Share It Teacher Book Level 2

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Teache
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Sarah Jntzaris
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January 29, 2020
Macmillan Education Limited Student Book credits:
4 Crinan Street Text, design and illustration © Macmillan Education Limited 2020
London N1 9XW Written by Fiona Davis
Phonics lessons written by Wiley Blevins
Companies and representatives throughout the world
The author has asserted their right to be identified as the author of this
Teacher Edition ISBN 978-1-380-02285-1 work in accordance with the Copyright, Designs and Patents Act 1988.
Teacher Edition Pack ISBN 978-1-380-02282-0
Designed by Pronk Media, Inc.
Text, design and illustration © Macmillan Education Limited 2020 Cover design by Roberto Martinez, Marcin Rojek, and Wojciech Szulik
Written by Sarah Jane Lewis-Mantzaris Cover illustration by Emi Ordás
The author has asserted their right to be identified as the author of this Cover photograph by Getty Images/BJI/Blue Jean Images
work in accordance with the Copyright, Designs and Patents Act 1988. Picture research by Sarah Wells
Share It! is a registered trademark published by Macmillan Education Limited Full acknowledgements for illustrations and photographs in the facsimile
pages can be found in the Student Book ISBN 978-1-380-02283-7
First published 2020
Sharebook credits:
All rights reserved. No part of this publication may be reproduced, Text, design and illustration © Macmillan Education Limited 2020
stored in a retrieval system, or transmitted in any form or by any means, Written by Fiona Davis
electronic, mechanical, photocopying, recording, or otherwise, without the
prior written permission of the publishers. The author has asserted their right to be identified as the author of this
work in accordance with the Copyright, Designs and Patents Act 1988.
Teacher Edition credits:
Original design by Pronk Media, Inc. Designed by Pronk Media, Inc.
Page make-up by SPi Global Cover design by Roberto Martinez, Marcin Rojek, and Wojciech Szulik
Illustrated by Emi Ordás art pp. iii, vi, xii, xv, xviii, xxiii, 8–9, 22–23, 40–41, Cover Illustration by Emi Ordás
54–55, 72–73, 86–87, 104–105, 118–119, (backgrounds and characters); Full acknowledgements for illustrations in the facsimile pages can be found
ix, x, 10–11, 13–19, 24–25, 27–33, 36, 42–43, 45–51, 56–58, 62–64, 69, in the Sharebook ISBN 978-1-380-02286-8
74–75, 77–82, 88–89, 91–96, 106–107, 109–114, 120–121, 123–128, 132
(teacher icon). These materials may contain links for third party websites. We have no
Cover design by Roberto Martínez, Marcin Rojek, and Wojciech Szulik control over, and are not responsible for, the contents of such third party
Cover illustration by Emi Ordás websites. Please use care when accessing them.
Author’s acknowledgements The inclusion of any specific companies, commercial products, trade
“The future belongs to those who believe in the beauty of their dreams.” names or otherwise does not constitute or imply its endorsement or
(Eleanor Roosevelt) For my two children, Elisavet and Maximos. To my recommendation by Macmillan Education Limited.
family for their constant and unwavering love, support and encouragement
always. A special thank you to those who provided assistance in writing Printed and bound in Mexico.
this book. With immense gratitude to these magnificent people for the 2024 2023 2022 2021 2020
support, ideas, hard work, creativity, proofreading, editing, and artistry. 10 9 8 7 6 5 4 3 2 1
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Table of Contents
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv–v
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi–xiii
Welcome to Share It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Using the Teacher Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Teacher Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Teacher Reflection Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Games Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv–xxiii
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiv
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
CLIL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
Progress Tracker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
Share the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii
Exam Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Lesson Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–135
Welcome to Shareville! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Welcome Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 1 On the Farm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 2 My Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Share the World 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Exam Practice 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 3 At the Zoo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 4 Yummy Food! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Share the World 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Exam Practice 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Unit 5 I Can Do It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 6 My Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Share the World 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Exam Practice 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Unit 7 Playtime! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Unit 8 Cool Clothes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Share the World 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Exam Practice 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136–138
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Scope & Sequence
Welcome to Hi, Hello I’m …
My name’s …
Share It! Song
Character names: Alex, Eva, Nancy,
Shareville! May, Dan, Sam, Sally What’s your name?
pages 4–5 How are you?
Vocabulary Grammar Sharebook

Unit 1 donkey, horse, goat, duck, sheep, cow, chicken What’s this / that? Memory Game
On the Farm It’s a … Sharebook pages 7, 9
caterpillar, butterfly, bee, mosquito, ladybug,
pages 10–19 ant What are these / those? Find the Insects!
They’re … Sharebook page 11
Unit 2 teddy bear, camera, scooter, train, yo-yo, That’s his … / That’s her … His or Her?
My Things skateboard, board game, video game Those are their … Sharebook page 13
pages 20–29 bag, tablet, paintbrush, scissors, marker, paint, Is this your … ? My or Your?
glue, photo Are these your … ? Sharebook page 15
Those are our things.
Share the World 1 Story: The Ant and The Bird pages 30–31
Unit 3 elephant, zebra, giraffe, monkey, hippo, Is there a monkey? Is There an Elephant?
At the Zoo crocodile, tiger Yes, there is. / No, there isn’t. Sharebook pages 17, 18
pages 34–43 Are there hippos? Hide the Animals!
beach, bookstore, mall, playground, school, Yes, there are. / No, there aren’t.
swimming pool, zoo Sharebook page 19
Where’s the playground?
It’s in front of / behind / between the …
Unit 4 pineapples, pears, apples, kiwis, watermelons, Does Dan like bananas? Find Out!
Yummy Food oranges, coconuts, bananas Yes, he does. / No, he doesn’t. Sharebook page 21
pages 44–53 burger, corn, egg, French fries, pancakes, pie, What do you want for breakfast? What Do You Want
sandwich, soup I want eggs and pancakes, please. for Dinner?
Sharebook pages 23, 25
Share the World 2 Poem: Snack Time pages 54–55
Unit 5 fly, write, draw, jump, walk, swim, read, run You can draw and write. Can or Can’t?
I Can Do It! I can draw, but I can’t fly. Sharebook pages 27, 29
throw a ball, catch a ball, ride a bike, drive a car,
pages 58–67 use a computer, play the guitar, jump rope, Can you / he / she climb a tree? Can You Jump Rope?
climb a tree Yes, I can. / No, he can’t. Sharebook page 31
Unit 6 get up, eat breakfast, go to school, eat lunch, What do you do in the morning? I’m Out!
My Day go home, eat dinner, brush my teeth, go to bed I eat breakfast. Sharebook page 33
pages 68–77 eight o’clock, half past nine, a quarter after one, When does he / she go to bed? When?
a quarter to two, nine thirty, one fifteen, He / She goes to bed at 8:30. Sharebook pages 35, 36
one forty-five
Share the World 3 Blog: Village Life, City Life pages 78–79
Unit 7 playing soccer, playing tennis, watching TV, What do you like doing? What do You Like Doing?
Playtime! playing video games, reading books, listening I like playing tennis. Sharebook page 37
pages 82–91 to music, taking photos Do you like playing tennis? Favorite Activities
singing, dancing, writing stories, drawing, playing What does he / she like doing? Sharebook pages 39, 41
the piano, playing board games, baking cookies He / She likes …
Does he / she like … ?
Unit 8 pants, T-shirt, shirt, sweater, sneakers, skirt, Whose sweater is that? Memory Game
Cool Clothes shoes, socks It’s May’s sweater. Sharebook page 43
pages 92–101 Whose sneakers are those? What’s Joey Wearing?
dress, jacket, jeans, shorts, baseball cap, hat, They’re Dan’s sneakers.
boots Sharebook pages 45, 46
What are you wearing?
What’s he / she wearing?
I’m / He’s / She’s wearing …
Share the World 4 Play: The Sad Princess pages 102–103
Grammar Practice pages 106–109
iv
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Welcome Unit Our Classroom What day is it?
pages 6–9 Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday How many balls are there?
Numbers 20–100 There are forty-two balls.
Reading CLIL Phonics Progress Tracker

Story Science Short a Review Game: Round and Round!
This Is For You! Text: Bugs Are Great!
wings, open, leaf, closed, bugs, insects
Value
Be kind to animals. Project: Make a bug fact card
Story Art Short i Review Game: Four in a Row!

Can I Borrow It? Text: Fun with Colors!
mix, easel, painting, collage
Value
Ask first. Project: Make a color wheel
Exam Practice 1 Listening, Reading and Writing pages 32–33

Story Science Short o Review Game: Race to Win!
Follow the Rules! Text: Baby Animals
body, tail, hatch, go to sleep, neck, gives
Value
Follow the rules. Project: Draw a picture of animals in nature
Story Science Short e Review Game: Spin to Win!

Try it, Dan! Text: Life Cycle of a Fruit
seed, grows, plant, ground
Value
Try new things! Project: Make a life cycle poster for a fruit

Story P.E. Short u Review Game: Four in a Row!
You Can Do It! Text: Let’s Play!
team, net, bounce, basketball, bat, hit, baseball,
Value ice skates, stick, net, hockey
Encourage others.
Project: Draw your favorite sport or activity
Story Social Studies Short vowels Review Game: Round and Round!
I’m on Time! Text: Night and Day
night, asleep, awake, day
Value
Be on time. Project: Draw and label a time zone poster

Story Music Short vowels Review Game: Spin to Win!
A Good Idea Text: Make Some Music!
strings, keys, press, flute, holes, blow
Value
Play together! Project: Design a musical instrument
Story Art Short vowels Review Game: Race to Win!

May’s New Clothes Text: Something Old, Something New
old, trash, dirty, clean, new, recycled
Value
Take care of your things. Project: Make a collage from recycled materials

Word List pages 110–111
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Welcome to Share It!
SHARING helps you communicate!
Being able to communicate well is a key life skill. However, it’s not always easy
to get students to communicate in English. Students are often shy and classes
can be large, so managing speaking can be difficult. Share It! includes fun and
easy-to-manage activities that get students to practice speaking in a controlled
environment. Share It! helps students develop the confidence to communicate!
SHARING is motivating!
With Share It! you can engage your students in exciting and easy-to-use
activities so they’ll want to speak English together in class. Using specially
designed Pair Share , Group Share , and Class Share
activities in the Student Book and Sharebook, students are eased into
participation before they have to speak in front of the whole class.
SHARING increases self-confidence!

Lessons in Share It! are focused on simple, achievable language goals. You
will see how your students build confidence as they become aware of how
their English has improved by using the progress tracking tools in every
lesson and every unit. By developing self-belief and a can-do attitude, they
will quickly see that great progress is created by focusing on a series of
small improvements in all areas of their learning.
SHARING builds relationships, trust, and happiness!

Having a rich, happy, and positive learning environment is an important
factor that directly affects how well students learn. By following the
lesson routines in Share It!, your students become part of a supportive
community in which they feel a sense of belonging, trust each other, feel
encouraged to ask questions and, most importantly, try their best!
SHARING increases knowledge and develops creativity!

The best way to increase knowledge is to share it! This course also offers
opportunities for teachers to share their expertise, ideas, and time-saving
tips with co-workers using the Teacher Reflection Plan. Possibilities are
endless when people work together; it can make a big difference to feel
part of a supportive community and to grow and share together!
vi
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Components
For Students
The Student Book contains The Sharebook contains
language, skills, and phonics activity worksheets
lessons, supplemental and instructions for
cultural readings, exam communicative and
practice activities, additional collaborative pair or
grammar practice, songs, group speaking activities
chants, projects, and a fun and games.
Progress Tracker game
at the end of each unit.
The Workbook offers The Student App on

additional practice for Navio offers students a
each lesson in the Student chance to score points as
Book. The Workbook they travel through colorful
can be used in class or 3D islands by completing
as homework practice. grammar, vocabulary,
reading, and phonics
activities, as well as fun
new puzzles and games.
For Teachers
The Teacher Edition The Audio CDs contain
contains general Lesson Plans, all the audio tracks listed in
specific Lesson Notes and the Student Book, including
objectives, activity routines, new vocabulary, grammar
a Games Bank, Teacher Tips, dialogues, songs and chants,
a Teacher Reflection Plan, stories and CLIL readings,
audio scripts, and answer and listening activities.
keys for the Student Book,
Sharebook, and Workbook.
The Macmillan Education The Teacher Resource

Teacher App is a tool Center, accessed through
for teachers to project a the Teacher App, is a bank
page-faithful presentation of of resources to use with
the Student Book using an Share It!, including printable
IWB or projector. Teachers tests and worksheets,
can present activities and flashcards, parent letters,
examples, do whole-class answer keys, audio and video
activities, show answers, files, and more. The Test
and play class audio and Generator, also accessed
grammar animations. through the Teacher App,
allows teachers to generate
and edit new tests.
vii
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Using the Teacher Edition
The Share It! Teacher Edition is designed to help you set up and teach your
lessons with ease.
Vocabulary Lesson
Vocabulary Plans
Lesson Plans
Lesson Plans
Lesson 1 Vocabulary
Lesson 1 Vocabulary
1 Warm Up (5 minutes)
Lesson Aims
Lesson 1
Lesson 1Lesson Aims
• To name toys and things
• To practice answering
• To name toys andabout
questions
New Vocabulary
things
a picture
2
2 My Things
My Things
Lesson 1 Vocabulary
1 teddy bear
1 teddy bear
2 camera
Look at Alex! That’s
his new camera!
Lesson 2 Grammar
1 Listen to Nancy and May.
his new camera! 1.26
Read and say.
Grammar
Sentence Tennis with a volunteer.
Point to Professor
Lesson Smart Share Pal
2 Grammar
and say That’s his video game. Put
a check next to Professor Smart.
1Then, ask your
Listen
1.26
volunteerand
to Nancy
Read and say.
to doMay.
the
same about a different character.
First, the Teacher Edition presents a general Lesson Plan for
Sentence Tennis with a volunteer.
Point to Professor Smart Share Pal
a check next to Professor Smart.
1 Warm UpRefer
1 Talk about the picture.
(5 minutes)
questions about Lesson 1 Vocabulary Divide the class in pairs. Have Then, ask your volunteer to do the
teddy bear, acamera,
picture
scooter, train, 3 scooter students take turns saying sentences
to the Lesson Notes
That’s his camera.
yo-yo, skateboard, board game, What color is that? And look at Bobby and same about a different character.
each type of lesson in a unit – Vocabulary, Grammar, Story,

Those are her teddy bears. about all characters in the picture.
2 camera Eva. Those are her teddy
Grammar
New Vocabulary
video game 1 Talk about the picture. bears. That’s cute! Those are their yo-yos.
Check answers as a class. Divide the class in pairs. Have
It’s green.
teddy bear, camera, scooter, train, 3 scooter students take turns saying sentences
Refer to theforLesson
a fun Warm
NotesUp activity
4 train
And look at Bobby and Grammar Practice page 106 That’s his camera.
Materials: paper
yo-yo, skateboard, board(one per student),
game, What color is that? Communication
Eva. Those are her teddy Connecting her teddy bears.
Those are student’s about all characters in the picture.
pencils
video game 2 Look at the picture.
1
6 skateboard Check answers as a class.
language
Those arelearning
theirtoyo-yos.
the real
reviewing language students Warm Up 2 Listen, point, and say. 5 yo-yo bears. That’s cute!
Play Sentence Tennis.
It’s green. world makes learning enjoyable
for a fun Warm Up activity

1.24
Elicit a list of toys and things that Then quiz a friend. 4 train Grammar
and has an impact on Practice
young page 106
That’s his train.
paper already
Materials:students (one per student),
know and write Those are her
minds. It allows students to Communication
already know .
board games.
pencils them on the board. Have students 2 have fun with at
Look each other
the while
picture.
Connecting student’s
1
draw a picture of their favorite toy 3 Listen and point. 6 skateboard
still learning. Allow students language learning to the real
reviewing language students

1.25
Warm e.g., and

Upwrite one sentence about it, 2 ThenListen,
chant. point, and say. 5 yo-yo toPlay
chooseSentence
their ownTennis.
topics or
My [toy] is blue. I like my [toy]. 1.24
3 Sharebook A: pages 13–14
things to talk about. Expand
world makes learning enjoyable
Elicit a listMy
of [toy]
toysisand
in mythings that a
room. Choose
A videoquiz
Then game, a friend. B: pages 13–14
and has an impact on young
CLIL, Phonics, Progress Tracker, Share the World, and Exam

That’s his train.
Activity 2 by having students
2 Activity 1 Unit Opener

A board game, His or Her? Those are her
students already knowtoand
few volunteers write
share their picture A camera, and a yo-yo! draw pictures of their favorite minds. It allows students to
already know .
them on the andboard.
sentenceHave
with thestudents
class. That’s his camera. boardpets,
objects, their best friend, games.
3
A skateboard,
Listen and point.
have fun with each other while
draw a picture of their favorite toy A scooter, 7 board game etc., and then talking about
still learning. Allow students
Routine (5–10 minutes) Communication
1.25 No, that’s her camera.
and write one sentence about it, Then
A teddychant.
bear, and a train! their picture to each other.
When reviewing These are my things. 8 video game to choose their own topics or
e.g., My [toy]vocabulary,
is blue. I give
likestudents
my [toy]. ALet’s
video
say itgame,
again! 3 ActivitySharebook
3
A: pages 13–14
B: pages 13–14 things to talk about. Expand
My [toy] is inspeaking
my room. Choose
practice, so theya can
2 Activity 1 New
Unitvocabulary
Openeris presented in
use to
theshare
words their
in context. Have A board game, SeeHis
pageor34Her?
for instructions on Activity 2 by having students
few volunteers picture
students work in pairs and make A camera, and a yo-yo! setting up and playing His or Her? draw pictures of their favorite
and sentencesentences
with the class.
using the vocabulary A skateboard, Wrap Up
objects, their best friend, pets,
context in the opening scene . lists on the board. To extend,
20 A scooter, 7 board game Review Lesson 2 grammar. Have etc., and then talking about
Routine (5–10 minutes)

I can name toys and things. Workbook page 17 Workbook page 18 I can talk about people’s toys and things. Unit 2 21
have them use the different
Communication students lookNo, that’s
at the heragain.
picture camera.
their picture to each other.
Practice. These Lesson Plans (pages xiv–xxiii) offer step-by-

3
words to make funny sentences A teddy bear, and a train! Ask them to work in pairs and make
When reviewing
But don’t focus on the new Warm 8Upvideo game
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and then share their sentences These

Activity 2 are my CD1things.
Track 24 Make a list on the board and use six sentences about the picture:
vocabulary, give
with thestudents
class. Give examples: checks to keep track of how many
Lesson 2 Review Lesson 1 vocabulary. Play three introducing the character and
Do the Let’s
Vocabulary Routine.
say it again! Activity 3
speaking practice, so they
My cat is green. I havecan
a big
New vocabulary is presented

yet! Instead,inask the
See page xiv. students have each toy. Count up Lesson Aims Hangman. See page xii. three using his, her, and their. For
See page 34 for instructions on
vocabulary
purple nose.
4 use the words in context. Have the toys and see which toy is the • To learn the possessive example, This is Alex. That’s his
Activity 1 CD1 Track 26
Activity 3 camera. Check sentences as a class. setting up and playing His or Her?
2
CD1 Track 25 most popular.
students work in pairs and make pronouns his, her, their Do the Grammar Routine.
7
Activity 1 Do the Chant Routine. Correct any errors.
sentencesDo using theOpener
vocabulary I Can Routine • To make singular positive See page xvi.
Wrap Up
classopening
questionsscene .
about the picture
See page xiv.
context in the
the Unit Routine.
5 Do the I Can Routine. statements with That’s Do Grammar Practice on page 106 I Can Routine
lists on the See board.
page xiv.To extend, Chant Extension Do the Review Lesson 2 grammar. Have
20 I can name toys and things. See page xiv. Workbook page 17 • To make plural positive Workbook pagefor18 homework, or in about
I can talk class. people’s toys andI things.
Can Routine. Unit 2 21
have them use the
Display different
the picture. Say The Share Assign one toy word to each statements with These are, See page xiv. students look at the picture again.
Resources
using language they already 3
words toPals make are outside
funnyinsentences
Shareville. Where student. Play the audio and ask Those are Grammar Practice Ask them to work in pairs and make
Resources
But don’t focus on the new

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and thenWho’s sharethis?their sentences Activity Track 24StudentMake a list1on the board and use Answers Warm Up six sentences about the picture:
(It’s Alex!) Point to a up when they2hear theirCD1 toy word. App Lesson
New Grammar Lesson 2 1 his 2 her 3 their
Workbook page 18
step instructions on how to teach each of these lessons.

with the bush class.or Give examples:
tree. What color is that? checks to keep track of how many Student
Review App Lesson
Lesson 2
1 vocabulary. Play three introducing the character and
know . Give them a chance to DoRepeat
the Vocabulary Routine.
this several times. These are / Those are their yo-yos.
My cat is(It’sgreen.
green.)I have a bigbirds are
How many students have each toy. Count up Hangman. See page xii. three using his, her, and their. For
6 there? (There are two birds.) Where See Wrap page xiv.Up Grammar Review Lesson Aims Activity 2
vocabulary yet!
speakInstead,
freely andask the
purple nose.
4
Review Lesson 1 vocabulary. Ask the toys and see which toy is the • To learnRead thealoud
possessive
the speech bubbles example, This is Alex. That’s his
is Sally Share Pal? Here she is! What my Activity 1 CD1 Track 26
demonstrate 2
are these toys? Let’s read and find out. Activity 3 have anyCD1
students if they Track 25
of the most popular. This is, That’s pronouns andhis,
pointher,
to the characters they
their Do the Grammar Routine.
camera. Check sentences as a class.
7
Activity 1 Dotoys thefrom the lesson
Chant at home.
Routine. describe. (Sam Share Pal and Correct any errors.
Model the language: I have a/an ... I Can Routine • To make singular
Stella positive
Share Pal) Then, model See page xvi.
class questions
whatabout the picture
Do the Unit Opener Routine. See page xiv.
they remember from 5
See page24 xiv. Teacher Reflection: How wasChant
Display the picture. Say The Share
your lessonExtension
Do the I Can Routine.
today? It’s time to reflect! See p. x.See page xiv.
Assign one toy word to each
statements with That’s
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x.
• To make plural positive
Do Grammar Practice on page 106
Unit 2 25
for homework, or in class.
I Can Routine
statements with These are, See page xiv.
previous
using language theylessons .
already
Pals are outside in Shareville. Where student. Play the audio and ask
9781380022851_U2.indd 24
are they? (They’re at theRedNova park.)ShareIt TE Levelstudents to chant along and stand
Resources
Workbook page 17
13/01/20 4:00 PM 9781380022851_U2.indd 25 Those are Grammar Practice
Answers
13/01/20 4:00 PM
Resources
Workbook page 18
Who’s this? (It’s Alex!) Point to a
2
up when they hear their toy word. Student Sign
Revised Lesson
App off 1
proofs
RedNova ShareIt TE Level 2
Revised Sign off proofs
January 13, 2020 January 13, 2020 New Grammar 1 his 2 her 3 their Student App Lesson 2
bush or tree. What color is that?
know . Give them a 2chance
3 Activity to Routine (10 minutes)
Vocabulary
Repeat this several times. These are / Those are their yo-yos.
(It’s green.) How many birds are
6
there? (There are two birds.) Where Wrap Up
Review Lesson 1 vocabulary. Ask
Grammar Review Activity 2
Read aloud the speech bubbles
speak freelyThe
andnew vocabulary is presented through the audio and then a game . Prepare the class
is Sally Share Pal? Here she is! What my
demonstrate are these toys? Let’s read and find out. students if they have any of the This is, That’s and point to the characters they
In addition, the Lesson Plans include Routines for activities

toys from the lesson at home. describe. (Sam Share Pal and
to listen by having them sit quietly and look at the picture again . Play the audio and Model the language: I have a/an ... Stella Share Pal) Then, model
what they remember

pause after eachfromnew word until students
24
find the object in the picture . Say the word,
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 25
previous lessons .
and then have students point and say the words aloud . Put students in pairs to play
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13/01/20 4:00 PM
Revised Sign off proofs Revised Sign off proofs

a game with the vocabulary words . Model this activity by asking one student to point to
January 13, 2020 January 13, 2020
3 Activity 2 a picture
Vocabulary Routine (10 minutes)
that occur repeatedly throughout the level. By following these
while another student says the word . Students take turns pointing and saying
The new vocabulary
the words . is presented through the audio and then a game . Prepare the class
to listen by
4 having
Activity them
3 Chant sit Routine
quietly and look at the picture again . Play the audio and
(10 minutes)
pause after The
each new word
vocabulary untilpracticed
is further students in afind thePlay
chant . object in the
the audio andpicture . Say point
have students the word,
and then haveto the words in point
students the picture
and assaythey
thehear them . aloud .
words Then, play
Putit again and have
students
along with their fingers . Finally, have the students say the chant together .
a game with the vocabulary words . Model this activity by asking one student to point to
5 Chant Extension (5 minutes)
them follow
in pairs to play
routines every time you teach these activities, you and your
a picture while another student says the word . Students take turns pointing and saying
students will become familiar with the procedure.

Refer to the lesson notes for a fun chant extension that gets students to mime or use
the words . their imaginations .
4 Activity 36 Wrap
Chant UpRoutine (10 minutes)
(5–10 minutes)
Lessonis1further
The vocabulary always ends with a Wrap
practiced in aUp reviewing
chant . Playthethevocabulary
audio andstudents
havehave just
students point
learned . Refer to the Lesson Notes for this activity .
to the words in the picture as they hear them . Then, play it again and have them follow
7 I Can Routine (5 minutes)
The practice of introducing and maintaining clear plans, routines,

along with their fingers . Finally, have the students say the chant together .
Write the I can statement on the board . Students face each other and take turns to say
5 Chant Extension
the I can statement and name the new words from the lesson . Students put a check next
(5 minutes)
to the I can statement in their books .
their imaginations .
6 Wrap Up (5–10 minutes)
and procedures will facilitate your teaching and save you
Lesson 1xivalways ends with a Wrap Up reviewing the vocabulary students have just
learned . Refer to the Lesson Notes for this activity .
9781380022851_FM.indd 14

13/01/20 5:11 PM valuable class time, making your life as a teacher a lot easier!
Write the I can statement on2020the board . Students face each other and take turns to say
January 13,
the I can statement and name the new words from the lesson . Students put a check next
to the I can statement in their books .
You can refer back to the Lesson Plans and Routines as often
xiv as you want for reinforcement and clarification.
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January 13, 2020
Lesson 1
Lesson Aims 1 On the Farm
Lesson Notes
• To name farm animals 1 donkey
Once you are familiar with each lesson’s procedure, you can
questions about a picture Lesson 1 Vocabulary
New Vocabulary 1 Talk about the picture.
turn to the Lesson Notes beginning on page 2 for ideas and

donkey, horse, goat, duck, sheep,
cow, chicken Who do you see?
Vocabulary Review 2 horse
numbers 20-100 I see May.
Warm Up
Review the numbers from the
Welcome Unit. Go around the
2
1.10
Listen, point, and say.
Then quiz a friend.
information specific to each unit. Rather than repeating the
room and have each student say
his or her favorite number and
color. Write a sentence frame on
the board: My favorite _____
is _____.
3
1.11
Listen and point.
Then chant.
A sheep, a goat,
5 sheep
step-by-step instructions in the Lesson Plans, the Lesson Notes
Activity 1
Do the Unit Opener Routine. See
page xiv.
A black and white cow,
A duck and a chicken
Are on the farm now.
provide lesson aims, Warm Up and Wrap Up activities, audio
Display the picture. Say The
tracks and audio scripts, extension ideas, and teaching tips for
A sheep, a goat,
Shareville characters and Share Pals
are at the farm. How many animals
do you see? (Twenty-two) Who do A horse and a donkey 6 cow
you see? (I see May, Alex, Nancy, Are on the farm now.
every lesson in the Student Book.

Dan) How many Share Pals do you 7 chicken
see? (Four)
Communication 10 I can name farm animals. Workbook page 8
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can be difficult for some Wrap Up
students, especially if they
Do the Vocabulary Routine. Play Step Forward, Step Back. See
The Lesson Notes also refer to the Routines in the Lesson Plans
haven’t had many opportunities page xiii. Use colors, body parts,
to practice speaking. It’s OK if See page xiv.
animal sounds, and other physical
students make mistakes with Activity 3 CD1 Track 11 qualities of the farm animals. For
word order or pronunciation. Do the Chant Routine. example, A sheep has three legs. (false)
The important thing is for
by name and page number, making it easy to look them up.

See page xiv. A cow is black and white. (true)
students to understand the A duck says “quack-quack.” (true)
question you are asking and Chant Extension
attempt to reply with the correct Assign one animal word to each I Can Routine
answers using their own words. student. Play the audio and ask Do the I Can Routine.
You can build their confidence students to chant along and stand See page xiv.
by providing lots of positive up when they hear their animal
encouragement and praise, word. Repeat this several times. Resources
e.g., Excellent!, That’s right, Try
again, Take a guess.
Workbook page 8
Student App Lesson 1
This combination of general Lesson Plans and specific
10 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x.
Lesson Notes gives you everything you need for a successful
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Share It! class!
January 23, 2020
viii
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Teacher Tips
Students need an environment of encouragement and structure to succeed. For most
lessons, there is a Teacher Tip with a key focus to help you to further develop your
teaching skills. The tips offer ideas for arranging your classroom, managing pair dynamics,
and creating a positive and easy-to-manage communicative classroom experience.
There are three categories of Teacher Tips: Classroom Management,

Communication, and Social-emotional Learning.
Classroom Management Tips offer suggestions for creating a structured Classroom Management
Create a poster to review
and safe environment where students know what to expect and you can try classroom rules for answering
out new ideas. Research shows that children respond very well to structure. questions. Include simple
steps, e.g., 1 I raise my hand.;
They: 2 Teacher calls my name.; 3 I say
• behave better when they know what is expected my answer.; 4 Teacher says thank
you. Add some fun, simple
• happily follow the rules cartoons of characters doing the
• become more confident steps for added visual support.
Create more posters for other
• work harder classroom rules as needed.
• feel motivated by their success
• do good work!
Communication
While students are
planning projects in pairs, Communication Tips are aimed at helping you engage students in
encourage them to talk to one
another to make decisions. speaking activities in a controlled fashion. In large classrooms, there
Model language with a volunteer, is never enough time for every student to speak. By allowing them to
using the Lesson 7 project as an
example. Say I like the ladybug. work together, you can greatly increase the amount of time students
What do you like? Allow the practice speaking during pair and group work activities. Help your
student to answer, then respond
OK. Let’s draw a [ladybug]. students develop good communication skills.
Walk around and monitor pairs’
conversations while they plan.
Social-emotional
Learning
Social-emotional Learning (SEL) Tips focus on identifying and To help students reset after
a fun activity, practice
understanding children’s feelings and emotional states in order to help mindfulness meditation. Have
them set and achieve goals, manage emotions, show empathy for others, students pause until everyone
is quiet. Speak calmly and
maintain healthy relationships, and make sensible choices. By applying say Close your eyes. Think of
SEL in your classroom, you can help students increase their motivation something happy. Model the
calm breathing technique: take
and maintain positive relationships with their classmates. These tips a deep breath in with your nose
offer a framework for you to help your students achieve academic and and deep breath out with your
mouth. Do this for one minute.
life success!
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Teacher Reflection Plan
Share It! includes a Teacher Reflection Log to encourage you to take a few minutes to reflect
at the end of your lessons. Teachers often need to rush to the next class, but if you can create the
habit of filling in this quick log, you can use the information about your lessons to identify which
tips you would like to use again, what ideas you would like to try differently, and what you might
want to discuss with your fellow teachers. It can also help you document your work to help you
determine your professional development goals and have more meaningful conversations with
your supervisors.
You can find a black line master of the Teacher Reflection Log in the Teacher Resource Center.
Teacher Reflection Log
My lesson today Great Fine Interesting Challenging Demanding
was ___. Other ________________________________________________________________
In general, my Happy Considerate Respectful Motivated Challenging

students were ___.
Other ________________________________________________________________
What could have

worked better?
Today’s tip was Great OK Interesting Difficult Unhelpful

________.
Other ________________________________________________________________
Rate this tip 1 2 3 4 5
I’ll use this tip again Yes No Maybe
Notes about this tip
Teachers Share It!

One way to multiply the effect of the Teacher Reflection Log is to share your experience with your
peers. Below are some ideas for establishing a Teachers Share It! program in your school. This can be a
valuable way to share resources and ideas that worked (or didn’t!), and motivate you and your peers.
1 Schedule regular teacher meetings
Dedicate time for sharing your ideas and experiences with other Share It! teachers. Incorporate
a weekly, biweekly, or monthly meeting into your planners, and make it a priority.
2 Listen to each other
Share what you want to learn as well as what you’ve learned. Discover your co-workers’ beliefs
and passions about teaching, and ideas they would like to explore.
3 Make your meetings positive!
Just as students thrive in a positive classroom, teachers also benefit from encouragement and
support. Appreciate each other’s ideas and observations. Share feedback, and let others know
their contributions have made a difference.
4 Create a shared idea bank
This can be as simple as a memo board in the teachers’ area. Make sure it is accessible at all
times, and encourage each other to post worksheets, notes about activities, and other ideas.
Add your own tips and materials! Sharing leads to success, for both you and your students.
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Unit Structure
There are eight units in each level of Share It!, each consisting of eight lessons and a review game.
After every two units, there are four pages of extra material.
2 My Things 1 teddy bear

1 Look at Alex! That’s
his new camera!
Lesson 2 Grammar

1.26
Unit 2 Lesson 2
Student A Student B
2
His or Her? Lesson 3 Story Can I Borrow It?
1 Look and answer. Who has a skateboard?

3 4 Oh, look at those scooters! Hey! Those are our scooters.
Read and say. His Room

Lesson 1 Vocabulary
2 Read the story. Then act.
1.27
1 Talk about the picture. 2 camera Grammar

3 scooter 1 Hi! I’m Alison. Your 2
And look at Bobby and That’s his camera.
What color is that? skateboard is cool!
Eva. Those are her teddy Those are her teddy bears.
bears. That’s cute! Those are their yo-yos. It’s nice. Can I
It’s green. Thanks! I’m Nancy. That’s borrow it, Nancy? Hey! Stop!
4 train Grammar Practice page 106
my skateboard, too.
Bobby, these are our scooters.
6 skateboard 2 Look at the picture. 5
2 Listen, point, and say. 5 yo-yo You can use the scooters,
1.24
but please ask first.
Then quiz a friend.
That’s his train. Those are her
board games. Her Room
3
1.25
Listen and point. Sure! Come on!
Then chant.
3 Sharebook A: pages 13–14 3 Alex! Look! This is Alison.
A video game, B: pages 13–14
A board game, His or Her?

Sorry. Can we borrow
A camera, and a yo-yo!
That’s his camera. your scooters, please? Value
A skateboard,
A scooter, 7 board game Ask first.
No, that’s her camera. 3 Look, read, and write.
A teddy bear, and a train!
These are my things. 8 video game I like your yo-yo! I it?
Let’s say it again!
Wait! That’s great, Alison!
Sure!
How to Play: Example: Wow! I like your camera.

Students A and B: Look at your page for one minute. Student A: That’s his camera.
Students A and B: Look at the pictures. Take turns. Student B: No, that’s her camera.
Decide if it is his item or her item. Write his or her
20 I can name toys and things. Workbook page 17 Workbook page 18 I can talk about people’s toys and things. Unit 2 21 in the correct box. Then compare with your partner. 13 22 Workbook page 19 I can read the story. Unit 2 23
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Every unit opens with (1) Lesson 1 Vocabulary, followed by Lesson 2 Grammar. These two pages
form the first language cycle. At the end of the Grammar lesson, students open their (2) Sharebooks
to engage in a fun communicative activity that practices the new structure they have just learned.
In (3) Lesson 3 Story, students read a story that teaches a value, and uses language from the
previous two lessons.
Lesson 4 Vocabulary
1 Listen, point, and say. Then quiz a friend.

4 1 Listen, read, and say.
Lesson 5 Grammar Unit 2 Lesson 5
Student A Student B
5
My or Your? Lesson 6 Art
1 Look. How many colors can you see?

