourage them to talk about as many things as possible.
• While they are speaking, move around and listen to them.
• Do not interrupt them, but make notes for feedback later.
ANSWERS
Children’s own answers. The teachers should look for
there is / are; a / an / a lot of / some, classroom furniture
and items. If they can describe any items using colors or
other adjectives, this shows great recall.
Self assessment box

fill out the box
Further practice:
3 Look, match and write.

• Ask the children to look at the pictures. Where are the
people? (in a classroom)
• Explain that the students will match the pictures to the
sentences, and then complete the sentences in pencil
using the words in the box.
• Look at the example together. Point to the chairs in the
first picture, and ask which sentence the image could
match to (the second). Elicit that the correct word is Those
because there are three chairs and they are far away from
the person talking.
• The children complete the sentences.
ANSWERS
1 Those are chairs.
2 Those are computers.
3 Those are bags.
4 These are pencils.
4 Look, read, and circle T (true) or F (false).

• Ask the children to look at the picture of the girl’s
bedroom. What can they see? Elicit examples.
• Show them the sentences. They will read and choose true
or false for each.
• Look at the example together.
• The children read and choose T or F for the other
sentences in pencil.
Review 4 111

Fluency Time! 4
• Children practice the conversation in pairs.
• Ask pairs to act out the conversation for the class.
• Tell children that that they are going to listen to two
conversations and that they should number pictures a–d
in the correct order.
• Show children the pictures and example, checking that
they understand the instructions.
• Play the recording for children to listen and write the
numbers next to the letters in pencil.
• Ask children what each of the people is saying.
ANSWERS
1 d
2 b
3 c
4 a
3 Look at the park objects. Ask and answer.

• Ask children to work in pairs to act out dialogues of
their own.
• Ask two children to read out the example dialogue. In
pairs, children read the example dialogue, then point to
the pictures of the things in the park and ask and answer
as in the example.
• Monitor children’s performance. Invite some pairs to act
out their dialogues for the class.
Lesson One Everyday English 
SB page 96 • Below level: Review the three park objects. Put the first
question on the board with a blank for the park object,
Objectives i.e. May I go on the _______, please? Ask children to fill in
To learn some useful language for playing outside the blank. Repeat for each word. Children complete the
activity.
May I go on the (swing), please? Be careful of the (ball). • Above level: Ask children to think of other things
I’m on the (swing)! That’s good. Come down now. they might ask permission to do (go to a friend’s
house / a party / the pool / a soccer game). Write their
Resources and materials suggestions on the board.
Audio Tracks 152–153 • Put children in pairs to make a new dialogue about one
of the ideas on the board using the dialogue in their
Warmer book as a model.
• Tell the class they are going to learn some useful language
for playing in the park. Ask children what words they Further practice:
know for talking about the park. Provide any words they Classroom Presentation Tool
may have forgotten.
• Play Musical cards (see Games bank) using the park
vocabulary.

• Ask children to say where the people are (in a park) and
what they can see in the pictures.
112 Fluency Time! 4

e.g. How many (thirds) are there in a whole?
• Elicit the shapes children can see and how they are
divided.
3 What are things you can divide into halves,

thirds, and quarters? Make a poster.
• Explain that we want to find things we can divide into
two, three, or four pieces. Ask children to think about
items from around the classroom. Brainstorm a list as a
class.
• Put children in groups to make a poster. Give each group
a large piece of poster paper, some scissors, and some
pieces of colored paper for children to cut.
• Model the activity by drawing a circle and then drawing
the lines to split it into halves. Repeat with other shapes,
drawing the lines for thirds and halves.
• Tell children to do the same and then cut their shapes to
glue onto their posters.
• Walk around to help. Give them glue when they are ready.
• Have children label each part of the poster with halves,
thirds, and quarters.
Lesson Two CLIL: Math SB page 97 WB pages 88–89 
Objectives • Below level: Collect items from around the classroom
and elicit which items can be divided into halves, thirds,
To learn some useful content and language about
and quarters. Elicit which items are difficult to divide.
dividing shapes
To make a poster reflecting math concepts related to
• Make a large poster for the class. Put children in groups
and ask each group to divide only one shape, e.g. one
dividing shapes
group cuts a circle in half; another cuts a rectangle into
thirds, etc.
Language
Vocabulary: a whole, a half, a third, a quarter, three
quarters • Above level: Have children work individually or in pairs.
Have them divide more than one shape into halves,
Extra vocabulary: equal, parts, divide
thirds, and quarters for their posters.
Further practice:
Audio Tracks 155–156; Flashcards 133–137; Poster paper
CLIL worksheet; Classroom Presentation Tool;
for each child, pieces of colored paper, glue, scissors
Summative Test 4; End of Year Test
Warmer
• Elicit the shapes children know in English. Write them on
the board.
• Point to items of those shapes in the classroom. Elicit the
shape.
Lead-in
• Write some simple sums on the board, e.g. 4 + 3 = __,
5 + 1 = __, 2 + 3 = __. Point to each of the symbols and
present the words plus and equals. Then, ask children to
come up and complete the sums.

repeat.
Fluency Time! 4 113

Games bank
Starter • Variation: To make the game more exciting, limit children
to three guesses. If they name the card within three
guesses, the class wins the card. If they don’t, the teacher
Lesson 4 wins the card. Put the cards the class has won and the
Word chain cards the teacher has won on opposite sides of the board.
• Prepare number cards for numbers one to ten. Place four At the end of the game add up the points with the class.
or five cards on the board in a given sequence, e.g. two,
eight, seven, four, ten. Lesson 3
• Point to a child. He/She says the first word in the Slow reveal
sequence, e.g. two.
• Put a flashcard on the board and cover it with a piece of
• Point to another child. He/She says the next word in the paper or another card.
sequence, e.g. eight.
• Very slowly move the paper to reveal the picture, little by
• Continue with each child saying the next word in the little.
sequence, returning to the beginning when necessary.
• Ask What’s this? The first child to guess correctly comes to
Option: Remove one number. The class repeats the the front to choose the next card.
sequence, including the missing number. Remove one
• Continue the game until you have practiced all of the
more number each time, until children are saying the whole
words from the vocabulary set.
sequence from memory.
Lesson 6
Lesson 5
What’s the picture?
What’s missing?
• Invite a child to come to the front of the class and whisper
• Put flashcards showing the vocabulary on the board and the name of an object he/she has to draw.
ask children to study them for one minute.
• The child draws the picture on the board for the rest of
• After one minute, ask children to look away (put their
the class to guess what it is.
foreheads on their desks!), take one flashcard away, and
rearrange the order of the others. • The first child to guess the object correctly comes to the
front of the class to draw the next picture.
• Ask children to tell you What’s missing?
• Repeat until all of the objects have been used.
Lesson 6
Slow reveal
Unit 2
• Put a flashcard on the board and cover it with a piece of Lesson 2
paper or another card.
• Very slowly move the paper to reveal the picture, little by Snap!
little. • Write one of the items from the vocabulary set on the
• Ask What’s this? The first child to guess correctly comes to board, e.g. pen . Say the word out loud.
the front to choose the next card. • Put the flashcards in a pile and hold them up so that the
• Continue the game until you have practiced all of the children can only see the facing card. Reveal the cards
words from the vocabulary set. one at a time by putting the front card to the back. When
children see the doll, they shout Snap!
• Repeat with the rest of the words in the set.
Unit 1
Lesson 5
Lesson 2
Listen, point, and say
What do I have?
• Place Flashcards 29–35 around the classroom.
• Use Flashcards 22–25 to elicit the vocabulary for
the game. • Call out a word, e.g. pen. The children point to the correct
flashcard.
• Hold up one card so that the class can only see the back
of it. • Alternatively, play the chant from Lesson 1 (Track 28). Children
point to the correct flashcard when they hear the word.
• Ask What do I have? and ask children to guess.
• Now point to the flashcard. The children say the word.
• When the card has been guessed correctly, put it on the
board. • Option: Describe the location of the card, e.g. It’s next to
the door. What is it? The children then say the name.
• Hold up a second card and repeat the procedure.
• Continue until all the cards are on the board.
114 Games bank

Unit 3 Lesson 4
Miming game
Lesson 2
• Play a miming game. Ask a child to stand up. Whisper an
Snap! action to him/her, e.g. Brush your teeth.
• Write one of the items from the vocabulary set on the • Ask the class What’s he / she doing? Encourage them to
board, e.g. mom. Say the word out loud. respond, using the structure He’s / She’s …ing. The first
• Put the flashcards in a pile and hold them up so that the child to answer correctly does the next mime.
children can only see the facing card. Reveal the cards • Put the children into small groups to continue the game.
one at a time by putting the front card to the back. When
children see the mom, they shout Snap! Lesson 6
• Repeat with the rest of the words in the set.
Freeze!
Lesson 3 • Ask children to stand up behind their desks.
• Call out the name of an action that children have learned
Whispers recently and children must mime the action. When you
• Organize children in groups of at least six. Show a shout Freeze! children must freeze in that position.
flashcard to the first child in each group. This child • If you wish, you can ask a child to take the role of teacher
whispers the word to the child next to him/her. and choose the action and shout Freeze!
• Children continue whispering the word to the child next
to them until the word reaches the final child.
• The final child says the word out loud, and the first child
Unit 6
holds up the flashcard to see whether the word and the
flashcard are the same.
Lesson 3
Bingo
Lesson 6 • Ask the children to draw a grid, three-by-three (or three-
by-two) squares. In each of the squares, they write a
Who’s missing?
different food word.
• Display the family flashcards from the vocabulary set on
the board. Point to each one, one at a time, for children
• Call out words from the vocabulary set in any order. Keep
a record of the words as you say them, so that you don’t
to say the words. Give the class a few seconds to look
say the same word twice. The children cross off the words
at them.
in their grids as they hear them. The first child to complete
• Ask children to turn around. Remove a card. a line of three shouts Bingo!
• Display the cards again and ask Who’s missing? • If children have trouble remembering enough words,
• When children have identified the missing card, shuffle show them Flashcards 93–100 without saying the words.
the cards again and repeat the procedure.
Lesson 5
Unit 5 A long sentence
• Talk about cafés with children. Ask Do you go to cafés?
Lesson 2 What kind of food can you eat in a café? Tell children to
Vocabulary review imagine they are in a café. What kind of food would they
order?
• Place the flashcards from the previous lesson on the board
so that students can’t see them. Ask children to shout out • Say the sentence I like meat. Ask a child to repeat the
the words they learned last lesson. sentence and add a food item that they like, e.g. I like meat
and ice cream. Ask a third child to repeat the sentence
• When they get one correct, turn over the flashcard so
adding an item they like, e.g. I like meat, ice cream, and
students can see it. Continue until they have remembered
bananas.
all the vocabulary.
• Continue around the class until someone forgets the
Lesson 3 sequence.
What’s missing? Lesson 6

• Display flashcards from Lesson 1 on the board. Point to
Order the letters
each one, one at a time, for children to say the words. Give
the class a few seconds to look at them. • Ask children to name as many types of food from the
menu in the last lesson as they can. Put the relevant
• Ask children to turn around. Remove a flashcard.
flashcards on the board.
• Display the flashcards again and ask What’s missing?
• Use the words on the board to play Order the letters.
• When children have identified the missing flashcard,
shuffle them again and repeat the procedure.
• Show the class a flashcard and elicit the word. Hide the
card. Write the jumbled-up letters of that word on the
• Option: To make the game more challenging, add a
random flashcard from earlier in the book each time!
Games bank 115

board, followed by the correct number of lines for the Lesson 5
number of letters.
• Call children to come to the board to write one letter at a Slow reveal
time to complete the word. • Put a flashcard on the board and cover it with a piece of
paper or another card.
• Very slowly move the paper to reveal the picture, little by
Unit 7 little.
• Ask What’s this? or another appropriate question, such as
Lesson 2 What is his hair like? The first child to guess correctly comes
What’s missing? to the front to choose the next card.
• Display the flashcards from the vocabulary set on the • Continue the game until you have practiced all of the
board. Point to each one, one at a time, for children to say words from the vocabulary set.
the words. Give the class a few seconds to look at them.
• Ask children to turn around. Remove a card. Unit 9
• Display the cards again and ask What’s missing?
• When children have identified the missing card, shuffle Lesson 2
the cards again and repeat the procedure.
Slow reveal
Lesson 5 • Hold up a flashcard from the previous lesson covered by a
big piece of paper or cloth.
Mime the word • Reveal the flashcard just a little at a time. The children
• Ask children to stand at their desks. shout out when they know what the word is.
• Say a word, e.g. lion. The children repeat and perform a
simple action, e.g. children say lion and mime being lions Lesson 3
for a few seconds.
• Say words for any of the animals children have learned Mime the word
throughout the course. • Ask children to stand at their desk.
• Say an item of clothes, e.g. jeans. Children mime putting
Lesson 6 on a pair of jeans.
• Continue with other words related to clothes.
What’s the picture? • In pairs, children mime putting on an item of clothing and
• Invite a child to come to the front of the class and whisper their partner shouts out the word they are miming.
the name of an animal he/she has to draw.
• The child draws the picture on the board for the rest of Lesson 5
the class to guess what it is.
• The first child to guess the animal correctly comes to the Stop the bus!
front of the class to draw the next picture. • Put children into groups of three to four students and
• Repeat until all of the target vocabulary has been used. write four categories on the board, e.g. clothes, animals,
• places, foods.
• Say a letter and children must come up with one example
for each category. For example, if the letter is s, the
Unit 8 answers could be shoe, shark, Singapore, sandwich.
• When the team has four answers, they shout “Stop the
Lesson 3 bus!” If they are correct, they win that round. Repeat with a
different letter.
Simon says
• Ask children to stand by their desks. Lesson 6
• Explain that you are going to give instructions. If the
instruction begins with the words Simon says …, children Bingo
must do as you say. If not, they should stand still and wait • Ask children to call out any clothes words they know. The
for the next instruction. Any child who gets this wrong is words can be from this unit, previous lessons, or their own
out of the game and has to sit down. knowledge. Write the words on the board.
• Give an instruction, e.g. Simon says point to your nose; • Tell children to draw a three-by-three grid on a piece of
Simon says point to something red; Simon says eat an apple. blank paper. In each of the squares, they write a different
• Intermittently insert an instruction which is not preceded word from the clothes words written on the board.
by Simon says … (e.g. Point to something red.) to see which • Call out the words on the board in any order. Keep a
children are really paying attention. record of which words you have used, so that you don’t
• Continue the game until there is one winner left standing, repeat them. The children cross off the words in their grids
or a group of winners if you prefer. as they hear them. The first child to complete a line of
three shouts Bingo!
116 Games bank

Unit 10 Lesson 5
What’s missing?
Lesson 2
• Put flashcards showing bedroom vocabulary on the board
What do I have? and ask children to study them for one minute.
• Use Flashcards 106–110 to elicit the vocabulary for the game. • After one minute, ask children to look away (put their
• Hold up one card so that the class can only see the back foreheads on their desks!), take one flashcard away, and
of it. rearrange the order of the others.
• Ask What do I have? and ask children to guess. • Ask children to tell you What’s missing?
• When the card has been guessed correctly, put it on the
board. Lesson 6
• Hold up a second card and repeat the procedure. Musical cards
• Continue until all the cards are on the board. • Bring a selection of flashcards or pictures relating to the
• Variation: To make the game more exciting, limit children house or furniture to the class. Hand them out to different
to three guesses. If they name the card within three children around the class.
guesses, the class wins the card. If they don’t, the teacher • Play some lively music and ask children to pass them
wins the card. Put the cards the class has won and the around to each other while the music is playing. It doesn’t
cards the teacher has won on opposite sides of the board. matter if there is not a flashcard for every child.
At the end of the game add up the points with the class. • Stop the music suddenly and children should stop
passing the cards. Ask them to look at the card nearest
Unit 11 them and say what it is.
• Play the music and continue in the same way.
Lesson 1
What’s the picture? Unit 12
• Start to draw a picture on the board of one of the
classroom words, e.g. pencil, board, desk, chair, bag. Lesson 2
• Ask the children to guess what it is and call out the name. Word chain
• Put the children into small groups of four or five and ask • Place the flashcards from the last lesson on the board in
them to take turns drawing objects from the classroom for the sequence board, computer, table, pencil case.
the other children to guess. They can extend the activity • Ask the children in chorus to repeat the sequence (pay
with new objects from the classroom if they know their attention to pronunciation here).
names in English.
• When children are chanting nicely, remove the flashcards
• The first child in each group to guess the object takes a one at a time until they are chanting from memory.
turn at drawing the next one.
• Point to individual children to repeat the chant in order.
• Finish the activity when the children have had time to
practice most of the words.
Lesson 3
Lesson 2 What’s the picture?
Simon says • Do the chant from page 10 (Track 17) to warm up and
energize the class.
• Review prepositions for later in the lesson.
• Invite a child to come to the front of the class and draw
• Call out Simon says, put your pencils on the desk. Simon says, one of the objects from the chant.
put your pencils under the desk, etc.
• The child draws the picture on the board for the rest of
• Children follow your directions, but if you say the the class to guess what it is.
sentence without Simon says, then they should ignore the
instruction.
• The first child to guess the object correctly comes to the
front to draw a second picture.
• Use this game to practice on, under, in, next to.
• Divide the class into groups of five and tell them to repeat
the activity, using a piece of blank paper.
Lesson 3
Living numbers Lesson 6
• Ask ten children to come to front of the class. Give each Chain drawings
one a number card (numbered 1–10).
• Give each child a blank piece of paper.
• Ask them to arrange themselves so they are standing in
the correct order from one to ten.
• Play some music and tell them to draw an imaginary
classroom. As the music is playing the children start to draw.
• Have the class say the numbers in chorus. As each
number is said, the person holding that flashcard holds it
• After 20 or 30 seconds, stop the music and tell the
children to stop drawing and pass their piece of paper to
above their head.
the person to their left.
• Concentrate on pronunciation of the numbers.
Games bank 117

• Play the music again and tell children to continue with the
drawing the person next to them had started.
• Stop the music again and tell children to pass on their
pictures again. This continues until the end of the song.
• Each child will now have a picture that several different
people have contributed to. Play the music again and tell
them to label everything they know in the picture.
• In pairs or small groups, look at the pictures together and
describe them.
• Put up the pictures around the room and create an art
gallery!
Fluency Time! 4
Musical cards
• Bring a selection of flashcards or pictures relating to the
park vocabulary to the class. Hand them out to different
children around the class.
• Play some lively music and ask children to pass them
around to each other while the music is playing. It doesn’t
matter if there is not a flashcard for every child.
• Stop the music suddenly and children should stop
passing the cards. Ask them to look at the card nearest
them and say what it is.
• Play the music and continue in the same way.
118 Games bank

Word list
Starter unit doll /dɑːl/ búp bê
black /blæk/ màu đen kite /kaɪt/ con diều
blue /bluː/ màu xanh dương teddy bear /ˈtedi ber/ gấu bông
book /bʊk/ quyển sách toy /tɔɪ/ đồ chơi
brown /braʊn/ màu nâu train /treɪn/ tàu hoả
class /klæs/ lớp học