6 1 Read the text again.
Lesson 7 Art
1.28 1.30
Oh, those are our things! 1.33
Is this your bag? 2 Read the text. What colors make green?
1.32
2 Read and write True or False.
1 Yellow and green make orange.
1 bag 2 tablet 3 paintbrush 4 scissors Fun with Colors! 2 You can make a collage with paint,
paper, scissors, and glue.
1 This is a color wheel. Can
3 Yellow and blue make green.
No. Are these you name the colors on it?
your scissors?
No. Grammar 3 Project Make a color wheel.
5 marker 6 paint 7 glue 8 photo 2 You can mix colors.
Is this your bag? Mix blue and yellow to make green.
Are these your scissors? Mix red and yellow to make orange.
2
1.29
Listen and write. Then sing. Those are our things. Mix red and blue to make purple.
What’s in My Bag? Grammar Practice page 106
2 Listen and check (✔) Lucy’s things.
This is my bag. These are my things. This is my bag. These are my things! 1.31
3 This artist is at her easel. This is
1 2 3 4
What’s in my bag? Look and sing! What’s in my bag? Look and sing! her painting. She uses paint and
I have a and paint, I have a and a paintbrush, a paintbrush to make it.
And and glue! And a of you!
4 This picture is a collage.
These are my school things. These are my school things. You can make a collage
How about you? How about you? with paint, paper, scissors,
A: page 15
4 Share it! Talk about your color wheel.
3 Sharebook B: page 15 My or Your? and glue.
This is my color wheel. Red and blue make purple.
There are a lot of colors in
3 Draw and guess! Is this my tablet? Yes, it is. the collage. What colors
can you see? Find the Share at Home
Is it a photo? No, it isn’t. It’s a tablet! How to Play:
Students A and B: Color your cards. Then put your cards face down in front of you.
Example:
Student A: Is this my tablet? colors on the color wheel! Tell your family about three colors on the
Student A: Point to one of your cards. Then ask a question.
Student B: Turn the card over and answer.
Student B: Yes, it is.
Student A: Is that your tablet?
color wheel. How can you make them?
Students A and B: If no, it’s Student B’s turn. If yes, point to one of Student B’s cards Student B: No, it isn’t. My turn.
and guess. Take turns. The student with the most pairs is the winner.
24 I can name school things. Workbook page 20 Workbook page 21 I can ask and answer about school things. Unit 2 25 15 26 I can read about colors and pictures. Workbook page 22 Workbook page 23 I can share my color wheel. Unit 2 27
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Next is (4) Lesson 4 Vocabulary, and Lesson 5 Grammar. Then students return to the
(5) Sharebook to do another pair or group speaking activity.
(6) Lesson 6 CLIL covers a real-world topic, and introduces new vocabulary. Lesson 7 extends CLIL
with a follow-up activity and a project that students present to the class. Finally, students share what
they’ve learned at home.
Lesson 8 Phonics
1 Listen, point, and chant.

Short i 7 1
8
Play Four in a Row! Use the language from Unit 2.
Progress Tracker Share the World 1 The Ant and
The Bird
9 5
Look at that white
bird in the tree!
6 Ouch!
What’s that? Let’s go! Exam Practice 1
Listening
10 Reading and Writing
1.34
1 Look at the pictures. Which animals and insects can you see?
1 2 3 1 Listen and draw lines. There is one example. 2 Look and read. Write yes or no. There are two examples.
Is this her … ? Name it. That’s his … Spell it. Let’s get it!
2 Read the story. Who are new friends?
1.38
p in bru h 1.37
Jill Alice Lucy Ben
2
1 This is the story of
six sit big an ant and a bird.
Spell it. Those are my … Name it. Is this her … ? I’m thirsty! I want
4 5 6 m k r
to drink water. And that’s the story
7
Thank you, Ant! of the ant and the
bird. The end.
You’re welcome!
Name it. Is this his … ? Spell it. Those are his …
kick rip wigs 8
ai ti g
2 Listen and repeat. Then read and say.

1.35
1 is it sit hit Examples

That’s her … Spell it. Are those your … ? Name it. There is a brown horse. yes
2 in win wig wigs
p ot
REVIEW
The farmer has gray hair. no
3 can sad dad man 3 Oh, no! Help!
4 Take the leaf, Ant! 3 Read the story again. Then answer. Use the ant, the bird, Questions
3 Listen, read, and say. Don’t worry, Ant! or the men.
1.36 1 The girl has a scooter.
How to Play Here I come.
1 Who is thirsty?
2 There is a boy in the tree.
1 Collect eight markers. 2 Choose a space. Look, read, and answer.
2 Who has a net?
3 Put a marker on the space. 4 Get four markers in a row to win. 3 There are butterflies on the flowers.
3 Who says “
Thank you” ?
Thank you, Bird! 4 Three ducks are next to the water.
2 Now complete your Progress Tracker
4 Share Your World What’s your favorite part of the 5 There are two cows.
in the Workbook. Kim Mark Hugo
He hit it. We win!
story? Draw it in your Workbook.
28 I can read and say words with the short i sound. Workbook page 24 Workbook page 25 I can use the language in Unit 2. Unit 2 29 30 Workbook pages 26–27 31 32 33
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(7) Lesson 8 is a fun Phonics lesson. The unit ends with a (8) Progress Tracker review game.
After every two units, there is a (9) Share the World culture-based reading, followed by
(10) Exam Practice modeled on the Cambridge Starters Young Learners English Exam.
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Games Bank
These games are found in Level 2. For additional games from other levels, please refer to the
Games Bank Booklet in the Teacher Resource Center.
Bingo
Draw a Bingo grid on the board and have students copy it. Write a list of words next to it.
Students write one word in each square. Call out the words in random order. Students check
the words as they hear them. They call out “
Bingo!” when they have checked all the words in
a row across, down, or diagonally.
Board Race
Draw a line down the center of the board. Divide the class into two teams. Students line up in
teams. Call out a vocabulary category. Students take turns to run to the board, write a word
from that category, and the next one goes until time’s up.
Charades
Divide the class into teams. One student acts out a word for his/her team. If correct, the team
gets a point. If incorrect, the next team gets a turn. Review all vocabulary.
Find Me
Write a list of words to review on the board. Give students blank cards to write one word.
Collect cards and mix up. Then hand them back out. Students find a classmate with the same
word (or picture). Continue until all cards are found.
Guessing Game
Write words you want to review on cards and hand out. The class asks yes/no questions to the
student holding the card until they guess the correct word. Repeat with different students.
Hangman
Divide the class into teams. Write blanks on the board for each letter in a word, phrase, or
sentence you want to review. Teams take turns to guess the letters. Write correct letters in
the spaces. Note incorrect letters on the board and draw part of the hangman.
Hot Potato
Students form a circle. Say the review word and toss a ball to a student who
says another review word and tosses the ball to another student. If incorrect
or unable to say a word, the student sits down.
The last student standing is the winner..
Hot Seat
One student faces the class. Write a word on the
board. Team members give hints to the student
without saying the word. Review all vocabulary.
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Kim’s Game/Tim’s Game/Jim’s Game
Put flashcards of the vocabulary on the board. Give students one minute to study them. Students close
their eyes. Remove one word. Students open their eyes and call out the missing word. Repeat.
Tim’s Game: Elicit the words to review and write them on the board as students recall them. Erase
one word from the board. Have students open their eyes and call out the missing word. Repeat,
erasing two words, then three, etc. until students can recall all the words from memory.
Jim’s Game: Students study a Unit Opener scene for one minute. Close books. Students and call
out words they remember from the scene.
Memory Card Game
Pair up students. Write a list of words to review on the board. Hand out eight blank cards to each
student. Pairs draw pictures on eight cards and words on eight cards. Then lay cards face down in
a 4 x 4 grid. Students take turns matching words to cards.
Pictionary
Write words on cards. Divide the class into two teams. Students from each team take turns to pick
a card and draw the word on the board. Set a time limit of 30 seconds for the team to guess the
word. Teams get points for correct answers. Review all vocabulary.
Popcorn Game
Say a letter or sound. Have students pop up from their seats to say a word with that letter/sound.
Sentence Chain Game
Use a ball or soft object. Write a sentence frame on the board. Students form a circle. Say the
sentence and toss a ball to a student who then repeats the sentence and adds a new word or phrase.
If correct, the student tosses the ball to another student. Repeat until all students have had a turn.
Simon Says
Give instructions to students starting with Simon says … . Students who follow the instruction
when you do not say Simon says are out. The last student standing is the winner.
Step Forward, Step Back

Hold up flashcards or pictures and say the words. If the word is correct, students step forward.
If not, they step back. If their guess is wrong, they sit down. The last student standing is the winner.
Ten Questions
Make a list of words to review. Divide the class into teams. Teams take turns to ask you yes/no
questions to guess the word. Teams win points for correctly guessing words.
Whisper Sentence/Word Game
Divide the class into two teams and have them line up. Whisper a word or sentence to the first student
in each line. Those students then whisper it to the next student, and so on, until the last student in the
line has to say it out loud. If the team says it correctly, they get a point. Rotate students so all students
get a chance to say the sentence aloud.
Word Chain
Students form a circle. Say a word and toss the ball to a student. The student spells the first letter.
If correct, he/she tosses the ball to another student. If incorrect, the next student goes. Continue
until the word is spelled. Review all vocabulary.
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Vocabulary Lesson Plans
Lesson 1 Vocabulary Lesson 1
2
Lesson 2 Grammar Sentence Tennis with a volunteer.
Lesson Aims
My Things 1 teddy bear
his new camera! Point to Professor Smart Share Pa
1.26
• To practice answering Read and say. a check next to Professor Smart.
questions about a picture Lesson 1 Vocabulary Then, ask your volunteer to do the
2 camera Grammar
New Vocabulary 1 Talk about the picture. Divide the class in pairs. Have
teddy bear, camera, scooter, train, 3 scooter students take turns saying sentence
Refer to the Lesson Notes And look at Bobby and That’s his camera.
yo-yo, skateboard, board game, What color is that?
Eva. Those are her teddy Those are her teddy bears. about all characters in the picture.
video game Check answers as a class.
bears. That’s cute! Those are their yo-yos.
It’s green.
for a fun Warm Up activity

4 train Grammar Practice page 106
Materials: paper (one per student), Communication
pencils 2 Look at the picture.
1
6 skateboard
language learning to the real
reviewing language students Warm Up 2 Listen, point, and say. 5 yo-yo Play Sentence Tennis.
1.24
Elicit a list of toys and things that Then quiz a friend. and has an impact on young
students already know and write minds. It allows students to
already know.
them on the board. Have students board games.
3 Listen and point.
draw a picture of their favorite toy 1.25
and write one sentence about it, Then chant.
to choose their own topics or
e.g., My [toy] is blue. I like my [toy]. A video game, 3 Sharebook A: pages 13–14
B: pages 13–14 things to talk about. Expand
My [toy] is in my room. Choose a Activity 2 by having students
2 Activity 1 Unit Opener

A board game, His or Her?
few volunteers to share their picture A camera, and a yo-yo! draw pictures of their favorite
and sentence with the class. A skateboard,
A scooter, 7 board game etc., and then talking about
Routine (5–10 minutes) Communication No, that’s her camera.

A teddy bear, and a train! their picture to each other.
When reviewing These are my things. 8 video game
vocabulary, give students
Let’s say it again! Activity 3
speaking practice, so they can
New vocabulary is presented in use the words in context. Have
students work in pairs and make
sentences using the vocabulary
setting up and playing His or Her?
Wrap Up
context in the opening scene. lists on the board. To extend,
have them use the different 20 I can name toys and things. Workbook page 17 Workbook page 18 I can talk about people’s toys and things. Unit 2 21
Review Lesson 2 grammar. Have
students look at the picture again.
3
words to make funny sentences Ask them to work in pairs and make
But don’t focus on the new

9781380022837_U02_p020_029.indd 20 2019-10-24 12:13 PM 9781380022837_U02_p020_029.indd 21 2019-10-24 12:13 PM
and then share their sentences Activity 2 CD1 Track 24 Make a list on the board and use Warm Up six sentences about the picture:
with the class. Give examples: checks to keep track of how many
Do the Vocabulary Routine.
My cat is green. I have a big See page xiv. students have each toy. Count up Lesson Aims Hangman. See page xii. three using his, her, and their. For
vocabulary yet! Instead, ask the

purple nose.
4
the toys and see which toy is the • To learn the possessive example, This is Alex. That’s his
Activity 3 Activity 1 CD1 Track 26
camera. Check sentences as a class.
2
CD1 Track 25 most popular. pronouns his, her, their Do the Grammar Routine.
7
Activity 1 Do the Chant Routine. Correct any errors.
I Can Routine • To make singular positive See page xvi.
class questions about the picture

Do the Unit Opener Routine. See page xiv.
5 Do the I Can Routine. statements with That’s Do Grammar Practice on page 106 I Can Routine
See page xiv. Chant Extension See page xiv. • To make plural positive for homework, or in class. Do the I Can Routine.
Display the picture. Say The Share Assign one toy word to each statements with These are, See page xiv.
Resources
using language they already
Pals are outside in Shareville. Where student. Play the audio and ask Those are Grammar Practice
are they? (They’re at the park.) Workbook page 17 Resources
students to chant along and stand Answers
Who’s this? (It’s Alex!) Point to a up when they hear their toy word. Student App Lesson 1 Workbook page 18
New Grammar 1 his 2 her 3 their Student App Lesson 2
bush or tree. What color is that?
know. Give them a chance to
Repeat this several times. These are / Those are their yo-yos.
there? (There are two birds.) Where
is Sally Share Pal? Here she is! What
Wrap Up
Review Lesson 1 vocabulary. Ask 6 Grammar Review
my
Activity 2
Read aloud the speech bubbles
speak freely and demonstrate are these toys? Let’s read and find out. students if they have any of the
toys from the lesson at home.
Model the language: I have a/an ...
This is, That’s and point to the characters they
describe. (Sam Share Pal and
Stella Share Pal) Then, model
what they remember from 24 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2
previous lessons. 9781380022851_U2.indd 24

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23/
Final proofs Final proofs

3 Activity 2 Vocabulary Routine (10 minutes)

The new vocabulary is presented through the audio and then a game. Prepare the class
to listen by having them sit quietly and look at the picture again. Play the audio and
pause after each new word until students find the object in the picture. Say the word,
and then have students point and say the words aloud. Put students in pairs to play
a game with the vocabulary words. Model this activity by asking one student to point to
a picture while another student says the word. Students take turns pointing and saying
the words.
4 Activity 3 Chant Routine (10 minutes)
The vocabulary is further practiced in a chant. Play the audio and have students point
to the words in the picture as they hear them. Then, play it again and have them follow
along with their fingers. Finally, have the students say the chant together.
5 Chant Extension (5 minutes)
their imaginations.
Lesson 1 always ends with a Wrap Up reviewing the vocabulary students have just
learned. Refer to the Lesson Notes for this activity.
Write the I can statement on the board. Students face each other and take turns to say
the I can statement and name the new words from the lesson. Students put a check next
to the I can statement in their books.
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Lesson 4 Vocabulary Lesson 4
Lesson Aims
Lesson 4 Vocabulary
• To name school things 1 Listen, point, and say. Then quiz a friend.
1.28
• To practice asking and
answering questions
1 Warm Up (5 minutes) New Vocabulary

bag, tablet, paintbrush, scissors,
1 bag 2 tablet 3 paintbrush 4 scissors
Refer to the Lesson notes for a fun Warm Up activity

marker, paint, glue, photo
Materials: ball or soft object
reviewing language students already know. 1 Warm Up

Review Lesson 1 vocabulary.
Play the Whisper Word Game.
5 marker 6 paint 7 glue 8 photo
See page xiii. 2 Listen and write. Then sing.
2 Activity 1 Vocabulary Routine (10 minutes) 2

1.29
Activity 1 CD1 Track 28 What’s in My Bag?

Do the Vocabulary Routine. This is my bag. These are my things. This is my bag. These are my things!
See page xiv.
Refer to the Vocabulary Routine in Lesson 1 except

What’s in my bag? Look and sing! What’s in my bag? Look and sing!
3
Activity 2 CD1 Track 29 I have a marker and paint, I have a tablet and a paintbrush,
Read the song aloud. Pause after
And scissors and glue! And a photo of you!
there are now individual pictures instead of a scene.

the third line and ask students to
predict the missing word. Say What These are my school things. These are my school things.
is it? Read the rest of the song and How about you? How about you?
do the same after each blank.
See page xiv. Then, play the audio and pause after

the third line. Do the first item
as an example. Say It’s a marker! I
3 Draw and guess!
have a marker and paint. Let’s write Is it a photo? No, it isn’t. It’s a tablet!
3 Activity 2 Song (10 minutes) marker on the line. Have students

write the word marker on the line
in their books. Play the rest and
4
24 I can name school things. Workbook page 20
pause after each line with a blank.
Students enjoy singing and this is a fun way for them to Have students write the remaining
items as they listen. Replay the
audio several times. Check answers
9781380022837_U02_p020_029.indd 24
Activity 3
Model the activity. Draw a picture
Wrap Up
2019-10-24 12:14 PM
5
practice the new vocabulary. As a whole class activity, as a class. Then, play the audio
again and sing along as a class.
of a paintbrush on the board, but
only one line at a time. Elicit the
Play the Word Chain Game.
See page xiii.
students listen to the song and either circle, number, or Classroom Management
Here’s one way to end a
question Is it a/an ... ? from the
class. Elicit No, it isn’t and Yes, it is.
Have students continue to guess as
I Can Routine
See page xiv.
6
song activity calmly. Create a you draw, one line at a time, until
Resources
write answers. In some units, after students have heard “quiet down” routine, such as they’ve guessed correctly. Then
counting backwards from five, elicit It’s a paintbrush! Workbook page 20
to do after playing a song. You Divide the class in pairs. Ask Student App Lesson 4
the song, they mime the actions as they sing together.

can repeat this each time you students to take turns drawing
do a song activity, so students different school things and
immediately recognize when to guessing what they are, using the
stop. If students are quiet before language in the speech bubbles.
you reach zero, give praise and Students play until all eight school
4 Activity 3 Speaking (10–15 minutes) award them with stickers. things are drawn.
This activity practices the vocabulary in context. 28 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x.
Model this activity by eliciting the target language 9781380022851_U2.indd 28

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from the students. Refer to the Lesson Notes for more

January 23, 2020
information about teaching this activity.

Lesson 4 always ends with a Wrap Up reviewing the vocabulary students have
just learned. Refer to the Lesson Notes for this activity.
Refer to the I Can Routine in Lesson 1. See page xiv.
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January 29, 2020
Grammar Lesson Plans
Lessons 2 and 5 Grammar Lesson 5 Grammar
Communication
Have students work in
1 Listen, read, and say. pairs and replace the classroom
1.30
Oh, those are our things!
items in the Activity 1 speech
Is this your bag?
bubbles with their own ideas.
Students will build fluency and
confidence by reusing language
Refer to the Lesson notes for a fun Warm Up

in different contexts.
No. Are these Activity 2 CD1 Track 31 3

activity reviewing language students already know.
your scissors? Have students identify the objects in
No. Grammar the pictures. Do the first item as an
example. Play the audio. Pause item 1.
Is this your bag?
Point to the paintbrush and say Is
Are these your scissors? this Lucy’s paintbrush? (yes) Let’s put a
2 Activity 1 Grammar Routine (10–15 minutes) 2 Listen and check (✔) Lucy’s things.
1.31
Those are our things.
Grammar Practice page 106
check in ✔ box 1. Then play the rest.
Check answers as a class.
AUDIO SCRIPT
The grammar is presented in context through

1 2 3 4
B: Boy; L: Lucy
1 B: Lucy, is this your paintbrush?
L: Yes, it is!
dialogues using the Shareville characters: in Lesson 2 ✔ 8 ✔ ✔ 2 B: Are these your paints?
L: No, they aren’t. My paints are
over there.
the context is the big picture; in Lesson 5 the context 3 Sharebook A: page 15
B: page 15 My or Your? 3 B: Is this your marker?
L: Yes, it is. That’s my green marker!
4 B: Are these your scissors?
Is this my tablet? Yes, it is. L: Yes, they are. I share the scissors
is two panels. Point to the speech bubbles. Play the with Ben. They’re our scissors!
Activity 3 4
audio and have students follow. Have students listen Workbook page 21 I can ask and answer about school things. Unit 2 25
setting up and playing My or Your?
again. Repeat as needed. Have students read the

9781380022837_U02_p020_029.indd 25
Lesson 5 1 Warm Up
Review Lesson 4 vocabulary. Play
2019-10-24 12:14 PM
Wrap Up
Draw a three-column chart on
the board. In column 1 write this,
5
Lesson Aims Tim’s Game. See page xiii.
these, those. In column 2 write my,
dialogue in pairs. Review the Grammar Box, making • To make singular and plural
questions with be
• To make positive and negative 2
Do the Grammar Routine.
See page xvi.
your, our. In column 3 elicit a list
of school things. Model how to
make questions using a word from
sure students understand the meaning and form of short answers
New Grammar
for homework, or in class.
each column: Is this your marker?
Are these my scissors? In pairs, have
students make as many questions
the highlighted words. If you are using the Teacher Is this your…? Are these
your…? These are ... / Those are
Grammar Practice
Answers
as they can. Have pairs share their
questions with the class.
App, play the Grammar Animation.

our things.
Grammar Review
1 your, Yes 2 my, isn’t
3 our, Yes
I Can Routine
6
possessive pronouns my, your, our See page xiv.
Resources
Finally, have students complete the activities in the

Workbook page 21
Grammar Practice section at the back of the Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 29
Student Book and review the answers as a class. 9781380022851_U2.indd 29

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January 23, 2020
3 Activity 2 Grammar (5–10 minutes)

This whole-class activity practices the new grammar and recycles the vocabulary taught in the
previous lesson. Students listen to audio and complete the activity. Demonstrate the activity
with a volunteer to make sure students understand what to do. Check comprehension by
having one students tell the rest of the class. Play the audio several times while they listen and
complete the activity. Refer to the Lesson Notes for more information.
4 Activity 3 Sharebook (10–20 minutes)
The Sharebook information gap activities consolidate the grammar and vocabulary and help
students develop speaking skills. Students speak to each other to find missing information to
complete a task, solve a problem, or to play a game, enabling real communication to take
place. This activity is designed to help students develop fluency, so try not to correct students
yet; instead, allow them to speak freely and give lots of praise and encouragement.
Refer to the Sharebook Lesson Notes for setting up each game and answer key.
When students have finished, have them turn to the last page of the Sharebook and fill in
the chart. This chart helps them keep track of the language they have learned during the
Sharebook activity, which leads to a growth mindset opportunity.
Lessons 2 and 5 end with a Wrap Up reviewing the grammar. Refer to the Lesson Notes for
more information.
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Story Lesson Plan
Lesson 3 Story Lesson 3
Lesson Aims
• To read a story about toys
Lesson 3 Story Can I Borrow It?
1 Look and answer. Who has a skateboard? Nancy

4 Oh, look at those scooters! Hey! Those are our scooters. Values Extension
To be sure students understand the
value in the story, do the Values
5
• To understand the value of Extension activity. Have volunteers
asking first 2 Read the story. Then act.
come to the front, and secretly tell
1.27
them to mime asking first or not
Lesson 3 features an New Vocabulary

borrow, our
Vocabulary Review
1 Hi! I’m Alison. Your
skateboard is cool!
2
asking first. Give them different
classroom items to borrow. The
class calls out Yes! Ask first or No!
6
Not ask first.
illustrated story that reviews skateboard, camera, scooter, yo-yo It’s nice. Can I
Thanks! I’m Nancy. That’s borrow it, Nancy? Hey! Stop!
Wrap Up
Grammar Review my skateboard, too.
Divide the class in pairs. Have
possessive pronouns my, your, Bobby, these are our scooters. them use the language from the
the grammar and vocabulary

our, questions and answers with 5
You can use the scooters, story to ask to borrow things from
those, these, that’s, this is but please ask first. each other, e.g., I like your pencil.
1
Can I borrow it? / Sure. Give pairs
Warm Up three minutes to ask and answer
in context. A new value is Review Lesson 1 and 2 vocabulary

and grammar. Play a memory
game. Elicit a list of toys and 3 Alex! Look! This is Alison.
Sure! Come on! questions, then have them share
what they borrowed from their
partner using This is or These are,
e.g., This is [Jen’s] pencil.
taught through every story. 7

things from Lesson 1 and the
names of the Shareville characters Sorry. Can we borrow I Can Routine
and Share Pals. Write them on the your scooters, please? Value Do the I Can Routine.
board. Give students one minute
Ask first. See page xiv.
Students can learn important

to look at the big picture on pages 3 Look, read, and write.
20–21, then have them close their Resources
books. Divide the class in pairs. I like your yo-yo! Can I borrow it?
Workbook page 19
Give pairs one minute to generate Student App Lesson 3
lessons from the Shareville

as many true sentences as they can Wait! That’s great, Alison!
4
Sure!
using the names and words on the
board, e.g., Alex. That’s his camera. Wow! I like your camera.
characters as they present

May. Those are her scooters. Check
answers as a class.
3
2
22 Workbook page 19 I can read the story. Unit 2 23
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Display the story. Point to it and Activity 2 CD1 Track 27 Ask six volunteers to come to Activity 3
the values in a fun, natural

Communication
ask students to scan the story Play the audio and have students the front and assign them the Divide the class in pairs. One
panels for words they recognize Memorizing lines can help
follow along in their books. speaking parts from the story. Have student plays Alison, one student
from Lesson 1 vocabulary. To students feel engaged with a
Give students time to reread the them act it out without words. plays Nancy. Have them act out
help students, direct them to story story and encourages them to
story silently. Then, have the same volunteers story panels 1 and 2, using a book
context. The Values lessons panels 1, 3, and 4. Check answers pay attention to their speech.
To help students understand the read the story as if it were a play. as a skateboard. Then, have them
as a class. (1 skateboard, 3 camera, Allow students to work in pairs.
value in this lesson, teach the idea Ask the volunteers to close their switch roles.
5 scooters) Say How many To support different learning
of ask first. Model behavior that books and recite their parts from Point to the picture of the two boys
skateboards are in story panel 1? (2) styles, model different ways
memory. This can be repeated with
across Level 2 include being

shows asking before you borrow of memorizing lines, such as and read the speech bubbles. Say
Who is in story panel 2? (Alison, and not asking. Ask a student Can different volunteers. Which characters say something like
Alex, and May) What toys are in writing the lines multiple times,
I borrow your pencil ? and say I ask Put students in pairs or in groups of having a partner repeat the lines this? (Nancy and Alison) Then,
story panel 3? (skateboards, scooters) first. Then, just take the student’s six and have them read the story. elicit the appropriate responses.
What does Alex have in story panel 4? over and over, or looking at the
kind to animals, following

pencil and say I don’t ask first. page and reading the lines.
(camera) Is Dan happy in story panel Then, point to story panel 5 and
5? (no) say Look at Bobby. Does he ask first?
Have students look at the Yes or no? (no) Point to Alison in
rules, being on time, taking

story again. story panel 2 and say Does Alison
Have students look at the question ask first? Yes or no? (yes) Play the
and call out the answer. audio again.
care of your things, among 26 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 27
others.
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RedNova ShareIt TE Level 2 RedNova ShareIt TE Level 2

Refer to the Lesson Notes for a fun Warm Up activity reviewing language students
already know.
2 Activity 1 Pre-reading (4–5 minutes)
This activity captures students’ attention before reading the story. It reviews
language students already know by having them look at the pictures and identify
words they learned in Lesson 1.
3 Activity 2 Reading and listening (15–20 minutes)
Students read and listen to the story. They’re also encouraged to read it aloud and
to act it out in groups. The value is introduced and modeled for the students.
4 Activity 3 Value (5 minutes)
Students find examples of characters in the story who demonstrate the value –
or don’t! They also practice language associated with the value, such as saying
Please and Thank you.
5 Value Extension (5–10 minutes)
Students demonstrate their understanding of the value by acting out different
situations.
Lesson 3 always ends with a Wrap Up reviewing the grammar and vocabulary
students have just seen in the context of the story. Refer to the Lesson Notes for
this activity.
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January 29, 2020
CLIL Lesson Plans CLIL
Lesson 6 CLIL Lesson 6

Lesson Aims
Lesson 6 Art
Answers will vary. Students may
• To read about colors and art 1 Look. How many colors can you see? name as many colors as they can,
• To learn about some forms likely up to 10 or 12.
2 Read the text. What colors make green? blue, yellow
Share It! takes a language-oriented approach to

of art 1.32
New Vocabulary Fun with Colors!
CLIL (Content and Language Integrated Learning)

mix, easel, painting (n), collage
Materials: markers or crayons, you name the colors on it?
by presenting a reading text that introduces new

colored pencils, paper
1 Warm Up
Review colors. Have students call
2 You can mix colors.
vocabulary and concepts related to a school subject.

Mix blue and yellow to make green.
out colors and write the words on Mix red and yellow to make orange.
the board. Have students use their Mix red and blue to make purple.
markers or crayons to write the
The CLIL topics in Level 2 are Science, Art, PE, Social name of the color using that color
in their notebooks. 3 This artist is at her easel. This is
Studies, and Music. 2 Activity 1

Have students scan the pictures on
her painting. She uses paint and
a paintbrush to make it.
the page. Say How many colors can
you see? Count the colors aloud with 4 This picture is a collage.
the class. You can make a collage
3
with paint, paper, scissors,
Lesson 6 introduces the CLIL topic and vocabulary

Activity 2 CD1 Track 32 and glue.
Teach the bolded new words in the
text. Point to a word and say the
the collage. What colors
word aloud. Have students repeat.
in a non-fiction reading text. This is followed by Point to a picture in the book that
explains that word. For example,
point to the easel and say Easel.
can you see? Find the
colors on the color wheel!
comprehension questions and a project in Lesson 7. This is an easel. Read the activity
question aloud. Point to the color
green on the color wheel and say
26 I can read about colors and pictures. Workbook page 22
4
9781380022837_U02_p020_029.indd 26 2019-10-24 12:14 PM
What color is this? Elicit green. Say Wrap Up

Communication
Let’s read and listen to find out what Provide students with colored
Reading aloud helps
1 Warm Up (5 minutes) colors make green. pencils and a blank sheet of paper.
students better understand the
Play the audio and have students Say a color from the text and have
content, learn new vocabulary,
follow along in their books. If students choose the correct colored
and read with more fluency.
pencils to make that color. Have
Refer to the Lesson Notes for a fun Warm Up

students need more practice, play Try some different read-aloud
the audio again and pause to focus them draw a circle of that color.
strategies with the class, such
on specific pictures or words. Repeat with all three colors.
5
as choral reading (reading
activity reviewing language students already know.

Reread the activity question aloud aloud together), echo-reading I Can Routine
and call on a student to answer. (you read aloud, then students Do the I Can Routine.
Have the student point to the place read back), or Reader’s Theater See page xiv.
in the text where he/she found (students read aloud with
Resources
the answer. assigned roles).
2 Activity 1 Pre-Reading (4–5 minutes)

Workbook page 22
Read the text as a class. You can
read it or ask for volunteers.
This activity focuses on the visual elements in the

lesson to capture students’ attention and get them 30 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x.
thinking about the topic. Refer to the Lesson Notes 9781380022851_U2.indd 30
January 23, 2020

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for more information.

3 Activity 2 Reading (20–25 minutes)
Students read and listen to a text on the CLIL topic and answer a question. Vocabulary
is taught in context. Detailed reading comprehension of the text happens in Lesson 7
Activity 2. Refer to the Lesson Notes for more information.
Lesson 6 always ends by reviewing the vocabulary students have learned in the CLIL
reading text. Refer to the Lesson Notes for this activity.
xviii
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January 29, 2020
Lesson 7 CLIL Lesson 7 Art Have students cut colored pieces
from magazines or construction
1 Read the text again. paper and glue or tape them onto
the color wheel.
1.33
Warm Up (5 minutes) 4
Activity 4
1 Yellow and green make orange. False
Model presenting the color wheel
2 You can make a collage with paint, in the book. Point to the text in
There is no Warm Up in the Lesson Notes, but it is paper, scissors, and glue.
3 Yellow and blue make green.
True
True
the speech bubble and model the
language. Then, have student
pairs take turns presenting their
important to begin by reviewing the new vocabulary,

color wheels.
3 Project Make a color wheel. Both partners should take
turns talking about colors and
talking about the photos on the text page, and asking

combinations.
Classroom Management
For CLIL projects, the
the students what they remember about the text. model is often the clearest
way to show students how to
complete a project. Use the
model in the book to help avoid
1 Activity 1 Reading and listening (5–10 minutes)

too much explanation. If time
allows, co-create a class project,
so students understand the
4 Share it! Talk about your color wheel. different parts.
This activity allows students to read and listen to the This is my color wheel. Red and blue make purple.
Wrap Up
Play Bingo. See page xii. Students 5
CLIL text again to review the new language. After Share at Home
Tell your family about three colors on the
color wheel. How can you make them?
create their own 3x3 color bingo
boards by coloring in the squares
using only red, yellow, and blue
reading the text along with the audio, have students Workbook page 23 I can share my color wheel. Unit 2 27
colored pencils. Demonstrate how
to mix the red and yellow to make
an orange square. Call out the
read it to each other in pairs. Ask students if they can

9781380022837_U02_p020_029.indd 27 2019-10-24 12:14 PM
True or false? Elicit false. Say Good. names of colors (red, yellow, blue,
Lesson 7 Let’s write False on the line. Have green, orange, purple).
remember the new words from Lesson 6. Give an extra

Lesson Aims
• To make a color wheel
students do 2–3 individually. Check
answers as a class.
Share at Home
To help them prepare for this
6
• To talk about a color wheel Activity 3 at-home task, have student pairs
Students work with partners to write a list of colors they know
challenge by asking students to use the new words in Materials: scissors, tape or glue,
paper, magazines or colored
make their own color wheel.
Display the color wheel in the
book as a model.
how to make. Have them practice
saying the names of the colors. Ask
a volunteer to demonstrate what
construction paper, colored pencils
a sentence. (red, yellow, blue) Provide students with the necessary three colors they will say at home.
1 Activity 1 CD1 Track 33

Play the audio again and have
materials. Students draw a large
circle on a sheet of paper and divide
it into six equal triangles.
I Can Routine
See page xiv.
7
students follow along in their books.
2 Activity 2 Reading Comprehension (5 minutes) Have pairs decide what colors to
Resources
2
Activity 2 use and where to put them. Model
Read items 1–3 chorally. Then, the language Red and blue make Workbook page 23
purple. So we need red here, blue
Students read and complete a comprehension activity, such
do the first item as an example.
Say Yellow and green make orange. here, and purple in the middle.
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. Unit 2 31
as True/False, matching, circling, or answering questions. 9781380022851_U2.indd 31 3 23/01/20 6:51 PM
Refer to the Lesson Notes for more information. RedNova ShareIt TE Level 2
January 23, 2020

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3 Activity 3 Project (15–20 minutes)

Students collaborate by creating a project together or helping each other to create
their own projects. Encourage students to be creative and to do their best work. Refer
to the Lesson Notes for more information.
4 Activity 4 Share It! (10 minutes)
Students share their work with the rest of the class. This is another opportunity for
them to use the vocabulary they learned in the lesson.
Lesson 7 always ends by reviewing the vocabulary students have learned in the CLIL
reading text, or by reviewing the projects that were presented. Refer to the Lesson
Notes for this activity.
6 Share at Home (5 minutes)
Students have an opportunity to share what they’ve learned with their families. Take
some time to help them prepare what they plan to say. Be sure to follow up in the
next class.
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January 29, 2020
Phonics Lesson Plan
Lesson 8 Phonics Lesson 8
Lesson Aims
Lesson 8 Phonics Short i
• To read and say words with 1 Listen, point, and chant.

the short i sound 1.34
1 2 3
1 Warm Up (5 minutes) 1 Warm Up

Introduce the short i sound
/i/. Write a word frame on the
Refer to the Lesson notes for a fun Warm Up board i . Fill in the first
blank with the letter b. Then ask
students if they know what letter
4
six
5
sit
6
big
activity that prepares students by reviewing words could come at the end. Write
down all responses on the board
(e.g., big, bit, bid, bib). Continue
or sounds they learned in previous units. with several other beginning

consonants until you have a list of
at least ten words. You will revisit
kick

rip wigs
this list during the Wrap Up. 1.35
2 Activity 1 Phonics Chant Routine 2 Activity 1 CD1 Track 34

Do the Phonics Chant Routine.
1
2
is
in
it
win
sit
wig
hit
wigs
See page xx. REVIEW
3 can sad dad man
(5–10 minutes) To extend, ask students to call out

other words that have short i, such
as is, if, swim. Write the words on 3 Listen, read, and say.
1.36
the board and circle the i.