Unit 2
close /kloʊz/ đóng
/ˈkʌlər/ màu sắc bag /bæɡ/ cái túi
color
/eɪt/ số 8 book /bʊk/ quyển sách
eight
/ˈfeɪvərɪt/ yêu thích cookie /ˈkʊki/ bánh quy
favorite
/faɪn/ khỏe, tốt desk /desk/ bàn học
fine
/faɪv/ số 5 dog /dɔːɡ/ con chó
five
/fɔːr/ số 4 door /dɔːr/ cửa ra vào
four
/ˌɡʊdˈbaɪ/ Tạm biệt eraser /ɪˈreɪsər/ cục tẩy
Goodbye
/ɡriːn/ màu xanh lá like /laɪk/ thích
green
/həˈloʊ/ Xin chào look at /ˈlʊk ət/ nhìn vào
Hello
/neɪm/ tên OK /oʊˈkeɪ/ được, đồng ý
name
/wʌn/ số 1 pen /pen/ bút
one
/ˈoʊpən/ mở pencil /ˈpensl/ bút chì
open
/ˈɔːrɪndʒ/ màu cam pencil case /ˈpensl keɪs/ hộp bút
orange (adj)
/pɪŋk/ màu hồng school bag /ˈskuːl bæɡ/ cặp học sinh
pink
/pliːz/ vui lòng school things /ˈskuːl θɪŋz/ dụng cụ học tập
please
/red/ màu đỏ window /ˈwɪndoʊ/ cửa sổ
red
seven /ˈsevn/ số 7
Unit 3
sit /sɪt/ ngồi
at /æt/ ở, tại, lúc
sit down /sɪt ˈdaʊn/ ngồi xuống
aunt /ænt/ cô, dì, thím, mợ,
six /sɪks/ số 6
bác gái
stand /stænd/ đứng
brother /ˈbrʌðər/ anh / em trai
stand up /stænd ˈʌp/ đứng lên
chair /tʃer/ cái ghế
talk /tɔːk/ nói chuyện
cousin /ˈkʌzn/ anh / chị / em họ
ten /ten/ số 10
dad /dæd/ bố, ba
three /θriː/ số 3
egg /eɡ/ quả trứng
two /tuː/ số 2
elephant /ˈelɪfənt/ con voi
yellow /ˈjeloʊ/ màu vàng
fan /fæn/ cái quạt
fig /fɪɡ/ quả sung
Unit 1
find /faɪnd/ tìm
apple /ˈæpl/ quả táo
fly /flaɪ/ bay
ball /bɔːl/ quả bóng
in /ɪn/ trong, ở, tại
bat /bæt/ gậy đánh bóng
mom /mɑːm/ mẹ, má
bike /baɪk/ xe đạp
on /ɑːn/ trên, vào
car /kɑːr/ xe ô tô
pool /puːl/ hồ bơi
color /ˈkʌlər/ màu sắc
sister /ˈsɪstər/ em / chị gái
Word list 119

slide /slaɪd/ cầu trượt picture /ˈpɪktʃər/ tranh, ảnh
uncle /ˈʌŋkl/ chú, cậu, bác trai short /ʃɔːrt/ ngắn
under /ˈʌndə(r)/ dưới straight /streɪt/ thẳng
tell /tel/ nói, kể
Unit 4 thin /θɪn/ gầy
big /bɪɡ/ to, lớn
bird /bɜːrd/ con chim Unit 7
boy /bɔɪ/ cậu bé, bé trai boots /buːts/ đôi bốt / ủng
cat /kæt/ con mèo dress /dres/ váy
fish /fɪʃ/ con cá jeans /dʒiːnz/ quần bò
gift /ɡɪft/ quà tặng scarf /skɑːrf/ khăn quàng
giraffe /dʒəˈræf/ con hươu cao cổ school /skuːl/ trường học
goat /ɡoʊt/ con dê see /siː/ nhìn
hamster /ˈhæmstər/ con chuột hang sheep /ʃiːp/ con cừu
hat /hæt/ cái mũ shirt /ʃɜːrt/ áo sơ mi
like /laɪk/ thích shoes /ʃuːz/ đôi giày
little /ˈlɪtl/ nhỏ, bé skirt /skɜːrt/ chân váy
monkey /ˈmʌŋki/ con khỉ T-shirt /ˈtiː ʃɜːrt/ áo phông, áo thun
tall /tɔːl/ cao ngắn tay
zoo /zuː/ sở thú

Unit 8
Unit 5 brush hair /brʌʃ ˈher/ chải tóc
bread /bred/ bánh mì crab /kræb/ con cua
carrot /ˈkærət/ củ cà rốt crayon /ˈkreɪɑːn/ bút sáp màu
dessert /dɪˈzɜːrt/ món tráng miệng dance /dans/ khiêu vũ, nhảy
dinner time /ˈdɪnər taɪm/ giờ ăn tối drum /drʌm/ cái trống
ice cream /ˈaɪs kriːm/ kem eat /iːt/ ăn
ill /ɪl/ ốm make a cake /ˈmeɪk ə ˈkeɪk/ làm bánh
ink /ɪŋk/ mực music /ˈmjuːzɪk/ âm nhạc
jacket /ˈdʒækɪt/ áo khoác party /ˈpɑːrti/ tiệc
jelly /ˈdʒeli/ mứt, thạch play /pleɪ/ chơi
juice /dʒuːs/ nước trái cây sleep /sliːp/ ngủ
meat /miːt/ thịt take photos /teɪk ˈfoʊtoʊs/ chụp ảnh
milk /mɪlk/ sữa tree /triː/ cây
orange (n) /ˈɔːrɪndʒ/ quả cam truck /trʌk/ xe tải
rice /raɪs/ cơm wash the car /wɑːʃ ðə ˈkɑːr/ rửa xe ô tô
too /tuː/ cũng vậy watch a video /wɑtʃ ə ˈvɪdiˌoʊ/ xem vi-đê-ô
water /ˈwɔːtər/ nước lọc

Unit 9
yogurt /ˈjoʊɡərt/ sữa chua
catch /kætʃ/ bắt, chụp
Unit 6 garden /ˈɡɑːrdn/ khu vườn
box /bɑːks/ cái hộp grandma /ˈɡrænmɑː/ bà ngoại, bà nội
curly /ˈkɜːrli/ xoăn, quăn happy /ˈhæpi/ vui vẻ
eyes /aɪz/ đôi mắt jump /dʒʌmp/ nhảy
friend /frend/ bạn bè play soccer /pleɪ ˈsɑːkər/ chơi bóng
hair /hɛr/ tóc rain /reɪn/ cơn mưa
lion /ˈlaɪən/ con sư tử read /riːd/ đọc
long /lɔːŋ/ dài ride a bike /ˈraɪd ə ˈbaɪk/ chạy xe đạp
new /nuː/ mới run /rʌn/ chạy
120 Word list

sad /sæd/ buồn living room /ˈlɪvɪŋ ruːm/ phòng khách
sky /skaɪ/ bầu trời near /nɪə(r)/ gần
nineteen /ˌnaɪnˈtiːn/ số 19
Unit 10 pillow /ˈpɪloʊ/ cái gối
audio guide /ˈɔːdioʊ ɡaɪd/ thuyết minh rug /rʌɡ/ tấm thảm
trên máy
scared /skeəd/ sợ hãi
boat /bəʊt/ thuyền
seventeen /ˌsevnˈtiːn/ số 17
draw /drɔː/ vẽ
share /ʃeə(r)/ chia sẻ
gift shop /ˈɡɪft ʃɑːp/ cửa hàng quà
shelf /ʃelf/ cái kệ
tặng
sixteen /ˌsɪksˈtiːn/ số 16
goat /ɡoʊt/ con dê
square /skweə(r)/ hình vuông
great /ɡreɪt/ tuyệt vời
thirteen /ˌθɜːrˈtiːn/ số 13
listen /ˈlɪsn/ nghe
twelve /twelv/ số 12
museum /mjuˈziːəm/ bảo tàng
twenty /ˈtwenti/ số 20
old /oʊld/ cũ
painting /ˈpeɪntɪŋ/ tranh vẽ
Unit 12
town /taʊn/ thị trấn
board /bɔːrd/ cái bảng
visit /ˈvɪzɪt/ thăm, viếng
chair /tʃer/ cái ghế
Unit 11 computer /kəmˈpjuːtər/ máy tính

drawer /drɔːr/ ngăn kéo tủ
bed /bed/ cái giường
house /haʊs/ ngôi nhà
bedroom /ˈbedruːm/ phòng ngủ
mouse /maʊs/ con chuột
blanket /ˈblæŋkɪt/ cái chăn
poor /pʊə(r)/ đáng thương, tội
cabinet /ˈkæbɪnət/ cái tủ
nghiệp
clothes /kloʊðz/ quần áo
poster /ˈpoʊstər/ áp phích, tranh
ear /ɪə(r)/ tai quảng cáo
eighteen /ˌeɪˈtiːn/ số 18 table /ˈteɪbl/ cái bàn
eleven /ɪˈlevn/ số 11 teacher /ˈtiːtʃər/ thầy / cô giáo
fifteen /ˌfɪfˈtiːn/ số 15 tour /tʊə(r)/ chuyến du lịch,
fourteen /ˌfɔːrˈtiːn/ số 14 chuyến tham quan
hear /hɪə(r)/ nghe wall /wɔːl/ bức tường
kitchen /ˈkɪtʃɪn/ nhà bếp
Word list 121

Audioscripts
Student Book Page 8, activity 3  09
Listen and point.
Starter Point to orange.
Point to the coat. What color is it?
Page 4, activity 1  01 It’s blue.
Point to the apple. What color is it?
Listen and point. It’s red.
Rosy, Tim, Billy, Miss Jones, Tim, Rosy, Miss Jones, Billy Point to brown.
Point to black.
Listen and repeat.
Rosy, Tim, Billy, Miss Jones Page 9, activity 1  10
Page 6, activity 1  04 Listen and point.
Sit down. Stand up. Open your book. Close your book.
Listen and point. Don’t talk. Close your book. Stand up. Don’t talk. Sit down.
one, two, three, four, five, six, seven, eight, nine, ten, Open your book.
eight, six, nine, one, three, ten, two, four, five, seven
Listen and repeat.
Listen and repeat. Sit down. Stand up. Open your book. Close your book.
one, two, three, four, five, six, seven, eight, nine, ten Don’t talk.
Page 6, activity 2  05 Page 9, activity 3  11

Listen and point. Listen and do.
How old are you? / I’m seven. Sit down, please!
How old are you? / I’m two. Don’t talk, please!
And how old are you? / I’m eight. Stand up, please!
How old are you? / I’m five. Close your book, please!
How old are you? / I’m six. Open your book, please!
Page 7, activity 1  06
Unit 1
Listen and point.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
Listen and repeat. Listen and point.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
doll, ball, teddy bear, car, ball, teddy bear, doll, car
Page 7, activity 2  07 Listen and repeat.
doll, ball, teddy bear, car
Listen and point.
ABC, DEF,
GHI, JKL,
This is the alphabet. Listen and chant.
Lots more letters to know! doll, doll, doll
MNO, PQR, ball, ball, ball
STU, VWX, teddy bear, teddy bear, teddy bear
This is the alphabet. car, car, car
Two more letters to go!
YZ. That’s the end. Page 12, activity 1  16
Now we can start again!
Listen and point.
Page 8 activity 1  08 kite, bike, train, bike, train, kite
Listen and point. Listen and repeat.
red, brown, pink, green, black, yellow, orange, blue, kite, bike, train
brown, blue, black, red, pink, yellow, green, orange
Listen and repeat.

red, brown, pink, green, black, yellow, orange, blue
122 Audioscripts

Listen and circle. Listen and write a or b.
1 /b/ – ball 2 /æ/ – apple 3 /b/ – bat 1 That is her pencil. 2 That is his eraser.
4 /æ/ - Annie 5 /b/ – bat 6 /b/ - ball 3 That is her pen. 4 That is his bag.

Unit 3
Listen and match.
1 Man What’s your favorite toy? Page 22, activity 1  32
Girl It’s my teddy bear.
Man What’s your favorite color? Listen and point.
Girl It’s red. mom, dad, sister, brother, dad, sister, mom, brother
2 Man What’s your favorite toy?
Listen and repeat.
Boy It’s my car.
mom, dad, sister, brother
Man And what’s your favorite color?
Boy It’s orange.
3 Man What’s your favorite toy?
Girl My bike. Listen and chant.
Man What’s your favorite color? mom, mom, mom
Girl My favorite color is blue. dad, dad, dad
4 Man What’s your favorite toy? sister, sister, sister
Boy It’s my kite. brother, brother, brother
Man What’s your favorite color?
Boy It’s yellow. Page 24, activity 1  36
Listen and point.
Unit 2 aunt, uncle, cousin, uncle, cousin, aunt
aunt, uncle, cousin
Listen and point.
pen, eraser, pencil, pencil case, book,
pencil, book, pen, pencil case, eraser
Listen and circle.
Listen and repeat.
1 /e/ egg 2 /f/ fan 3 /f/ fig 4 /e/ egg
pen, eraser, pencil, pencil case, book
5 /e/ elephant 6 /f/ fan
Listen and chant.
Listen and write a or b.
pen, pen, pen
1 Where is her kite?
eraser, eraser, eraser
2 His ball is under the table.
pencil, pencil, pencil
3 Her kite is on the slide.
pencil case, pencil case, pencil case
4 Her hat is on her head.
book, book, book
Page 18, activity 1  26 Review 1

Listen and point. Page 28, activity 1  42
bag, door, window, window, door, bag
Listen and color.
Listen and repeat. 1 This is a pink car.
bag, door, window 2 This is an orange ball.
3 That is a blue teddy bear.
Page 19, activity 4  29 4 That is a yellow kite.
Listen and circle.
1 /d/ dog 2 /k/ cat 3 /k/ cookie Page 29, activity 4  43
4 /d/ dog 5 /d/ desk 6 /k/ cat Listen and check the box.
1 Is it a doll? 2 Is this your pen? 3 Is it a door?
4 Is it a cat? 5 Is this a pencil? 6 Is it a train?
Audioscripts 123

Fluency Time! 1 2
3
And then the birds. Birds are pretty. I like birds.
I don’t like fish. Let’s not see the fish, Mom. I don’t like fish.
4 I like monkeys. Let’s see the monkeys next. They’re funny.
Page 30, activity 2  45 5 Let's not see the cats. I don’t like cats.
Listen and write. 6 Let's go and see the lions next. I love lions!
Dad How are you, Kate?
Kate I’m fine.
Dad How was school?
Unit 5
Kate It was great. Look, this is my puppet.
Dad Wow, that’s great. What’s her name?
Kate Her name is Molly. Listen and point.
Dad Hello, Molly. Nice to meet you. rice, meat, carrots, yogurt, bread,
Kate Nice to meet you, too. rice, yogurt, bread, meat, carrots

rice, meat, carrots, yogurt, bread
Listen and point.
paint, light blue, dark blue, black, white, Page 38, activity 2  59
dark blue, white, light blue, paint, black
Listen and chant.
Listen and repeat. rice, rice, rice
paint, light blue, dark blue, black, white meat, meat, meat
carrots, carrots, carrots
Unit 4 yogurt, yogurt, yogurt
bread, bread, bread
Listen and point.
elephant, giraffe, monkey, big, tall, little, Listen and point.
monkey, tall, giraffe, big, elephant, little milk, juice, water, water, juice, milk
Listen and repeat. Listen and repeat.

elephant, giraffe, monkey, big, tall, little milk, juice, water

Listen and chant. Listen and circle.
elephant, elephant, elephant 1 /dʒ/ jelly 2 /ɪ/ ink 3 /dʒ/ jelly
giraffe, giraffe, giraffe 4 /dʒ/ jacket 5 /ɪ/ ill 6 /ɪ/ ink
monkey, monkey, monkey
big, big, big Page 43, activity 1  67
tall, tall, tall
Listen and draw a smiley face or a sad face.
little, little, little
1 Man Let’s look at the menu.
What do you like?
Page 34, activity 1  52 Girl Well, I like yogurt.
Listen and point. 2 Girl I don’t like ice cream.
bird, cat, dog, fish, fish, cat, bird, dog 3 Girl I like bread, because I like sandwiches.
4 Man OK. What else?
Listen and repeat. Girl Mmm. I don’t like meat.
bird, cat, dog, fish

Unit 6
Listen and circle. Page 44, activity 1  68
1 /h/ hamster 2 /g/ goat 3 /g/ gift
4 /h/ hat
5 /g/ goat 6 /h/ hamster
Listen and point.
long, short, black, curly, straight, curly, long, black, straight, short
long, short, black, curly, straight
Listen and draw a smiley face or a sad face.
1 Look at all the animals. Let’s see the giraffes first.
I like giraffes.
124 Audioscripts

Page 44, activity 2  69 Unit 7
Listen and chant.
long, long, long
short, short, short Listen and point.
black, black, black skirt, scarf, jeans, boots, shirt, jeans, scarf, shirt, skirt, boots
curly, curly, curly
straight, straight, straight Listen and repeat.
skirt, scarf, jeans, boots, shirt
Listen and point.
tall, short, thin, tall, short, thin Listen and chant.
skirt, skirt, skirt
Listen and repeat. scarf, scarf, scarf
tall, short, thin jeans, jeans, jeans
boots, boots, boots
Page 47, activity 3  75 shirt, shirt, shirt
Listen and circle.
1 /k/ kite
2 /l/ lion 3 /k/ kite
4 /m/ mom 5 /l/ lion 6 /k/ kite Listen and point.
T-shirt, dress, hat, hat, dress, T-shirt
Listen and repeat.
Listen and number. T-shirt, hat, dress
1 Can you see Oanh’s friends? This friend has long, black,
straight hair. It’s Vy. Page 57, activity 1  89
2 Can you see the teacher with curly hair? It’s Miss Chi.
3 This friend is a boy. He has short hair. It’s Sang. Listen and point.
4 This girl has short hair. It’s Mi. s and h say /ʃ/.
/ʃ/ shoes
c and h say /tʃ/.
Review 2 /tʃ/ chair
t and h say /θ/.
Page 51, activity 5  78 /θ/ three
Listen and circle the correct word. Listen and point.
1 She has curly hair. 2 I have short hair. 3 She is tall. /ʃ/ shoes, /tʃ/ chair, /θ/ three
3 She is tall. 4 He has blue eyes.
Fluency Time! 2 Listen and number.
1 I’m at the bus station. I’m wearing my favorite red skirt and
Page 52, activity 2  80 red shoes. Where’s my family?
2 Woman Your cousin is wearing a pink dress and a brown bag.
Listen and number.
Girl Oh, yes, I see her.
1 James Mom, may I go and play in my bedroom?
3 Your aunt is wearing a purple dress and white pants.
Mom Yes, OK.
4 Oh, yes, here’s my uncle. He’s wearing a brown hat.
2 Mom Kate, do you like chocolate ice cream?
5 Here’s your cousin, Thanh. He’s wearing jeans and a red shirt.
Kate Yes, I do!
6 And here’s my friend, Hoa. She’s wearing an orange skirt
3 James Great! Chocolate ice cream.
and a blue T-shirt.
Kate But you’re full, James.
4 James Yes … but chocolate ice cream is my favorite food.
Unit 8
Listen and point.
insect, feather, wing, feather, wing, insect Listen and point.
play, dance, sing, eat, talk, watch
Listen and repeat. sing, eat, watch, play, dance, talk
insect, feather, wing
Listen and repeat.
play, dance, sing, eat, talk, watch
Audioscripts 125