This activity focuses on short vowel sounds. Point Classroom Management
The more students move
to each picture and say the word below. Draw around, the better they learn.
When you teach the sounds
of letters and words, associate He hit it. We win!
students’ attention to the sounds and ask which ones each word with a movement.
For example, for the word big,
28 I can read and say words with the short i sound. Workbook page 24
3
have students stand up big and
they know. Tell them that they are going to focus on 5

9781380022837_U02_p020_029.indd 28 2019-10-24 12:14 PM
tall and then say the word big. Activity 2 CD1 Track 35 Wrap Up
Come up with fun actions that Play the audio. Point to the words. Review the list of short i words on
accurately represent each word Have students listen and repeat. the board. Read each word aloud
short vowel sounds in this lesson. Have students sit

and then have students do the Tell them that line 3 is a review of and have the class repeat you. Then,
actions while saying the Activity words that they learned in Unit 1. quiz students by offering more words
1 words (six, sit, big, kick, rip, Then, have students read the words to add to the list, some of which do
quietly and look at the pictures again to prepare to

wigs). Ensure that students say chorally without the audio. not have short i in the middle, such
4
the word as they do the action. as red, job, fun. Students repeat the
Activity 3 CD1 Track 36 /i/ sound and the word, e.g., /i/ /i/ /i/,
Read the sentences as students red red, then answer yes or no.
listen. Play the audio and point to the words as you 6
AUDIO SCRIPT
1 /i/ /i/ /i/, six, six (x2) follow along in their book. Repeat.
I Can Routine
2 /i/ /i/ /i/, sit, sit (x2) Play the audio. Read the sentences Do the I Can Routine.
3 /i/ /i/ /i/, big, big (x2) together as a class.
hear them. Students repeat the chant chorally while
See page xiv.
4 /i/ /i/ /i/, kick, kick (x2)
5 /i/ /i/ /i/, rip, rip (x2) Resources
6 /i/ /i/ /i/, wigs, wigs (x2) Workbook page 24
pointing to the pictures in their books. Student App Lesson 8
3 Activity 2 Practice (5–10 minutes)

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This activity practices reading the letters and saying RedNova ShareIt TE Level 2
January 23, 2020

Final proofs
their sounds. Students listen to the audio and hear the

words/sounds and repeat them. They review the sounds
by reading them quietly on their own.
4 Activity 3 Practice (5 minutes)
This activity practices phonemic awareness of the sounds within the context of short
sentences. Students listen to the audio while following along in their books, and then
repeat the sentences chorally.
Lesson 8 always ends by reviewing the sounds students have learned in the lesson.
Refer to the Lesson Notes for this activity.
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January 29, 2020
Progress Tracker Lesson Plan
Progress Tracker Lesson Progress Tracker then repeat the game in their new
pairs/groups. Alternatively, you
1 Play Four in a Row! Use the language from Unit 2. could use this time to have students
do a quiet activity like drawing or
Regular consolidation and review of all the grammar and

Is this her … ? Name it. That’s his … Spell it. independent reading.
p in bru h
Activity 2
Students go to Workbook page 25,
2
vocabulary of the unit are offered by playing a variety of Spell it. Those are my … Name it. Is this her … ?
Activity 3. Do the Progress
Tracker routine. See page xxi.
fun games in the Progress Tracker lesson. There are four

m k r
I Can Routine
Do the I Can Routine. 3
See page xiv.
games used throughout the course: Spin to Win!, Race to Name it. Is this his … ? Spell it. Those are his … Resources
ai ti g Workbook page 25
Student App Progress Tracker
Win!, Four in a Row!, and Round and Round! That’s her … Spell it. Are those your … ? Name it.
p ot
Warm Up (5 minutes) How to Play
There is no Warm Up in the Lesson Notes, but it is 1 Collect eight markers. 2 Choose a space. Look, read, and answer.
3 Put a marker on the space. 4 Get four markers in a row to win.
important to review the unit vocabulary and grammar 2 Now complete your Progress Tracker
in the Workbook.
before students play the game. Students may benefit Workbook page 25
9781380022837_U02_p020_029.indd 29
I can use the language in Unit 2. Unit 2 29
2019-10-24 12:14 PM
from seeing unit grammar structures written on the

squares you would need to answer
Progress Tracker correctly to get four in a row.
Lesson Aims Divide the class in pairs and hand
board as they play each game.

• To use Unit 2 language. out eight game pieces per student.
Have them take turns choosing a
Materials: eight game pieces per square, reading aloud the prompt,
student (e.g., coins, small pieces of and completing the prompt.
paper, beans) Students play until one student gets
1 Activity 1 Game (10–15 minutes) 1 Activity 1

Demonstrate how to play Four
four squares in a row.
Walk around while pairs play the
game. Check to make sure students
Refer to the Lesson Notes for how to set up and model

in a Row! Read the instructions are placing their game pieces
aloud. Pick a square and read the correctly. Students may raise their
prompt aloud. , e.g., Spell it. m _ _ hands if they’re not sure whether an
k _ r. Say m-a-r-k-e-r. Correct? (yes)
the game in each unit. This activity is designed to help

answer is correct. Hand out stickers
That’s correct! and show how to put to the winner in each pair.
a game piece on the square. Have a Have fast finishers switch pairs/
volunteer do the next turn. Point to
students develop fluency, so try not to correct students

groups with other fast finishers and
three other squares to show which
yet. Allow them to speak freely and give them lots of 9781380022851_U2.indd 33 23/01/20 6:51 PM
praise and encouragement for good behavior, and for RedNova ShareIt TE Level 2
January 23, 2020

Final proofs
sharing and taking turns.

2 Activity 2 Progress Tracker Routine (10–15 minutes)
After the game, ask students if they were surprised about how much they learned in
the unit. Invite individual students to say something they remembered while playing the
game. Then have students turn to the Progress Tracker activity in their Workbooks.
Read the statement together as a class before setting some quiet reflection time for
students to assess their progress by coloring the stars on their trackers.
xxi
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January 29, 2020
Share the World Lesson Plan
Share the Share the World 1

Lesson Aims
• To read a story about an ant
Share the World 1 The Ant and
The Bird
5
Look at that white
6 Ouch!
What’s that? Let’s go! Wrap Up
Students share their pictures and
talk about their favorite part of
6
World Lesson
bird in the tree!
and a bird 1 Look at the pictures. Which animals and insects can you see? the story with a partner. Write the
An ant and a bird
• To talk about animals 2 Read the story. Who are new friends?
Let’s get it! sentence starter on the board My
and insects 1.37
Ant and bird favorite part of the story is .
Volunteers can share with the
2
New Vocabulary 1 This is the story of whole class.
net, thirsty, worry, the end an ant and a bird.
I’m thirsty! I want
Grammar Review
Share the World readings

to drink water. And that’s the story
questions and statements with 7
of the ant and the
this, that Thank you, Ant!
bird. The end.
You’re welcome!
appear after every two

The Ant and the Bird story is based
on a traditional story from Aesop’s 8
Fables. The original story, named
The Ant & the Dove, is about being
units and give students kind to others. As with other

Aesop’s Fables, The Ant & the Dove
is a moral story providing a positive
message for young children.
an opportunity to learn 1
3 Oh, no! Help!
Warm Up 4 Take the leaf, Ant! 3 Read the story again. Then answer. Use the ant, the bird,
Review Unit 1 vocabulary. Elicit Don’t worry, Ant! or the men.
animals students remember and Here I come.
about different cultures

1 Who is thirsty? the ant
write them on the board. Then,
mime an animal and have students 2 Who has a net? the men
guess. Put a check next to the
3 Who says “
Thank you” ? the bird
correctly guessed animal word.
through a variety of 2
Thank you, Bird!
The student who guesses correctly
then mimes the next animal. 4 Share Your World What’s your favorite part of the
literary genres which they

Communication 30 Workbook pages 26–27 31
Miming games help build
2 4
interest in the topic while also 9781380022837_INT_p030_033.indd 30 2019-10-24 12:16 PM 9781380022837_INT_p030_033.indd 31 2019-10-24 12:16 PM
allowing students to move Activity 1 Reread the activity question aloud. Activity 3 Then, have them compare their
Point to the young men and the answers in pairs. Check answers as
can relate to their own

around and use up some of Have students look at the pictures. Have students read the story again.
their energy at the beginning Say What animals and insects can bird. Say Are they friends? Elicit no. Pre-teach the new vocabulary for a class. Call on one student to read
of a lesson. This is especially you see? Have students point to the Point to the ant and the bird. Ask item 2. Point out the net in story the question and another student to
5
ant and the bird in their books. again and elicit yes. Say The ant and panel 5 and have them underline give the answer.
3
useful before a reading
world. There are four lesson. Students will have fun the bird are new friends. the word net in their books.
Activity 2 CD1 Track 37 Activity 4
reviewing the vocabulary and Read the activity question aloud. Model the activity. Write on the Model responding to the question.
be motivated to read more Say Who is your friend? Elicit some board Who is in the tree? and the Say My favorite part of the story is
about animals in the story. answer choices below the ant / scene 4. Point to story panel 4. The
text genres in Level 2 –

responses from students who have
friends in the classroom, e.g., [Ana] the bird / the men. Ask the question bird gives the leaf to the ant.
is my friend. Say That’s right. Who aloud and elicit the answer from
the class. Say Where? Have students Turn to Workbook pages 26–27.
are new friends in the story? Let’s Students draw their favorite part of
point to the bird in the tree in story
non-fiction, poetry, story

read and listen and find out. the story.
panels 2, 3, and 5. Write the correct
Play the audio and have students answer (the bird).
follow along in their books. Repeat
as necessary. Have students do items 1–3
fiction, and a play – each

individually. Have them look back
at the story to find their answers.
inspired by a different
36 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. 37
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country around the world. RedNova ShareIt TE Level 2
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January 23, 2020

Final proofs
Background cultural information is provided in the Lesson Notes at the top of the page.
Refer to the Lesson Notes for a fun Warm Up activity that prepares students by
reviewing language they already know, or by previewing the topic.
2 Activity 1 Pre-Reading (5 minutes)
This activity focuses on the pictures to capture students’ attention and get them thinking
about the topic. Refer to the Lesson Notes for more information.
3 Activity 2 Reading and listening (20 minutes)
Students read and listen to the text and answer a question. Any vocabulary students
aren’t familiar with can be taught in context. Reading aloud is encouraged once students
are familiar with the text. See the Lesson Notes for more information.
4 Activity 3 Reading Comprehension (5–10 minutes)
Students read and complete a comprehension activity, such as matching, circling, or
answering questions. Refer to the Lesson Notes for more information.
5 Activity 4 Share Your World (10 minutes)
This activity gives students the opportunity to reflect on their own lives and culture.
Give students “ thinking time” before they draw. Allow enough time for students to
complete the activity in their Workbooks.
Have students display their work on their desks. Students can walk around to see
each other’s work, giving encouragement and praising each other
Share the World always ends with a Wrap Up to consolidate the language and topic
of the lesson. Refer to the Lesson Notes for more information.
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January 29, 2020
Exam Practice Lesson Plan
Exam Practice Lesson Exam Practice 1
Listening
This is a practice activity modeled
Exam Practice 1
Listening Reading and Writing

Do not leave any lines blank. Give
them time to write their answers.
Have students compare answers in
on Part 1 of the Listening Test pairs. Check answers as a class.
of the Starters Young Learners 1 Listen and draw lines. There is one example.
1.38
2 Look and read. Write yes or no. There are two examples.
English Exam. Jill Alice Lucy Ben
After every two units there In this activity, students look

at the picture of children doing
different things. They listen to
dialogues and match the names
is Exam Practice focusing on around the picture to the children

by drawing lines. There are pauses
between each one to give students
Listening, and Reading and

time to draw the line. There is one
extra name.
In preparation for the task:
Writing. These activities are

• Students should look carefully
at the picture first and check Examples
that they understand the names
(which are male, female, etc.). There is a brown horse. yes
modeled on the Cambridge

• Students should listen the first The farmer has gray hair. no
time without writing, so they don’t
Questions
get distracted drawing the lines.
Starters Young Learners 1 Activity 1 CD1 Track 38

Tell students to look at the picture
and the names. Say What can you
1 The girl has a scooter.
2 There is a boy in the tree.
3 There are butterflies on the flowers.
yes
no
yes
see? Elicit the following items from
English Exam. While

the students: teddy bear, train, 4 Three ducks are next to the water. yes
tablet, paint, yo-yo, camera. Make a 5 There are two cows. no
list on the board. Kim Mark Hugo
Tell students to listen to six short
familiarizing students with dialogues and to draw a line

to each person. Point out there
there is one extra name that they
32
9781380022837_INT_p030_033.indd 32
G: They’re in my living room. This girl G: That’s Alice.

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Reading and Writing

33
2019-10-24 12:16 PM
scooter, skateboard, butterflies,
the exam activity types,

won’t need. has black hair. Her name’s Lucy. M: I like her picture! This is a practice activity modeled donkey, horse, ducks, cow, frog. Make
Play the audio up to the first She has an orange teddy bear. 5 G: Can you see Hugo? on Part 2 of the Reading and a list on the board.
pause. Show students you are not M: Yes, I like her teddy bear! M: I don’t know. What color is Writing Test of the Starters Young Have students read the first
drawing. Draw over the line in the N: Can you see the line? This is an his hair? Learners English Exam. example sentence. Say There is a
the Exam Practice provides

book when the dialogue is finished example. Now you listen and G: He has black hair.
In this activity, students read five brown horse. Point to the picture
to demonstrate that students draw lines. M: Oh, yes. I see him! He has
1 M: Who’s that? The girl with a yo-yo.
short sentences describing a picture. and ask Is there a brown horse? (yes)
should listen to each dialogue They have to say if the sentence Say yes and show how to write yes
before drawing the line. Play the the camera. N: Now listen again. That is the
additional consolidation and

G: That’s Jill. She likes her camera. end of the Listening Exam. matches the picture or not. If the on the line. Then, say The farmer
rest. Repeat. sentence matches, they write yes. If it has gray hair. Point to the picture
2 G: This is Ben. He’s on the sofa.
Have students compare answers in M: Yes, I see. He has a tablet. doesn’t match, they write no. and ask Does the farmer have gray
pairs. Check answers as a class. G: Yes, he loves his tablet! hair? (no) Say no and show how to
review of the vocabulary AUDIO SCRIPT 3 M: One person is on the rug. write no on the line.
What’s his name? • Students should look carefully at
N: Narrator; G: Girl; M: Man Tell students to look at the picture
G: His name’s Mark. He has a train. the picture first and then read the
G: Look, Mr. Jones. These are and read the sentences describing
sentences carefully.
2
4 G: These are my paints on the table. the picture. Tell them if the
and grammar taught in the

my friends.
M: Who is the girl with the Activity 2 sentence is true, then they write
M: Oh, yes! Where are they?
yellow paint? yes on the line and if it is not true
Tell students to look at the picture.
Say What can you see? Elicit farmer, they write no on the line.
preceding two units. 38
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39
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RedNova ShareIt TE Level 2 RedNova ShareIt TE Level 2

Warm Up (5 minutes)
There is no Warm Up in the Lesson Notes, but it is important to review the vocabulary
and grammar from the preceding two units before students do the activities.
1 Activity 1 Listening (10–15 minutes)
This activity contains no new vocabulary or grammar and is designed to familiarize
students with the format of the Listening exam. Each activity has an example to show
students how to complete the activity. Have students predict what kinds of words they
expect to hear before listening. Refer to the Lesson Notes for additional support on
how to set up the Listening Exam Practice.
2 Activity 2 Reading and Writing (10–15 minutes)
This activity contains no new vocabulary or grammar and is designed to familiarize
students with the format of the Reading and Writing exam. Refer to the Lesson Notes
for additional support on how to set up the Reading and Writing Exam Practice.
Exam conditions: As these activities have been designed to review the

language content of Share It!, you may wish to have students do these pages
under exam conditions. If so, you should explain carefully how the tests work,
as described in the Lesson Notes. Try to create a stress-free environment and
be as encouraging as possible!
xxiii
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January 29, 2020
Welcome to Shareville!
Lesson Aims
• To meet the Shareville Welcome to Shareville!
characters and Share Pals 1 Read and listen.
1.01
• To practice introductions
• To sing the Share It! Song
Warm Up
Welcome the students to the class.
Say Hello/Hi. Welcome to English
class. to each student. Encourage Hello. My name’s Nancy. Welcome to Shareville!
them to say Hello or Hi. Write
your name on the board. Point to
yourself and read your name aloud.
Have students practice saying your
name chorally.
Activity 1 CD1 Track 01 Hi. I’m Alex. This is my sister. Her name’s Eva.
Display the picture. Say These are
the Share Pals and these are the
Shareville characters. Where are
they? (They’re at the park.) Point to
the pizza on the table. Say What’s
this? (It’s pizza.) Point to the yellow
bird. Say What’s this? (It’s a bird.)
How many birds? (Two) Point to Hello. I’m Eva. Let’s go on the slide!
the Shareville character Nancy. Say
What’s her name? Do you remember
all the Shareville characters? Now
let’s read and listen and find out.
Play the audio. Students follow
along in their books. Point to and
identify each character, e.g., This 4
is Nancy. This is Alex. Play the
audio again. Then, point and elicit 9781380022837_FM_p001_009.indd 4 2019-10-25 4:13 PM
character names chorally, e.g., Divide the class in pairs. Have pairs
Who’s this? (It’s Eva.) work with another pair to introduce
their partners using the his/her
Write sentence frames on the board: sentence frames. Keep these on
My name’s . I’m . His the board for students to reference
name’s . Her name’s . during the Wrap Up.
Ask students one at a time What’s
your name? Have students introduce
themselves using the my/I’m frames.
Then, have students turn and
introduce themselves to a nearby
classmate.
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January 29, 2020
Focus students’ attention on the
Share It! song. Say Let’s listen to a
song. Let’s sing. Read the song aloud.
Play the audio as students follow
Hello. I’m May. I like pizza and cake. Mmm! along in their books. Play the audio
again and have students sing along
as a class.
Play the song again and add
gestures. Tell students to Clap! or
Clap your hands when they hear
the word clap and to spread their
arms wide when they hear the
word share. Mime the actions with
Hi! I’m Sam. How are you? students before playing the song.
Wrap Up
I’m Sally. What’s your name? Review the names of all the
Shareville characters and Share
Pals by pointing to the picture and
2 Listen and sing.
1.02 eliciting their names. Have students
Share It! Song draw and color their favorite
Everybody, clap along Shareville character or Share Pal
Clap your hands to the Share It Song! and write the character’s name
below the picture using the frames
Let’s be fair, and show we care
on the board.
All together now, let’s share!
Come to Shareville, we’ll learn today

And make some friends along the way.
My name’s Dan. Hi!
We’ll share the world, we all belong
Share our voices and all sing this song!
9781380022837_FM_p001_009.indd 5 2019-10-25 4:13 PM
Shareville and the Share Pals

Share It! features a group of children and their friends, the Share Pals. They all live in the beautiful, safe, and fictitious
town of Shareville. Level 2 features Alex and his little sister Eva, Nancy, May, and Dan, and they share adventures
with Share Pals Sam and Sally. However, all the Share Pals are often seen around town. Encourage your students to
look for the Share Pals in the art throughout the book and talk about what they are doing. They provide examples
of good behavior, playful moments of joy and humor, and opportunities to review language previously learned.
Sam Sally Sid Suzy Sandy Stella
Aunt Sadie Professor Smart Miss Sophie Baby
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January 29, 2020
Our Classroom
Lesson Aims Welcome Unit Our Classroom
• To practice classroom rules
and good habits 1
1.03
Listen and read. Then talk about it.
• To write your name 1 Be respectful.
Speak clearly. Follow the rules.
New Vocabulary
be respectful, speak clearly,
follow the rules, be kind, help
your partner, wait your turn, be
responsible, check your work, put
your things away 2 Be kind.
Help your partner. Wait your turn.
Warm Up
Play Simon Says. See page xiii. Use
simple classroom rules that students
know, such as sit down, stand up,
raise your hand. Practice the action
for each rule as a class first before 3 Be responsible.
playing the game. Check your work. Put your things away.
Pals and Shareville characters are in
the classroom. Who’s in the classroom?
(Sally, Sam, Alex, Dan, Nancy, 2 Read and think. Then write your name.
May, and Eva.) Now let’s talk about
the pictures. What does Dan have? I promise to be respectful, kind, and responsible.
(books) What’s he doing? Now let’s I promise to follow our classroom rules.
read and listen and find out. Name:
Play the audio. Students follow
along in their books. Play the audio
again. Have students point to the 6 Workbook page 4
characters in the pictures who are
following the rules as they hear them. 9781380022837_FM_p001_009.indd 6 2019-10-25 4:13 PM
Activity 2 Wrap Up

To extend, divide the class in small
Point to the box and read the Play a drawing game to practice
groups and assign each group a
promises aloud. Read again and the classroom rules. Model the
rule. Do not let groups know each
have students repeat the sentences game for the class. Draw two stick
others’ rules. Then, have groups act
chorally with you. Give students figures, one helping the other.
out their rule while the rest of the
time to read the rules and promises Allow students to call out some
class guesses.
once more, silently. Then, say Write guesses, then say Help your partner.
your name on the line. Divide the class in pairs. Have
students take turns drawing and
guessing the rule.
Resources
Workbook page 4
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Final proofs
January 29, 2020
Days of the Week Activity 4 CD1 Track 05
Read the song aloud. Play the
3 Listen, point, and say. Then quiz a friend.
1.04 audio as students follow along in
1 Monday 2 Tuesday 3 Wednesday their books. Play the audio again
and have students point to each day
of the week as they hear it. Play the
audio again and have students sing
along as a class.
To extend, divide the class into
4 Thursday 5 Friday 6 Saturday 7 Sunday
seven groups and assign each one a
day of the week. Students listen to
the song again and stand up when
4 Listen and point. Then sing.
they hear their day.
1.05
What Day Is It? Activity 5 CD1 Track 06

What day is it? What day is it? What day is it? What day is it? Play the audio and point to the
What day is it today? What day is it today? words in the speech bubbles. Play
the audio again and have students
M is for Monday, mouse, and me. T-H is for Thursday, thanks, and three.
repeat chorally and individually.
T is for Tuesday, teacher, and tree. F is for Friday, fingers, and feet.
Point to a different day of the
I like Wednesdays. How about you? I like weekends. How about you? week in the picture and ask What
Wednesday starts with a W. S is for Saturday, and Sunday, too! day is it? and elicit the answer.
Put students in pairs to take turns
asking and answering.
5 Listen, read, and say.
Wrap Up
1.06
Monday Tuesday Wednesday Thursday Friday Saturday Sunday Write the first letter of each day
of the week on the board, starting
with M. Ask the class What day
is it? Have students call out the
What day is it? It’s Wednesday. answer (Monday). Write the correct
day next to the letter. If students
can’t guess the correct day, write
Workbook page 5 I can name the days of the week. 7 the following letter, for example,
Mo. Continue for all seven days of
the week.
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Warm Up
Days of the Week Review the alphabet. Write the I Can
letters on the board. Include both Do the I Can Routine. See page xiv.
Lesson Aims the capital and lowercase letters,
• To practice the days of the week Resources
e.g., Aa, Bb. Say each letter and
• To ask and answer questions have students repeat. Sing the Workbook page 5
about the days of the week alphabet song as a class. Then, call
out letters and have students say a
New Vocabulary word that begins with that letter.
days of the week: Monday, Do this for 4–6 letters.
Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday Activity 3 CD1 Track 04
See page xiv.
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Final proofs
January 29, 2020
Numbers 20–100
Numbers 20–100
Lesson Aims
• To practice counting to 100 6
1.07
Listen, point, and say. Then quiz a friend.
• To ask and answer the forty fifty sixty
twenty thirty
question How many …?
New Vocabulary
numbers: 20 –100
Materials: pictures
Warm Up seventy eighty ninety one hundred
Review numbers 1–10. Say a
number and have students call out
7 Listen and point. Then chant.
the number that comes after it. 1.08
Have the class chorally count from

1 to 10. Then, point to various
classroom objects, e.g., pens, books,
and ask How many? Have students twenty twenty-four
twenty-one twenty-two twenty-three
call out answers.
See page xiv. twenty-five
twenty-six twenty-eight
twenty-nine
twenty-seven
Do the Chant Routine. See page xiv. 8 Listen, read, and say.
1.09
Chant Extension How many balls are there?

Chant the numbers from 30 to
39 and write them on the board.
Repeat with other numbers in There are forty-two balls.
groups of ten. Call on students to say
each number. Point at the numbers
8 I can count to 100. Workbook page 6
on the board and underline the
digit on the right to help students 9781380022837_FM_p001_009.indd 8 2019-10-25 4:13 PM
understand the pattern, e.g. 20, To extend, divide the class in small Wrap Up
21, 22, 23, 24. Alternatively, have groups. Give each group a printed Review numbers 20–100. Play a
students repeat each number and picture showing many (20–100) counting game. Have a student
clap when they say the last digit, small objects. For example, pictures choose a number from 20 to 100
e.g., students clap when they say may show flowers on a bush, and say it aloud. Count up to that
the “one” in “twenty-one.” animals at a zoo, a bowl of nuts number as a class. Then, have the
Activity 8 CD1 Track 09 or candies, or birds in a tree. Ask student choose another student
students How many are there? Give to do the same. Continue for
Play the audio and point to the
groups one minute to count the 4–6 numbers.
words in the speech bubbles. Play
objects. Then, have groups show
the audio again and have students I Can
their picture to the rest of the class
repeat chorally and individually. Do the I Can Routine. See page xiv.
and say how many. Count up to
Have students work in pairs and that number as a class.
take turns asking and answering Resources
the question. Workbook page 6
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Final proofs
January 29, 2020
Review Activity 10
Point to each question as you read
9 Find, point, and name. Then check (✔). it aloud, including the question
number. Then, read through the
1 one Share Pal 6 six foods answer options.
2 two jobs 7 seven toys Do the first item as an example.
3 three drinks 8 eight school things Point to item 1 and read the
question. Say Where are the flowers?
4 four animals 9 nine body parts
Give students ten seconds to find
5 five children 10 ten colors the flowers in the picture, then
point to them. Read the question
again and elicit They’re yellow. from
the class. Draw a line from number
1 to answer choice e. Have students
do 2–5 in pairs, then work with
another pair to check their answers.
Check answers as a class. Call on
student pairs to read each question
and answer aloud.
I can find one Share Pal. Sam!
Wrap Up
Play Jim’s Game. See page xiii.
Have students look at the picture in
Activity 9.
10 Look and match. Then ask and answer. I Can
1 What color are the flowers? a He’s eight. Do the I Can Routine. See page xiv.
2 How old is Dan? b No, he doesn’t. Resources
3 Where’s the bird? c It’s on the chair. Workbook page 7
4 Does Sam have a book? d Yes, she does.
5 Does May have long hair? e They’re yellow.
Workbook page 7 I can use the language in Student Book 1. 9
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Review Activity 9
Have students look at the picture.
Lesson Aims Point to each set of words as you
• To review the language from read them aloud, including the
Student Book 1 number. Have students echo-read as
• To practice asking and you read and point to the words.
answering questions Do the first item as an example.
Point to item 1 and say Find
one Share Pal. Give students ten
Warm Up seconds to find the Share Pal, then
Review numbers 1–10. Play Bingo. point to him. Say I can find one
See page xii. Have students make Share Pal. Sam. Put a check on
their own 3 × 3 bingo boards. the board to show students how to
check the box. Have students do
2–10 in pairs. Check answers as a
class. Read each item aloud, then
call on pairs to point to where they
found the items.
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Final proofs
January 29, 2020
1 On the Farm Overview
Unit Objectives Teacher Resources
By the end of this unit, students can: • Teacher App Unit 1
• name farm animals and insects • Teacher Resource Center: Vocabulary,
• ask and answer questions about animals Grammar, Values, and CLIL Worksheets
and insects Flashcards, Parent Letter, Unit 1 Test
Lesson 1 Vocabulary Lesson 5 Grammar

donkey, horse, goat, duck, sheep, cow, chicken Questions with these, those
Positive short answers with they’re
Vocabulary Chant
farm animals
Find the Insects!
Lesson 2 Grammar
Questions with this, that Lesson 6 Science CLIL
Positive short answers with it’s a/an
wings, open (adj), leaf, closed (adj), bugs, insects
Text: Bugs Are Great!
Memory Game
Text: Insects
Lesson 7 Are Great!
Science
Lesson 3 Story CLIL
This Is For You! Project: Make a bug fact card
Value: Be kind to animals.

Lesson 8 Phonics
Lesson 4 Vocabulary Short a
caterpillar, butterfly, bee, mosquito, ladybug, ant Words with the short a sound
Song: What’s This? What’s That?
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Final proofs
January 23, 2020
Progress Tracker
Review Game:
Round and Round!
Teacher Reflection
Try these Unit 1 Teacher Tips with your class! Then, as you reflect on your lesson, assess how
well they worked for you. Use the Teacher Reflection Log on page x, download it from the
Teacher Resource Center, or record your thoughts in a notebook.
Lesson Tip Focus Rating 1–5

Building confidence and
1 Communication 1 2 3 4 5
practicing fluency
2 Reinforcing target grammar Communication 1 2 3 4 5
3 Encouraging good reading habits Social-emotional Learning 1 2 3 4 5
Playing games to
review vocabulary
5 Creating a class poster Classroom Management 1 2 3 4 5
6 Preparing audio files to save time Classroom Management 1 2 3 4 5
Encouraging talking and

sharing ideas
8 Practicing making sounds Communication 1 2 3 4 5
Teachers Share It! This works for me! What

Share your insights with other teachers.
works for my colleagues?
Ask questions to learn from them.
Unit 1 9
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Final proofs
January 23, 2020
Lesson 1
Lesson Aims
• To name farm animals
1 On the Farm
1 donkey

donkey, horse, goat, duck, sheep,
cow, chicken Who do you see?
Vocabulary Review 2 horse
numbers 20-100 I see May.
Warm Up
Review the numbers from the 2
1.10
Welcome Unit. Go around the Then quiz a friend.
room and have each student say
his or her favorite number and
3 Listen and point.
color. Write a sentence frame on 1.11 5 sheep
the board: My favorite _____ Then chant.
is _____. A sheep, a goat,
Activity 1 A black and white cow,
Do the Unit Opener Routine. See A duck and a chicken
page xiv. Are on the farm now.
Display the picture. Say The A sheep, a goat,
Shareville characters and Share Pals
are at the farm. How many animals
do you see? (Twenty-two) Who do A horse and a donkey 6 cow
you see? (I see May, Alex, Nancy, Are on the farm now.
Dan) How many Share Pals do you 7 chicken
see? (Four)
Communication 10 I can name farm animals. Workbook page 8
Talking about the picture 9781380022837_U01_p010_019.indd 10 2019-10-24 12:09 PM

can be difficult for some Wrap Up
students, especially if they
Do the Vocabulary Routine. Play Step Forward, Step Back. See
haven’t had many opportunities page xiii. Use colors, body parts,
to practice speaking. It’s OK if See page xiv.
animal sounds, and other physical
students make mistakes with Activity 3 CD1 Track 11 qualities of the farm animals. For
word order or pronunciation. Do the Chant Routine. example, A sheep has three legs. (false)
The important thing is for See page xiv. A cow is black and white. (true)
students to understand the A duck says “quack-quack.” (true)
question you are asking and Chant Extension
attempt to reply with the correct Assign one animal word to each I Can Routine
answers using their own words. student. Play the audio and ask Do the I Can Routine.
You can build their confidence students to chant along and stand See page xiv.
by providing lots of positive up when they hear their animal
encouragement and praise, word. Repeat this several times. Resources
e.g., Excellent!, That’s right, Try Workbook page 8
again, Take a guess. Student App Lesson 1
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Final proofs
January 23, 2020
Lesson 2 Grammar Play the rest. Pause after each item
for students to say the animal.
What’s this? 1 Listen to May and Dan.
1.12 AUDIO SCRIPT
It’s a goat. Oh, Read and say.
1 What’s that? It’s big. It’s black
what’s that, May? and white.
2 What’s that? It has four legs.
It’s a duck. Grammar It’s gray.
What’s this? It’s a goat. 3 What’s that? It’s has four legs.
What’s that? It’s a duck. It’s white.
4 What’s this? It has four legs.
3 goat 4 duck What’s = What is It’s brown.
Grammar Practice page 106 5 What’s that? It’s small. It’s white
and red.
2 Listen to May.
1.13 Activity 3
Then say the animal. See page 20 for instructions
1 It’s a cow. 2 It’s a donkey. 3 It’s a sheep.
4 It’s a goat. 5 It’s a chicken.
on setting up and playing
Memory Game.
A: page 7
3 Sharebook B: page 9
Memory Game Communication

Provide further practice of
What’s that? It’s a goat. the grammar by having students
talk about objects they already
know. Model asking questions
Yes. with this and that. Point to
something close to you, e.g., a
pen or a book, and ask What’s
this? Elicit answers. Then point
to something far away from
you, e.g., board, window, chair,
and ask What’s that? Then
release students to do the same
Workbook page 9 I can talk about farm animals. Unit 1 11
in pairs.
9781380022837_U01_p010_019.indd 11 2019-10-24 12:09 PM Wrap Up

Activity 1 CD1 Track 12 Divide the class in pairs. Have
Lesson 2
Do the Grammar Routine. students look at the picture again
Lesson Aims See page xvi. and make four new questions about
• To make questions with Do Grammar Practice on page 106 it, two with What’s this? and two
this, that for homework, or in class. with What’s that? Review questions
• To make singular short as a class by having each pair ask
answers with it’s a/an Grammar Practice and answer one question.
Answers I Can Routine
New Grammar 1 What’s, It’s 2 What’s, It’s Do the I Can Routine.
What’s this / that? 3 What’s that, It’s a 4 What’s See page xiv.
It’s a/an ... that, It’s a
Resources
Activity 2 CD1 Track 13 Workbook page 9
Warm Up
Do the first item as an example. Student App Lesson 2
Review Lesson 1 vocabulary. Have a
student draw an animal on the board. Play the audio and pause after
The first student to correctly name the item 1. Say, What animal is big?
animal draws the next animal. Play What animal is black and white?
the Popcorn Game. See page xiii. Have students call out the answer.
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Final proofs
January 23, 2020
Lesson 3
Lesson 3 Story This Is for You!
Lesson Aims
• To read a story about animals 1 Look and answer. What animals can you see? a sheep
• To understand the value of a cat
ducks
being kind to animals 2 Read the story. Then act.
1.14
New Vocabulary 1 2
baby, kind What’s this?
Look! What’s that? It’s cute.
Vocabulary Review
duck, sheep
Grammar Review
What’s this?, What’s that?,
It’s a …, It’s … It’s a baby duck.
Materials: stuffed animal or photo It’s a black sheep!

of an animal, paper, pencils
Warm Up
Elicit animal vocabulary from
Lesson 1 and animal words 3
students already know. Write Here, Baby Duck.
the words in a list on the board.
This is your home. You’re kind to
animals, Nancy.
them categorize the words into
“Farm Animals” and “Pets.” Check
responses as a class.
Activity 1
Display the story. Point to it and
ask students to scan the story
panels for words they recognize
from Lesson 1 vocabulary. To
help students, direct them to 12
story panels 1, 2, 3, and 4. Check
answers as a class. (1 duck, 2 sheep, 9781380022837_U01_p010_019.indd 12 2019-10-24 12:09 PM
3 duck, 4 cat) Say What color is the Activity 2 CD2 Track 14 and say Is Alex kind? Yes or no? (yes)
baby duck in story panel 1? (white) Play the audio and have students Play the audio again.
Who is in story panel 2? (Dan and follow along in their books. Invite three volunteers to come
Nancy) How many Share Pals are Give students time to reread the to the front of the classroom and
in story panel 3? (two) Is the cat in story silently. assign them the speaking parts
story panel 4 happy? (no) What does To help students understand the from the story. Have them act it
Farmer Jones have in story panel 5? value in this lesson, teach the idea out without words. Then, have the
(food and water) Who is in story of being kind. Model behavior that same volunteers read the story as
panel 6? (Farmer Jones, May, Alex, shows being kind and not being if it were a play. Ask the volunteers
Dan, Nancy) kind. Place a stuffed animal or a to close their books and recite their
Have students look at the story photo of an animal on your desk. parts from memory. This can be
again. Read the title and say Who Give the animal a bowl of water repeated with different volunteers.
gives food to the cat? or food. Say Kind. Then, put the Put students in pairs or in groups of
animal on the floor and turn away three and have them read the story.
Have students look at the question
from it. Say Not kind. Point to
and call out all the animals they
story panels 3 and 6 and say Look
can see. Write them on the board.
at Nancy. Is Nancy kind? Yes or no?
(yes) Point to Alex in story panel 6
12
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Final proofs
January 23, 2020
4 5
Look at that cat! What’s that, pictures of these things to help the
Farmer Jones? student understand what to do. The
Is it OK? class calls out kind or not kind.
Wrap Up
Elicit Lesson 1 and 3 vocabulary
and write the words on the board
for extra support. Draw a picture
on the board, such as you giving
a carrot to a horse. Say This is me.
This is a horse. I am kind to the
It’s food for the cat. horse. You are on the farm. Draw a
picture of you and an animal. You
are kind to the animal. Provide
Here, Cat. This food is for you. This water is for you, too! students with a sheet of paper and
6
a pencil. Give them five minutes
to draw their picture. Have them
share their picture with the class.
I Can Routine
See page xiv.
Resources
Workbook page 10
Thanks, Dan and Nancy. You’re very kind! StudentApp Lesson 3
Value
Be kind to
3 Look, read, and write Yes or No. animals.
1 Dan is kind to the black sheep. yes
2 Nancy is kind to the baby duck. yes
3 Dan is kind to the cat. yes
Workbook page 10 I can read the story. Unit 1 13
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Activity 3
Social-emotional
Learning
Look at the story again. Do the
Encourage good reading habits first item as an example. Say Dan
by establishing an independent is kind to the black sheep. Yes or
reading time during the day. No? (yes) Why? (Dan helps the
If there is a limited supply of sheep.) Let’s write Yes on the line.
books, create a rotating “quiet Have students do 2–3 individually.
reading corner” where all Check answers as a class.
students take turns reading Values Extension
the same book quietly and To be sure students understand the
independently at their own pace, value in the story, do the Values
while other students do other Extension activity. Have volunteers
activities, like drawing. When come to the front, and secretly tell
students are reading, create a them to mime being kind or not
quiet, comfortable atmosphere being kind. Give them different
where students can concentrate. tasks like feeding an animal or
helping someone pick up something
they’ve dropped. Draw or show
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Final proofs
January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To name insects 1 Listen, point, and say. Then quiz a friend.
1.15
answering questions about
insects
1 caterpillar 2 butterfly 3 bee
New Vocabulary
caterpillar, butterfly, bee,
mosquito, ladybug, ant
Materials: animal vocabulary 4 mosquito 5 ladybug 6 ant

picture cards
Warm Up
2 Listen and circle. Then sing.
Kim’s Game. See page xiii. 1.16
What’s This? What’s That?