Listen and chant. Listen and say yes or no.
play, play, play 1 She can run. 2 He can ride a bike. 3 He can’t play
dance, dance, dance soccer. 4 She can’t catch. 5 It can fly. 6 It can run.
sing, sing, sing
eat, eat, eat Page 68, activity 1  109
talk, talk, talk
watch, watch, watch Listen and point.
jump, read, write, write, read, jump
Listen and repeat.
Listen and point. jump, read, write
washing the car, brushing my hair, taking photos,
brushing my hair, taking photos, washing the car. Page 69, activity 1  111
washing the car, brushing my hair, taking photos. /eɪ/ rain, /eɪ/ train, /aɪ/ fly, /aɪ/ sky, /aɪ/ fly,
/eɪ/ rain, /aɪ/ sky, /eɪ/ train
Listen and repeat.
Listen and point. /eɪ/ rain, /eɪ/ train, /aɪ/ fly, /aɪ/ sky
/dr/ drum /tr/ truck /kr/ crayon
/tr/ truck /dr/ drum /kr/ crayon Page 71, activity 1  114
Listen and repeat. Listen and write a or b.
/dr/ drum, /tr/ truck, /kr/ crayon 1 She can ride a bike. 2 He can run.
3 She can’t ride a bike. 4 She can’t run.
Page 63, activity 4  101 5 She can read. 6 It can fly.
Listen to the sounds and write the words.

/tr/ truck /dr/ drum /kr/ crayon Review 3
/tr/ truck /dr/ drum /kr/ crayon
Page 65, activity 1  103 Listen and check the clothes you hear.
Listen and number. 1 I’m wearing a skirt.
Dear Kim, 2 She’s wearing boots.
Now I have the photos of our Tet holiday. 3 She’s wearing shorts.
1 In this picture, my Aunt Tam is eating the banh chung. She 4 I’m wearing a hat.
likes it very much. 5 He’s wearing a shirt.
2 Here is my dad. He is singing. He is very happy. 6 He’s wearing a scarf.
3 This is me. I’m wearing my new red ao dai.
4 Here is my brother. He’s eating mangos. Fluency Time! 3
Unit 9 Page 74, activity 2  117
Listen and number.
Page 66, activity 1  104 1 Ellie Hi, James!
Listen and point. James Hi Ellie! Hi Kate!
play soccer, ride a bike, run, catch, fly, 2 Ellie Look, James! Kate is wearing new pink shoes.
fly, catch, run, ride a bike, play soccer James And I’m wearing a new blue T-shirt!
3 Kate What are you doing, James?
Listen and repeat. James I’m walking to school. Come on, let’s go!
play soccer, ride a bike, run, catch, fly
Listen and point.
Listen and chant. see, hear, smell, taste, touch, hear, touch, smell, see, taste
play soccer, play soccer, play soccer
ride a bike, ride a bike, ride a bike Listen and repeat.
run, run, run see, hear, smell, taste, touch
catch, catch, catch
fly, fly, fly
126 Audioscripts

Unit 10 Page 85, activity 1  137
Listen and point.
Page 76, activity 1  120 /ɪə/ ear, /ɪə/ near, /ɪə/ hear, /eə/ scare, /eə/ share, /eə/ square,
Listen and point. /ɪə/ near, /eə/ square, /ɪə/ hear, /eə/ scare, /eə/ share, /ɪə/ ear
listen to an audio guide, take a photo, draw a picture, visit the
Listen and repeat.
gift shop, draw a picture, take a photo, visit the gift shop, listen
/ɪə/ ear, /ɪə/ near, /ɪə/ hear, /eə/ scare, /eə/ share, /eə/ square
to an audio guide
Listen and repeat. Page 87, activity 1  140

Listen to an audio guide, take a photo,
draw a picture, visit the gift shop Listen and write a or b.
1 There are six chairs.
2 There is a toy box with lots of toys.
Page 77, activity 3  124 3 There are red shoes on the rug.
Listen and say a or b. 4 There is a shelf with lots of books.
1 May I listen to an audio guide? 5 There is a rug on the floor.
2 May I take a photo? 6 There is a bike in the room.

Listen and point.
old, new, great, great, new old Page 88, activity 1  141
old, new, great table, computer, chair, board,
computer, board, table, chair
table, computer, chair, board
Listen and point.
/oʊ/ boat, /oʊ/ goat, /ɔɪ/ toy, /ɔɪ/ boy,
/ɔɪ/ boy, /oʊ/ boat, /oʊ/ goat, /ɔɪ/ toy Page 90, activity 1  145
/oʊ/ boat, /oʊ/ goat, /ɔɪ/ toy, /ɔɪ/ boy poster, picture, drawers, drawers, poster, picture
Listen and repeat.

Page 81, activity 1  130 poster, picture, drawers
Listen and say the number.
Boy 1 May I visit the gift shop? Page 91, activity 1  147
Girl 1 May I listen to an audio guide?
Listen and point.
Girl 2 May I draw a picture?
/ʊə/ poor, /ʊə/ tour, /aʊ/ mouse, /aʊ/ house
/aʊ/ house, /ʊə/ poor, /ʊə/ tour, /aʊ/ mouse
Unit 11 Listen and repeat.
/aʊ/ mouse, /aʊ/ house, /ʊə/ poor, /ʊə/ tour
Listen and point. Page 93, activity 1  150
rug, cabinet, shelf, pillow, blanket,
Listen and number.
blanket, cabinet, shelf, pillow, rug
Hello. My name is Thu. I go to Doan Thi Diem Primary School.
Listen and repeat. 1 Can you see me? I have long hair. It’s black.
rug, cabinet, shelf, pillow, blanket 2 Our teacher is Miss Loan. She has long hair, too.
3 My friend is Thanh. He has short, black hair.
Page 84, activity 1  135 4 We have a big board in our classroom.
5 There are two windows in the classroom.
Listen and point. 6 There is one door.
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, 7 There is a poster on the wall.
eighteen, nineteen, twenty, thirteen, fifteen, nineteen, twelve,
eighteen, eleven, seventeen, twenty, sixteen, fourteen
Listen and repeat.

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
eighteen, nineteen, twenty
Audioscripts 127

Review 4 Page 11, activity 2  03
Listen. Put a check or a cross in the box.
Page 94, activity 2  151 1 This is your doll. 2 This is your teddy bear.
Listen and write. 3 This is your ball. 4 This is your car.
1 Boy Where’s the dog?
Girl It’s on the rug.
2 Boy Where’s the computer?
Unit 2
Girl It’s under the cabinet.
3 Boy Where are my blankets?
Girl They are on the shelf. Listen and color.
4 Boy Where are the three books?
That is her pencil case. It’s green.
Girl They’re under the drawers.
5 Boy Where’s the audio guide? That is her pen. It’s pink.
Girl It’s on the bed. That is her eraser. It’s white and blue.
6 Boy Where’s the pillow?
Girl It’s under the blankets.
Unit 3
Fluency Time! 4 Page 23, activity 2  05
Page 96, activity 2  153 Listen and color.

Rosy’s hat is red.
Listen and number. Tim’s hat is green.
1 James Dad, can I go on the slide, please? Rosy’s kite is red and orange.
Dad Yes, OK. Five minutes. Tim’s kite is green and purple.
James Thanks, Dad. Rosy’s ice cream is brown.
2 Dad Be careful of the car, James! Are you OK? Tim’s ice cream is pink.
James I’m OK. Where’s the car?
Dad It’s behind you!
3 James Dad, look over here! I’m on the swing!
Unit 4
4 Dad That’s good! Come down now. It’s time to go.
Page 97, activity 1  154 Listen and write.
1 It’s a giraffe. It’s tall.
Listen and point.
2 It’s an elephant. It’s big.
a whole, a half, a third, a quarter, three quarters,
3 It’s a monkey. It’s small.
a quarter, a half, three quarters, a third, a whole
Listen and repeat. Page 32, activity 1  07

a whole, a half, a third, a quarter, three quarters
Listen and match.
Terry is a cat.
Workbook Eric is a dog.
Penny is a bird.
Susie is a fish.
Unit 1
Listen and color. Page 36, activity 1  08
The ball is green. The teddy bear is orange.
The car is red. The doll is yellow. Listen. Put a check or a cross.
Thanh I’m Thanh. I like meat, carrots, and rice.
Page 11, activity 1  02 I don’t like yogurt or bread.
Na My name is Na. I like bread, carrots, and rice.
Listen to the words. Look at the pictures. Fill in the I also like yogurt. I don’t like meat.
correct circle.
1 This is my car. 2 This is my teddy bear.
3 This is your doll. 4 This is your ball.
128 Audioscripts

Listen. Fill in the correct circle.
1 Do you like milk? Yes, I do. I like milk.
2 Do you like bread? No, I don’t. I like fish. Listen. Put a check or a cross in the box.
3 Do you like fish? No, I don’t. I like bread. 1 She can run.
4 Do you like water? Yes, I do. I like water. 2 She can't ride a bike.
5 Do you like water? No, I don’t. I like juice. 3 She can't fly.
4 She can catch.
Unit 6 5 She can't play soccer.
Listen, draw, and color. Listen and check the box.

1 She can dance. 2 He can read.
1 This is Sarah. She has blue eyes. She has long hair.
3 She can talk. 4 He can catch.
It’s straight and black.
2 This is Rick. He has green eyes. He has short hair.
It’s curly and brown. Page 65, activity 3  17
3 This is Linh. She has brown eyes. She has long hair.
Listen and write.
It’s straight and black.
I can’t fly in the sky. I’m a train in the rain.
I can’t fly in the sky. I’m a train, not a plane.
Unit 7
Unit 10
Listen and write. Page 72, activity 1  18
1 I’m wearing jeans. And you?
Listen and color.
2 I’m wearing a red skirt.
1 What color is the old teddy bear?
3 I’m wearing a yellow shirt. And Jim?
The old teddy bear is blue.
4 He’s wearing a T-shirt.
2 What color are your new jeans?
My new jeans are black.
Unit 8 3 What color is your kite?
It’s green and orange. It’s a great kite!
Listen and check the box. Unit 11
1 What is he doing? He is playing music.
2 What is she doing? She is singing. Page 76, activity 2  19
3 What is he doing? He’s eating.
Listen and write.
4 What is he doing? He’s dancing.
1 Where’s the pillow? It’s on the bed.
2 Where’s the book? It’s on the shelf.
Page 58, activity 2  13 3 Where’s the blanket? It’s on the bed.
4 Where’s the pen? It’s on the shelf.
Listen and match.
5 Where’s the T-shirt? It’s in the cabinet.
This is my family. My sister is taking photos.
6 Where’s the teddy bear? It’s on the rug.
My dad is washing the car.
And this is me! I’m brushing my hair.
Unit 12
Listen and write.
A train and a truck, Listen and write.
A crab and a drum. I’m sure there’s a mouse in my house.
I draw with my crayons, A poor mouse in my house.
And I have fun. He’s on a tour, I’m sure.
A girl in a dress, A tour around my house.
A bird in a tree.
Get your crayons,
And draw with me.
Audioscripts 129

Workbook answer key
Starter unit Page 11 Page 18
Lesson Two Lesson Three
Page 4 1 1 B 2 C 3 C 4 B 1 1 Open the bag. 2 Close
Lesson One 2 1 ✓ 2 ✗ 3 ✗ 4 ✓ the door. 3 Open the
1 1 Tim 2 Billy 3 Miss Jones window. 4 Close the book.
4 Rosy Page 12 2 1 eraser 2 book 3 door
2 Children’s own answers 4 window 5 pen 6 bag
Lesson Three
1 1  2  3  Page 19
Page 5 2 1 bike 2 ball 3 doll
Lesson Two 4 kite 5 train 6 car Lesson Four
1 1 Hello 2 you, I’m 1 Children follow the c to reach the
3 name, Tim 4 Bye Page 13 cookie
2 1 b 2 c 3 d 4 a 2 1 c 2 d 3 d 4 c
Lesson Four 3 1 cookie 2 dog 3 cat 4 desk
1 Children follow the a to reach the
Page 6 apple Page 20
Lesson Three 2 1 b 2 a 3 a 4 b
1 2, 4, 5, 7, 8 3 1 ball 2 apple 3 Annie 4 bat Lesson Five
2 5, 9, 3, one, 8, ten, 7, six, 4, two 1 1 B 2 B 3 B 4 C
3 1 nine 2 six 3 I’m ten Page 14 2 Children color the pencil case
green, the pen pink, and the eraser
Lesson Five white and blue.
Page 7 1 1 C 2 A 3 A
Lesson Four 2 toys: train, ball, doll, car Page 21
1 A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, colors: green, red, yellow, blue
P, Q, R, S, T, U, V, W, X, Y, Z Lesson Six
2 b, f, i, m, o, s, v, x Page 15 1 1 book 2 it’s 3 at 4 that
5 his 6 it
Lesson Six 2 Children’s own answers
Page 8 1 1 This is my bike. b 2 Open the 3 Children’s own answers
Lesson Five door. c 3 This is my red ball. d
1 pink, blue, green, brown, red, 4 Close the window. a
black, orange, yellow 2 Children’s own answers Unit 3
2 Children color in the paint 3 Children’s own answers
splodges as indicated 4 Children’s own answers Page 22
3 Children’s own answers Lesson One
Unit 2 1 1 A 2 C 3 B 4 C
Page 9 2 1 brother 2 my mom
Lesson Six Page 16 3 is my dad 4 is my sister
1 1 Stand up, please. 2 Sit down, Lesson One
please. 3 Don’t talk, please. Page 23
1 1  2  3  4  5 ✓
4 Close your book, please. 2 1 pen 2 pencil 3 book Lesson Two
5 Open your book, please. 4 eraser 5 pencil case 1 1 A 2 A 3 A 4 B
2 1 Open 2 Stand 3 Don’t 2 Children color Rosie’s hat red,
4 Close 5 Sit
Page 17 Tim’s hat green, Rosie’s kite red
and orange, Tim’s kite green and
Unit 1 Lesson Two purple, Rosie’s ice cream brown,
1 1 That is his pencil. b and Tim’s ice cream pink.
2 That is her pen. a 3 1 their, its 2 our, its
Page 10 3 That is her book. d
Lesson One 4 That is his eraser. c Page 24
1 Children color the ball green, the 2 1 his 2 her 3 her 4 his
teddy bear orange, the car red, Lesson Three
and the doll yellow. 1 red: uncle, dad, brother, cousin
2 1 ball 2 doll 3 car yellow: mom, sister, aunt, cousin
4 teddy bear
130 Workbook answer key

2 1 dad 2 mom 3 brother Page 31 Page 37
4 sister 5 cousin 6 aunt
7 uncle Lesson Two Lesson Two
1 1 giraffe, tall 2 elephant, big 1 1 Do you like yogurt?
Page 25 3 monkey, small 2 Yes, I do.
2 1 don’t like lions 3 Do you like carrots?
Lesson Four 2 like monkeys 4 No, I don’t.
1 Children follow the e to reach the 3 I don’t like elephants 5 Do you like bread?
egg 4 I don’t like giraffes 6 Yes, I do.
2 1 f 2 e 3 f 4 e 2 1 Do, like, do 2 Do, like, do
3 1 elephant 2 egg 3 fig 4 fan Page 32 3 Do, like, don’t 4 like
Page 26 Lesson Three Page 38

1 1 Terry 2 Susie 3 Penny
Lesson Five 4 Eric Lesson Three
1 Row 1: 2, 4, 3; Row 2: 5, 1, 6 2 1 dog 2 fish 3 bird 4 cat 1 1 B 2 C 3 A 4 A 5 B
2 1 teddy bear 2 pool 3 chair 2 1 milk, Yes I do.
4 slide Page 33 2 water, Children’s own answers
3 juice, Children’s own answers
Page 27 Lesson Four
1 Children follow the h to reach the Page 39
Lesson Six hat
1 1 Who’s this? 2 1 h 2 h 3 g 4 g Lesson Four
2 Is this your teddy bear? 3 1 goat 2 hat 3 gift 1 Children follow the j to reach the
3 Where’s your bike? 4 hamster jacket
2 Children’s own answers 2 1 j 2 i 3 j 4 i
3 1 their, its 2 our, its, (color) Page 34 3 1 Jack 2 ill 3 jelly 4 jacket
5 ink
Lesson Five
Review 1 2 1  2 – 3  4 – Page 40
3 1 yes 2 yes 3 yes 4 no 5 no
Page 28 Lesson Five
1 Children color the eraser red, the Page 35 2 1 Huy, b
book blue, the bag yellow, the pen 2 Trang, a
green, and the pencil orange. Lesson Six 3 Trang, f
2 1 2 (two) boys 1 1 like lions 2 don’t like giraffes 4 Huy, d
2 2 (two) girls 3 don’t like birds 4 like monkeys 5 Trang, e
3 4 (four) windows 2 Children’s own answers 6 Huy, c
4 1 (one) door 3 Children’s own answers
3 toys: train, ball, teddy bear 4 Children’s own answers Page 41
school things: pen, eraser,
book, bag Lesson Six
family members: uncle, mom, Unit 5 1 1 I don’t like carrots.
brother, cousin 2 This isn’t a yogurt.
Page 36 3 No, it isn’t.
Page 29 Lesson One
4 I don’t like juice.
4 1 That is your book. 2 1 I don’t like apples.
1 Thanh: meat ✓, yogurt ✗, bread ✗,
2 How old are you? 2 The monkey isn’t small.
carrots ✓, rice ✓
3 That is my kite. 3 I don’t like fish.
Na: meat ✗, yogurt ✓, bread ✓,
4 What’s your name? 4 This isn’t rice.
carrots ✓, rice ✓
5 1 their, her, her, his, his 2 our, its 3 Children’s own answers
2 1 rice 2 yogurt 3 bread
4 Children’s own answers
4 carrots 5 rice 6 meat
Unit 4 3 Children’s own answers
Page 30 Unit 6
Lesson One Page 42
1 1 B 2 A 3 C
2 1 giraffe, It’s tall. Lesson One
2 monkey, It’s small. 1 Children’s own answers
3 elephant, It’s big. 2 Children’s own answers
Workbook answer key 131