Communication What’s this in my hand? What’s that in the tree?
It is essential to spend time Is it a caterpillar or an ant? Is it a butterfly or a bee?
on vocabulary review. English Is it a spider? Or a snake? Is it a ladybug? Or a mosquito?
language learners need to have What’s this in my hand? What’s that in the tree?
many different and frequent
exposures to new words to fully It’s a / ! It’s a / !
learn them. Games like Kim’s
Game review vocabulary while
keeping it fun. 3 Draw and guess!
Activity 1 CD1 Track 15 What’s this?

Do the Vocabulary Routine. Is it a butterfly?
See page xiv. Yes, it is!

14 I can name insects. Workbook page 11
Read the song aloud. When you
reach line 5, say It’s a … and 9781380022837_U01_p010_019.indd 14 2019-10-24 12:10 PM
elicit the words. (caterpillar, bee) Activity 3 Wrap Up

Continue reading and do the same Model the activity. Draw a picture Review Lesson 1 and 4 vocabulary.
for line 10. Say It’s a ... and elicit of a butterfly on the board. Say Play Pictionary. See page xiii.
the words. (butterfly, ladybug) What’s this? Model the dialogue in
Then, play the audio and pause I Can Routine
the speech bubbles with a volunteer. Do the I Can Routine.
after line 5. Say What’s this? Is it
a caterpillar? Elicit Yes, it is and Put students in pairs. Ask them to See page xiv.
have students circle the caterpillar take turns drawing different insects
and guessing what they are, using Resources
picture. Play the rest and do the Workbook page 11
same for line 10. Play the audio the language in the speech bubbles.
Students play until all six insects Student App Lesson 4
again and sing along as a class.
are drawn.
To extend, assign each student a
bug. Play the song again and ask Fast finishers can continue playing
students to sing along and stand up the game using animal vocabulary
when they hear their bug word. from Lesson 1.
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Final proofs
January 23, 2020
Lesson 5 Grammar Play the rest, pausing to allow
students to call out the answers.
1.17 AUDIO SCRIPT
What are these? And what are those?
1 What are these?
2 What are those?
3 What are these?
4 What are those?
Create a poster to review
They’re mosquitos. Run! classroom rules for answering
questions. Include simple
They’re caterpillars. steps, e.g., 1 I raise my hand.;
Grammar 2 Teacher calls my name.; 3 I say
2 Listen, look, and answer.
1.18 What are these? my answer.; 4 Teacher says thank
1 2 3 4 They’re caterpillars. you. Add some fun, simple
What are those? cartoons of characters doing the
They’re mosquitos.
steps for added visual support.
They’re ants. They’re They’re They’re bees. Create more posters for other
mosquitos. ladybugs. classroom rules as needed.
A: page 11
3 Sharebook B: page 11 Find the Insects! Activity 3
See page 21 for instructions
Number one. What are those? on setting up and playing Find
the Insects!
They’re bees.
Wrap Up
Three bees. OK. Have students draw a scene with at
least three types of bugs in it. Give
students five minutes to complete
their drawing. Then, have students
work in pairs and ask each other
Workbook page 12 I can ask and answer about insects. Unit 1 15 questions about their drawings.
Model the language What are those/
9781380022837_U01_p010_019.indd 15 2019-10-24 12:10 PM
these? They’re [caterpillars].
Lesson 5 I Can Routine
Lesson Aims See page xvi. Do the I Can Routine.
• To make questions with these Do Grammar Practice on page 106 See page xiv.
and those for homework, or in class. Resources
• To make positive short Workbook page 12
answers with They’re Grammar Practice Student App Lesson 5
Answers
New Grammar 1 are, They’re 2 What, They’re
What are these / those? / They’re … 3 What are, They’re 4 What
are, They’re
Materials: paper, pencils Activity 2 CD1 Track 18
Warm Up Do the first item as an example.
Review Lessons 1 and 4 vocabulary Play the audio and pause after
and Lesson 2 grammar. Play the item 1. Point to the ants in the
Whisper Sentence Game. See picture and say What are these?
page xiii. Elicit ants. Say Yes, they’re ants.
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Final proofs
January 23, 2020
Lesson 6
Lesson 6 Science
Lesson Aims
spider
• To read about bugs and insects 1 Look. What bugs can you see? butterflies
• To learn about some types of bees
bugs and insects 2 Read the text. How many legs do the bugs have?
1.19
spiders — eight
butterfly and bee — six
New Vocabulary
wings, open (adj), leaf, closed (adj), Bugs Are Great!
bugs, insects
1 Spiders have eight legs. They
have eight eyes, too. Look!
Warm Up
Hot Seat. See page xii. Model
the language for the first one. Say
It’s red. It has black spots. It’s … 2 This butterfly has blue and orange wings.
Elicit ladybug. The wings are open. It has six legs.
Activity 1
Have students scan the pictures on 3 What’s this? Is it a leaf? No, it’s the
the page. Say What bugs can you butterfly. Now the wings are closed.
see? Point to each picture and ask
students to name the bugs. (Note
that insects have three-part bodies,
4 A bee is yellow, brown, and black. It has
three pairs of legs, and usually
six legs, five eyes, and four wings.
two pairs of wings, such as a bee.
A bug is a type of insect, but it is
commonly used as a synonym for
insect. A spider may be referred to
as a bug, but not an insect. For this 5 You can find bugs and insects in your yard
lesson, tell students that insect and or in the park. Look on trees, in flowers,
bug mean the same thing.) and under leaves. How many can you find?

Teach the bolded new words in the 16 I can read about bugs and insects. Workbook page 13
word aloud. Have students repeat. 9781380022837_U01_p010_019.indd 16 2019-10-24 12:10 PM
Point to a picture in the book that Read the text as a class. You can Wrap Up
explains that word. For example, read it or ask for volunteers. Put students in small groups.
point to the butterfly’s wings and Ask students to say their favorite
say Wings. These are wings. Classroom Management bug from this lesson and one fact
An important time-saver about that bug. Model an example
Read the activity question aloud. for the class. Say My favorite bug is
is to be sure all audio files
Point to your legs and say I have the spider. It’s brown.
are cued up and ready to go
two legs. How many legs do the bugs
before you start the lesson.
have? Now let’s read and find out. I Can Routine
Check any technology you may
Play the audio and have students need to use ahead of time, so Do the I Can Routine.
follow along in their books. If they students are not waiting while See page xiv.
need more practice, play the audio you troubleshoot. During the Resources
again and pause to focus on specific Lesson 6 text, practice pausing Workbook page 13
pictures or words. the audio at the points which
Reread the activity question aloud mention how many legs the
and call on a student to answer. bugs have. This will give
Have the student point to the place students time to think about the
in the text where he/she found Activity 2 question.
the answer.
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Final proofs
January 23, 2020
Lesson 7 Science
Communication
While students are
1 Read the text again.
1.20 planning projects in pairs,
2 Read and write True or False. encourage them to talk to one
another to make decisions.
1 A spider has six legs. False Model language with a
2 A bee has six legs. True volunteer, using the Lesson 7
project as an example. Say I like
3 A butterfly has wings. True the ladybug. What do you like?
4 A bee has two eyes. False Allow the student to answer,
then respond OK. Let’s draw
a [ladybug]. Walk around and
3 Project Make a bug fact card. monitor pairs’ conversations
while they plan.
Activity 4
Model presenting the bug fact card
in the book. Point to the text in
the speech bubble and model the
language. Then, have student pairs
take turns presenting their fact cards.
Both partners must present, so
they should take turns pointing
to different parts of their card and
4 Share it! Talk about your bug fact card. talking about them.
Students can write notes on the
It’s a ladybug. It has wings. It’s red and black.
back of the fact card to read while
holding it up.
Share at Home
Tell your family about
Remind students to look out at
six different bugs. their classmates and make eye
contact when they are presenting.
Workbook page 14 I can share my bug fact card. Unit 1 17 Wrap Up
9781380022837_U01_p010_019.indd 17 2019-10-24 12:10 PM
Play Hangman. See page xii.
do 2–4 individually. Check answers Use the new bug vocabulary from
Lesson 7 as a class. Have students point to Lesson 6.
Lesson Aims the sentences in the text where they
Share at Home
• To make a bug fact card found their answers.
• To talk about a bug fact card To extend, have students make the at-home task, have students make
false sentences true. a list of words, and practice what
Materials: index cards, markers, Activity 3 they will say with a partner. Ask a
crayons, pencils Students work with partners to volunteer to demonstrate what they
create a bug fact card. Display will say at home.
Play the audio again and have the bug fact card in the book as a I Can Routine
students follow along in their books. model. Say What do you see? Elicit Do the I Can Routine.
responses such as it’s a ladybug, I see See page xiv.
Activity 2 lines, it has wings, etc.
Read items 1–4 chorally. Do the Resources
Then, divide the class in pairs. Have
first item as an example. Say A pairs choose a bug. Provide students Workbook page 14
spider has six legs. True or false? with the necessary materials. Have
Elicit false. Say Good. Let’s write them draw and color a bug and label
False on the line. Have students the bug’s colors and body parts.
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January 23, 2020
Lesson 8
Lesson 8 Phonics Short a
Lesson Aims
the short a sound 1.21
1 2 3
Materials: colored pencils

or crayons
Communication sad hat mad

Give students extra practice 4 5 6
producing the short a sound
before beginning the lesson.
Provide students with guidance
about how to physically make
the sound with their mouth man cat bat
and tongue. Say Make the /a/
sound. Open your mouth wide. 2 Listen and repeat. Then read and say.
Keep your tongue low. Puff 1.22
out air from your mouth. Drill 1 at sat hat bat

the sound with the class and 2 an man can cat
practice with a few examples of REVIEW
words with a beginning short a 3 a e i o u
sound, e.g., ant, apple.
Warm Up
1.23
Review consonant sounds. Play

Simon Says. See page xiii. Play
with sounds instead of movements.
Say the letter and its sound, e.g.,
Simon says k, /k/. Have students
repeat the sound you make if you I am sad. Dad has a black hat.
say Simon says.
18 I can read and say words with the short a sound. Workbook page 15
Do the Phonics Chant Routine. 9781380022837_U01_p010_019.indd 18 2019-10-24 12:10 PM
See page xx. and repeat. Tell them that line 3 are Wrap Up
To extend, ask students to call out the vowel sounds. Write a list of words on the board
other words that have short a in Have them read the words and that have short a sounds. Have
the middle, such as mat, can, flat. letters chorally without the audio. students echo-read each word
Write the words on the board and after you.
circle the a. Activity 3 CD1 Track 23
Read the sentences aloud as I Can Routine
AUDIO SCRIPT students follow along in their Do the I Can Routine.
1 /a/ /a/ /a/, sad, sad (x2) books. Repeat. See page xiv.
2 /a/ /a/ /a/, hat, hat (x2) Play the audio. Read the sentences Resources
3 /a/ /a/ /a/, mad, mad (x2) together as a class. Workbook page 15
4 /a/ /a/ /a/, man, man (x2)
To extend, have students circle each Student App Lesson 8
5 /a/ /a/ /a/, cat, cat (x2)
6 /a/ /a/ /a/, bat, bat (x2) short a letter in each sentence, with
each student using a different color.
Activity 2 CD1 Track 22 Students choose their own colors.
Have them share with a partner
Play the audio. Point to the words
what color each letter is circled in.
and letters. Have students listen
Model a is green.
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January 23, 2020
Progress Tracker Divide the class in pairs and hand
out one game piece per student.
1 Play Round and Round! Use the language from Unit 1. Have students place their game
pieces on START. Give them about
Spell it. 15 minutes to play. Have them
take turns spinning and answering
the prompts until one student gets
10 points.
They’re … l a es Name it.
Name it. What’s … ? are keeping track of their points
How to Play and moving their game pieces
1 Spin. Then move your marker. correctly. Hand out stickers to the
2 Look, read, and answer. winner in each pair.
3 Blue space = 1 point. Fast finishers can replace one
4 Yellow space = 2 points.
or two prompts with their own
(e.g., Spell it, What’s?), then
5 Get 10 points to win! 6 1 b t er ly
What’s … ? play again with a new partner.
5 2
4 3 Activity 2
l yb g Activity 3. Do the Progress
Spell it. Tracker routine. See page xxi.
Lose I Can Routine
a turn! Do the I Can Routine.
Spell it. What are … ? See page xiv.
Resources
Workbook page 16
2 Now complete your Progress Tracker Student App Progress Tracker
in the Workbook.
Workbook page 16 I can use the language in Unit 1. Unit 1 19
9781380022837_U01_p010_019.indd 19 2019-10-24 12:10 PM
and read aloud the prompt. Spell it.

Progress Tracker Say b-u-t-t-e-r-f-l-y. Correct? (yes)
Lesson Aims How many points? (1– it’s a blue
• To use Unit 1 language space) How many points for a yellow
space? (2) Show how to write down
your points. Have a volunteer spin
Materials: one game piece per the paper clip and move his/her
student (e.g., coins, small pieces of game piece, look, read, and answer
paper, beans), paper clips, pencils the prompt. If the answer is not
Activity 1 correct or if he/she doesn’t know
Demonstrate how to play Round the answer, he/she loses a turn.
and Round! Read the instructions Point to Lose a turn! and say
aloud. Then, show students how to students also lose a turn if they land
make a spinner with a paper clip here. If a student lands on the same
and a pencil. Spin the paper clip space twice, they can spin again.
and have students call out what Tell students to keep score in their
space it lands on. Move your game notebooks. The object of the game
piece the number of spaces the is to get 10 points.
paper clip lands on, e.g., two spaces
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January 23, 2020
Sharebook Lesson Notes Unit 1 Lesson 2
Unit 1 Lesson 2 Memory Game Unit 1 Lesson 2 Memory Game

Student A Student B
How to Play: Example: How to Play: Example:

Students A and B: Mix the cards. If you can touch the card, ask What’s this? Student A: What’s this? / What’s that? Students A and B: Mix the cards. If you can touch the card, ask What’s this? Student A: What’s this? / What’s that?
If you point to the card, ask What’s that? Student B: It’s a goat. If you point to the card, ask What’s that? Student B: It’s a goat.
Student A: Touch or point to a card. Turn it face up. Ask. Student A: Yes. Student A: Touch or point to a card. Turn it face up. Ask. Student A: Yes.
Student B: Answer. Take the card if you are correct. Turn the card face down Student B: Answer. Take the card if you are correct. Turn the card face down
if you are not correct. if you are not correct.
Students A and B: Take turns. The winner is the student with the most cards. 7 Students A and B: Take turns. The winner is the student with the most cards. 9
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Materials: scissors, crayons or colored pencils, one set Then, have two students come to the front of the room
of pre-cut and colored cards (for you to model with) and model another round for the class. Correct any
Put students in pairs, A and B. Each student has a errors and make sure students switch roles.
different share page; Student A page 7, Student B Have students cut out their cards, mix them up, and
page 9. Students remember the pictures on the cards put all cards face down on the desk. Have pairs play the
and try to name the correct animals. game. The winner is the student with the most cards.
Model the activity. You are Student A. Have a Walk around and check students are on task and help
volunteer be Student B. Cut out one set of cards, mix as necessary.
them up, and put all cards face down on the desk.
Point to or touch one of the face-down cards. Answers
What’s this? What’s that?
If the card is close enough that you can touch it, say
It’s a chicken. It’s a duck. It’s a horse. It’s a sheep.
What’s this? If the card is farther away, point to the
It’s a dog. It’s a goat. It’s a cow. It’s a cat. It’s a
card and say What’s that? Turn the card face up and ask
snake. It’s a bird.
Student B to say what it is. It’s a [goat]. If Student B is
correct, say Yes and give him/her the card. If Student B
is incorrect, say No and turn the card back face down
on the table. Switch roles and have your volunteer
repeat the process with you.
Write the model on the board and have students repeat
it chorally.
Student A: What’s this? / What’s that?
Student B: It’s a goat.
Student A: Yes.
20
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January 23, 2020
Unit 1 Lesson 5 Sharebook Lesson Notes
Unit 1 Lesson 5 Find the Insects!

Student A Student B
3
1 4
How to Play: Example:

Students A and B: Look at the pictures. Then ask Student A: Number one. What are those?
and answer questions to find the insects or animals. Student B: They’re bees.
Take turns asking and answering questions. Color Student A: Three bees. OK.
your picture. 11
9781380022868_U01_p007_p012.indd 11 2019-10-23 4:36 PM
Put students in pairs, A and B. Each student has the

same share page, page 11. Students find the insects and
animals in the pictures.
Model the activity. You are Student A. Have a
volunteer be Student B. Point to number one and ask
What are those? Elicit They’re bees. Say the number of
bees, then switch roles and have your volunteer ask
about number two.
it chorally.
Student A: Number 1. What are those?
Student B: They’re bees.
Student A: Three bees. OK.
Have student pairs take turns asking and answering
questions about the picture. Have them continue until
all eight animals have been asked about. Walk around
and check students are on task and help as necessary.
Answers
1 They’re bees. Three bees. 2 It’s a bird. One bird.
3 It’s a snake. One snake. 4 They’re butterflies.
Four butterflies. 5 It’s a ladybug. One ladybug.
6 They’re ants. Six ants. 7 It’s a turtle. One turtle.
8 They’re caterpillars. Two caterpillars.
Unit 1 21
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January 23, 2020
2 My Things Overview
• name toys and school things • Teacher Resource Center: Vocabulary,
• talk about people’s toys and things Grammar, Values, and CLIL Worksheets,
• ask and answer questions about school things Flashcards, Parent Letter, Unit 2 Test

teddy bear, camera, scooter, train, yo-yo, Questions with Is/Are and Yes/No answers
skateboard, board game, video game
Sharebook
Vocabulary Chant
toys and things My or Your?
Lesson 2 Grammar Lesson 6 Art CLIL
Singular and plural positive statements with mix, easel, painting (n), collage
This is, That’s, These are, Those are
Possessive pronouns: my, your, his, her, their Text: Fun with Colors!
His or Her? Lesson 7 Art CLIL
Project: Make a color wheel

Lesson 3 Story
Can I Borrow It? Lesson 8 Phonics
Value: Ask first.
Short i
Words with the short i sound
Lesson 4 Vocabulary
bag, tablet, paintbrush, scissors, marker, paint,
glue, photo
Song: What’s in My Bag?
22
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January 23, 2020
Progress Tracker Share the World 1
Review Game: Four in a Row!
Story: The Ant and the Bird
Exam Practice 1
Listening, Reading and Writing
Teacher Reflection

Giving students more
speaking practice
Connecting language to the
real world
3 Memorizing lines accurately Communication 1 2 3 4 5
4 Ending song activities Classroom Managment 1 2 3 4 5
5 Personalizing language Communication 1 2 3 4 5
6 Reading aloud to support content Communication 1 2 3 4 5
7 Using a model for projects Classroom Management 1 2 3 4 5
8 Using physical movement Classroom Management 1 2 3 4 5
Share the Using miming games to

Communication 1 2 3 4 5
World motivate students

Share your insights with other teachers. works for my colleagues?
Unit 2 23
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Final proofs
January 23, 2020
Lesson 1
Lesson Aims
2 My Things 1 teddy bear
2 camera
teddy bear, camera, scooter, train,
yo-yo, skateboard, board game, What color is that?
video game
It’s green.
4 train
Materials: paper (one per student),
pencils
Warm Up 2 Listen, point, and say. 5 yo-yo
1.24
Elicit a list of toys and things that Then quiz a friend.

students already know and write
them on the board. Have students
draw a picture of their favorite toy 3
1.25
Listen and point.
and write one sentence about it, Then chant.
e.g., My [toy] is blue. I like my [toy]. A video game,
My [toy] is in my room. Choose a A board game,
few volunteers to share their picture A camera, and a yo-yo!
and sentence with the class. A skateboard,
A scooter, 7 board game
Communication
A teddy bear, and a train!
When reviewing These are my things.
vocabulary, give students
Let’s say it again!
speaking practice, so they can
use the words in context. Have
students work in pairs and make
sentences using the vocabulary
lists on the board. To extend,
20 I can name toys and things. Workbook page 17
have them use the different
words to make funny sentences 9781380022837_U02_p020_029.indd 20 2019-10-24 12:13 PM
and then share their sentences Activity 2 CD1 Track 24 Make a list on the board and use
with the class. Give examples: Do the Vocabulary Routine. checks to keep track of how many
My cat is green. I have a big See page xiv. students have each toy. Count up
purple nose. the toys and see which toy is the
Activity 3 CD1 Track 25 most popular.
Activity 1 Do the Chant Routine.
See page xiv. I Can Routine
Do the Unit Opener Routine.
See page xiv. Do the I Can Routine.
Chant Extension See page xiv.
Display the picture. Say The Share Assign one toy word to each
Pals are outside in Shareville. Where student. Play the audio and ask Resources
are they? (They’re at the park.) students to chant along and stand Workbook page 17
Who’s this? (It’s Alex!) Point to a up when they hear their toy word. Student App Lesson 1
bush or tree. What color is that? Repeat this several times.
there? (There are two birds.) Where Wrap Up
is Sally Share Pal? Here she is! What Review Lesson 1 vocabulary. Ask
are these toys? Let’s read and find out. students if they have any of the
toys from the lesson at home.
Model the language: I have a/an ...
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Final proofs
January 23, 2020
Look at Alex! That’s Lesson 2 Grammar Sentence Tennis with a volunteer.
his new camera! Point to Professor Smart Share Pal
1.26
Read and say. a check next to Professor Smart.
Then, ask your volunteer to do the
Grammar Divide the class in pairs. Have
3 scooter That’s his camera. students take turns saying sentences
And look at Bobby and
Eva. Those are her teddy Those are her teddy bears. about all characters in the picture.
bears. That’s cute! Those are their yo-yos.
Communication
6 skateboard 2 Look at the picture.
language learning to the real
and has an impact on young
board games.
minds. It allows students to
to choose their own topics or
A: pages 13–14
3 Sharebook B: pages 13–14 things to talk about. Expand
His or Her? Activity 2 by having students
draw pictures of their favorite
etc., and then talking about
No, that’s her camera.
their picture to each other.
8 video game
Activity 3
setting up and playing His or Her?
Wrap Up
Workbook page 18 I can talk about people’s toys and things. Unit 2 21
Review Lesson 2 grammar. Have
students look at the picture again.
9781380022837_U02_p020_029.indd 21 2019-10-24 12:13 PM Ask them to work in pairs and make
Warm Up six sentences about the picture:
Lesson Aims Hangman. See page xii. three using his, her, and their. For
• To learn the possessive example, This is Alex. That’s his
pronouns his, her, their camera. Check sentences as a class.
Do the Grammar Routine. Correct any errors.
• To make singular positive See page xvi.
statements with That’s Do Grammar Practice on page 106 I Can Routine
• To make plural positive for homework, or in class. Do the I Can Routine.
statements with These are, See page xiv.
Those are Grammar Practice Resources
Answers Workbook page 18
New Grammar 1 his 2 her 3 their Student App Lesson 2
These are / Those are their yo-yos.
Grammar Review Activity 2
my Read aloud the speech bubbles
This is, That’s and point to the characters they
describe. (Sam Share Pal and
Stella Share Pal) Then, model
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January 23, 2020
Lesson 3
Lesson 3 Story Can I Borrow It?
Lesson Aims
• To read a story about toys 1 Look and answer. Who has a skateboard? Nancy
• To understand the value of
asking first 2 Read the story. Then act.
1.27
New Vocabulary
borrow, our 1 Hi! I’m Alison. Your 2
skateboard is cool!
Vocabulary Review
skateboard, camera, scooter, yo-yo It’s nice. Can I
Thanks! I’m Nancy. That’s borrow it, Nancy?
Grammar Review my skateboard, too.
possessive pronouns my, your,
our, questions and answers with
those, these, that’s, this is
Warm Up
Review Lesson 1 and 2 vocabulary Sure! Come on!
and grammar. Play a memory
game. Elicit a list of toys and 3 Alex! Look! This is Alison.
things from Lesson 1 and the
names of the Shareville characters
and Share Pals. Write them on the
board. Give students one minute
to look at the big picture on pages
20–21, then have them close their
books. Divide the class in pairs.
Give pairs one minute to generate
as many true sentences as they can Wait! That’s great, Alison!
using the names and words on the
board, e.g., Alex. That’s his camera. Wow! I like your camera.
May. Those are her scooters. Check
answers as a class. 22
Activity 1 9781380022837_U02_p020_029.indd 22 2019-10-24 12:13 PM
Display the story. Point to it and Activity 2 CD1 Track 27 Ask six volunteers to come to
ask students to scan the story Play the audio and have students the front and assign them the
panels for words they recognize follow along in their books. speaking parts from the story. Have
from Lesson 1 vocabulary. To Give students time to reread the them act it out without words.
help students, direct them to story story silently. Then, have the same volunteers
panels 1, 3, and 4. Check answers To help students understand the read the story as if it were a play.
as a class. (1 skateboard, 3 camera, value in this lesson, teach the idea Ask the volunteers to close their
5 scooters) Say How many of ask first. Model behavior that books and recite their parts from
skateboards are in story panel 1? (2) shows asking before you borrow memory. This can be repeated with
Who is in story panel 2? (Alison, and not asking. Ask a student Can different volunteers.
Alex, and May) What toys are in I borrow your pencil ? and say I ask Put students in pairs or in groups of
story panel 3? (skateboards, scooters) first. Then, just take the student’s six and have them read the story.
What does Alex have in story panel 4? pencil and say I don’t ask first.
(camera) Is Dan happy in story panel Then, point to story panel 5 and
5? (no) say Look at Bobby. Does he ask first?
Have students look at the Yes or no? (no) Point to Alison in
story again. story panel 2 and say Does Alison
Have students look at the question ask first? Yes or no? (yes) Play the
and call out the answer. audio again.
26
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January 23, 2020
4 Oh, look at those scooters! Hey! Those are our scooters. Values Extension
Extension activity. Have volunteers
come to the front, and secretly tell
them to mime asking first or not
asking first. Give them different
classroom items to borrow. The
class calls out Yes! Ask first or No!
Not ask first.
Hey! Stop!
Wrap Up
Bobby, these are our scooters. them use the language from the
5 story to ask to borrow things from
You can use the scooters,
but please ask first. each other, e.g., I like your pencil.
Can I borrow it? / Sure. Give pairs
three minutes to ask and answer
questions, then have them share
what they borrowed from their
partner using This is or These are,
e.g., This is [Jen’s] pencil.
Sorry. Can we borrow I Can Routine
your scooters, please? Value Do the I Can Routine.
Ask first. See page xiv.
3 Look, read, and write.
Resources
I like your yo-yo! Can I borrow it?
Workbook page 19
Sure!
9781380022837_U02_p020_029.indd 23 2019-10-24 12:13 PM
Activity 3
Communication
Memorizing lines can help Divide the class in pairs. One
students feel engaged with a student plays Alison, one student
story and encourages them to plays Nancy. Have them act out
pay attention to their speech. story panels 1 and 2, using a book
Allow students to work in pairs. as a skateboard. Then, have them
To support different learning switch roles.
styles, model different ways Point to the picture of the two boys
of memorizing lines, such as and read the speech bubbles. Say
writing the lines multiple times, Which characters say something like
having a partner repeat the lines this? (Nancy and Alison) Then,
over and over, or looking at the elicit the appropriate responses.
page and reading the lines.
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January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To name school things 1 Listen, point, and say. Then quiz a friend.
1.28
answering questions
New Vocabulary 1 bag 2 tablet 3 paintbrush 4 scissors

bag, tablet, paintbrush, scissors,
marker, paint, glue, photo
Materials: ball or soft object

Warm Up 5 marker 6 paint 7 glue 8 photo
Play the Whisper Word Game.
See page xiii. 2 Listen and write. Then sing.
1.29
Activity 1 CD1 Track 28 What’s in My Bag?

Do the Vocabulary Routine. This is my bag. These are my things. This is my bag. These are my things!
See page xiv.
What’s in my bag? Look and sing! What’s in my bag? Look and sing!
Activity 2 CD1 Track 29 I have a marker and paint, I have a tablet and a paintbrush,
Read the song aloud. Pause after
And scissors and glue! And a photo of you!
the third line and ask students to
predict the missing word. Say What These are my school things. These are my school things.
is it? Read the rest of the song and How about you? How about you?
do the same after each blank.
Then, play the audio and pause after
the third line. Do the first item 3 Draw and guess!
as an example. Say It’s a marker! I
have a marker and paint. Let’s write Is it a photo? No, it isn’t. It’s a tablet!
marker on the line. Have students
write the word marker on the line
in their books. Play the rest and 24 I can name school things. Workbook page 20
pause after each line with a blank.
Have students write the remaining 9781380022837_U02_p020_029.indd 24 2019-10-24 12:14 PM
items as they listen. Replay the Activity 3 Wrap Up

audio several times. Check answers Model the activity. Draw a picture Review Lesson 4 vocabulary.
as a class. Then, play the audio of a paintbrush on the board, but Play the Word Chain Game.
again and sing along as a class. only one line at a time. Elicit the See page xiii.
question Is it a/an ... ? from the I Can Routine
Classroom Management class. Elicit No, it isn’t and Yes, it is. Do the I Can Routine.
Here’s one way to end a Have students continue to guess as See page xiv.
song activity calmly. Create a you draw, one line at a time, until
they’ve guessed correctly. Then Resources
“quiet down” routine, such as
counting backwards from five, elicit It’s a paintbrush! Workbook page 20
to do after playing a song. You Divide the class in pairs. Ask Student App Lesson 4
can repeat this each time you students to take turns drawing
do a song activity, so students different school things and
immediately recognize when to guessing what they are, using the
stop. If students are quiet before language in the speech bubbles.
you reach zero, give praise and Students play until all eight school
award them with stickers. things are drawn.
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Final proofs
January 23, 2020
Lesson 5 Grammar
Communication
Have students work in
1 Listen, read, and say. pairs and replace the classroom
1.30
Oh, those are our things!
Is this your bag? items in the Activity 1 speech
bubbles with their own ideas.
Students will build fluency and
confidence by reusing language
in different contexts.
No. Are these Activity 2 CD1 Track 31

your scissors? Have students identify the objects in
No. Grammar the pictures. Do the first item as an
example. Play the audio. Pause item 1.
Is this your bag?
Point to the paintbrush and say Is
Are these your scissors? this Lucy’s paintbrush? (yes) Let’s put a
Those are our things. check in ✔ box 1. Then play the rest.
Grammar Practice page 106 Check answers as a class.
2 Listen and check (✔) Lucy’s things.
1.31
1 2 3 4 AUDIO SCRIPT
B: Boy; L: Lucy
1 B: Lucy, is this your paintbrush?
L: Yes, it is!
✔ 8 ✔ ✔ 2 B: Are these your paints?
L: No, they aren’t. My paints are
over there.
3 Sharebook A: page 15
B: page 15 My or Your? 3 B: Is this your marker?
L: Yes, it is. That’s my green marker!
4 B: Are these your scissors?
Is this my tablet? Yes, it is. L: Yes, they are. I share the scissors
with Ben. They’re our scissors!
Activity 3
Workbook page 21 I can ask and answer about school things. Unit 2 25
setting up and playing My or Your?
9781380022837_U02_p020_029.indd 25 2019-10-24 12:14 PM
Wrap Up
Warm Up
Lesson 5 Review Lesson 4 vocabulary. Play
Draw a three-column chart on
the board. In column 1 write this,
Lesson Aims Tim’s Game. See page xiii.
these, those. In column 2 write my,
• To make singular and plural Activity 1 CD1 Track 30 your, our. In column 3 elicit a list
questions with be Do the Grammar Routine. of school things. Model how to
• To make positive and negative See page xvi. make questions using a word from
short answers Do Grammar Practice on page 106 each column: Is this your marker?
for homework, or in class. Are these my scissors? In pairs, have
New Grammar students make as many questions
Is this your…? Are these Grammar Practice as they can. Have pairs share their
your…? These are ... / Those are questions with the class.
Answers
our things. 1 your, Yes 2 my, isn’t I Can Routine
Grammar Review 3 our, Yes Do the I Can Routine.
possessive pronouns my, your, our See page xiv.
Resources
Workbook page 21
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January 23, 2020
Lesson 6
Lesson 6 Art
Lesson Aims Answers will vary. Students may
• To read about colors and art 1 Look. How many colors can you see? name as many colors as they can,
• To learn about some forms likely up to 10 or 12.
of art 2 Read the text. What colors make green? blue, yellow
1.32
New Vocabulary Fun with Colors!

mix, easel, painting (n), collage
Materials: markers or crayons, you name the colors on it?
colored pencils, paper
Warm Up 2 You can mix colors.
Review colors. Have students call Mix blue and yellow to make green.
out colors and write the words on Mix red and yellow to make orange.
the board. Have students use their Mix red and blue to make purple.
markers or crayons to write the
name of the color using that color
in their notebooks. 3 This artist is at her easel. This is
Activity 1 her painting. She uses paint and
a paintbrush to make it.
the page. Say How many colors can
you see? Count the colors aloud with 4 This picture is a collage.
the class. You can make a collage
with paint, paper, scissors,
Activity 2 CD1 Track 32 and glue.
the collage. What colors
can you see? Find the
Point to a picture in the book that
explains that word. For example, colors on the color wheel!
point to the easel and say Easel.
This is an easel. Read the activity 26 I can read about colors and pictures. Workbook page 22
question aloud. Point to the color
green on the color wheel and say 9781380022837_U02_p020_029.indd 26 2019-10-24 12:14 PM
What color is this? Elicit green. Say Wrap Up

Communication
Let’s read and listen to find out what Provide students with colored
Reading aloud helps
colors make green. pencils and a blank sheet of paper.
students better understand the
Play the audio and have students Say a color from the text and have
content, learn new vocabulary,
follow along in their books. If students choose the correct colored
and read with more fluency.
students need more practice, play pencils to make that color. Have
Try some different read-aloud
the audio again and pause to focus them draw a circle of that color.
strategies with the class, such
on specific pictures or words. Repeat with all three colors.
as choral reading (reading
Reread the activity question aloud aloud together), echo-reading I Can Routine
and call on a student to answer. (you read aloud, then students Do the I Can Routine.
Have the student point to the place read back), or Reader’s Theater See page xiv.
in the text where he/she found (students read aloud with
Resources
the answer. assigned roles).
Workbook page 22
Read the text as a class. You can
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January 23, 2020
Lesson 7 Art Have students cut colored pieces
from magazines or construction
1 Read the text again. paper and glue or tape them onto
the color wheel.
1.33

Activity 4
1 Yellow and green make orange. False
Model presenting the color wheel
2 You can make a collage with paint, in the book. Point to the text in
paper, scissors, and glue. True the speech bubble and model the
language. Then, have student
3 Yellow and blue make green. True
color wheels.
3 Project Make a color wheel. Both partners should take
turns talking about colors and
combinations.
For CLIL projects, the
model is often the clearest
way to show students how to
complete a project. Use the
model in the book to help avoid
too much explanation. If time
allows, co-create a class project,
so students understand the
4 Share it! Talk about your color wheel. different parts.
This is my color wheel. Red and blue make purple.
Wrap Up
Play Bingo. See page xii. Students
Share at Home create their own 3x3 color bingo
Tell your family about three colors on the boards by coloring in the squares
color wheel. How can you make them? using only red, yellow, and blue
colored pencils. Demonstrate how
Workbook page 23 I can share my color wheel. Unit 2 27 to mix the red and yellow to make
9781380022837_U02_p020_029.indd 27 2019-10-24 12:14 PM
an orange square. Call out the
True or false? Elicit false. Say Good. names of colors (red, yellow, blue,
Lesson 7 Let’s write False on the line. Have green, orange, purple).
Lesson Aims students do 2–3 individually. Check
answers as a class.
Share at Home
• To make a color wheel
• To talk about a color wheel Activity 3 at-home task, have student pairs
Students work with partners to write a list of colors they know
Materials: scissors, tape or glue, make their own color wheel. how to make. Have them practice
paper, magazines or colored Display the color wheel in the saying the names of the colors. Ask
construction paper, colored pencils book as a model. a volunteer to demonstrate what
(red, yellow, blue) Provide students with the necessary three colors they will say at home.
materials. Students draw a large I Can Routine
Activity 1 CD1 Track 33 circle on a sheet of paper and divide
Play the audio again and have Do the I Can Routine.
it into six equal triangles.
students follow along in their books. See page xiv.
Have pairs decide what colors to
Activity 2 use and where to put them. Model Resources
Read items 1–3 chorally. Then, the language Red and blue make Workbook page 23
do the first item as an example. purple. So we need red here, blue
Say Yellow and green make orange. here, and purple in the middle.
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January 23, 2020
Lesson 8
Lesson 8 Phonics Short i
Lesson Aims
the short i sound 1.34
1 2 3
Warm Up
Introduce the short i sound
/i/. Write a word frame on the
board i . Fill in the first six sit big
blank with the letter b. Then ask 4 5 6
students if they know what letter
could come at the end. Write
down all responses on the board
(e.g., big, bit, bid, bib). Continue
with several other beginning kick rip wigs
consonants until you have a list of
at least ten words. You will revisit
this list during the Wrap Up. 1.35
1 is it sit hit
Do the Phonics Chant Routine. 2 in win wig wigs
See page xx. REVIEW
3 can sad dad man
To extend, ask students to call out
other words that have short i, such
as is, if, swim. Write the words on 3 Listen, read, and say.
1.36
the board and circle the i.
The more students move
around, the better they learn.
When you teach the sounds
of letters and words, associate He hit it. We win!
each word with a movement.
28 I can read and say words with the short i sound. Workbook page 24
For example, for the word big,
have students stand up big and 9781380022837_U02_p020_029.indd 28 2019-10-24 12:14 PM
tall and then say the word big. Activity 2 CD1 Track 35 Wrap Up
Come up with fun actions that Play the audio. Point to the words. Review the list of short i words on
accurately represent each word Have students listen and repeat. the board. Read each word aloud
and then have students do the Tell them that line 3 is a review of and have the class repeat you. Then,
actions while saying the Activity words that they learned in Unit 1. quiz students by offering more words
1 words (six, sit, big, kick, rip, Then, have students read the words to add to the list, some of which do
wigs). Ensure that students say chorally without the audio. not have short i in the middle, such
the word as they do the action. as red, job, fun. Students repeat the
Activity 3 CD1 Track 36 /i/ sound and the word, e.g., /i/ /i/ /i/,
AUDIO SCRIPT Read the sentences as students red red, then answer yes or no.
1 /i/ /i/ /i/, six, six (x2) follow along in their book. Repeat.
I Can Routine
2 /i/ /i/ /i/, sit, sit (x2) Play the audio. Read the sentences Do the I Can Routine.
3 /i/ /i/ /i/, big, big (x2) together as a class. See page xiv.
4 /i/ /i/ /i/, kick, kick (x2)
5 /i/ /i/ /i/, rip, rip (x2) Resources
6 /i/ /i/ /i/, wigs, wigs (x2) Workbook page 24
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January 23, 2020
Progress Tracker then repeat the game in their new
pairs/groups. Alternatively, you
1 Play Four in a Row! Use the language from Unit 2. could use this time to have students
do a quiet activity like drawing or
Is this her … ? Name it. That’s his … Spell it. independent reading.
p in bru h
Activity 2
Spell it. Those are my … Name it. Is this her … ? Tracker routine. See page xxi.
m k r
I Can Routine
See page xiv.
Name it. Is this his … ? Spell it. Those are his … Resources
ai ti g Workbook page 25
That’s her … Spell it. Are those your … ? Name it.

p ot
How to Play

in the Workbook.
9781380022837_U02_p020_029.indd 29 2019-10-24 12:14 PM
squares you would need to answer

Progress Tracker correctly to get four in a row.
Lesson Aims Divide the class in pairs and hand
• To use Unit 2 language. out eight game pieces per student.
Have them take turns choosing a
Materials: eight game pieces per square, reading aloud the prompt,
student (e.g., coins, small pieces of and completing the prompt.
paper, beans) Students play until one student gets
four squares in a row.
Activity 1 Walk around while pairs play the
Demonstrate how to play Four game. Check to make sure students
in a Row! Read the instructions are placing their game pieces
aloud. Pick a square and read the correctly. Students may raise their
prompt aloud. , e.g., Spell it. m _ _ hands if they’re not sure whether an
k _ r. Say m-a-r-k-e-r. Correct? (yes) answer is correct. Hand out stickers
That’s correct! and show how to put to the winner in each pair.
a game piece on the square. Have a Have fast finishers switch pairs/
volunteer do the next turn. Point to groups with other fast finishers and
three other squares to show which
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January 23, 2020
Unit 2 Lesson 2 His or Her? Unit 2 Lesson 2 His or Her?

Student A Student B Student A Student B
His Room 1 2 3 4
5 6 7 8
Her Room 9 10 11 12
13 14 15 16

Students A and B: Look at your page for one minute. Student A: That’s his camera. Students A and B: Look at your page for one minute. Student A: That’s his camera.
Students A and B: Look at the pictures. Take turns. Student B: No, that’s her camera. Students A and B: Look at the pictures. Take turns. Student B: No, that’s her camera.
Decide if it is his item or her item. Write his or her Decide if it is his item or her item. Write his or her
in the correct box. Then compare with your partner. 13 14 in the correct box. Then compare with your partner.
Put the students in pairs, A and B. Each student has Have pairs compare answers with another pair.
the same share pages; page 13, page 14. Students
decide if an item belongs to a boy (his) or a girl (her). Answers
Model the activity. You are Student A. Have a 1 That’s her car.
volunteer be Student B. Look at page 13 and say Let’s 2 That’s his car.
look at the page 13 for one minute and remember the 3 That’s her pencil case.
toys and things. Take a a minute to look at the page, 4 That’s his kite.
then turn to page 14. Point to item 13 and say That 5 That’s his camera.
is his camera. Student B says No, that is her camera. 6 That’s his pencil case.
Have Student B point to her camera in the bottom 7 That’s her computer.
illustration. Say That is his camera. Point to item 5. 8 That’s his ball.
9 That’s her scooter.
Show how to write his in the box for item 5 and her in
10 That’s his scooter.
the box for item 13.
11 That’s his teddy bear.
Write the model on the board and have students repeat 12 That’s her teddy bear.
it chorally. 13 That’s her camera.
Student A: That is his camera. 14 That’s her kite.
Student B: No, that is her camera. 15 That’s his computer.
Then, have two students come to the front of the room 16 That’s her ball.
and model another round for the class. Correct any
errors and make sure students switch roles.
Have pairs do the activity. Walk around and check
students are on task and help as necessary.
34
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January 23, 2020

Unit 2 Lesson 5 My or Your? it chorally.
Student A Student B Student A: Is this my tablet?
Student B: No, it isn’t. My turn.
Then, have two students come to the front of the room
and model another round for the class, using your sets
of red and blue cards. Correct any errors and make
sure students switch roles.
Have students color and cut out their cards, then put
each set of cards face down on the desk in front of
them. Explain that they can use any color they like to
color in their cards and don’t have to use just red and
blue as in the model. Have students play the game. The
winner is the student with the most matched pairs.
Walk around and check students are on task and help
as necessary.
Answers
Is this my bag? Is that your bag?
How to Play:
Students A and B: Color your cards. Then put your cards face down in front of you.
Example:
Student A: Is this my tablet?
Is this my tablet? Is that your tablet?
Student A: Point to one of your cards. Then ask a question.
Student B: Turn the card over and answer.
Students A and B: If no, it’s Student B’s turn. If yes, point to one of Student B’s cards
Student B: No, it isn’t. My turn.
Is this my glue? Is that your glue?
and guess. Take turns. The student with the most pairs is the winner.
15 Is this my photo? Is that your photo?
Is this my paint? Is that your paint?
Is this my marker? Is that your marker?
9781380022868_U02_p013_p016.indd 15 2019-10-23 4:25 PM
Materials: scissors, crayons or colored pencils, two sets Is this my paintbrush? Is that your paintbrush?
of pre-cut and colored cards (for you to model with) Are these my scissors? Are those your scissors?
Put the students in pairs, A and B. Each student has Yes, it is/No, it isn’t. Yes, they are/No, they aren’t.
the same share page, page 15. Students ask and answer
questions about the pictures to find a match.
Before modeling the game, cut out two sets of cards
and color them in. Use a different color for each set.
You will need one set to be your cards and the other set
to be your volunteer’s cards.
volunteer be Student B. Show the class and Student B
the two sets of cards. Say These are my cards. My cards
are [red]. Those are your cards. Your cards are [blue].
Put your cards face down on the desk in front of you
and have Student B do the same. Point to one of your
face-down cards. Say Is this my tablet? Student B turns
over the card and answers Yes, it is or No, it isn’t.
Hold up the card, so the class can see it. Say This is
my tablet. It’s a [red] card. Then, try to get a match by
pointing to one of Student B’s cards on the desk. Say
Is this your tablet? Student B turns over the card and
answers Yes, it is or No, it isn’t.
If the answer is no, turn the card face down again and
Student B points to a card. If the answer is yes, you
keep both cards.
Unit 2 35
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Final proofs
January 23, 2020
Share the World 1
Lesson Aims
Share the World 1 The Ant and
• To read a story about an ant The Bird
and a bird 1 Look at the pictures. Which animals and insects can you see?
An ant and a bird
• To talk about animals 2 Read the story. Who are new friends?
and insects 1.37
Ant and bird
2
New Vocabulary 1 This is the story of
net, thirsty, worry, the end an ant and a bird.
I’m thirsty! I want
Grammar Review
to drink water.
questions and statements with
this, that
The Ant and the Bird story is based

on a traditional story from Aesop’s
Fables. The original story, named
The Ant & the Dove, is about being
kind to others. As with other
Aesop’s Fables, The Ant & the Dove
is a moral story providing a positive
message for young children. 3 Oh, no! Help!
Warm Up 4 Take the leaf, Ant!
Review Unit 1 vocabulary. Elicit Don’t worry, Ant!
animals students remember and Here I come.
write them on the board. Then,
mime an animal and have students
guess. Put a check next to the
correctly guessed animal word. Thank you, Bird!
The student who guesses correctly
then mimes the next animal.
Communication 30
Miming games help build
interest in the topic while also 9781380022837_INT_p030_033.indd 30 2019-10-24 12:16 PM
allowing students to move Activity 1 Reread the activity question aloud.

around and use up some of Have students look at the pictures. Point to the young men and the
their energy at the beginning Say What animals and insects can bird. Say Are they friends? Elicit no.
of a lesson. This is especially you see? Have students point to the Point to the ant and the bird. Ask
useful before a reading ant and the bird in their books. again and elicit yes. Say The ant and
lesson. Students will have fun the bird are new friends.
reviewing the vocabulary and Read the activity question aloud.
be motivated to read more Say Who is your friend? Elicit some
about animals in the story. responses from students who have
friends in the classroom, e.g., [Ana]
is my friend. Say That’s right. Who
are new friends in the story? Let’s
read and listen and find out.
Play the audio and have students
follow along in their books. Repeat
as necessary.
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January 23, 2020
5 6 Ouch!
What’s that? Let’s go! Wrap Up
Look at that white Students share their pictures and
bird in the tree! talk about their favorite part of
the story with a partner. Write the
Let’s get it! sentence starter on the board My
favorite part of the story is .
whole class.
And that’s the story

7
Thank you, Ant! of the ant and the
bird. The end.
You’re welcome!
8
3 Read the story again. Then answer. Use the ant, the bird,
or the men.
1 Who is thirsty? the ant
2 Who has a net? the men
3 Who says “
Thank you” ? the bird
4 Share Your World What’s your favorite part of the

Workbook pages 26–27 31
9781380022837_INT_p030_033.indd 31 2019-10-24 12:16 PM
Activity 3 Then, have them compare their

Have students read the story again. answers in pairs. Check answers as
Pre-teach the new vocabulary for a class. Call on one student to read
item 2. Point out the net in story the question and another student to
panel 5 and have them underline give the answer.
the word net in their books.
Activity 4
Model the activity. Write on the Model responding to the question.
board Who is in the tree? and the Say My favorite part of the story is
answer choices below the ant / scene 4. Point to story panel 4. The
the bird / the men. Ask the question bird gives the leaf to the ant.
aloud and elicit the answer from
the class. Say Where? Have students Turn to Workbook pages 26–27.
point to the bird in the tree in story Students draw their favorite part of
panels 2, 3, and 5. Write the correct the story.
answer (the bird).
Have students do items 1–3
individually. Have them look back
at the story to find their answers.
Teacher Reflection: How was your lesson today? It’s time to reflect! See p. x. 37
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January 23, 2020
Exam Practice 1
Exam Practice 1
Listening
This is a practice activity modeled Listening
on Part 1 of the Listening Test
of the Starters Young Learners 1 Listen and draw lines. There is one example.
1.38
English Exam. Jill Alice Lucy Ben

In this activity, students look
at the picture of children doing
different things. They listen to
dialogues and match the names
around the picture to the children
by drawing lines. There are pauses
between each one to give students
time to draw the line. There is one
extra name.
• Students should look carefully
at the picture first and check
that they understand the names
(which are male, female, etc.).
• Students should listen the first
time without writing, so they don’t
get distracted drawing the lines.
and the names. Say What can you
see? Elicit the following items from
the students: teddy bear, train,
tablet, paint, yo-yo, camera. Make a
list on the board. Kim Mark Hugo
Tell students to listen to six short
dialogues and to draw a line 32
to each person. Point out there
there is one extra name that they
9781380022837_INT_p030_033.indd 32 2019-10-24 12:16 PM
G: They’re in my living room. This girl G: That’s Alice.

won’t need. has black hair. Her name’s Lucy. M: I like her picture!
Play the audio up to the first She has an orange teddy bear. 5 G: Can you see Hugo?
pause. Show students you are not M: Yes, I like her teddy bear! M: I don’t know. What color is
drawing. Draw over the line in the N: Can you see the line? This is an his hair?
book when the dialogue is finished example. Now you listen and G: He has black hair.
to demonstrate that students draw lines. M: Oh, yes. I see him! He has
should listen to each dialogue 1 M: Who’s that? The girl with a yo-yo.
before drawing the line. Play the the camera. N: Now listen again. That is the
rest. Repeat. G: That’s Jill. She likes her camera. end of the Listening Exam.
2 G: This is Ben. He’s on the sofa.
Have students compare answers in M: Yes, I see. He has a tablet.
pairs. Check answers as a class. G: Yes, he loves his tablet!
AUDIO SCRIPT 3 M: One person is on the rug.
What’s his name?
N: Narrator; G: Girl; M: Man
G: His name’s Mark. He has a train.
G: Look, Mr. Jones. These are
4 G: These are my paints on the table.
my friends.
M: Who is the girl with the
M: Oh, yes! Where are they?
yellow paint?
38
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January 23, 2020
Do not leave any lines blank. Give
them time to write their answers.
Reading and Writing Have students compare answers in
2 Look and read. Write yes or no. There are two examples.
pairs. Check answers as a class.
Examples
There is a brown horse. yes
The farmer has gray hair. no
Questions
1 The girl has a scooter. yes
2 There is a boy in the tree. no
3 There are butterflies on the flowers. yes
4 Three ducks are next to the water. yes
5 There are two cows. no
33
9781380022837_INT_p030_033.indd 33 2019-10-24 12:16 PM
Reading and Writing scooter, skateboard, butterflies,

This is a practice activity modeled donkey, horse, ducks, cow, frog. Make
on Part 2 of the Reading and a list on the board.
Writing Test of the Starters Young Have students read the first
Learners English Exam. example sentence. Say There is a
In this activity, students read five brown horse. Point to the picture
short sentences describing a picture. and ask Is there a brown horse? (yes)
They have to say if the sentence Say yes and show how to write yes
matches the picture or not. If the on the line. Then, say The farmer
sentence matches, they write yes. If it has gray hair. Point to the picture
doesn’t match, they write no. and ask Does the farmer have gray
hair? (no) Say no and show how to
write no on the line.
• Students should look carefully at
the picture first and then read the
and read the sentences describing
sentences carefully.
the picture. Tell them if the
Activity 2 sentence is true, then they write
Tell students to look at the picture. yes on the line and if it is not true
Say What can you see? Elicit farmer, they write no on the line.
39
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January 23, 2020
3 At the Zoo Overview
• identify animals and places • Teacher Resource Center: Vocabulary,
• ask and answer questions about animals Grammar, Values, and CLIL Worksheets,
and places Flashcards, Parent Letter, Unit 3 Test

elephant, zebra, giraffe, monkey, hippo, Questions with where’s
crocodile, tiger Prepositions of place: behind, between,
in front of
Vocabulary Chant
zoo animals
Hide the Animals!
Lesson 2 Grammar
Questions with be + there and Yes, No answers Lesson 6 Science CLIL
body, tail, hatch, go to sleep, neck, gives

Is There an Elephant?
Text: Baby Animals
Lesson 3 Story
Lesson 7 Science CLIL
Follow the Rules!
Project: Draw a picture of animals
Value: Follow the rules.
Lesson 4 Vocabulary Lesson 8 Phonics
beach, bookstore, mall, playground, school, Short o

swimming pool, zoo Words with the short o sound
Song: Animals in Town!
40
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January 23, 2020
Progress Tracker
Review Game: Race to Win!
Teacher Reflection

Encouraging students
1 Social-emotional Learning 1 2 3 4 5
to participate
2 Organizing student participation Classroom Management 1 2 3 4 5
3 Creating a new classroom rule Classroom Management 1 2 3 4 5
Helping students manage

their emotions
5 Using props in a fun way Classroom Management 1 2 3 4 5
6 Showing respect to animals Social-emotional Learning 1 2 3 4 5
7 Rewarding helpful students Social-emotional Learning 1 2 3 4 5
8 Reviewing print concepts Communication 1 2 3 4 5

Unit 3 41
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January 23, 2020
Lesson 1
Lesson Aims
• To name zoo animals
3 At the Zoo
questions about a picture Lesson 1 Vocabulary 1 elephant

elephant, zebra, giraffe, monkey,
hippo, crocodile, tiger How many people
are there?
Vocabulary Review
yo-yo, camera Eight.
Warm Up 3 giraffe

Review animal vocabulary that 2 Listen, point, and say.
students know. Play Board Race. 1.39
Then quiz a friend.

See page xii.
Activity 1
3 Listen and point. 4 monkey
Do the Unit Opener Routine. 1.40
See page xiv. Then chant.

Display the picture. Introduce the Giraffes and an elephant!
idea of a zoo. Point to the sign in Tigers and hippos, too!
the picture that says “Shareville I love the animals
Zoo.” Say This is a zoo. Point to At the zoo!
the different animals in the picture
and say What are they? Elicit the Zebras and a crocodile!
word “animals.” Say There are many Look! A monkey, too!
animals at the zoo. I love the animals
Focus on the picture. Say The At the zoo!
Shareville characters are at the
Shareville Zoo. How many people? One,
two, three … (Eight) Who’s at the zoo?
34 I can name zoo animals. Workbook page 28
Point to Alex. Who’s this? (It’s Alex!)
Point to Nancy. Does Nancy have a 9781380022837_U03_p034_043.indd 34 2019-10-24 12:23 PM
yo-yo? (yes) Point to Dan. Does Dan Activity 2 CD1 Track 39 Wrap Up
have a skateboard? (no) What animals Do the Vocabulary Routine. Play a guessing game. Divide the
are at the zoo? Let’s read and find out. See page xiv. class in two groups. Describe an
animal from the lesson, but don’t
Social-emotional Activity 3 CD1 Track 40 say its name. Say It has big ears. It
Learning Do the Chant Routine. has four legs. Have the groups take
Have students work in pairs See page xiv. turns calling out what animal they
to encourage all students, think it is. Continue until the class
including less confident ones, to Chant Extension
has guessed all seven animals.
join in class activities. Students Assign one animal word from the
can sometimes feel afraid or chant to each student. As a class, I Can Routine
embarrassed to speak to the review the different movements for Do the I Can Routine.
whole class, but they might feel each animal and have the students See page xiv.
safer in pairs. Try this strategy mime them with you. For example,
for elephant, have students hold out Resources
before talking about the picture
their arm in front of them like a Workbook page 28
as a class in Activity 1. Students
trunk. Then, play the audio and ask Student App Lesson 1
will have a chance to discuss
their ideas about the picture students to chant along and mime
before opening up to the class. the actions of their animal when
they hear it in the chant.
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Final proofs
January 23, 2020
Lesson 2 Grammar AUDIO SCRIPT
Are there hippos 1 Is there a crocodile?
at this zoo? 1 Listen to Alex and Nancy. 2 Is there a goat?
2 zebra 1.41
Read and say. 3 Is there a horse?

4 Is there an elephant?
5 Are there hippos?
Grammar 6 Are there chickens?
7 Are there giraffes?
Is there a monkey?
8 Are there tigers?
Yes, there is. / No, there isn’t.
Are there hippos? Classroom Management
Yes, there are. / No, there aren’t. Make sure that all students
are getting a chance to speak
Yes, there are. Look! and answer questions. Instead of
2 Look at the picture. Listen having students call out answers,
1.42
1 Yes, there is.
and answer. 2 No, there isn’t.
write all students’ names on
pieces of paper and put them in
Are there zebras? 3 No, there isn’t. a bowl. Pick a name at random
6 crocodile 4 Yes, there is.
and have that student give
5 Yes, there are.
Yes, there are. the answer. In Activity 2, go
5 hippo 6 No, there aren’t. through each question one by
7 Yes, there are. 8 Yes, there are. one, pausing after the question
B: page 18 and selecting a student’s name
Is There an Elephant? from the bowl to answer.
Is there an elephant in Number 10?
Activity 3
No, there isn’t. See page 52 for instructions on setting
7 tiger
up and playing Is There an Elephant?
Wrap Up
Give students one minute to look
at the picture. Divide the class in
two teams, A and B. Team A looks
Workbook page 29 I can talk about zoo animals. Unit 3 35
at the picture in the book. Team B
has their books closed. Allow Team
9781380022837_U03_p034_043.indd 35 2019-10-24 12:23 PM A ten seconds to think of a question
Activity 1 CD1 Track 41 about the picture using Is there or
Lesson 2 Are there. Assign a speaker for each
Lesson Aims See page xvi. team. Team B has ten seconds to
• To ask questions with decide how to answer. Then the
Do Grammar Practice on page 107 Team B speaker answers with Yes,
be + there for homework, or in class. No answers. Team A says Correct or
• To make Yes, No answers with
Incorrect. After 2–3 questions, have
be + there Grammar Practice the teams switch roles. Keep track
Answers of points, so you can announce the
New Grammar 1 there, is 2 Are, aren’t winning team.
Is there a/an ...? 3 there, are 4 Is, there isn’t
Yes, there is. / No, there isn’t. I Can Routine
Activity 2 CD1 Track 42 Do the I Can Routine.
Warm Up Have students look at the picture. See page xiv.
Review Lesson 1 vocabulary. Do the first item as an example. Resources
Play the Whisper Word Game. Play the audio and pause after Workbook page 29
See page xiii. item 1. Have students call out the Student App Lesson 2
answer. Play the rest. Pause for
students to answer.
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Final proofs
January 23, 2020
Lesson 3
Lesson 3 Story Follow the Rules!
Lesson Aims
• To read a story about animals 1 Look and answer. What animals can you see? an elephant
• To understand the value of giraffes
following the rules 2 Read the story. Then act.
1.43
New Vocabulary Are there giraffes here?

bad, rules 1 2 Wow! Giraffes
really like leaves!
Vocabulary Review
giraffes, camera, elephant
Grammar Review Yes, there are!
Is there a/an ...?
Yes, there is. / No, there isn’t.
Materials: index cards, pictures of

people following the rules and/or
not following the rules Look at the camera, Eva!
Warm Up Is there an elephant?

3
Review Lesson 1 and 2 vocabulary Yes, there is!
and grammar. Play the Guessing Let’s go see it.
Game. See page xii. Have students
use the grammar from Lesson 2 to
ask and answer questions, e.g., Is
there a tiger? No, there isn’t.
Activity 1
from Lesson 1 vocabulary. To
help students, direct them to story
panels 1 and 4. Check answers 36
as a class (1 giraffes, 4 elephant). 9781380022837_U03_p034_043.indd 36 2019-10-24 12:23 PM
Say Which Shareville characters point to the giraffe and say What’s to story panels 4 and 5 and say Look
are in story panel 1? (Eva, Alex, this? It’s a giraffe. Do the same for at May. Is May following the rules?
May) What does Alex have in story the elephant. Yes or no? (no) Point to May in story
panel 2? (camera) What does Eva panel 6 and say Is May following the
have in story panel 3? (teddy bear) Activity 2 CD1 Track 43 rules? (yes) Play the audio again.
What does May have in story panel Play the audio and have students
follow along in their books. Ask four volunteers to come to
4? (ice cream) Is May happy in story
Give students time to reread the the front and assign them the
panel 5? (no) Does May have an ice
story silently. speaking parts from the story. Have
cream in story panel 6? (no)
them act it out without words.
Have students look at the story To help students understand the Then, have the same volunteers
again. Read the title and say Look at value in this lesson, teach the idea read the story as if it were a play.
May in story panel 4. Point out the of follow the rules. Model behavior Ask the volunteers to close their
sign if necessary. Direct students to that shows following the rules and books and aytheir parts from
story panel 5 and say May! Follow not following the rules. Pretend to memory. This can be repeated with
the Rules! be a student reading at your desk. different volunteers.
Say What animals can you see? Have Read quietly. Say Follow the rules.
Now pretend to be reading at your Put students in pairs or in groups of
students call out answers and write four and have them read the story.
them on the board. If students desk, but laugh and talk loudly and
cannot provide animal names, say Not follow the rules. Then, point
44
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Final proofs
January 23, 2020
4 Here’s Ed the Elephant.
Expand on the lesson value,
“Follow the rules.” Ask students
what classroom rules they know,
e.g., clean up, take turns, put
your things away. Then have
students help you create a new
classroom rule that is specific
to your classroom, such as put
Wow! the scissors in the box, put my
backpack in the cubby, write
Stop! Ice cream is my name on the paper. Write
5 bad for elephants! 6 the suggestions on the board
and have students vote. Create
a poster for the new rule and
hang it in the classroom.
Wrap Up
Have students draw their pet or
their favorite animal. Tell them to
write one rule about taking care of
the animal, e.g., ice cream is bad for
dogs. Then, have students share their
Oh, no! I’m sorry! Please follow the rules! Value picture with a classmate and tell
Follow them about the rule.
3 Look, read, and write. the rules.
I Can Routine
1 What animals like plants? giraffes Do the I Can Routine.
See page xiv.
2 What is bad for elephants? ice cream
3 Who doesn’t follow the rules? May Resources
Workbook page 30
9781380022837_U03_p034_043.indd 37 2019-10-24 12:23 PM
Activity 3 share their questions with the class

Look at the story again. Read and answer them as a class.
items 1–3 aloud and have students
point to the story panel where they
Values Extension
can find the answer. Say Can you
find [plants] in the story? Point to
the [plants]. Then, elicit the answer.
come to the front, secretly tell them
Show students how to write their
to mime Follow the rules or not
answer on the line. Have them write
follow the rules. Give them different
their answers in their books. Students
tasks like pretending to eat food
do not need to write complete
in the classroom or talking loudly
sentences. Check answers as a class.
while working. Use pictures of
To extend, have students work in these things to help the student
pairs to write their own questions understand what to do. The class
about the story. For example, Where calls out follow the rules or not
is the baby giraffe? (story panel 1) follow the rules.
Who has a teddy bear? (Eva) How
many elephants? (one) Have pairs
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Final proofs
January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To name places 1 Listen, point, and say. Then quiz a friend.
1.44
answering questions
New Vocabulary 1 beach 2 bookstore 3 mall 4 playground

beach, bookstore, mall,
playground, school, swimming
pool, zoo
Vocabulary Review 5 school 6 swimming pool 7 zoo
tigers, hippo
Materials: index cards 2

1.45
Listen and number. Then sing.
Warm Up Animals in Town!
Have students share places they Are there tigers at the 1 ? mall Is there a hippo at the 5 ? school
already know in their town or city. Are there tigers at the 2 ? playground Is there a hippo at the 6 ? beach
Name a few places as examples:
school, park. Ask students to draw a Are there tigers at the 3 ?swimming pool Is there a hippo at the 7 ? bookstore
picture of a place they know, then No, no, no! No, no, no!
share the picture and name of their There are tigers at the 4 ! Yahoo! There’s a hippo at the 8 ! Yahoo!
place with a partner. zoo zoo

See page xiv. 3 4 1 2 7 5 8 6

Tell students to look at the activity 3 Choose a place. Mime and guess!
pictures below the song. Check Are you at the swimming pool? Yes, I am!
comprehension. For example, point
to the first tiger and ask What
animal is this? (a tiger) Where is it? 38 I can name places. Workbook page 31
(at the swimming pool)

9781380022837_U03_p034_043.indd 38 2019-10-24 12:23 PM
Read the song aloud. Then, play Activity 3 Resources

the audio and have students follow Workbook page 31
Model the activity. Mime
along in their books. Student App Lesson 4
swimming in a swimming pool.
Go over the example. Play the Elicit the question Are you at the ... ?
audio again and pause it after the from the class. Say Yes, I am or No Social-emotional
first question. Read the question I’m not. Divide the class in pairs Learning
aloud and point to the picture of and have them take turns miming Help students learn to identify
the tiger with the shopping bags. different places, using the language and manage their emotions
Point out the number 1 in the box in the speech bubbles. Students during miming activities.
under the picture. Play the rest. play until all seven places Prepare six flashcards, each
Have students do the remaining are mimed. showing a different emotion
items. Pause after each question to (very happy face, happy face,
give students time to number the Wrap Up so-so face, scared face, unhappy
correct picture. Check answers as Review Lesson 4 vocabulary. face, crying face). Students can
a class. Then, play the audio again Play the Memory Card Game. choose a card after an activity
and sing along as a class. See page xiii. to show their partner or the
I Can Routine class about how they felt about
Do the I Can Routine. that activity.
See page xiv.
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Final proofs
January 23, 2020
Lesson 5 Grammar Play the rest. Students number the
pictures in the order they hear them.
1 Listen, read, and say. Check answers as a class.
1.46
Where’s the playground? AUDIO SCRIPT

1 Where is the monkey? Look, it’s
It’s in front of the zoo. between two trees.
2 Can you see the monkey now? It’s in
And where’s the front of the tree.
bookstore? 3 Look at the monkey. It’s behind
the tree.
It’s behind the zoo. It’s between
the zoo and the mall.
Activity 3
setting up and Playing Hide
in front of behind between Grammar the Animals!
2 Listen and number. Where’s the playground?
1.47
It’s in front of the zoo.
Wrap Up
a b c Write prepositions on the board: in,
Where’s the bookstore?
on, under, next to, behind, between,
It’s behind the zoo. in front of. Show students a soft
3 2 1
It’s between the zoo animal toy. Ask students to close
and the mall. their eyes. Hide the toy somewhere
Grammar Practice page 107 in the classroom. Say Where’s the
[tiger]? Students ask questions
B: page 19 Hide the Animals! using prepositions on the board.
Is it behind the books?
Where’s the tiger?
It’s behind the school. Classroom Management
Use props to review
language and target grammar.
Play a beanbag throw race.
Divide the class in small groups
Workbook page 32 I can ask and answer about places. Unit 3 39
or pairs. Have large flashcards
organized on the floor in front
9781380022837_U03_p034_043.indd 39 2019-10-24 12:23 PM of each group. Have students
Activity 1 CD1 Track 46 take turns throwing a beanbag
Lesson 5 onto a flashcard and then using
Lesson Aims See page xvi. prepositions to describe where
• To make questions with where’s Do Grammar Practice on page 107 the beanbag lands. For example,
for homework, or in class. It’s on the giraffe. Groups race to
• To use prepositions of place: see if they can make sentences
behind, between, in front of about all of the flashcards on
Grammar Practice
the floor.
New Grammar Answers
Where’s the…? 1 Where’s, behind 2 Where’s,
It’s behind/between/in front of the … between 3 Where’s, in front of I Can Routine
Activity 2 CD1 Track 47 See page xiv.
Materials: soft animal toy
Do the first item as an example. Resources
Warm Up Play the audio for the first item. Say Workbook page 32
Review Lesson 4 vocabulary. The monkey is between two trees. Can Student App Lesson 3
Play the Popcorn Game. you find the monkey? Elicit picture c
See page xiii. and say The monkey is between two
trees. Let’s write number 1 in the box.
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Final proofs
January 23, 2020
Lesson 6
Lesson 6 Science
Lesson Aims
• To read about baby animals 1 Look. How many babies are there?
• To learn about the physical four – two crocodiles, one giraffe, and one monkey
features of animals 2 Read the text. Which animal eats leaves?
1.48 giraffe
Baby Animals
New Vocabulary
body, tail, hatch, go to sleep,
neck, gives 1 This crocodile is very long.
Her body is about three
Vocabulary Review meters from her head to her
crocodile, giraffe, monkey tail! She is a good mother.
Her babies hatch from eggs.
Materials: index cards
WOW!
Warm Up Giraffes don’t
Review Lesson 1 vocabulary. Play sit down when
p.
Pictionary. See page xiii. they go to slee
Th ey st an d up !
Activity 1
the page. Say How many babies are
there? Point to each picture and ask
students to name the animal. Say Do
you see a baby? How many? Students
say yes or no for each picture and
count the babies. Then count all the
babies together as a class. 2 This baby giraffe is 1.6 meters 3 Look at the baby monkey. It
tall! Giraffes have very long legs has two arms, two legs, and
Activity 2 CD1 Track 48 and a long neck. The mother a very long tail! Monkeys climb
Teach the bolded new words in the giraffe eats leaves from the trees. trees with their arms, legs,
text. Point to a word and say the She gives milk to her baby. and tails.
Point to a picture in the book that
explains that word. For example, 40 I can read about baby animals. Workbook page 33
point to the crocodile’s tail and say 9781380022837_U03_p034_043.indd 40 2019-10-24 12:23 PM
Tail. This is a tail. Read the activity Wrap Up

question aloud. Draw a large leaf Social-emotional
Learning Have students talk about animals.
on the board and say This is a leaf. Divide the class in small groups.
Then, draw two more leaves next Encourage students to show
respect to animals. Remind Assign one of the three animals
to it and say These are leaves. Then, from the text to each group. Give
mime eating and ask Which animal students of the value in Unit 1
(Be kind to animals) and the students one minute to talk about
eats leaves? Let’s read and listen and their animal and write one or two
find out. value of the Lesson 3 Story
(Follow the rules). Choose sentences about it. Model talking
Play the audio and have students about a different animal for the
a common pet or a familiar
follow along in their books. If class. Say My animal is a cat. A cat
animal, like a dog, and elicit
students need more practice, play has four legs and a long tail. Make
ways that we can be nice to it:
the audio again and pause to focus sure each student gets the chance
Pet the dog, Don’t pull the tail.
on specific pictures or words. to say a sentence each.
Have students work in pairs to
Reread the activity question aloud share their ideas with the class. I Can Routine
and call on a student to answer. Have
the student point to the place in the Do the I Can Routine.
text where he/she found the answer. See page xiv.
Read the text as a class. You can Resources
read it or ask for volunteers. Workbook page 33
9781380022851_U3.indd 48 23/01/20 6:54 PM
Final proofs
January 23, 2020
Lesson 7 Science Let’s draw a picture of a giraffe.
Students draw pictures of animals
1 Read the text again. in nature on a piece of paper.
1.49
2 Read and circle. Social-emotional

1 A crocodile / monkey has eggs. Learning
Reward helpful students
2 A mother giraffe / crocodile gives milk to her baby. who and help their partners.
3 A monkey has a long body / tail. Consider giving out stickers
or creating a “star system,”
where students get stars for
3 Project Draw a picture of animals in nature. good behavior. The student
who has the most stars at the
end of the unit gets the title of
Star Student. Make your praise
constructive, so students know
exactly what they’re doing right.
For example, I see you cleaned up
really fast today. Thank you for
putting away the scissors.
Activity 4
Model presenting the picture in the
book. Point to the text in the speech
4 Share it! Talk about your picture. bubble and model the language.
Then, have student pairs take turns
These are giraffes. They eat leaves. talking about their picture.
Both partners must talk, so they
should take turns pointing to
Share at Home
Talk about five different animals in their picture
different animals. and talking about them.
Workbook page 34 I can share my animal picture. Unit 3 41 back of the picture to read while
holding up it up.
9781380022837_U03_p034_043.indd 41 2019-10-24 12:24 PM
Say OK. Let’s circle the word Wrap Up

Lesson 7 crocodile. A crocodile has eggs. Have Play Step Forward, Step Back.
students do 2–3 individually. Check See page xiii.
Lesson Aims
• To make a picture of animals answers as a class. Have students
point to the sentences in the text
Share at Home
in nature
where they found their answers. To help them prepare for this at-
• To talk about a picture home task, have students make a
Activity 3 list of animal words, and practice
Materials: paper, markers, crayons, Students work with partners to what they will say with a partner.
colored pencils draw a picture of animals in nature. Ask a volunteer to demonstrate
Display the picture in the book as what they will say at home.
a model. Elicit the names of the I Can Routine
Play the audio and have students animals it shows.
follow along in their books. Do the I Can Routine.
Divide the class in pairs. Provide See page xiv.
Activity 2 them with the necessary materials.
Do the first item as an example. Have students choose which Resources
Say A crocodile has eggs. Is this right? animals they want to include. Workbook page 34
Elicit yes. Then, say A monkey Model the language I like the giraffe.
has eggs. Is this right? Elicit no.
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Final proofs
January 23, 2020
Lesson 8
Lesson 8 Phonics Short o
Lesson Aims
the short o sound 1.50
1 2 3
Materials: ball, music, audio player
Communication
dog socks boxes
Throughout the unit, make
sure to review basic print and 4 5 6
phonics concepts with students,
such as how to read from left
to right, how to track the print
with their finger, and how to
pronounce consonant blends hop mom hot
(e.g., fl, sl, sm, pl) using familiar
vocabulary words. Reviewing 2 Listen and repeat. Then read and say.
1.51
these concepts regularly will 1 hot hop top mop

help students learn to sound out
unfamiliar words and feel more 2 box boxes fox foxes
comfortable with reading aloud. REVIEW
3 big kick cat mad
Warm Up
Review consonant letters and sounds. 3 Listen, read, and say.
1.52
Have students stand in a circle. Have

music ready to play in an audio
player. Play the music. Students pass
around a ball while the music plays.
Stop the music and draw a consonant
letter on the board. The student with
the ball must say the sound of the The fox is on top. Mom has a mop.
letter and say a word with that letter.
For example, you draw F and the 42 I can read and say words with the short o sound. Workbook page 35
student says Fff. Flower.