Page 43 2 1 I like giraffes. Page 54
2 I don’t like birds.
Lesson Two 3 Do you like milk? Lesson Five
1 1 C
hildren draw and color long, 4 No, I don’t. 1 1 pink 2 skirt 3 friend
straight, black hair on Sarah’s 5 Do you like bread? 4 name 5 shirt 6 blue
head. 6 Yes, I do. 2 1 yes 2 no 3 no 4 yes
2 Children color Rick’s eyes green 3 food: rice, yogurt, carrots 5 no 6 no
and draw and color short, curly, animals: bird, cat, elephant
brown hair on Rick’s head. drinks: milk, juice, water Page 55
3 Children color brown eyes and
long, straight, black hair on Page 49 Lesson Six
Linh. 4 1 I have 1 1 ’s wearing, dress, bag
2 1 has, blue eyes 2 I don’t have 2 ’s wearing, dress, bag
2 has, long hair 3 I have 3 ’s wearing, shirt, jeans
3 has, straight hair 4 I have 2 Children’s own answers
4 have, green eyes / don’t have, 5 I don’t have 3 Children’s own answers
brown eyes 6 I have 4 Children’s own answers
5 have, brown hair / don’t have, 5 Children’s own answers
black hair
6 don’t have
Unit 8
7 has, brown eyes Unit 7
8 has, black hair Page 56
Page 50 Lesson One
Page 44 1 1 talk 2 sing 3 dance
Lesson One
1 1 skirt on woman 2 scarf on 4 watch 5 eat 6 play
Lesson Three
woman 3 jeans on man 2 1 A 2 B 3 A 4 C
1 1 thin 2 short 3 tall
2 1  2  3  4  5  6  4 boots on man 5 shirt on man
2 1  2  3  4  5  6  Page 57
Page 45 Lesson Two
Page 51 1 1 What are you doing
Lesson Four
Lesson Two I’m dancing with Jim.
1 1 K k 2 L l 3 M m
1 1 He’s wearing jeans. 2 What’s she doing?
2 1 l 2 k 3 m
2 She’s wearing boots. She’s eating.
3 1 mom 2 kite 3 lion
3 He’s wearing a shirt. 3 What’s she doing?
She’s sleeping.
Page 46 4 He’s wearing a scarf.
4 What are you doing?
5 She’s wearing a skirt.
Lesson Five 2 1 jeans 2 I’m, skirt I’m talking.
1 1 hair 2 curly 3 black 4 eyes 3 shirt 4 He’s, T-shirt 5 What’s he doing?
2 1 Simon 2 Amy 3 Ed 4 Amy He’s singing.
3 1 Simon 2 Ed 3 Amy Page 52
Page 58
Page 47 Lesson Three
1 1 C 2 A 3 B Lesson Three
Lesson Six 2 1 skirt 2 hat 3 dress 1 1 c 2 a 3 b
1 1 I don’t have short hair. 3 1 dress, T-shirt 2 hat, T-shirt 2 1 c 2 b 3 a
2 I don’t have long hair. 3 hat, T-shirt 3 1 B 2 A 3 C
3 I don’t have blue eyes.
4 I don’t have curly hair. Page 53 Page 59
3 Children’s own answers Lesson Four Lesson Four
1 Children follow the sh to reach the 1 1 tr b, d 2 dr a, f 3 cr c, e
shoes 2 1 tr 2 cr 3 dr 4 dr
2 1 sh 2 ch 3 th 4 sh 5 cr 6 tr
Review 2 3 Shirley has short hair. 3 1 train 2 truck 3 crab
Her shoes are red. 4 drum 5 crayons 6 dress
Page 48 Her shirt is blue, 7 tree 8 crayons
1 1 This is a little monkey. And she’s sitting on a chair.
2 This is a tall giraffe. Shirley has three sheep, Page 60
3 This is a big elephant. One, two, three.
4 This is a blue bird. Shirley wants to play,
Lesson Five
2 1 Yes 2 Yes 3 Yes 4 No
With you and with me.
5 No

Page 61 Review 3 Page 75
Lesson Six Lesson Six
1 1
wearing 2 reading 3 eating
Page 68 1 1 visit 2 look 3 draw 4 listen
1 1 jeans, a shirt 2 a hat, a T-shirt
4 listening 2 Children’s own answers
3 a scarf, boots
2 Children’s own answers 3 Children’s own answers
2 actions: run, fly, catch
party: dance, talk, sing
clothes: jeans, skirt, scarf Unit 11
Unit 9 Page 69 Page 76
3 1 B 2 B 3 A 4 C
Page 62 4 1 He can’t ride a bike. Lesson One
2 She can run. 1 1 rug 2 shelf 3 blanket
Lesson One 3 She can’t play soccer. 4 cabinet 5 pillow
1 1 play soccer 2 fly 3 ride a bike 4 She can catch. 2 1 bed 2 shelf 3 It’s on the bed.
4 catch 5 run 4 It’s on the shelf. 5 It’s in the
2 1 fly 2 ride a bike 3 run cabinet. 6 It’s on the rug.
4 play soccer 5 catch Unit 10
Page 77
Page 63 Page 70
Lesson Two
Lesson Two Lesson One 1 1 There’s 2 There are
1 1  2  3  4  5  1 1 C 2 B 3 A 4 C 3 There are 4 There are
2 1 can’t 2 can 3 can’t 2 1 listen (to an audio guide) 2 1 There’s 2 There’s 3 There
4 can 5 can 2 draw (a picture) are 4 There are 5 There are
3 visit (the gift shop) 6 There’s
Page 64 4 take (a photo)
Page 78
Lesson Three Page 71
1 1 b 2 c 3 a 4 b Lesson Three
2 1 read 2 talk 3 dance Lesson Two 1 Children connect the dots in
1 1 May I have the pencil, please? numerical order to complete the
Page 65 2 May I have the eraser, please? picture of the bed.
3 May I have the pen, please? There is a blanket on the bed.
Lesson Four 4 May I have the book, please? 2 eleven, twelve, thirteen, fourteen,
1 Children follow the ai to reach the 2 1 Yes, you may. fifteen, sixteen, seventeen,
rain 2 Yes, you may. eighteen, nineteen, twenty
2 1 ai 2 y 3 y 4 ai 3 No, you may not.
3 I can’t fly in the sky. 4 No, you may not. Page 79
I’m a train in the rain.
I can’t fly in the sky. Page 72 Lesson Four
I’m a train, not a plane. 1 1 are 2 ear 3 ear 4 are
Lesson Three 2 1 ears 2 share 3 near 4 hear
Page 66 1 Children color the old teddy bear 5 scared 6 square
blue, the new jeans black, and the
Lesson Five kite green and orange. Page 80
1 a 2 1 great 2 new 3 old
2 1 yes 2 no 3 no 4 yes Lesson Five
Page 73 1 Children color the pillow, blanket,
Page 67 and dress yellow
Lesson Four 2 1 A 2 B 3 C 4 A
Lesson Six 1 boat, goat, boy, toy
1 Children’s own answers 2 1 oy 2 oa 3 oa 4 oy Page 81
2 Children’s own answers 3 Tom is a boy. He has a toy.
3 Children’s own answers This is a goat. It’s on a boat. Lesson Six
4 Children’s own answers 1 Children underline the ?s and
Page 74 circle the .s
2 1 What’s her name?
Lesson Five 2 Her name’s Lola.
1 1 Yes, you may. 3 What’s on her shelf?
2 No, you may not. 3 Children’s own answers
3 Yes, you may. 4 Children’s own answers
4 Yes, you may. 5 Children’s own answers
2 1 old 2 great
Workbook answer key 133

Unit 12 Review 4 Unit 8
1 What’s he doing?
He’s washing the car.
Page 82 Page 88
2 What are you doing?
1 1 There are
Lesson One I’m taking photos.
2 There’s
1 1 table 2 computers 3 What’s she doing?
3 There are
3 chairs 4 board She’s brushing her hair.
4 There’s
2 1 table 2 computers 5 There are
3 chairs 4 board 6 There’s Page 92
2 numbers: twenty, twelve,
Page 83 Unit 9
eighteen, fifteen
1 I can run.
museum: gift shop, audio guide
Lesson Two 2 He can’t fly.
school things: computer, chairs,
1 Left: these, 3 She can’t ride a bike.
board, tables, posters
Right: those
2 1 those 2 these 3 those
Unit 10
4 these
Page 89 1 May I 2 May I 3 May I
3 1 14 (next to child with car)
3 1 These are 2 Those are Unit 11
2 19 (next to child with train)
3 These are 4 Those are 1 There are some pillows.
3 17 (next to child with doll)
4 12 (next to child with kite) 2 There’s a bag.
Page 84 4 Children’s own answers using 3 There are a lot of toys.
There’s and There are 4 There are four dolls.
Lesson Three
1 picture, drawers, poster Unit 12
2 1  2  3  4  5  6  Grammar Time 1  2 
Page 85 Page 90
Lesson Four Unit 1
1 1 ou 2 oor / our 3 ou 1 This is your bike.
4 oor / our 2 This is my teddy bear.
2 1 mouse 2 poor 3 house
4 tour Unit 2
3 I’m sure there’s a mouse in my 1 That is his book.
house. 2 That is her eraser.
A poor mouse in my house. 3 That is her pen.
He’s on a tour, I’m sure. 4 That is his pencil.
A tour around my house.
Unit 3
Page 86 1 His book is on the bed.
2 Our car is under the tree.
Lesson Five 3 Her hat is in the bag.
2 tables, board, computer(s), 4 Their ball is under the table.
poster(s), picture(s)
3 1 B 2 A 3 A 4 C Unit 4
1 1 I like giraffes.
Page 87 2 I like elephants.
3 You don’t like monkeys.
Lesson Six
1 1 This is Anh. Page 91
2 Her teacher is Miss Lan.
3 His name’s Trung. Unit 5
4 Trung and Mai are cousins. 1 Do you like rice? Yes, I do.
5 Vinh is her little brother. 2 Do you like meat? No, I don’t.
Unit 6
1  2  3  4 
Unit 7
1 ’s/is 2 ’m/am 3 ’s/is