9781380022837_U03_p034_043.indd 42 2019-10-24 12:24 PM
Activity 1 CD1 Track 50 AUDIO SCRIPT Play the audio. Read the sentences
Do the Phonics Chant Routine. 1 /o/ /o/ /o/, dog, dog (x2)
together as a class.
See page xx. 2 /o/ /o/ /o/, socks, socks (x2) To extend, have students come
To extend, ask students to call out 3 /o/ /o/ /o/, boxes, boxes (x2) up with two or three of their own
other words that have short o in 4 /o/ /o/ /o/, hop, hop (x2) sentences using short o sounds.
the middle, such as got, pop, dot. 5 /o/ /o/ /o/, mom, mom (x2) Have students work in pairs to
Write the words on the board and 6 /o/ /o/ /o/, hot, hot (x2) share ideas.
circle the o. Wrap Up
Play the audio. Point to the words. Play Hot Potato. See page xii. Use
Have students listen and repeat. words with the short o sound.
Tell them that line 3 is a review of I Can Routine
words that they learned in previous Do the I Can Routine.
units. Then, have students read the See page xiv.
words and letters chorally without
the audio. Resources
Activity 3 CD1 Track 52 Workbook page 35
Read the sentences as students Student App Lesson 8
follow along in their books. Repeat.
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Final proofs
January 23, 2020
Progress Tracker number of spaces and answering
the prompts and questions.
1 Play Race to Win! Use the language from Unit 3. While students are playing, walk
around and monitor and help as
necessary.
Lose Fast finishers can play the game
a turn! again with a different partner.
g r ff
Where’s Spell it. Name it. Is there ...?
Activity 2
the ...? Students go to Workbook page
36, Activity 3. Do the Progress
Tracker Routine. See page xxi.
I Can Routine
b a h See page xiv.
Are there ...? Spell it. Where’s Name it. Are there ...? Resources
the ...?
How to Play
Workbook page 36
1 Flip a coin. Move one or
two spaces.
2 Look, read, and answer.
3 Don’t know? Lose a turn.
Is there a ...? Name it.
4 Finish first to win!
move move
one two
space spaces

in the Workbook.
9781380022837_U03_p034_043.indd 43 2019-10-24 12:24 PM
Say hippopotamus. Correct? (yes)

Progress Tracker Have a volunteer flip a coin and
Lesson Aims move the appropriate number of
• To use Unit 3 language. spaces. Have him/her answer the
prompt. Tell students that if the
answer is not correct or if he/she
Materials: one game piece per doesn’t know the answer, he/she
student (e.g., coin, small piece of loses a turn. Point to Lose a turn!
paper, bean), one coin per pair and say they also lose a turn if they
Activity 1 land here. The first person to reach
Demonstrate how to play Race to the finish is the winner.
Win! Read the instructions aloud. Put students in pairs, A and B.
Model the game by placing a game Ideally the pairs should be students
piece on START. Show students a that are not sitting next to each
coin and point out the two sides - other. Give them about 15 minutes
heads and tails. Tell students Heads to play. Both players place their
– move one space and Tails – move game pieces on START.
two spaces. Read the text aloud and Have them take turns flipping
answer the prompt, e.g., Name it. the coin, moving the appropriate
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Final proofs
January 23, 2020
Unit 3 Lesson 2 Is There an Elephant? Unit 3 Lesson 2 Is There an Elephant?

Student A Student B
1 2 3 4 1 2 3 4
5 6 7 8 5 6 7 8
9 10 11 12 9 10 11 12
Find Find
E = an elephant G = giraffes T = tigers S = snakes M = monkey C = a crocodile H = hippos Z = zebras

Students A and B: Look at your grid. Do not show your partner. Student A: Is there an elephant in Number 10? Students A and B: Look at your grid. Do not show your partner. Student A: Is there an elephant in Number 10?
Students A and B: Take turns. Ask questions to find the missing Student B: No, there isn’t. Students A and B: Take turns. Ask questions to find the missing Student B: No, there isn’t.
animals. Write the number for each animal in each box. Student B: Are there hippos in Number seven? animals. Write the number for each animal in each box. Student B: Are there hippos in Number seven?
Compare your pictures. Student A: Yes, there are. 17 18 Compare your pictures. Student A: Yes, there are.
Put students in pairs, A and B. Each student has a Have pairs do the activity. Walk around and check
different share page; Student A page 17, Student B students are on task and help as necessary. After they
page 18. Be sure partners don’t see each other’s page. each find the four animals, have them compare their
Students find the missing animals. pictures and check answers.
volunteer be Student B. Explain that pages 17 and 18 Answers
have different animals on them. Ask about one of your Student A
missing animals, e.g., Are there giraffes in Number 11? an elephant
Elicit Yes, there are from your volunteer. giraffes
Show students how to write the number 11 in the box tigers
below the giraffe picture. Then say [Miguel’s] picture snakes
has giraffes in it. The giraffes are in box 11. Student B
Write the model on the board and have students repeat a crocodile
it chorally. hippos
Student A: Is there an elephant in Number 10? zebras
Student B: No, there isn’t.
Student A: Are there giraffes in Number 11?
Student B: Yes, there are.
52
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Final proofs
January 23, 2020

Unit 3 Lesson 5 Hide the Animals! volunteer be Student B. Show how Student B “hides”
Student A Student B the animal game pieces in different places on his/her
page. Point out that you are not hiding your animals
Use: in / on / next to / between / in front of / behind
yet. Ask Student B, Where’s the tiger? Elicit the answer
from Student B, e.g., It’s behind the school. Place your
tiger where Student B described. Show the class your
picture and say The tiger is behind the school. Then,
place one of your animal game pieces on your page.
Have Student B ask you a question about the animal,
then place the animal game piece on his/her page.
it chorally.
Student A: Where’s the tiger?
Student B: It’s behind the school.
errors and make sure students switch roles. Have pairs
do the activity. Walk around and check students are on
task and help as necessary. Students continue until all
of the animal game pieces have been placed. Students
Is there an elephant in Number 10?
How to Play:
Students A and B: Hide your animals on your map.
Example:
Student A: Where’s the tiger?
compare pictures, then change roles.
No, there isn’t. Student B: Ask Student A to tell you where the animals are. Student B: It’s behind the school.
Are there hippos in Number seven? Put the animal game pieces in the correct places on the map.
19
Answers
Yes, there are. Compare your pictures. Then change roles.
9781380022868_U03_p017_p020.indd 19 2019-10-23 4:21 PM

Where are the monkeys/crocodiles? (Answers
will vary.)
Materials: scissors, two sets of pre-cut animal pictures Where’s the hippo/tiger/zebra? (Answers will vary.)
(for you to model with)
Put students in pairs, A and B. Both students have the
same share page, page 19. Be sure partners don’t see
each other’s page. Students tell each other where the
animals are hiding on the map.
Before modeling the game, cut out both sets of animal
pictures.
Allow students some time to look at the map on page
19. Before beginning the activity, review the different
place names with students, such as house, bookstore,
school, and swimming pool. Point to a place and have
students call out the answers.
Unit 3 53
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Final proofs
January 23, 2020
4 Yummy Food!
Food Overview
• name fruit and food items • Teacher Resource Center: Vocabulary,
• ask and answer questions about likes Grammar, Values, and CLIL Worksheets,
and dislikes Flashcards, Parent Letter, Unit 4 Test,
• ask and answer questions about breakfast, Mid-Year Test
lunch, and dinner

pineapples, pears, apples, kiwis, watermelons, Questions with want for breakfast, lunch, and
oranges, coconuts, bananas dinner
Positive short answers with want
Vocabulary Chant
fruit
What Do You Want For Dinner?

Lesson 2 Grammar
Questions about likes with does Lesson 6 Science
Yes, No answers with does and doesn’t CLIL
seed, grows, plant, ground

Text: Life Cycle of a Fruit
Find Out!
Lesson 3 Story Lesson 7 Science CLIL
Try it, Dan! Project: Make a life cycle poster for a fruit
Value: Try new things!
Lesson 8 Phonics
Lesson 4 Vocabulary Short e
burger, corn, egg, French fries, pancakes, pie, Words with the short e sound
sandwich, soup
Song: A Yummy Treat
54
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Final proofs
January 23, 2020
Review Game: Spin to Win!
Poem: Snack Time
Exam Practice 2
Teacher Reflection
1 Mixing up student pairs Classroom Management 1 2 3 4 5
2 Practicing mindfulness meditation Social-emotional Learning 1 2 3 4 5
Making an activity
more competitive
4 Building in time for more games Communication 1 2 3 4 5
5 Including a daily question routine Classroom Management 1 2 3 4 5
Connecting the text to

students’ lives
Reusing classroom supplies
7 Classroom Management 1 2 3 4 5
and materials
8 Managing noise levels Classroom Management 1 2 3 4 5
Share the
Expanding on the poetry genre Communication 1 2 3 4 5
World

Unit 4 55
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Final proofs
January 23, 2020
Lesson 1
Lesson Aims
• To name fruit
4 Yummy Food!
answering questions about Lesson 1 Vocabulary
a picture
1 Talk about the picture.
New Vocabulary
pineapples, pears, apples, Where’s Alex?
kiwis, watermelons, oranges, 2 pears
coconuts, bananas 1 pineapples 3 apples
He’s next to Nancy.
Materials: set of index cards

Warm Up 2
2.01
Listen, point, and say. 6 oranges
Review familiar food words, such Then quiz a friend. 5 watermelons
as the food words from Student
Book 1. Play Pictionary. See
page xiii. 3
2.02
Listen and point.
Then chant.
Activity 1
Watermelons, watermelons,
Introduce the idea of a store. Display
the picture. Point to the man buying Coconuts and pears.
bread in the picture and say What Apples and oranges,
does he want? Elicit bread. Say He We can share!
wants bread. Point to the page and Pineapples, pineapples,
say There is food at the store. Coconuts and pears.
Do the Unit Opener Routine. Bananas and kiwis,
See page xiv. We can share!
Point to the Shareville characters
in the picture. Say They are at the
store. Who’s this? (It’s May!) Where’s
Alex? (He’s next to Nancy.) Point
44 I can name fruit. Workbook page 37
to the pizza. Say What’s this? (It’s
pizza!) Point to a basket of fruit. Say 9781380022837_U04_p044_053.indd 44 2019-10-24 12:31 PM
What’s this? Let’s read and find out. Activity 2 CD2 Track 01 Continue until students have
Do the Vocabulary Routine. chanted all eight fruit words.
Classroom Management See page xiv.
Encourage creativity Wrap Up
and engagement by regularly Fast finishers can take turns asking Play the Whisper Word Game.
mixing up students so they’re How many [watermelons]? and See page xiii. Review all
not always working with the count each fruit to answer. eight fruits.
same partner. Have a set of Activity 3 CD2 Track 02
I Can routine
cards that contain sets of Do the Chant Routine.
pairs, e.g., pictures, numbers, See page xiv.
See page xiv.
letters. Pass out the cards to Chant Extension
all students. Students find the Play the audio, and right before a Resources
person with the matching card fruit item, pause it. For example, Workbook page 37
and work with that student as pause the audio right before the Student App Lesson 1
their partner. word “coconuts.” Ask students to
listen and chant the missing fruit
word when the audio is paused.
Replay and pause before a different
fruit word each time.
9781380022851_U4.indd 56 23/01/20 6:56 PM
Final proofs
January 23, 2020
Does Dan like bananas? Lesson 2 Grammar with watermelon on it and say No,
she doesn’t.
Yes, he does. 1 Listen to Nancy and Alex.
2.03
Do the first item as an example. Play
Read and say. the audio for item 1. Have students
call out the answer. Play the rest.
Grammar AUDIO SCRIPT
Na: Narrator; N: Nancy; M: May
Does Dan like bananas?
Na: Listen and answer.
Yes, he does. / No, he doesn’t. N: Hi, I’m Nancy. I like apples and
4 kiwis doesn’t = does not oranges. I don’t like kiwis.
Na: 1 Does Nancy like apples?
2 Does Nancy like oranges?
8 bananas 3 Does Nancy like kiwis?
2 Look at the picture. Listen
2.04
1 Yes, she does. M: Hi, I’m May. I like bananas
and answer. 2 Yes, she does. and watermelons. I don’t
7 coconuts
like pineapples.
Does Nancy like apples?
Na: 4 Does May like watermelons?
Yes, she does. 5 Does May like pineapples?
3 No, she doesn't. 6 Does May like bananas?
4 Yes, she does.
5 No, she doesn't.
6 Yes, she does. Activity 3
A: page 21
3 Sharebook B: page 21 See page 66 for instructions on
Find Out! setting up and playing Find Out!
Does she like pears?
Social-emotional
Yes, she does! Learning
To help students reset after
a fun activity, practice
mindfulness meditation. Have
students pause until everyone
is quiet. Speak calmly and
say Close your eyes. Think of
Workbook page 38 I can ask and answer about likes. Unit 4 45 something happy. Model the
calm breathing technique: take
9781380022837_U04_p044_053.indd 45 2019-10-24 12:31 PM
a deep breath in with your nose
Lesson 2 and a deep breath out with your
Do the Grammar Routine. mouth. Do this for one minute.
Lesson Aims See page xvi.
• To make questions about likes Do Grammar Practice on page 107 Wrap Up
with like and does for homework, or in class. Have students share their results
• To make Yes, No answers with from the Sharebook survey in
does and doesn’t Grammar Practice Activity 3. Make a tally on the
Answers board of what students like and
New Grammar 1 like, does 2 Does, No dislike in the class. Then, see what
Does he like ... ? 3 Does, doesn’t is the most popular fruit and the
Yes, he does. / No, he doesn't. least popular fruit in the class.
Point to Sally the Share Pal in the I Can Routine
Warm Up picture and say Does Sally like cake? Do the I Can Routine.
Review Lesson 1 vocabulary. Point to the cake in the display See page xiv.
Play the Popcorn Game. window. Say Yes, she does. Then,
See page xiii. Resources
point to May and say Does May
Workbook page 38
like bananas? Point to her plate
9781380022851_U4.indd 57 23/01/20 6:56 PM
Final proofs
January 23, 2020
Lesson 3
Lesson 3 Story Try It, Dan!
Lesson Aims
• To read a story about food 1 Look and answer. How many cakes are there? Two
trying new things 2 Read the story. Then act.
2.05
New Vocabulary See you later! Remember,

birthday, great 1 it’s my birthday on Friday! Bye! Sally, Let’s make
an ice-cream cake
Vocabulary Review for Dan’s birthday.
bananas
Materials: magazine photos

of different foods; paper,
colored pencils
Warm Up Let’s make a banana cake for Dan.
Get students thinking about
birthdays. Have students call out
food items that they might eat at 2 3
a birthday party. Write the items Dan loves banana cake! The ice-cream cake
on the board. Then find out which looks good. Is it yummy?
student has the closest birthday
and sing the Happy Birthday song
for him/her.
Activity 1
from Lesson 1 vocabulary. To Yes, he does.
help students, direct them to It’s his favorite! Yes! Try it, Sally.
story panels 1, 2, 4, and 5. Check
answers as a class. (banana) Say 46
Who is in story panel 1? (Dan, Alex,
May, and Nancy) What are they 9781380022837_U04_p044_053.indd 46 2019-10-24 12:31 PM
making in story panels 2 and 3? Activity 2 CD2 Track 05

Communication
(banana cake and ice-cream cake) Play the audio and have students
Which Share Pal is in story panel 4? Looking for the Lesson 1
vocabulary words is a great way follow along in their books.
(Sally) Does Dan like the food Give students time to reread
in panel 5? (yes) Does Dan want to get students interested in the
story before they read it. Make the story silently.
to try the food in story panel 6? To help students understand the
(He doesn't know.) it more challenging and fun by
turning it into a competition. value in this lesson, teach the idea
Have students look at the story Create a checklist of things to of try new things. Model behavior
again. Read the title and ask What find in the picture, e.g., chocolate that shows trying new things and
does Dan try? Direct students to cake, Sally Share Pal, purple not trying new things. Give a photo
story panels 5 and say Try it, Dan! balloon. Have students work in of a food to a student and have
Repeat for story panel 6. pairs to find the items. The first him/her take it and pretend to eat
Ask How many cakes are there? Point pair to finish is the winner. it. Say Try new things. Repeat the
to the ice-cream cake and say I see action and have the student shake
one cake. Is there another cake? Have their head and not take the photo.
students point to the banana cake. Say Not try new things. Then, point
Ask the question again and elicit to story panels 4–6 and say Look at
the answer. (two) Dan. Does Dan try new things? Yes
or no? (yes) Play the audio again.
58
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Final proofs
January 23, 2020
4 5
Wrap Up
Here’s a banana cake for you, Dan. Have students draw their own
birthday cake. Hand out paper and
And, here’s an ice-cream cake. colored pencils. Have students label
Try the banana cake, Dan.
the picture with what the cake has
inside, e.g., chocolate, banana, ice
cream. Draw a model cake on the
board with labels. Students share
their cake with the class and talk
about what type of cake it is.
I love it! It’s great!
I Can Routine
See page xiv.
Ice-cream cake is great, too!
Ice-cream cake?
6 Resources
Um, I don’t know.
Workbook page 39
Here! Try it, Dan!

Value
Try new things!
3 Circle. Who tries ice-cream cake?
1 2 3 4
9781380022837_U04_p044_053.indd 47 2019-10-24 12:31 PM
Ask five volunteers to come to the ice-cream cake. Students complete

front and assign them the speaking the rest of the activity individually.
parts from the story. Have them act Check answers as a class.
it out without words. Then, have
the same volunteers read the story as Values Extension
if it were a play. Ask them to close To be sure students understand
their books and say their parts from the value in the story, do the
memory. This can be repeated with Values extension activity. Have
different volunteers. volunteers come to the front,
secretly tell them to mime trying
Put students in pairs or in groups of new things or not trying new
five and have them read the story. things. Give them different
Activity 3 photos or drawings of foods.
Look at the pictures of the course Use the pictures to help students
characters and at the story. Say Who understand what to do. The
tries ice-cream cake? Then, point to class calls out Try it, [Dan]! Each
Sally and ask Does she try ice-cream student mimes a reaction to their
cake? Elicit Yes, she does. Circle the picture, trying or not trying it.
picture of Sally and say Sally tries
9781380022851_U4.indd 59 23/01/20 6:56 PM
Final proofs
January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To name food 1 Listen, point, and say. Then quiz a friend.
2.06
answering questions about food
New Vocabulary 1 burger 2 corn 3 egg 4 French fries

burger, corn, egg, French fries,
pancakes, pie, sandwich, soup
Materials: soft ball, index cards

5 pancakes 6 pie 7 sandwich 8 soup
Warm Up
Play the Sentence Chain Game.
See page xiii. Start off with Sally 2 Listen and write. Then sing.
likes pears. 2.07
A Yummy Treat
Activity 1 CD2 Track 06 1 Does he want pancakes 2 Does he want a burger
Do the Vocabulary Routine. and eggs ? and French fries ?
See page xiv.
What does he want to eat? What does he want to eat?
Read the song aloud and have 3 Does he want a sandwich 4 Does he want pie
and soup ? and ?
students follow along in their books. corn
Pause after the first stanza and ask What does he want to eat? What does he want to eat?
students to predict the answers, based
on the pictures. Say What does he
want to eat? Read the rest of the song
and do the same after each stanza.
3 Talk about food. Then guess.
Then, play the audio and have
students follow along in their books. It has bread and meat. It’s a burger!
Pause after the first stanza. Do the
first item as an example. Write the
word pancakes on the line. Elicit the 48 I can name more food. Workbook page 40
word eggs for the second line. Then,
play the rest. Have students do the 9781380022837_U04_p044_053.indd 48 2019-10-24 12:31 PM
remaining items. Pause after each guesses. Have students play until all I Can Routine
question to give students time to eight food words are guessed. Do the I Can Routine.
write the correct word. Replay the Wrap Up See page xiv.
audio several times. Check answers Review Lesson 4 vocabulary. Play the Resources
as a class. Then, play the audio Memory Card Game. See page xii. Workbook page 40
again and sing along as a class. Student App Lesson 4
Activity 3 Communication
Students describe different foods To make learning
but without revealing the name. vocabulary fun, build in time
Model an example for the class. Say to play games. This is useful for
It has bread and meat. Add details teaching less confident students,
as needed, such as It’s hot or I eat it as they will focus on playing the
with my hands. Have the class raise game and not realize they are also
their hand to answer, and call on the learning new words. Some fun
first student who raised his/her hand. vocabulary games include Bingo,
Elicit It’s a burger. Then, divide the Board Race, Guessing Game,
class in pairs. Have one student Hangman, Hot Potato, Memory
describe the foods. The other student Card Game and Pictionary.
9781380022851_U4.indd 60 23/01/20 6:56 PM
Final proofs
January 23, 2020
Lesson 5 Grammar in the box next to the items they
hear. Play the audio several times
1 Listen, read, and say. to give students time to listen and
check. Check answers as a class.
2.08
What do you want

AUDIO SCRIPT
for breakfast, Alex?
N: Narrator; E: Emma
I want eggs and
N: What do you want for
lunch, Emma?
pancakes, please!
E: I want a burger and corn. I also
want soup and bread, please.
2 Listen and check (✔).
2.09
a b Grammar Activity 3
What do you want for breakfast? See page 67 for instructions on
lunch? setting up and playing What Do
c d dinner?
You Want for Dinner?
I want eggs and pancakes, please. Wrap Up
Grammar Practice page 107 Have groups of three act out being in
e f a restaurant. Two students play the
customers and one student plays the
server. The server asks the customers
What do you want for breakfast/lunch/
dinner? The customers respond one
A: page 23
3 Sharebook B: page 25 What Do You Want for Dinner? at a time: I want [a burger and French
fries], please.
What do you I want a burger
want for dinner? Classroom Management
and pie, please.
Taking surveys or asking
simple questions about students’
lives is an easy way to practice
English. As students gain fluency,
you can ask a question each
Workbook page 41 I can ask and answer about food. Unit 4 49
day to give students a chance
to use what they’ve learned in
9781380022837_U04_p044_053.indd 49 2019-10-24 12:31 PM a personalized way, e.g., What
Do Grammar Practice on page 107 do you want for lunch? Do you
Lesson 5 for homework, or in class. like burgers? You can use the
Lesson Aims daily questions as a routine after
• To make questions with want Grammar Practice Lesson 5 to review language and
Answers target grammar from the unit
• To make positive short
1 do, want 2 What, want, and previous units.
answers with want
please 3 What, want, I, please
New Grammar I Can Routine
What do you want for ... ? Activity 2 CD2 Track 09 Do the I Can Routine.
I want ... Review the names of the items as a See page xiv.
class. Point to the first picture and
say What’s this? Elicit burger. Do the Resources
Warm Up same for items b–f. Then model one Workbook page 41
Review Lesson 1 and 4 vocabulary. item with a student volunteer. Say Student App Lesson 5
Play Hot Seat. See page xii. What do you want for lunch? Have
Activity 1 CD2 Track 08 him/her point to a picture and elicit
Do the Grammar Routine. I want [a burger], please. Draw a
See page xvi. check ✔ on the board. Then, play
the audio. Students put a check
9781380022851_U4.indd 61 23/01/20 6:56 PM
Final proofs
January 23, 2020
Lesson 6
Lesson 6 Science
Lesson Aims
• To read about the life cycle 1 Look. What fruit do you see? watermelon
of a fruit
• To learn about the life cycle 2 Read the text. What grows into a plant? A seed grows into a plant.
2.10
of a watermelon
Life Cycle of a Fruit
New Vocabulary
seed, grows, plant, ground 1 This is a watermelon farm. Many people like watermelons. They’re a very
healthy fruit. You can read about watermelons here. They’re yummy!
Vocabulary Review
watermelon
2 This is the life cycle of 3 Watermelons are green and
a watermelon. red. They are also very big!
Warm Up Watermelons have a lot of
Review Lesson 1 and 4 vocabulary juice. You can drink
using like and don't like. Give the juice.
students 1 minute to brainstorm
food words. Write their ideas on the
board. Point to one of the words and
say Do you like [pineapples]? Elicit
possible responses and write them on
the board. Put students in pairs and 1 A watermelon seed is black.
have them take turns asking and It grows into a plant.
answering questions. 2 The plant is green. It grows big.
Activity 1 3 The plant grows flowers. 4 I love watermelons!
Have students scan the pictures 4 Then the plant has fruit.
What’s your
on the page. Say What fruit do you 5 The fruit has seeds.
favorite fruit?
see? Point to one of the pictures of 6 Now the seeds are on the
the watermelon and ask students to ground. They grow into more
name the fruit. watermelons.
50 I can read about the life cycle of a fruit. Workbook page 42
word aloud. Have students repeat 9781380022837_U04_p044_053.indd 50 2019-10-24 12:31 PM
Point to a picture in the book that Have students answer the question Wrap Up
explains that word. For example, at the end of the text: What’s your Revisit the question at the end of the
point to the illustration of the favorite fruit? Have them write the text: What’s your favorite fruit? Do a
watermelon seed and say Seed. name of their fruit in their books. class survey and write the results on
These are seeds. Read the activity Read the text as a class. You can the board. See how many students
question aloud. Say Can you find read it or ask for volunteers. have the same favorite fruit.
a plant? Have students point to a
picture of a plant in their books. I Can Routine
Communication Do the I Can Routine.
Say What grows into a plant? Let’s The CLIL lesson can help
read and listen and find out. See page xiv.
to connect topics to students’
Play the audio and have students everyday lives. Say Do you like Resources
follow along in their books. If watermelons? When do you eat Workbook page 42
students need more practice, play watermelons? Can you draw one?
the audio again and pause to focus Have students work in pairs to
on specific pictures or words. draw a watermelon and write one
Reread the activity question and sentence about it. Draw one on the
call on a student to answer. Have board as a model and write I like
the student point to the place in the watermelons. I eat them in summer.
text where he/she found the answer.
9781380022851_U4.indd 62 23/01/20 6:56 PM
Final proofs
January 23, 2020
Lesson 7 Science materials. Students draw the
different life cycle stages.
2.11
2 Look and match. As the year goes on, you
1 a a watermelon flower may begin to accumulate
classroom supplies and materials
2 b watermelon seeds from previous projects. Create
a space or have a box where
3 c a watermelon plant you can collect these items and
reuse them in the next projects.
Instead of throwing paper and
material away, have students put
3 Project Make a life cycle poster for a fruit. them in the box, too.
Activity 4
Model presenting the life cycle
poster in the book, using the
language in the speech bubble.
Then, have student pairs take turns
talking about their life cycle poster.
back of the poster to read while
holding it up.
4 Share it! Talk about your life cycle poster. Remind them to look out at their
classmates and make eye contact
These are the seeds. when they are presenting.
Wrap Up
Share at Home Display all the projects and have
Talk about the life cycle
students tell the class something
of your favorite fruit.
interesting they saw or learned
Workbook page 43 I can share my life cycle poster. Unit 4 51
from a classmate's presentation.
Model language they could use
9781380022837_U04_p044_053.indd 51 2019-10-24 12:31 PM and write on the board, I like
What are these? These are seeds. [Aya's] poster because ... or Her
Lesson 7 Then, point to answer choice b and poster is my favorite because ...
Lesson Aims read it aloud. Draw a line from
• To make a life cycle poster for item 1 to answer choice b. Have Share at Home
a fruit students do 2–3 individually. To help them prepare for this
Check answers as a class. at-home task, have students make
• To talk about a life cycle poster
Activity 3 a list of words and practice what
Student pairs create a life cycle they will say with a partner. Ask a
Materials: poster board, markers, volunteer to demonstrate what they
poster of a fruit. Display the life
magazines, scissors, tape or glue, will say at home.
cycle poster in the book as a model.
crayons, colored pencils
Point out how it includes different I Can Routine
Activity 1 CD2 Track 11 stages in the life of an orange. Do the I Can Routine.
Play the audio again and Point out the seed, plant, tree See page xiv.
have students follow along in with flowers, and tree with fruit,
their books. showing how they are similar to the Resources
stages in the CLIL text. Workbook page 43
Activity 2
Do the first item as an Divide the class in pairs. Provide
example. Point to item 1 and say students with the necessary
9781380022851_U4.indd 63 23/01/20 6:57 PM
Final proofs
January 23, 2020
Lesson 8
Lesson 8 Phonics Short e
Lesson Aims
the short e sound 2.12
1 2 3
Materials: index cards

Warm Up
Play Simon Says. See page xiii. ten egg bed
Have students repeat the sound
you make if you say Simon Says. 4 5 6
Use sounds that students already
know, such as consonants and
short vowels a, i, and o.
Activity 1 CD2 Track 12 bell yell wet
See page xx. 2 Listen and repeat. Then read and say.
2.13
To extend, ask students to call out 1 ten hen pen red

other words that have a short e, such
as elephant, get, leg. Write the words 2 bell yell fell mess
on the board and circle the letter e. REVIEW
3 mom hot kick sad
AUDIO SCRIPT
1 /e/ /e/ /e/ ten, ten (x2) 3 Listen, read, and say.
2.14
2 /e/ /e/ /e/ egg, egg (x2)
3 /e/ /e/ /e/ bed, bed (x2)
4 /e/ /e/ /e/ bell, bell (x2)
5 /e/ /e/ /e/ yell, yell (x2)
6 /e/ /e/ /e/ wet, wet (x2)
Activity 2 CD2 Track 13 The bed is a mess. I see ten hens.

Play the audio. Point to the words.
Have students listen and repeat. 52 I can read and say words with the short e sound. Workbook page 44
Tell them that line 3 is a review
of words that they learned in 9781380022837_U04_p044_053.indd 52 2019-10-24 12:32 PM
previous units. Activity 3 CD2 Track 14 I Can Routine

Then, have students read the Read the sentences as students Do the I Can Routine.
words and letters chorally without follow along in their books. Repeat. See page xiv.
the audio. Play the audio. Read the sentences Resources
together as a class. Workbook page 44
Classroom Management To extend, have students come up Student App Lesson 8
Here’s a useful tip for with 2–3 of their own sentences
managing noise levels in the using short e sounds. Have students
classroom during or after loud work in pairs to share ideas and read
activities, such as Activity 2. their sentences aloud to the class.
Use a clapping rhythm to signal
the end of the activity or item Wrap Up
being read aloud. Have students Make word cards with words that
repeat the rhythm. This will have a short letter e and put them
get the students to focus on you on the board. Students take turns
and will quiet the classroom for saying a word to the class.
the next item.
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January 23, 2020
Progress Tracker Have them take turns spinning and
answering the questions. While
1 Play Spin to Win! Use the language from Unit 4. students are playing, walk around
and monitor and help as necessary.
o you Nam Fast finishers can play the game
at d e it
.
Wh ant … ? again with a different partner.
w
Activity 2
Sp p
u .
s ell it
a
ell e
Sp
it.
Tracker Routine. See page xxi.
I Can Routine
I want a …
Name it.

See page xiv.
Resources
Workbook page 45
tu se
!
rn
Do
Lo
es
he
? a
…
ra
g …
Spe ta
ll it. I w an
How to Play
1 Spin with a pencil and paper clip. 2 Look, read, and answer.
3 Don’t know? Lose a turn. 4 Get six correct answers to win!

in the Workbook.
9781380022837_U04_p044_053.indd 53 2019-10-24 12:32 PM
Show students how to keep score

Progress Tracker using tally marks or checks. Have
Lesson Aims a volunteer spin the paper clip and
• To use Unit 4 language. answer the prompt. Tell students
that if the answer is not correct or
if he/she doesn’t know the answer,
Materials: pencils, paper clips he/she loses a turn. Point to Lose a
(one set per pair) turn! and say students lose a turn
Activity 1 if they land here. If a student lands
Demonstrate how to play Spin to on the same space twice, he/she can
Win! Show students how to make a spin again. Tell students to answer
spinner with a paper clip and a pencil. six questions correctly to win and
Spin the paper clip and read aloud to keep score in their notebooks.
the prompt the paper clip points to. Make sure every pair has a pencil
For example, Name it. Show the class and paper clip. Put students in
the triangle you landed on. Point to pairs, A and B. Ideally the pairs
the picture. Say What is it? Elicit the should be students that are not
answer. (French fries) sitting next to each other. Give
them about 15 minutes to play.
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January 23, 2020

same share page, page 21. Student pairs find out what Unit 4 Lesson 2 Find Out!
foods the other pair likes and dislikes. Student A Student B
Model how to fill out the ME! column. Use a NAME: 1 ME! 2 3 4
check (✔) for food you like or a cross (✘) for food you
dislike. Write a key on the board: Like ✔ Don’t like ✘.
volunteer be Student B. Model filling out column 2.
Write your volunteer’s name at the top, and have
your volunteer put your name at the top of his/her
column 2. Ask your volunteer a question about the first
item, pears: Do you like pears? and elicit the response
Yes, I do. / No, I don’t.
Depending on his/her response, put the correct mark
in the box in column 2. Then, switch roles and have
your volunteer ask you a question.
it chorally.
Student A: Do you like pears?
Student B: No, I don’t.
Have two students come to the front of the room and
model another round for the class. Correct any errors. How to Play:
Students A and B: Work with another pair. Write your names in the chart.
Example:
Student A: Do you like pears?
Then complete the Me! column. Use a check (✔) or cross (✘). Student B: No, I don’t.
Pair up with two more volunteers so that you now Students A and B: Work together to ask, answer, and complete the information
in column 2. Then change partners and complete columns 3 and 4.
Student A: Does she like pears?
Student B: Yes, she does! 21
have a group of four. Have your original volunteer
interview one of the new volunteers and fill out his/her
9781380022868_U04_p021_p026.indd 21 2019-10-23 4:19 PM
information in column 3. Make sure that he/she writes

the name of the new partner at the top of column 3.
To fill out column 4, write the name of your Answers
volunteer’s previous partner at the top of column 4. Do you like pears? Do you like bananas? Do
Ask a question about your volunteer’s previous partner: you like kiwis? Do you like apples? Do you like
Does she like pears? and elicit the response Yes, she does. / watermelons? Do you like pineapples? Do you like
No, she doesn’t. coconuts? Do you like oranges? (Yes, I do. No,
I don’t.)
it chorally. Does he/she like pears? Does he/she like bananas?
Does he/she like kiwis? Does he/she like apples?
Student A: Does she like pears? Does he/she like watermelons? Does he/she like
Student B: Yes, she does! pineapples? Does he/she like coconuts? Does he/she
Have students write each other’s names in column 2 and like oranges? (Yes, he/she does. No, he/she doesn’t.)
take turns asking each other questions about each food.
Then, match pairs with another pair to form groups of
four. Have students swap partners so that both Student
As are interviewing each other and both Student Bs are
interviewing each other, using Do you like ?
Students complete column 3 in this way.
Lastly, Students A and B ask about each other’s
previous partners. Student A writes the name of
Student B’s previous partner in column 4. Student A
asks Does he/she like ? Student B does the
same for Student A’s previous partner. Walk around
and check students are on task and help as necessary.
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Unit 4 Lesson 5 What Do You Want for Dinner? Unit 4 Lesson 5 What Do You Want for Dinner?
Student A Student B
Breakfast Lunch Dinner Breakfast Lunch Dinner

Students A and B: Place the food cards face up in a pile. Student A: What do you want for dinner? Students A and B: Place the food cards face up in a pile. Student A: What do you want for dinner?
Place the meal cards face down in a pile. Student B: I want a burger and pie, please. Place the meal cards face down in a pile. Student B: I want a burger and pie, please.
Student A: Pick a meal card. Ask Student B a question. Student A: Pick a meal card. Ask Student B a question.
Student B: Choose two food cards and answer the question. Student B: Choose two food cards and answer the question.
Keep the food cards. Put the meal card back in the pile. Keep the food cards. Put the meal card back in the pile.
Continue until all the cards are gone. Then change roles. 23 Continue until all the cards are gone. Then change roles. 25
Materials: scissors, two sets of pre-cut cards (for you to Write the model on the board and have students repeat
model with) it chorally.
Put students in pairs, A and B. Each student has a different Student A: What do you want for [dinner]?
share page; Student A page 23, Student B page 25. Student B: I want [a burger] and [pie], please.
Students decide what food they want for dinner.
Before modeling the activity, cut out two sets of cards and model another round for the class. Have them play
so you can model with them. the roles of Students A and B. Correct any errors and
Model the activity. You are Student A. Have a make sure students switch roles.
volunteer be Student B. Show how to separate the food Have students each cut out their own set of cards.
cards from the meal cards. Place the food cards face up Then, have them do the activity with a partner. Walk
in one pile near you and the meal cards face down in around and check students are on task and help
another pile. Have Student B do the same. Pick up a as necessary.
meal card from your own meal card pile and ask What
do you want for [dinner]? Student B picks up two food Answers will vary.
cards from either pile and uses them to answer the What do you want for breakfast? (I want an apple
question I want a [burger] and [pie], please. and a banana/pancakes and eggs/watermelon and
Have Student B set aside the food cards, but put your an orange, please.)
meal card back in the pile to reuse. Model going What do you want for lunch? (I want soup and
through all of the food cards and say Use all the cards. bread/a sandwich and French fries/corn and
Then switch. Switch roles and have Student B use a cake, please.)
meal card to ask you a question. What do you want for dinner? (I want pizza and ice
cream/a burger and pie/rice and kiwi, please.)
Unit 4 67
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Share the World 2
Share the World 2
Lesson Aims
• To read a poem about
different snacks 1 Look at the pictures. How many snacks are there?
six - cookies, corn, (a bag of) grapes, chocolate cake, ice cream, milk
• To ask and answer questions 2 Read the poem. What do they eat at the store? (a bag of) grapes
about snacks 2.15
New Vocabulary 1 After school, I want a snack.

snack, sea, sand I share it with my brother Jack.
Vocabulary Review Our mom’s cookies are a treat,
corn, bees, zoo But lots of snacks are good to eat.
Grammar Review
short positive statements with
want, prepositions of place: at, on
Materials: 3–5 magazine pictures

of different types of snacks
A snack is a small amount of food
eaten between meals. Snacks come
in a variety of forms and can be
healthy or unhealthy. It is best for
young children to have a healthy
snack during mid-morning and
mid-afternoon, for example, fruit,
yogurt, raw vegetables like carrots
and peppers, cheese, milk, or juice.
Unhealthy snacks should be given
much less often, as they contain
high levels of sugar or fats. This type 2 By the sea, on the sand,
of snack is a treat and may include Yellow corn is in my hand. 3 In the park, with the bees,
chocolate, cookies, chips, or cake. Two or three more cookies, please!
54
Warm Up
Review healthy and unhealthy 9781380022837_INT_p054_057.indd 54 2019-10-24 12:33 PM
foods. Play Board Race. See page the page and have them point to necessary. Point to the numbers and
xii. In addition to healthy and the different foods and name them. show students how to follow along
unhealthy, call out categories such Then, count all the foods together with the poem.
as fruit, snacks, or chocolate. as a class. Reread the activity question aloud.
Activity 2 CD2 Track 15 Reread the poem, one story panel
Activity 1 Remind students of the definition at a time. After each panel, say
Talk about the word snacks. Ask of the word store. Point students Are they at the store? After reading
students what snacks they like. to the big picture in Lesson 1 on story panel 4, ask again and elicit
Say Do you like [ice cream]? Have pages 44–45. Say Where are they? yes. Read the line At the store, a
students raise their hands to (at the store) Point to the man bag of grapes! Have students repeat
respond yes. Alternatively, bring in buying bread and say You can get after you.
some magazine pictures of different food at the store. Then read the To extend, have students identify
types of snacks, so students can see activity question aloud. Point to the what the children in the poem eat
real-life examples and understand children in the picture when you at each place. Say What do they eat
how they are different from meals. say the word “they.” Say Let’s read by the sea? (yellow corn) What do
Read the activity question aloud. and listen and find out. they eat in the park? (cookies) What
Say How many snacks are there? Play the audio as students follow do they eat at the house? (chocolate
Have students scan the pictures on along in their books. Repeat as cake) What do they eat at the zoo?
(ice cream)
68
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4 At the store, a bag of grapes! 5 At the zoo, in the sun, Activity 4
At my house, chocolate cake! I like ice cream – it’s fun! Review the word snack. Say What
foods are snacks? (chips, fruit,
cookies, ice cream) Do you eat
snacks? What snacks do you like?
Turn to Workbook pages 46–47.
Students draw their favorite snack.
Wrap Up
6 After school, I want a snack. Students share their pictures
I share it with my brother Jack. and talk about their favorite
Milk and cookies are a treat. snacks with a partner. Write the
What snacks do you like to eat? sentence starters on the board: My
favorite snack is . I eat it
at . Give an example:
My favorite snack is chocolate. I eat
it at my house. Have pairs share
their answers with the whole class.
Write their responses on the board
and keep a tally on the board so
you can find out what the class
favorite is.
3 Read and circle the answer.
1 What is the poem about? snacks / ice cream
2 What is the boy’s name? Jack / John
3 What color is the corn? white / yellow
4 Which snack is fun in the sun? grapes / ice cream
4 Share Your World What’s your favorite snack?

Where do you eat it? Draw it in your Workbook.
9781380022837_INT_p054_057.indd 55 2019-10-24 12:33 PM
Activity 3
Communication
Students may not have Have students read the poem
come across a poem before. Find again. Then, do the first item as
some other examples of rhyming an example. Read the first item
poems for children to read aloud aloud and say This means: what is
to the class. This will help them the big, important idea in this poem?
understand the genre. You can Is ice cream the most important idea?
also play a rhyming word game: (no) Are snacks the most important
say a word and the class has to idea? (yes) Good. Let’s circle snacks.
think of a word that rhymes Have students complete 2–4
(e.g., hen and pen). This will individually, then compare their
make reading Snack Time more answers with a partner. Check
enjoyable and easier for students answers as a class. Call on students
to understand. to read the questions and give
the answers.
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Exam Practice 2
Exam Practice 2
Listening
of the Starters Young Learners 1 Read the question. Listen and write a name or number.
2.16
English Exam. There are two examples.
In this activity, students read five

short questions. They have to
answer the questions based on what
they hear in the audio.
• Students should read the
questions carefully before
listening to the audio.
Tell students to look at the picture.
Say What can you see? Elicit
observations such as a teacher, Examples
student/boy, desk, book.
What is the new boy’s name? Matt
Read the example questions aloud.
Play the audio up to the first pause. How many brothers does the new boy have? 2
Read aloud the first example Questions
question again, then write Matt
1 What is Matt’s last name? King
on the line. Say The boy’s name is
Matt. Do the same for the second 2 Where does Matt live? on Sea Street
example question. Replay the 3 What number is Matt’s house? 10
example audio once more.
Tell students to listen to five short 4 What does Matt want for lunch? a sandwich
dialogues and to write a name or a 5 How old is Matt? 7

number on each line. Play the audio.
Have students compare answers in
56
pairs. Check answers as a class.
AUDIO SCRIPT 9781380022837_INT_p054_057.indd 56 2019-10-24 12:33 PM
1 W: What’s your last name, please? 5 W: How old are you, Matt?
N: Narrator; B: Boy; W: Woman B: It’s King. B: I’m 7.
N: Look at the picture. Listen and W: How do you spell that? W: 7. OK. Welcome to your new
write a name or number. There B: It’s K-I-N-G. class, Matt.
are two examples. W: Thank you. B: Thank you!
B: It’s my first day at this school. 2 W: Where do you live, Matt?
W: What’s your name, please? B: On Sea Street. N: Now listen again. That is the
B: Matt. W: Is that S-E-A? end of the Listening Exam.
W: Matt? B: Yes, that’s right.
B: Yes, M-A-T-T. 3 W: What number is your house?
W: Thank you. B: It’s 10.
W: Do you have any brothers or W: Number 10. Is it the house next
sisters? to the beach?
B: Yes, I have two brothers. B: Yes, it is. It has big windows.
W: Two. Thank you. 4 W: What do you want for lunch?
N: Can you see the answers? B: I want a sandwich, please.
Now you listen and write a W: A sandwich. OK.
name or a number. B: That’s my favorite lunch!
70
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Tell students to look at the pictures
and the scrambled words. Tell them
Reading and Writing to write each word on the line next
to the picture. Do not leave any
2 Look at the pictures. Look at the letters. Write the words. lines blank. Give them time to
Example write their answers.
h Have students compare answers in
p e
s h e e p pairs. Check answers as a class.
s e
Questions
k d
1 donkey
o
y n
e
h
2 chicken k n c
i e c
3 goat t g a
o
o
h r
4 horse
s e
l r b
t
5 butterfly e
u t f
y
57
9781380022837_INT_p054_057.indd 57 2019-10-24 12:33 PM
Reading and Writing Activity 2

This is a practice activity modeled Tell students to look at the pictures.
on Part 3 of the Reading and Say What can you see? Elicit
Writing Test of the Starters Young sheep, donkey, chicken, goat, horse,
Learners English Exam. butterfly. Do not write the words
In this activity, students look at five on the board.
pictures and five sets of scrambled Have students look at the first
words. They unscramble the words example picture. Say This is a sheep.
and write the name of the animal How do you spell “sheep”? Point to
in the picture on the line. the scrambled letters. Think aloud
In preparation for the task: while you spell the word. Say I know
“sheep” begins with “s.” Here is an “s.”
• Students should look carefully at I will write “s” on the line. Continue
the pictures first and then look at with the remaining letters. Show
the scrambled words. how there is one small line for each
letter. Then spell the word aloud:
S-H-E-E-P. That spells “sheep.”
71
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January 23, 2020
5 I Can Do It! Overview
• identify action verbs • Teacher Resource Center: Vocabulary,
• ask and answer questions about abilities Grammar, Values, and CLIL Worksheets,
• identify three types of sports Flashcards, Parent Letter, Unit 5 Test

fly, write, draw, jump, walk, swim, read, run Questions and short answers with modal verb
for ability: can
Vocabulary Chant
actions
Sharebook
Can You Jump Rope?
Lesson 2 Grammar
Modal verb for ability: can Lesson 6 P.E. CLIL
team, net, bounce, basketball, bat, hit, baseball,

Can or Can’t? ice skates, stick, net, hockey
Text: Let’s Play!
Lesson 3 Story
You Can Do It! Lesson 7 P.E. CLIL
Value: Encourage others.
Project: Draw and label your favorite sport
or activity
Lesson 4 Vocabulary
throw a ball, catch a ball, ride a bike, drive a car, Lesson 8 Phonics
use a computer, play the guitar, jump rope, climb
a tree Short u
Song: Yes, I Can! Words with the short u sound
72
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January 23, 2020
Progress Tracker
Review Game: Four in a Row!
Teacher Reflection
1 Adjusting for different learners Communication 1 2 3 4 5
Allowing each student to

contribute during pairwork
Providing delayed feedback
during communication practice
Building positive relationships
between classmates
5 Setting a time limit for games Classroom Management 1 2 3 4 5
Boosting confidence
through participation
7 Using a word web to brainstorm Communication 1 2 3 4 5
Reinforcing listening skills with a

daily routine

Unit 5 73
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Final proofs
January 23, 2020
Lesson 1
Lesson Aims
• To name action verbs
5 I Can Do It!
1 fly

fly, write, draw, jump, walk,
swim, read, run Where’s Eva?
Warm Up She’s on the swing.

Play a Follow the Leader Game.
Have students stand in a circle.
Do an action, e.g., jump, wave,
or stamp your feet, and have the 2
2.17
students mimic your actions. After Then quiz a friend.
a few actions, choose a new leader.
Continue playing the game until 5–7 4 jump
3 Listen and point.
leaders have participated. 2.18
Then chant.
Activity 1
Let’s walk and jump,
Do the Unit Opener Routine. See
page xiv. And swing and slide!
Let’s run today! Hey! Hey!
Display the picture. Say Where are
the Share Pals and the Shareville Let’s read and write, 7 read
characters? (At the school And draw and swim!
playground.) What do you see?
Let’s fly today! Hooray!
(There’s a swing and a slide.) Point
to Dan. Who’s this? (It’s Dan!) 8 run
Where’s Eva? (She’s on the swing.)
Can you name three things? (A bird,
a tree, a flower.) How many Share
Pals are there? (six)
58 I can name actions. Workbook page 48
Do the Vocabulary Routine. 9781380022837_U05_p058_067.indd 58 2019-10-24 12:36 PM
Activity 3 CD2 Track 18 Review all eight action verbs. Then,

See page xiv.
Do the Chant Routine. put students in pairs and have them
See page xiv. make sentences. Each sentence has
Communication
to use two action words. Add a time
Everyone takes in new Chant Extension limit to make it more challenging.
information at different speeds Assign one action verb from the Have pairs share their sentences with
and in different ways. When you chant to each student. As a class, the class.
are introducing new vocabulary, review the different movements
like in Activity 2, remember to for each action verb and have the I Can Routine
pause after each new word. You students mime them with you. Play Do the I Can Routine.
may also want to have students the audio and ask students to chant See page xiv.
repeat the word a few times or along and mime their action verb
add miming gestures to help Resources
when they hear it.
support visual learners. This Workbook page 48
will give students time to think Wrap Up Student App Lesson 1
about the new words and process Play a drawing game. Draw stick
their meaning. figures on the board doing different
activities and have students guess.
Write the action verbs on the board
as students guess them correctly.
74 Teacher Reflection: How was your lesson today? It’s time to reflect! See p. xii.
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January 23, 2020
Lesson 2 Grammar the answer. Play the rest. Pause for
You can draw well,
students to call out True or False.
Dan! That’s nice. I can draw,
1 Listen to Nancy and Dan. AUDIO SCRIPT
but I can’t fly! 2.19
Read and say. 1 May can jump and run.

2 Nancy can write.
3 Dan can fly.
Grammar 4 Eva can read.
You can draw and write. 5 A fish can run, but it can’t swim.
6 A bird can fly, but it can’t write.
I can draw, but I can’t fly.
3 draw 7 Mr. Smith can walk and read.
2 write
can’t = cannot 8 Alex can draw, but he can’t run.
Activity 3
2.20
setting up and playing Can or Can’t?
and say True or False.
5 walk 6 swim 1 True 2 True 3 False 4 True
5 False 6 True 7 True 8 False
Communication
A: page 27
3 Sharebook B: page 29 When students work in
Can or Can’t? pairs, stronger or more confident
students may want to talk
The artist can draw, but he can’t fly. more or take control during
the activity. Although you
The artist can draw, but don’t want to discourage these
he can’t fly. The teacher students’ efforts, you can use
can write and read. the Sharebook activities to help
support rules for proper turn-
taking. Make sure the students
speak one after another, even if
one student speaks out of turn
to say something or knows the
answer. Monitor students to
make sure they follow the order.
Workbook page 49 I can talk about abilities. Unit 5 59 If anyone slips up, say Thank you,
[name]. Now it’s [name’s] turn.
9781380022837_U05_p058_067.indd 59 2019-10-24 12:36 PM

Lesson 2 Wrap Up
Lesson Aims See page xvi. Have students look at the picture
• To learn the modal verb for Do Grammar Practice on page 108 again. Pick two action verbs and
ability: can for homework, or in class. ask them to make a sentence about
themselves with those verbs, using
• To make positive and negative can and can’t. For example, I can run,
statements with can/can’t Grammar Practice
but I can’t swim. Repeat by pointing
Answers to other action verbs.
New Grammar 1 can 2 can’t 3 can, can’t
I can draw and write. 4 can 5 can’t, can I Can Routine
I can run, but I can’t fly. 6 Students’ own answers Do the I Can Routine.
See page xiv.
Warm Up Point to May and say May can Resources
Review Lesson 1 vocabulary. Play jump. True or false? (true) May can Workbook page 49
Charades. See page xii. fly. True or false? (false) Do the first Student App Lesson 2
item as an example. Play the audio
for item 1. Have students call out
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January 23, 2020
Lesson 3
Lesson 3 Story You Can Do It!
Lesson Aims
• To read a story about abilities 1 Look and answer. Who helps Dan? Nancy and Sam
encouraging others 2 Read the story. Then act.
2.21
New Vocabulary What can you do Dan can run and jump,
Sports Day, practice 1 for Sports Day? 2 but he can’t swim. Look!
Vocabulary Review I can run, jump, and swim. Let’s tell Nancy.
run, jump, swim
She can help Dan.
Grammar Review
modal verb for abilities: can
Materials: magazine pictures of

different activities, paper, clips,
crayons or colored pencils
Warm Up
Review Lesson 1 and 2 vocabulary
and grammar. Give a small piece Look at Sam. You can swim Good job, Dan! That’s great!
3 4
of paper and clip to each student. like Sam. Just practice!
Have them draw three pictures to Come on, Dan!
show what they can or can’t do. You can do it!
Then, ask them to clip the paper
to their fronts. Invite students to
stand up, walk around the room
and look at each others’ drawings
and talk about them. For example,
one student says I can jump. The
response can be Me too. or I can’t OK! Thanks!
jump, but I can swim. After 2–3
minutes, have students stand next
to the student they have most in 60
common with and ask a few pairs
to report back to the class.
9781380022837_U05_p058_067.indd 60 2019-10-24 12:36 PM
Have students look at the story of encourage others. Model behavior

Activity 1 again. Read the title and say Who that shows encouraging and not
Display the story. Ask students to helps Dan? Direct students to story encouraging. Ask a volunteer to
scan the story panels and text for panel 4 and say You can do it, Dan! pretend to swim. Smile and say
words they recognize from Lesson 1 Repeat for story panels 5 and 6. Wow! Go, [Yuki], go! Say Encourage
vocabulary. Direct them to story Say again Who helps Dan? If others. Then ask the same student
panels 1, 2, 3, 5, and 6. Check needed, direct students to story to pretend to swim. Shake your
answers as a class. (1 run, jump, panel 4. head with a doubtful expression on
swim 2 run, jump, swim 3 swim, your face and say Can [Yuki] swim?
Write on the board:
5 swim, 6 swim) Say Who is in I don’t know. Say Not encourage
help . Ask students to
story panel 1? (Nancy, Alex, Dan, others. Then point to story panels
complete the sentence. (Sam and
and May) What Share Pal is in story 3–5 and say Look at Nancy. Does
Nancy help Dan.) Nancy encourage others? Yes or no?
panels 2 and 3? (Sam) Where is Dan
in story panels 4, 5, and 6? (in the Activity 2 CD2 Track 21 (yes) Point to Alex, May, and Sam
swimming pool) How many people Play the audio as students follow in story panel 6 and say Do Alex,
are in the swimming pool in story along in their books. Give students May, and Sam encourage others? Yes
panels 5 and 6? (two) Which Share time to reread the story silently. or no? (yes) Play the audio again.
Pal character is in story panel 6? To help students understand the Ask five volunteers to come to the
(Sam) Can Dan swim? (yes) value in this lesson, teach the idea front and assign them the speaking
76
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Final proofs
January 23, 2020
5 Well, now it’s Sports Activity 3
Day. Can Dan swim? Look at the story panels again. Do
I don’t know. the first item as an example. Say
Who says this? Let’s look in the story for
the words “Good” and “Dan”! Give
students a minute to look over the
story, then have students point to
the answer. (Nancy in story panel 4)
Point to Nancy’s speech bubble and
call on a student to read it aloud.
Direct students back to the first item
again and say Let’s write job on the
line. Have students do items 2–3
Wow! Go, Dan, go! individually. Check answers as a class.
6
Values Extension
Go, Dan! You can swim! To be sure students understand the
come to the front, secretly tell them
to mime encouraging others or
not encouraging others. Give them
different tasks like pretending to
swim or run. Use magazine pictures
Yay!
of different activities and scenarios
Value to help the student understand
Encourage
3 Look, read, and write. what to do. Have another student
others.
encourage them or not encourage
1 Good job , Dan!
them. The class calls out encourage
2 You can do it! or not encourage.
3 Go, Dan, go ! Wrap Up
Have students draw a picture of
themselves or someone they know
Workbook page 50 I can read the story. Unit 5 61 doing an action. Then, divide the
9781380022837_U05_p058_067.indd 61 2019-10-24 12:36 PM
class in pairs. Have students swap
parts from the story. Have them drawings with one another and
Communication say an encouraging phrase about
act it out without words. Then,
When students are reciting their partner’s picture. Model an
have the same volunteers read the
their parts from memory, don’t example with a volunteer. Pre-draw
story as if it were a play. Ask them
correct their mistakes right your own scene and say This is me.
to close their books and recite their
away. Note down any errors Give the picture to your volunteer
parts from memory. This can be
or recurring mistakes (such as and elicit an encouraging phrase,
repeated with different volunteers.
inaccurate pronunciation or such as Good job, teacher! You
Put students in pairs or in groups of missing words) and address can do it! Go, teacher, go! or You
five and have them read the story. these issues during a class can [run]!
activity at the end of the lesson.
For example, slowly read aloud I Can Routine
the story dialogue and have Do the I Can Routine.
students chorally repeat after See page xiv.
you, mirroring the correct
Resources
pronunciation or sentence
structure. This will ensure that Workbook page 50
no students are singled out for Student App Lesson 3
their mistake.
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Final proofs
January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To name activities 1 Listen, point, and say. Then quiz a friend.
2.22
• To practice talking
about activities
New Vocabulary
throw a ball, catch a ball, ride a 1 throw a ball 2 catch a ball 3 ride a bike 4 drive a car
bike, drive a car, use a computer,
play the guitar, jump rope,
climb a tree
5 use a computer 6 play the guitar 7 jump rope 8 climb a tree
Warm Up
Review Lesson 1 vocabulary and
Lesson 2 grammar. Play the Whisper
2 Listen and circle. Then mime and sing.
Sentence Game. See page xiii. Use 2.23
sentences with but, can, and can’t, Yes, I Can!

e.g., I can write, but I can’t fly. I can / . I can / .
Activity 1 CD2 Track 22 Yes, I can! Yes, I can! Yes, I can! Yes, I can!
Do the Vocabulary Routine. I can / and climb a tree. I can / and climb a tree.
See page xiv. I can drive a toy car,
I can / ,
Activity 2 CD2 Track 23 A very small car!
A very big computer!
Play the audio as students follow But I can’t jump rope.
along in their books. Do the first But I can’t jump rope.
item as an example. Play the audio No, I can’t! No, I can’t!
again and pause after the first line.
Elicit the picture that matches the
words they hear. (throw a ball) Tell 3 Mime an activity. Guess!
students to circle that picture. Play the
You can play the guitar! Yes, I can.
rest. Have students do the remaining
items individually. Check answers as
a class. Read the song as a class and 62 I can name activities. Workbook page 51
have students mime the activities
when they say them. Play the audio 9781380022837_U05_p058_067.indd 62 2019-10-24 12:36 PM
again and mime and sing along as Wrap Up

Social-emotional
a class. Review Lesson 2 and 4 grammar
Learning
and vocabulary. Play the Sentence
Activity 3 It’s important to build positive
Chain Game. See page xiii. Have
Mime an activity, e.g., playing relationships among students.
students say a sentence about their
the guitar. Have students call out One idea to do this is to have an
abilities, e.g., I can use a computer.
guesses, e.g., You can play the guitar. appreciation box. Set up a small
Repeat until all students in the
When a student guesses correctly, box with a slot at the top for
group have added a sentence.
say Yes, I can. Divide the class in students to put slips of paper into.
groups of four. Ask one student to Tell students that whenever they I Can Routine
stand up, choose an activity and feel good in class, have a positive Do the I Can Routine.
mime it. The student who correctly interaction with another student, See page xiv.
guesses the activity does the next or think of something kind to
say about someone else, they can Resources
mime. Have students play until all Workbook page 51
eight activities are mimed. write it down and put it into the
box. Be sure to encourage each Student App Lesson 4
student to participate. At the end
of each week, read the notes out
loud to the class.
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January 23, 2020
Lesson 5 Grammar Play the audio for item 1. Point to
the picture of the guitar and then
1 Listen, read, and say. point to the check. Say The check
means yes, the cross means no. Write
2.24
Can you play the guitar?

a key on the board for students to
No, I can’t. reference: Yes ✔ No ✘. Then, say
Can the boy play the guitar? Elicit
Yes, he can. Play the rest. Check
answers as a class.
Can you AUDIO SCRIPT
climb a tree?
1 Can the boy play the guitar?
Yes, I can. Look! Can he jump rope?
Can he climb a tree?
2 Listen, look, and answer.
2 Can the girl catch a ball?
2.25
Can she ride a bike?
1 2 Grammar Can she drive a car?
Can you / he / she climb
a tree? Activity 3
Yes, I / he / she can. See page 85 for instructions on
No, I / he / she can’t.
setting up and playing Can You
✔ ✔ ✔ ✘
Yes, he can. Yes, Yes, No, she can’t. Jump Rope?
✘ he can. Grammar Practice page 108
she can. ✔
No, he can’t. Yes, she can. Wrap Up
Review Lesson 2 and 5 grammar.
B: page 31 Can You Jump Rope? Play Find Me. See page xiii. Have
students write two sentences on a
Can you jump rope? card: one thing they can do and
Yes, I can.
one thing they can’t do. Model the
Can she jump rope? language: Can you [drive a car]? Yes,
No, she can’t.
I / he / she can. / No, I / he / she can’t.
I can’t climb a tree. When students
find a match, have students write
the matching name on the card.
Workbook page 52 I can ask and answer about a friend’s abilities. Unit 5 63
9781380022837_U05_p058_067.indd 63 2019-10-24 12:36 PM Classroom Management

Activity 1 CD2 Track 24 Set a time limit for games
Lesson 5
Do the Grammar Routine. to keep students motivated.
Lesson Aims See page xvi. For the game in the Wrap
• To make questions with can Do Grammar Practice on page 108 Up, setting a time limit will
• To make positive and negative for homework, or in class. motivate students to talk to as
short answers with can many other students as possible.
and can’t Grammar Practice Use a timer or a clock that
Answers students can see. Set the timer
New Grammar 1 Can, Yes, can 2 Can, Yes, can so when the time is up, it will
Can you…? Yes, I can. / No, 3 Can, Yes/No, can/can’t ring and signal the end.
I can’t.
Activity 2 CD2 Track 25 I Can Routine
Materials: index cards, pencils Review the names of the activities Do the I Can Routine.
as a class. Point to the picture of See page xiv.
Warm Up the guitar and say What’s this? Elicit
Review Lesson 1 and 4 vocabulary. play the guitar. Do the same for Resources
Play Hangman. See page xii. the remaining five items. Then, Workbook page 52
do the first item as an example. Student App Lesson 5
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January 23, 2020
Lesson 6
Lesson 6 P.E.
Lesson Aims
• To read about sports 1 Look. Do all the sports use a ball? No
• To learn about some types
of sports 2 Read the text. Match the sports to the photos.
2.26
New Vocabulary Let’s Play!

team, net, bounce, basketball,
bat, hit, baseball, ice skates, 1 This sport has five boys or girls a
stick, hockey on a team. They use a big ball
Vocabulary Review and a very tall net.
throw, catch, skate Can you throw and bounce
Grammar Review a ball? Basketball is for you! b
questions with can/can’t
Warm Up 2 This sport has nine girls or boys b

In pairs, have students brainstorm on a team. They use a small
different sports they already know, white ball and a bat.
then come to the front and draw Can you hit and catch a ball?
an item related to that sport on Baseball is for you! c
the board, e.g., a soccer ball for
“soccer.” Write the word “soccer”
on the board and have the class c
3 This sport has six boys or girls
chorally repeat. Do this for 4–5
on a team. They use ice skates,
different sports.
a hockey stick, and a net.
Social-emotional Can you skate?

Learning Hockey is for you! a
When students fully participate

in a lesson, it can give them a
big boost. Drawing on students’
background knowledge can 64 I can read about sports. Workbook page 53
help them feel confident about
answering questions and 9781380022837_U05_p058_067.indd 64 2019-10-24 12:36 PM
participating in the lesson. Have students point to basketball, Point to a picture in the book that
Ask questions about the sports baseball, and hockey in their books. explains that word. For example,
students have drawn in the Say Can you see the photos? What point to the basketball hoop and
Warm Up, e.g., Can you play sports are those? Let’s read and listen say Net. This is a net.
[soccer]? What color is the ball? and find out. Read the text as a class. You can
How big is the ball? Have students Play the audio and have students read it or ask for volunteers.
work in pairs to tell one another follow along in their books. Wrap Up
about their favorite sports. Reread the activity prompt aloud. Play Step Forward, Step Back.
Do the first one as an example. See page xiii. Use facts about
Activity 1 Read paragraph 1 aloud. Then basketball, baseball, and hockey
Have students scan the pictures on ask Which photo shows a big ball from the text.
the page. Say Do all the sports use a and a net? Point to picture b. Say
Good. Let’s write b in the box. Have I Can Routine
ball? Point to each picture and ask
students to name the sport and say students do the rest individually, Do the I Can Routine.
yes or no. then check answers as a class. See page xiv.
Teach the bolded new words in the Resources
Activity 2 CD2 Track 26 text. Point to a word and say the
Read the activity prompt aloud. Workbook page 53
Say Where are the sports words?
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Final proofs
January 23, 2020
Lesson 7 P.E. they may need for the labels,
e.g., uniforms, caps, helmets.
2.27
Communication
2 Answer the questions. Write.
Use a word web to help
1 What sport has nine boys or girls on a team? baseball students brainstorm about
2 In which sport do you bounce a ball? basketball
different sports and activities for
their project. Using baseball as
3 Which sports use a net? basketball hockey an example, draw a circle on the
board and write baseball in the
center. Draw a few connecting
3 Project Draw and label your favorite sport outer circles and ask questions
or activity. to fill them in, e.g., How many
teams? Does it use a net? a ball?
Encourage pairs to create their
own word web before writing
notes for their presentation.
Activity 4
Model presenting the picture in the
book, using the text in the speech
bubble. Then, have student pairs
take turns pointing to different
parts of their picture and talking
4 Share it! Talk about your favorite sport. about them.
My favorite sport is baseball. This is the bat.
back of the paper to read while
holding it up.
Share at Home Remind students to look out at
Talk about six sports or their classmates when presenting.
activities you do together.
Wrap Up
Workbook page 54 I can share my favorite sport or activity. Unit 5 65 Do a class survey. Have students
call out sports and activities to help
9781380022837_U05_p058_067.indd 65 2019-10-24 12:36 PM
you generate a list. Write the list
Say Let’s write baseball on the line. on the board. Say Can you play
Lesson 7 Students do 2–3 individually. [video games]? Students raise
Lesson Aims Check answers as a class. their hands to respond. Tally up
• To draw a sport or activity Activity 3 the numbers and circle the most
• To talk about your popular sport/activity.
Students work in pairs to draw a
favorite sport picture of their favorite sport or
activity. Display the picture in the Share at Home
Materials: crayons or colored book as a model. Elicit the sport the To help them prepare for this
pencils, paper girl is playing. (baseball) Remind at-home task, have students make
students that they can draw a a list of words, and practice what
Activity 1 CD2 Track 27 picture of a non-sport activity too, they will say with a partner. Ask a
Play the audio again and have such as playing video games. volunteer to demonstrate what they
students follow along in their books. Divide the class in pairs. Students will say at home.
Activity 2 decide what they want to draw; I Can Routine
Read items 1–3 aloud. Do the first it should be something they both Do the I Can Routine.
item as an example. Ask about each like doing. Provide students with See page xiv.
sport Is it [basketball]? Point to each the necessary materials. Help Resources
picture as you ask. Elicit baseball students with additional vocabulary Workbook page 54
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Final proofs
January 23, 2020
Lesson 8
Lesson 8 Phonics Short u
Lesson Aims
the short u sound 2.28
1 2 3
Materials: crayons or colored

pencils, paper
bus bug run

Communication
Start a phonics routine 4 5 6
with students. Have students
create their own sets of letter
cards. Say a sound and a word
that begins with that sound.
Have students show the card duck sun cup
with the letter of the sound
and repeat the sound chorally. 2 Listen and repeat. Then read and say.
2.29
Repeat with other sounds 1 sun fun run rug

and letters. As you teach
new sounds throughout the 2 up cup cub tub
units, have students add new REVIEW
cards to their set. This will 3 bed dog six man

reinforce listening skills and
help students learn to tell the 3 Listen, read, and say.
2.30
difference between the sounds

of letters and their names.
Warm Up
Introduce the short u sound. Write
a word frame on the board u .
Fill in the first blank with the The cub’s mom is mad. The sun is hot.
letter b. Then, ask students if they
know what letter could come at 66 I can read and say words with the short u sound. Workbook page 55
the end. Write down all responses

on the board, e.g., bug, bus, bud,
9781380022837_U05_p058_067.indd 66 2019-10-24 12:37 PM
Activity 2 CD2 Track 29 Wrap Up

but. Continue with several other Have students draw a picture using
Play the audio. Point to the words.
beginning consonants until you at least two words with the short u
Have students listen and repeat.
have a list of at least ten words. sound. Have them write a sentence
Tell them that line 3 is a review
Activity 1 CD2 Track 28 of sounds that they learned in about the picture. Put students
Do the Phonics Chant Routine. previous units. Then, have students in pairs and have them guess
See page xx. read the words and letters chorally their partner’s sentence and short
without the audio. u words.
Point to the words on the board
and circle the letter u. Activity 3 CD2 Track 30 I Can Routine
Read the sentences as students Do the I Can Routine.
follow along in their books. Repeat. See page xiv.
AUDIO SCRIPT
Play the audio. Read the sentences Resources
1 /u/ /u/ /u/, bus, bus (x2) together as a class.
2 /u/ /u/ /u/, bug, bug (x2) Workbook page 55
3 /u/ /u/ /u/, run, run (x2) Student App Lesson 8
4 /u/ /u/ /u/, duck, duck (x2)
5 /u/ /u/ /u/, sun, sun (x2)
6 /u/ /u/ /u/, cup, cup (x2)
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Final proofs
January 23, 2020
Progress Tracker Have fast finishers switch pairs/
groups with other fast finishers
1 Play Four in a Row! Use the language from Unit 5. and then repeat the game again in
their new pairs/groups. Students
Can you … ? Name it. He can … Spell it. may expand the game by creating
additional tiles/prompts and try to
get “five in a row.” Alternatively,
ba k t ll you could use this time to have
students do a quiet activity like
Spell it. He can … Name it. Can she … ? drawing or independent reading.
Activity 2
s i Activity 3. Do the Progress
Name it. Can she … ? Spell it. He can …
Tracker routine. See page xiv.
I Can Routine
u p See page xiv.
Resources
I can walk, but … Spell it. Can you … ? Name it.
Workbook page 56
How to Play

in the Workbook.
9781380022837_U05_p058_067.indd 67 2019-10-24 12:37 PM
Have a volunteer do the next turn.