Grade 3 Sample curriculum
This sample curriculum indicates the order in which the lessons should be taught. All of the tests
and worksheets can be found in the Printable Resources.
Unit Period Lesson content
1 Lesson 1
2 Lesson 2
3 Lesson 3
Starter unit 4 Lesson 4
5 Lesson 5
6 Lesson 6
7 Starter Unit Test
8 Lesson 1
9 Lesson 2
10 Lesson 3
11 Lesson 4
12 Grammar and Words worksheets
Unit 1
14 Lesson 5
15 Lesson 6
16 Consolidation
17 Unit 1 Test
18 Lesson 1
19 Lesson 2
20 Lesson 3
21 Lesson 4
Unit 2
24 Lesson 5
25 Lesson 6
26 Consolidation
27 Unit 2 Test
28 Lesson 1
29 Lesson 2
30 Lesson 3
31 Lesson 4
Unit 3
34 Lesson 5
35 Lesson 6
36 Consolidation
37 Unit 3 Test
38 Fluency Time! 1
Fluency Time! 1 39 Fluency Time! 1
40 Review 1
Sample curriculum 135

41 Lesson 1
42 Lesson 2
43 Lesson 3
44 Lesson 4
Unit 4
47 Lesson 5
48 Lesson 6
49 Consolidation
50 Unit 4 Test
51 Lesson 1
52 Lesson 2
53 Lesson 3
54 Lesson 4
Unit 5
57 Lesson 5
58 Lesson 6
59 Consolidation
60 Unit 5 Test
61 Lesson 1
62 Lesson 2
63 Lesson 3
64 Lesson 4
Unit 6
67 Lesson 5
68 Lesson 6
69 Consolidation
70 Unit 6 Test
71 Fluency Time! 2
73 Review 2
74 Lesson 1
75 Lesson 2
76 Lesson 3
77 Lesson 4
Unit 7
80 Lesson 5
81 Lesson 6
82 Consolidation
83 Unit 7 Test
136 Sample curriculum

84 Lesson 1
85 Lesson 2
86 Lesson 3
87 Lesson 4
Unit 8
90 Lesson 5
91 Lesson 6
92 Consolidation
93 Unit 8 Test
94 Lesson 1
95 Lesson 2
96 Lesson 3
97 Lesson 4
Unit 9
100 Lesson 5
101 Lesson 6
102 Consolidation
103 Unit 9 Test
104 Fluency Time! 3
106 Review 3
107 Lesson 1
108 Lesson 2
109 Lesson 3
110 Lesson 4
Unit 10
113 Lesson 5
114 Lesson 6
115 Consolidation
116 Unit 10 Test
117 Lesson 1
118 Lesson 2
119 Lesson 3
120 Lesson 4
Unit 11
123 Lesson 5
124 Lesson 6
125 Consolidation
126 Unit 11 Test
Sample curriculum 137

127 Lesson 1
128 Lesson 2
129 Lesson 3
130 Lesson 4
Unit 12
133 Lesson 5
134 Lesson 6
135 Consolidation
136 Unit 12 Test
137 Fluency Time! 4
138 Fluency Time! 4
Fluency Time! 4
139 Review 4
140 End of Year Test
138 Sample curriculum

This edition of Family and Friends is published by arrangement ACKNOWLEDGEMENTS
with Oxford University Press, Great Clarendon Street, Oxford Family and Friends author: Naomi Simmons
for sale in Vietnam only and not for export therefrom.
Chief Editor: Trần Cao Bôi
. Ng0c
.
˛˛
© Oxford University Press 2022 Additional series content authored by: Truong Văn Ánh
The moral rights of the author have been asserted Flashcards
No unauthorized photocopying Illustrations by: Simon Clare Creative Workshop (dress, hat); Tomek Giovanis
and Christos Skaltsas/Advocate (Rosy, Tim, Billy, Miss Jones, mom, dad, aunt,
All rights reserved. No part of this publication may be reproduced, stored in
uncle); Andy Hamilton (red, brown, pink, green, black, yellow, orange, blue,
a retrieval system, or transmitted, in any form or by any means, without the
sit down, stand up, open your book, close your book, be quiet, doll, ball,
prior permission in writing of the copyright holder, or as expressly permitted
bear, car, kite, bike, train, pen, eraser, pencil, pencil case, bag, door, window,
by law, by licence or under terms agreed with the appropriate reprographics
elephant, giraffe, monkey, big, small, tall, bird, cat, dog, fish, rice, meat,
rights organization.
carrots, yogurt, bread, milk, orange juice, water, tall, short, thin, skirt, scarf,
You must not circulate this work in any other form and you must impose jeans, boots, shirt, t-shirt, wash car, brush hair, take a photo, play football,
this same condition on any acquirer ride a bike, run, catch, fly, jump, read a book, write, listen to an audio guide,
ISBN: take a photo, draw a picture, visit the gift shop, rug, cupboard, shelf, pillow,
bed, table, computer, chair, whiteboard, poster, picture, drawers); Dusan
Printed in Viet Nam by Tran Phu Printing Company Pavlic/Beehive (play music, dance, sing, eat, talk, watch tv); Eunhyoung
This book is printed on paper from certified and well-managed sources Ryu/Advocate (book, long hair, short hair, dark hair, curly hair, blond hair);
Christos Skaltsas/Advocate (old car, new car, great).
The publisher would like to thank the following for permission to reproduce
photographs: Alamy p.53 (bee/David Cole, feather/George H.H. Huey);
Oxford University Press (see/smell/touch/taste/Shutterstock, hear/123RF);
Shutterstock (paint tins/gfdunt, light blue, dark blue, white, black/balein,
orange slice whole, half, third, quarter/Bozena Fulawka, wing/Bildagentur
Zoonar GmbH).
Phonics Cards
Illustrations by: Judy Brown (hamster); Simon Clare Creative Workshop (apple,
girl, bat, cat, dog, egg, elephant, fig, goat, hat, ink, ill, jelly, jacket, kite, lion,
mom, shoes, chair, drum, truck, crayon, rain, train, fly, sky, toy, boy, ear, bear,
hear, mouse, house); Andy Hamilton (ball, cookie); John Haslam (scare, share,
square, poor, tour); Oxford University Press (gift, boat).
The publisher would like to thank the following for permission to reproduce
photographs: Shutterstock (fan/Photo Melon).
Posters
Illustrations by: Judy Brown (Can for Ability/park scene); John Haslam
(Descriptive Adjectives/market, Present Progressive/family party);
Mark Ruffle (Questions/school); Jo Taylor (Possessive Adjectives/family
in sitting room).

Tiếng Anh 3 - Teacher&#39;s Guide

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Tiếng Anh 3 - Teacher&#39;s Guide

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TRẦN CAO

Billy Tim Rosy

Vocabulary Grammar Phonics Values

p. 10 your doll. bike, train

p. 16 his ruler. bag, door, window

p. 38 yogurt? yogurt, bread

2 Scope and sequence

4827201 FAFSE Nat TG3_PRESS.indb 2 30/03/2022 09:27

9 He can run! Action verbs

p. 76 visit the gift shop

p. 82 rug. Numbers 11–20

12 Those are our

Write in your notebook. Say.

Write with a pencil. Video available.

Audio track available.

Scope and sequence 3

4827201 FAFSE Nat TG3_PRESS.indb 3 30/03/2022 09:27

4827201 FAFSE Nat TG3_PRESS.indb 4 30/03/2022 09:27

4827201 FAFSE Nat TG3_PRESS.indb 5 30/03/2022 09:27

4827201 FAFSE Nat TG3_PRESS.indb 6 30/03/2022 09:27

21st Century Learning

4827201 FAFSE Nat TG3_PRESS.indb 7 30/03/2022 09:27

Student Book Workbook

Student Book and

8 Integrated component overview

4827201 FAFSE Nat TG3_PRESS.indb 8 30/03/2022 09:27

Classroom Presentation Tools (CPTs)

Integrated component overview 9

4827201 FAFSE Nat TG3_PRESS.indb 9 30/03/2022 09:27

Unit Test and End of Year Tests

Exam preparation worksheets

Teacher’s notes and audio

10 Integrated component overview

4827201 FAFSE Nat TG3_PRESS.indb 10 30/03/2022 09:28

Showing children how to start like this.

Giving instructions for Everybody,… stand up, please.

Giving encouragement Good work, (name)… you’re really good at this!

Asking for recall of words, show me the cat?

Encouraging good settle / calm down.

Setting up pairs and in pairs / in twos.

4827201 FAFSE Nat TG3_PRESS.indb 11 30/03/2022 09:28

The children listen and point to the pictures.

The children practice the words with a

The children listen to a recording of the

4827201 FAFSE Nat TG3_PRESS.indb 12 30/03/2022 09:28

The children listen to the story again and

The children study the grammar structure

The children practice the grammar structure

The children practice writing or saying the

The Let’s talk! feature provides further

4827201 FAFSE Nat TG3_PRESS.indb 13 30/03/2022 09:28

The children learn new words and practice

The children learn and sing the song, or

The children perform actions as they sing or

Teaching songs and chants Workbook

4827201 FAFSE Nat TG3_PRESS.indb 14 30/03/2022 09:28

The children learn the new sounds and

The children practice saying the new words.

The children do further activities in their

The children do further speaking practice.

4827201 FAFSE Nat TG3_PRESS.indb 15 30/03/2022 09:28

The children look at the illustrations for the

The children read and listen to the text for

The children read the text again, this time

Tiếng Anh 3 - Teacher's Guide

Tiếng Anh 3 - Teacher's Guide

2 Point and say the words.