Progress Tracker Point to three other squares to show
Lesson Aims which squares you would need to
• To use Unit 5 language. answer correctly to get four in a row.
Divide the class in pairs and hand
out eight game pieces per student.
Materials: eight game pieces per
Have students take turns choosing
student (e.g., coins, small pieces of
a square, reading aloud the prompt,
paper, beans)
and completing the prompt.
Activity 1 Students play until one student gets
Demonstrate how to play Four in a four squares in a row.
Row! Read the instructions aloud. Walk around while pairs play the
Pick a square and read the prompt game. Check to make sure students
aloud. , e.g., Spell it. s _ i _ . Say are placing their game pieces
s-w-i-m. Correct? (yes) That’s correct! correctly. Students may raise their
and show how to put a game piece hand if they’re not sure whether an
on the square. answer is correct. Hand out stickers
to the winner in each pair.
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Final proofs
January 23, 2020
Unit 5 Lesson 2 Can or Can’t? Unit 5 Lesson 2 Can or Can’t?

Student A Student A
B
artist teacher Jenny turtle
draw (✔) and fly (✘) write (✔) and read (✔) draw (✔) fly (✘) walk (✔) swim (✔)
horse dog spider children
jump (✔) run (✔) swim (✔) draw (✘) walk (✔) draw (✘) swim (✔) run (✔)
bird Jason police officer monkey
fly (✔) write (✘) jump (✔) draw (✘) swim (✔) jump (✔) jump (✔) read (✘)
butterfly cat fish firefighter
fly (✔) walk (✘) walk (✔) write (✘) swim (✔) walk (✘) walk (✔) read (✔)

Students A and B: Mix all the cards. Put them face down in a pile. Student A: The artist can draw, but he can’t fly. Students A and B: Mix all the cards. Put them face down in a pile. Student A: The artist can draw, but he can’t fly.
Student A: Turn over one card and put it in a line. Look at the Student B: The artist can draw, but he can’t fly. Student A: Turn over one card and put it in a line. Look at the Student B: The artist can draw, but he can’t fly.
picture and read the card. Say the sentence. The teacher can write and read. picture and read the card. Say the sentence. The teacher can write and read.
Student B: Turn over another card and put it in the line. Look at the Student B: Turn over another card and put it in the line. Look at the
picture and read the card. Repeat Student A’s sentence and add the picture and read the card. Repeat Student A’s sentence and add the
new sentence. How many sentences can you make? 27 new sentence. How many sentences can you make? 29
Materials: scissors, two sets of pre-cut cards Then, have two students come to the front of the room
Put students in pairs, A and B. Each student has a and model another round for the class, using your sets
different share page; Student A page 27, Student B of cards. Correct any errors.
page 29. Students say what people can and can’t do. Have students cut out their cards, mix them up, and
Before modeling the game, cut out two sets of cards so put all cards face down on the desk. Then, have them
you can model with them. do the activity. Say How many sentences can you make?
Walk around and check students are on task and help
as necessary.
volunteer be Student B. Mix all the cards together
and put them face down in a pile on the desk. Turn
Answers
over one card and show it to the class. Read the card,
Student A
make a sentence from the prompts, and read it aloud:
The artist can draw, but he can’t fly. The teacher
e.g., The artist can draw, but he can’t fly. Point out
can write and read. The horse can jump and run.
that a check (✔) means can and a cross (✘) means
The dog can swim, but it can’t draw. The bird can
can’t. Write the key on the board: can ✔ can’t ✘. Put
fly, but it can’t write. Jason can jump, but he can’t
the card face up on the desk. Have Student B repeat
draw. The butterfly can fly, but it can’t walk. The
your sentence, then turn over a new card, place it next
cat can walk, but it can’t write.
to your card, and say his/her own sentence: e.g., The
artist can draw, but he can’t fly. The teacher can write Student B
and read. Jenny can draw, but she can’t fly. The turtle can
Write the model on the board and have students repeat walk and swim. The spider can walk, but it can’t
it chorally. draw. The children can swim and run. The police
officer can swim and jump. The monkey can jump,
Student A: The artist can draw, but he can’t fly.
but it can’t read. The fish can swim, but it can’t
Student B: T he artist can draw, but he can’t fly.
walk. The firefighter can walk and read.
The teacher can write and read.
84
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January 23, 2020

Unit 5 Lesson 5 Can You Jump Rope? it chorally.
Student A Student B
Student A: Can you jump rope?
NAME: 1 ME! 2 3 4 Student B: Yes, I can.
and model another round for the class. Have them play
the roles of Students A and B. Correct any errors and
make sure students switch roles.
Pair up with two more volunteers (Student C and D)
so that you now have a group of four. Have Student B
interview Student C and fill out his/her information
in column 3. Make sure that he/she writes the name of
the new partner at the top of column 3.
To fill out column 4, write the name of your volunteer’s
new partner at the top of column 4 and have Student C
interview Student D. Then ask Student C to share
Student D’s answers. Ask about Student C’s partner:
Can he / she jump rope? and elicit the response Yes, he /
she can. / No, he / she can’t.
it chorally.
How to Play:
Students A and B: Work with another pair. Write your names in the chart.
Example:
Student A: Can you jump rope? Student A: Can she jump rope?
Student B: No, she can’t.
Then complete the Me! column for you. Use a check (✔) or cross (✘). Student B: Yes, I can.
Students A and B: Work together to ask, answer, and complete the Student A: Can she jump rope?
information in column 2. Then change partners and complete columns 3 and 4. Student B: No, she can’t. 31
9781380022868_U05_p027_p032.indd 31 2019-10-23 4:40 PM

Have students each other’s names in column 2. As
Students A and B, they take turns asking each other
questions about each activity.
Put students in pairs, A and B. Each student has the Then match pairs with another pair to form a group of
same share page, page 31. Student pairs find out what four. Have students swap partners so that both Student
the other pair can and can’t do. As are interviewing each other and both Student Bs are
Remind students that they did a similar activity in interviewing each other. Students complete column 3.
Unit 4. Lastly, Students A and B ask about each other’s
Model how to fill out the ME! column. Use a previous partners. Student A writes the name of
check (✔) for an action you can do or a cross (✘) for Student B’s previous partner in column 4. Student A
an action you can’t do. Write a key on the board: says Can he/she ? Student B does the same for
can (✔) can’t (✘). Think aloud for the first few Student A’s previous partner. Continue until column 4
examples. Say Can I jump rope? Yes, I can jump rope. is completed. Walk around and check students are on
I’m going to put a check here. Next. Can I ride a bike? task and help as necessary.
No, I can’t ride a bike. I’m going to put a cross here.
Model the activity. You are Student A. Have a Answers
volunteer be Student B. Write your Student B’s name Can you jump rope? Can you ride a bike? Can you
at the top of column 2, and have Student B put your drive a car? Can you throw a ball? Can you play the
name at the top of his/her column 2. Ask Student B guitar? Can you use a computer? Can you climb
about the first item. Say Can you jump rope? and elicit a tree? Can you catch a ball? (Yes, I can. / No,
the response Yes, I can. / No, I can’t. I can’t.)
Depending on his/her response, put a ✔ or a ✘ in Can he/she jump rope? Can he/she ride a bike? Can
the box in column 2. Then, switch roles and have he/she drive a car? Can he/she throw a ball? Can
Student B ask you a question. he/she play the guitar? Can he/she use a computer?
Can he/she climb a tree? Can he/she catch a ball?
(Yes, he/she can./ No, he/she can’t.)
Unit 5 85
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Final proofs
January 23, 2020
6 My Day Overview
• name daily activities • Teacher Resource Center: Vocabulary,
• ask and answer questions about Grammar, Values, and CLIL Worksheets,
daily activities Flashcards, Parent Letter, Unit 6 Test
• tell the time

get up, eat breakfast, go to school, eat lunch, go Simple present questions and answers about
home, eat dinner, brush my teeth, go to bed time with what and when
Prepositions of time: at
Vocabulary Chant
daily routine
When?
Lesson 2 Grammar
Simple present questions with what + do Lesson 6 Social Studies
Positive simple present statements with CLIL
regular verbs night, sleep, awake, day

Text: Night and Day
I’m Out!
Lesson 7 Social Studies CLIL

Lesson 3 Story
Project: Draw and label a time zone poster
I’m on Time!
Value: Be on time.
Lesson 8 Phonics
Short vowels
Lesson 4 Vocabulary
Words with short vowel sounds
eight o’clock, half past nine, a quarter after one,
a quarter to two, nine thirty, one fifteen,
one forty-five
Song: Tick, Tock!
86
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January 23, 2020
Review Game:
Round and Round! Blog: Village Life, City Life
Exam Practice 3
Teacher Reflection
1 Improving self-awareness Social-emotional Learning 1 2 3 4 5
2 Providing constructive feedback Social-emotional Learning 1 2 3 4 5
Incorporating students’ interests

into your teaching
Creating a routine to
practice time
5 Reviewing target language Communication 1 2 3 4 5
6 Personalizing group activities Social-emotional Learning 1 2 3 4 5
7 Keeping track of time Classroom Management 1 2 3 4 5
Creating a calm and

peaceful environment
Share the
Interacting in a polite way Social-emotional Learning 1 2 3 4 5
World

Unit 6 87
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January 23, 2020
Lesson 1
1 get up 2 eat breakfast
Lesson Aims
• To name daily activities
6 My Day
answering questions Lesson 1 Vocabulary
New Vocabulary 1 Talk about the picture. 4 eat lunch

get up, eat breakfast, go to school,
eat lunch, go home, eat dinner, Can Sally write?
brush my teeth, go to bed
Yes, she can.
Vocabulary Review
breakfast, lunch, dinner
Materials: 10–15 school and home 2

2.31
Listen, point, and say. 6 eat dinner 7 brush my teeth
objects, sheet or large cloth, ball Then quiz a friend.
Warm Up
Review vocabulary for school 3
2.32
Listen and point.
and home that students already Then chant.
know. Place about 10–15 objects
Every day I get up,
on a table or floor. Give students
30 seconds to look at them. Then, Eat breakfast, go to school!
place a sheet over the objects and Every day I eat lunch,
have students write down the words I go home and play!
for as many as they can remember. Every day I eat dinner,
Check answers as a class. Brush my teeth, go to bed!
Activity 1 This is my day! Every day!
Do the Unit Opener Routine.
See page xiv.
Pals and Shareville characters are
sitting at their desks talking about 68 I can name my daily routine. Workbook page 57
their day. Where are they? (At
school.) Point to Sally. Say Can 9781380022837_U06_p068_077.indd 68 2019-10-24 12:47 PM
Sally write? (Yes, she can.) What Model the activity. Play the audio
Social-emotional
school things do you see? (books, and pause it after you hear “get Learning
pencil, pencil case, pen, backpack) up.” Have the “get up” group mime Having students rate their own
Point to May. Say Can May read? getting up out of bed. Continue progress and emotions after a
(Yes, she can.) What does May have? until you have finished the chant lesson is a good way to improve
(May has a book.) and all students have mimed their self-awareness. It also helps
activity. Play the audio again you know what students have
Activity 2 CD 2 Track 31 without pausing and have each pair
Do the Vocabulary Routine. understood and what they need
mime as they hear their role. further support with. Create
See page xiv.
Wrap Up a chart with emojis (e.g., big
Activity 3 CD2 Track 32 Review Lesson 1 vocabulary. Play smiley face, happy face, neutral
Do the Chant Routine. Hot Potato. See page xii. face, unhappy face, really sad
See page xiv. face) for each student so they
I Can Routine can circle how they feel at the
Chant Extension Do the I Can Routine. end of the lesson.
Divide the class in eight groups. See page xiv.
Assign one activity to each group
Resources
and have them think of a mime for
Workbook page 57
it. Allow students time to practice.
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Final proofs
January 23, 2020
3 go to school Lesson 2 Grammar AUDIO SCRIPT
S: Miss Summers; A: Alex
1 Listen to Miss Summers
2.33 1 S: Alex, what do you do in the
and Alex. Read and say. morning?
A: I get up.
2 S: What do you do in the afternoon?
Tell me about your day, A: I eat lunch.
Grammar
Alex. What do you do 3 S: What do you do in the evening?
in the morning? What do you do in the morning?
A: I go to school.
5 go home afternoon?
4 S: What do you do in the morning?
evening? A: I eat dinner.
I eat breakfast. I go to school. 5 S: What do you do in the afternoon?
Grammar Practice page 108 A: I go home.
6 S: What do you do in the evening?
A: I brush my teeth.
8 go to bed 2 Look at the picture. Listen
2.34
and say True or False.

1 True 2 True 3 False
Social-emotional
I get up and I eat breakfast. 4 False 5 True 6 True Learning
Then I go to school.
3 Sharebook A: page 33 Provide positive, constructive
B: page 33
feedback to motivate students
I’m Out!
to try harder and to learn how
What do you do in the morning? they can improve. For example,
if a student has trouble speaking
I eat breakfast. in front of the class, give him/
her praise after speaking, even
if it is only a few words. Use the
encouragement phrases from the
Unit 5 Lesson 3 Story as well as
provide specific feedback: Good
job! I like how you say the words.
Next time, speak a little louder.
Workbook page 58 I can ask and answer about daily routines. Unit 6 69 Activity 3
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Activity 1 CD2 Track 33 setting up and playing I’m Out!

Lesson 2
Do the Grammar Routine. Wrap Up
Lesson Aims See page xvi. Divide the class in two groups.
• To make simple present Do Grammar Practice on page 108 Tell group A to write two
questions with what + do for homework, or in class. sentences about what they do
• To make positive simple present in the morning, and group B to
statements with regular verbs Grammar Practice write about what they do in the
Answers evening. Put students in pairs.
New Grammar 1 do, Student’s own answer. Have them ask and answer.
What do you do in the morning? 2 do, Student’s own answer. I Can Routine
I eat breakfast. 3 do you do, Student’s own Do the I Can Routine.
answer. See page xiv.
Materials: index cards, pencils Resources
Warm Up Do the first item as an example. Workbook page 58
Review Lesson 1 vocabulary. Student App Lesson 2
Play the audio. Pause for students
Play Find Me. See page xii. to answer True or False.
Have students write down one
daily activity they do.
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January 23, 2020
Lesson 3
Lesson 3 Story I’m on Time!
Lesson Aims
• To read a story about 1 Look and answer. What does Alex like for breakfast?
Alex’s day eggs and pancakes
• To understand the value of 2 Read the story. Then act.
being on time 2.35
Alex, where are you?

Alex! It’s time to get up.
New Vocabulary 1 2 Let’s eat breakfast.
time Not now.
Vocabulary Review
get up, eat breakfast, brush [your]
teeth, pancakes
Grammar Review
Positive simple present answers:
I’m, It’s
Materials: magazine pictures

of student arriving at school,
getting up, and eating breakfast;
3 Hurry up, Alex! It’s time
paper, pencils
to brush your teeth.
Warm Up
and grammar. Have students create
a time line of their daily activities.
First, model the time line on the
board. Write morning, afternoon,
and evening. Under each, write one Not now. Mmm, these
daily activity you do, e.g., I eat pancakes are yummy!
breakfast in the morning. I go home
in the afternoon. I go to bed in the
evening. In pairs, have students
70
write their own time line. If time
allows, have pairs ask and answer 9781380022837_U06_p068_077.indd 70 2019-10-24 12:47 PM
questions with other pairs about (pancakes, eggs, juice) Is Alex asleep that shows being on time and not
their daily activities using the in story panels 1 through 5? (yes) Is being on time. Show a picture of
question forms from Lesson 2. Alex asleep in story panel 6? (no) a student arriving at school. Write
Have students look at the story the time 8:00 (or whatever the start
Activity 1
again. Say What does Alex like for time is at your school) on the board
Display the story. Point to it and and say On time. Then, write 10:00
ask students to scan the story breakfast? Point to story panel 2.
Say Is this breakfast? (yes) Where’s on the board and say Not on time.
panels for words they recognize Point to story panels 4–5 and say
from Lesson 1 vocabulary. To Alex? Point to story panel 3. Say
Alex eats breakfast. What does Alex Look at Alex. Is Alex on time? Yes or
help students, direct them to story no? (no) Point to Alex in story panel
panels 1, 2, and 3. Check answers like for breakfast? Point to each
breakfast item and elicit the name 6 and say Is Alex on time? Yes or no?
as a class. (1 get up, 2 eat breakfast, (yes) Play the audio again.
3 brush teeth) Say Where are Eva of each food.
and Sam in story panel 1? (in the Activity 2 CD2 Track 35 Ask two volunteers to come to the
bedroom) Are Eva and Sam in the Play the audio and have students front and assign them the speaking
bedroom in story panel 2? (no) Where follow along in their books. parts from the story. Have them act
are Eva and Sam in story panel 2? it out without words. Then, have
To help students understand the the same volunteers read the story as
(in the kitchen) And where is Alex value in this lesson, teach the idea
in story panel 2? (in the bedroom) if it were a play. Ask the volunteers
of Be on time. Model behavior to close their books and recite their
What foods are in story panel 3?
90
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January 23, 2020
4 Come on, Alex! 5 Oh, no! My backpack! Wrap Up
The bus is here! Have students draw a picture of
their morning routine and what
activities they do. Students can
share their picture with a partner
and talk about what they do in
the morning.
Social-emotional
Oh, no! I’m not ready.
Learning
Incorporating students’
interests into your teaching
will motivate them to learn
and get them talking. After
6
Oh! Good. I’m on time!
the Wrap Up activity, compare
and contrast the students’ daily
routines and look for patterns.
Students will find it interesting
to learn about their classmates.
I Can Routine
See page xiv.
Value Resources
Be on time. Workbook page 59
3 Look, read, and write. Student App Lesson 3
It’s time to get up!
Good. I’m on time !
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parts from memory. This can be individually. Check answers as

repeated with different volunteers. a class.
Put students in pairs or in groups of Ask students what they notice
three and have them read the story. about the two answers. Say What’s
the same? (it’s the same word, time)
Activity 3
Look at the story panels again. Do Values Extension
the first item as an example. Say To be sure students understand
Who says this? Let’s look in the story the value in the story, do the
for the words “It’s” and “to get up.” Values Extension activity. Have
Give students a few moments to volunteers come to the front and
look over the story, them have secretly tell them to mime being
them point to the answer. (Eva in on time or not being on time. Give
story panel 1) Point to Eva’s speech them different tasks like getting
bubble and call on a student to up and eating breakfast. For each
read it aloud. Direct students back task show a time. Use pictures of
to the first item again and say Let’s these things to help the student
write time on the line. Have them understand what to do. The class
complete the second speech bubble calls out on time or not on time.
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January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To use phrases for telling 1 Listen, point, and say. Then quiz a friend.
the time 2.36

answering questions about
the time 1 eight o’clock 2 half past nine 3 a quarter after one
New Vocabulary
eight o’clock, half past nine, a
quarter after one, a quarter to
two, nine thirty, one fifteen, 4 a quarter to two 5 nine thirty 6 one fifteen 7 one forty-five
one forty-five
Materials: paper, pencils, prepared 2

2.37
Listen and write the time. Then sing.
analog and digital clock time cards Tick, Tock!
showing matching times 1 Tick, tock! Tick, tock! 2 Tick, tock! Tick, tock!
Warm Up What time is it? It’s 8 o’clock . What time is it? It’s half past 2 .
Write morning, afternoon, and What do you do at 8 o’clock , What do you do at half past 2 ,
evening across the top of the board. At 8 o’clock in the morning? At half past 2 in the afternoon?
As a class, brainstorm activities
that could go under each one. 3 Tick, tock! Tick, tock!
For example, get up can go under What time is it? It’s 6:15 .
morning. Brush my teeth can go What do you do at 6:15 ,
under all of them.
At 6:15 in the evening?
See page xiv. 3 Draw and say.
Activity 2 CD2 Track 37 What time is it? It’s half past two.
Read the song aloud. Then, play
the audio and have students follow 72 I can say the time. Workbook page 60
along in their books. Play the audio
again. Pause after the second line. 9781380022837_U06_p068_077.indd 72 2019-10-24 12:47 PM
Do the first item as an example. play until they have drawn all seven Wrap Up
Elicit 8 o’clock. Say Let’s write 8 times from Activity 1. Have students match analog clocks
o’clock on the line. Play the rest. to digital clocks. Model how to
Have students complete the activity Communication play with a volunteer. Put all the
individually. Replay the audio Have a clock on the wall cards face up. Match an analog
several times. Check answers as a in the classroom that you can time card to its digital time card.
class. Then, play the audio again use to practice telling the time Then, have your volunteer do the
and sing along as a class. each day. At the start or end same. Put students in pairs. Give
Activity 3 of something, either the day, each pair a set of pre-prepared
a lesson, or an activity, ask time cards. Students take turns
Students draw analog clocks and ask
students to tell you the time. matching the time cards.
about the time. Model an example
for the class. Draw a clock on the This gives students practice at
I Can Routine
board showing half past two. With a telling the time and also gets
them thinking and memorizing Do the I Can Routine.
student volunteer, elicit the question See page xiv.
shown in the speech bubble: What what time you do different
time is it? Say It’s half past two. activities each day. Resources
Then, divide the class in pairs and Workbook page 60
hand out paper and pencils. Have Student App Lesson 4
students take turns. Have students
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January 23, 2020
Lesson 5 Grammar Activity 2 CD2 Track 39
Point each picture and say What
2.38
time is it? Elicit answers. Do the first
item as an example. Play the audio
What time is it?
afor item 1. Say Six o’clock. Can you
It’s nine o’clock.
find six o’clock? Elicit picture c and
write a number 1 in the box. Play
When does May go to bed? the rest. Check answers as a class.
AUDIO SCRIPT
She goes to bed at eight thirty.
M: Man; B: Boy; G: Girl;
You can’t call now!
W: Woman
1 M: When do you eat dinner?
B: I eat dinner at six o’clock.
2 Listen and number.
2.39 Grammar 2 M: When does your friend eat
dinner?
a 4 b 2 When do you go to bed?
G: My friend eats dinner at a
I go to bed at 8:30.
quarter after seven.
When does he / she go to bed? 3 W: When do you get up in the
c 1 d 3 He / She goes to bed at 8:30. morning?
Grammar Practice page 108 G: I get up at a quarter to seven.
4 W: When does your friend get up?
B: My friend gets up at seven thirty.
A: page 35
3 Sharebook B: page 36 When?
Communication
Number one. When He gets up at Recap target grammar
does Matt get up? eight o’clock. structures by creating a chant
or song with the new language.
For Activity 2, create a song or
chant with the question forms.
As you ask the question (When
do you go to bed?), clap your
hands after each word as you
Workbook page 61 I can ask and answer about the time. Unit 6 73 chant or sing the question. Have
students copy you.
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Warm Up
Lesson 5 Play Tim’s Game. See page xiii. Activity 3
Draw seven analog clocks on the See page 99 for instructions on
Lesson Aims
board. Point to the first clock and setting up and playing When?
• To make simple present
questions and answers say What time is it? Elicit answers Wrap Up
about time for each clock before playing. Have pairs take turns asking and
• To use preposition of time: at Activity 1 CD2 Track 38 answering questions. Model the
Do the Grammar Routine. dialogue with a volunteer: When
New Grammar See page xvi. do you brush your teeth? / I brush
When do you ...? I ... my teeth at 8:30.
When does he/she ...? He/She ... for homework, or in class. I Can Routine
Grammar Review Grammar Practice See page xiv.
Positive simple present Answers
statements about daily routines 1 When, Student’s own answer. Resources
2 does, Student’s own answer. Workbook page 61
3 do, Student’s own answer. Student App Lesson 5
4 does, Student’s own answer.
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Final proofs
January 23, 2020
Lesson 6
Lesson 6 Social Studies
Lesson Aims
• To read about children in two 1 Look. Where do the children live? Toronto, Canada
Tokyo, Japan:
time zones
• To learn about some times of 2 Read the text. Who eats breakfast at 7:30? Hiro
2.40
day and night

Night and Day
New Vocabulary
night, asleep, awake, day 1 Hiro is from Japan. He lives in Tokyo.
Megan is from Canada. She lives in Toronto.
Vocabulary Review
eat breakfast, go to school, go home
2 Right now it’s night in Japan, but
Materials: large world map; flags, in Canada it’s morning. Hiro is
sticky notes, or magnets asleep and Megan is awake.
Megan eats breakfast at 7:00 every
Warm Up day. She goes to school at 8:30.
Review Lesson 1 vocabulary. Play She likes to play sports at school.
Ten Questions. See page xiii. She goes home at 3:30. Toronto
Tokyo
Social-emotional
Learning 3 Now it’s morning in Japan, but
Students enjoy talking about it’s night in Canada. Hiro is awake
their own experiences. Before and Megan is asleep. Hiro eats
reading the CLIL text, try a breakfast at 7:30 every day. He goes
personalized group activity. to school at 8:30. He likes sports,
Display a large map at the front too. He goes home at 3:00. Toronto
of the room. Have students
Tokyo
come up and place flags, sticky
notes, or magnets on the map to 4 Hiro and Megan live in different time
show where they live (Where do zones, but their days are almost the same!
you live?), where they have been
(Where do you go for vacation?),
or where they want to go (Where 74 I can read about children in two time zones. Workbook page 62
do you want to go?).
9781380022837_U06_p068_077.indd 74 2019-10-24 12:47 PM
breakfast at 7:30? Let’s read and Wrap Up

Activity 1 listen and find out. Write the different times from the
Have students scan the pictures Play the audio and have students text on the board. Ask students
on the page. Point to each of the follow along in their books. questions about the times, e.g.,
pictures and say Where do the What happens at 7:00? Have
To check comprehension, say
children live? Have students call students raise their hands to
Do Hiro and Megan live in the
out answers. answer. (Megan eats breakfast)
same time zone? (no) When it’s
Repeat for all the times.
Activity 2 CD2 Track 40 night in Japan, it’s in
Teach the bolded new words in the Canada. (morning) When it’s I Can Routine
text. Point to a word and say the morning in Japan, it’s in Do the I Can Routine.
word aloud. Point to a picture in Japan. (night) See page xiv.
the book that explains that word. Reread the activity question aloud
For example, point to the picture of Resources
and call on a student to answer. Workbook page 62
Tokyo and say night. This is night. Have the student point to the
Read the activity question aloud. place in the text where he/she found
Say I eat breakfast at 6:30. When the answer.
do you eat breakfast? Elicit answers
from the class, then say Who eats Read the text as a class. You can
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Final proofs
January 23, 2020
Lesson 7 Social Studies to show in day and night and which
four activities they want to include.
2.41
Provide pairs with the necessary
materials. Students work together
2 Read and circle.
to decide what they want to draw.
1 It’s night in Japan. It’s day / night in Canada.
2 It’s morning in Japan. It’s morning / night in Canada. Classroom Management
Make sure to tell students
3 Megan is awake in Canada. Hiro is awake / asleep in Japan. exactly how long they have to
do their CLIL projects and give
them reminders. Keep a small
3 Project Draw and label a time zone poster.
timer on your desk and set a
time limit so the timer rings
when the time is up. Guide
students about when to move on
to certain parts of their project.
For example, say You have five
minutes left. Finish writing
your labels.
Activity 4
Model presenting the time zone
poster in the book, using the text
in the speech bubble. Both partners
4 Share it! Talk about your time zone poster. must present, so they should take
Right here it’s eight o’clock in the evening. turns pointing to the poster and
talking about it.
Share at Home back of the poster to read while
Talk about time zones holding it up.
with your family.
Wrap Up
Workbook page 63 I can share my time zone poster. Unit 6 75 Display the posters around the room.
Ask students to look for similarities
9781380022837_U06_p068_077.indd 75 2019-10-24 12:47 PM
and differences between the time
Say OK. Let’s circle the word day. zones. Then, have volunteers share
Lesson 7 Have students do 2–3 individually. what they notice and like about their
Lesson Aims Check answers as a class. classmates’ projects.
• To draw and label a time Activity 3
zone poster Share at Home
Students pairs work together to
• To talk about a time draw and label a time zone poster. To help them prepare for this
zone poster Display the poster in the book as at-home task, have students make
a model. Elicit the four different a list of words, and practice what
activities shown and the time of the they will say with a partner. Ask a
Materials: world map or globe, volunteer to show what they will
crayons or colored pencils, paper day each happen. Call on students
to say what activities they do say at home.
Activity 1 CD2 Track 41 and when. I Can Routine
Play the audio again and have Before they start, talk about what Do the I Can Routine.
students follow along in their books. things should go on the poster. See page xiv.
Activity 2 Display a globe or map of the
world. Students should choose Resources
Do the first item as an example. Workbook page 63
Say It’s night in Japan. It’s day in which parts of the world they want
Canada. Is this right? Elicit yes.
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January 23, 2020
Lesson 8
Lesson 8 Phonics Short vowels
Lesson Aims
short vowel sounds 2.42
1 2 3
Materials: 15 magazine pictures or

drawings of words with short vowel
sounds, sticky tape
cut lick leg
Warm Up
4 5 6
Show students pictures of simple
words that contain short vowel
sounds, e.g., hat, bed, fish, dog, and
bus. Have about three pictures for
each vowel. As students say a word, rock mat bag
tape the picture to the board, creating
a column for each vowel. Then, have
the class say the words chorally as you 2.43
point to each word in a column. The 1 cut cuts yell yells

class can then identify the common
2 runs sits hops hits
sound in the column.
REVIEW
3 up red black mom
Social-emotional
Learning 3 Listen, read, and say.
Before a listening activity, it’s 2.44
important to set the tone for a

calm and peaceful environment,
so students can be quiet and
concentrate in order to listen
better. Have students close their
eyes. Ring a small bell, and
The frog hops. She gets up at six.
ask students to focus on the
sound. Ask them to raise their
76 I can read and say words with short vowel sounds. Workbook page 64
hands when they can no longer
hear the sound. Repeat a few 9781380022837_U06_p068_077.indd 76 2019-10-24 12:47 PM
times to sharpen students’ focus Activity 2 CD2 Track 43 Wrap Up

on the present moment and Play the audio. Point to the words. Divide the class in five groups.
their senses. Have students listen and repeat. Assign a short vowel sound to
Tell them that line 3 is a review each group. Read from a list of
Activity 1 CD2 Track 42 of sounds that they learned in short vowel words (from the book
Do the Phonics Chant Routine. previous units. Then, have students or your own list) and have each
See page xx. read the words and letters chorally group stand up and repeat the
without the audio. word when they hear their
To extend, elicit a list of other vowel sound.
words that have short vowel sounds. Activity 3 CD2 Track 44
Write the words on the board and Read the sentences as students I Can Routine
circle the short vowel letters. follow along in their books. Repeat. Do the I Can Routine.
Play the audio. Read the sentences See page xiv.
AUDIO SCRIPT together as a class.
1 /u/ /u/ /u/, cut, cut (x2) Resources
2 /i/ /i/ /i/, lick, lick (x2) Workbook page 64
3 /e/ /e/ /e/, leg, leg (x2) Student App Lesson 8
4 /o/ /o/ /o/, rock, rock (x2)
5 /a/ /a/ /a/, mat, mat (x2)
6 /a/ /a/ /a/, bag, bag (x2)
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Final proofs
January 23, 2020
Progress Tracker Divide the class in pairs and hand
out one game piece per student.
1 Play Round and Round! Use the language from Unit 6. Have students place their game
pieces on START. Give them about
15 minutes to play. Have them
Name it. What do you do … ?
take turns spinning and answering
the prompts until one student gets
10 points.
Say It’s …
Spell it. Spell it. are keeping track of their points
How to Play and moving their game pieces
1 Spin. Then move your marker. correctly. Hand out stickers to the
2 Look, read, and answer. winner in each pair.
3 Blue space = 1 point. Fast finishers can expand the game
g to s ho l 4 Yellow space = 2 points. n g t by creating additional squares/
prompts and try to get 12–14
5 Get 10 points to win! 6 1
Name it. What time … ? points to win.
5 2
Activity 2
4 3 Students go to Workbook page 65,
Tracker routine. See page xxi.
Lose I Can Routine

a turn! Do the I Can Routine.
What do you do … ? What do you do … ? See page xiv.
Resources
Workbook page 65
2 Now complete your Progress Tracker Student App Progress Tracker
in the Workbook.
9781380022837_U06_p068_077.indd 77 2019-10-24 12:47 PM
and read aloud the prompt. Spell

Progress Tracker it. Elicit the answer n-i-g-h-t. Say
Lesson Aims How many points? (2 - it’s a yellow
• To review Unit 6 language. square) How many points for a
blue square? (1) Show how to write
down your points. Have a volunteer
Materials: one game piece per spin the paper clip and move his/
student (e.g., coins, small pieces of her game piece, look, read, and
paper, beans) paper clips, pencils answer the prompt. If the answer
Activity 1 is not correct or if he/she doesn’t
Demonstrate how to play Round know the answer, he/she loses a
and Round! Read the instructions turn. Point to Lose a turn! and say
aloud. Then, show students how to students also lose a turn if they land
make a spinner with a paper clip here. If a student lands on the same
and a pencil. Spin the paper clip space twice, they can spin again.
and have students call out what Tell students to keep score in their
space it lands on. Move your game notebooks. The object of the game
piece the number of spaces the is to get 10 points.
paper clip lands on, e.g., one space
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Final proofs
January 23, 2020
Materials: scissors, crayons or colored pencils, two sets

of pre-cut and colored cards (for you to model with) Unit 6 Lesson 2 I’m Out!
Put students in pairs, A and B. Each student has Student A Student B
the same share page, page 33. Students make sentences

about daily activities.
Before modeling the game, cut out two sets of cards
and color them in.
volunteer be Student B. Keep your cards separate
from Student B’s cards. Put the time cards (morning,
afternoon, evening) face down in a pile in front of you.
Show how to hold your activity cards in your hand.
Pick up a time card and ask Student B a question based
on what card you draw e.g., What do you do in the
morning? Student B answers using one of the activity
cards in his/her hand e.g., I eat breakfast.
Have Student B show the “eat breakfast” activity card.
Student B keeps the card because he/she was able to
make a correct sentence. Point out that the activity
card must be correct for the time card, e.g., a student
morning afternoon evening
can’t choose “eat breakfast” for the “evening” card.
Switch roles and have Student B ask you a question. How to Play:
Students A and B: Color your own set of cards. Place all three of the time
Example:
Student A: What do you do in the morning?
Pretend that you can’t answer the question, and cards in a pile face down. Keep your other cards in your hand.
Student A: Pick up a time card. Ask Student B a question.
Student B: Use one of your cards to answer. Keep the card if you can make
Student B: I eat breakfast.
show how you don’t keep your activity card. Create a a sentence. Take turns. When you have no more cards, you are the winner! 33
new pile. 9781380022868_U06_p033_p036.indd 33 2019-10-23 4:46 PM

it chorally.
Student A: What do you do in the morning? Answers
Student B: I eat breakfast. What do you do in the morning?
Then, have two students come to the front of the I get up. I eat breakfast. I go to school. (Answers
room and model another round for the class, using will vary.)
your sets of cards. Correct any errors. Make sure both What do you do in the afternoon?
students speak. I eat lunch. I go home. (Answers will vary.)
Have students color and cut out their cards Then, What do you do in the afternoon?
have pairs play the game. The student who runs out of I eat dinner. I brush my teeth. I go to bed.
activity cards first is the winner. Walk around and check (Answers will vary.)
Fast finishers can find another fast finisher pair and
play the game again with a different partner.
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January 23, 2020
Unit 6 Lesson 5 When? Unit 6 Lesson 5 When?

Student A Student B
1 2 3 1 2 3
Hi, I’m Matt. Hi, I’m Matt.
4 5 6 4 5 6
Hello! My name Hello! My name
is Grace. is Grace.

Students A and B: Take turns asking questions. Fill in the Student B: Number one. When does Matt get up? Students A and B: Take turns asking questions. Fill in the Student B: Number one. When does Matt get up?
time on each picture. Then compare your pictures. Student A: He gets up at eight o’clock. time on each picture. Then compare your pictures. Student A: He gets up at eight o’clock.
35 36
Put students in pairs, A and B. Each student has a Then, have two students come to the front of the room
different share page; Student A page 35, Student B and model another round for the class. Correct any
page 36. Be sure partners don’t see each other’s page. errors. Make sure students switch roles.
Students ask questions to find out when Matt and
Have pairs do the activity. Students take turns asking
Grace do the activities.
and answering questions until all of their clocks have
Model the activity. You are Student A. Have a the time. Walk around and check students are on task
volunteer be Student B. Explain that pages 35 and 36 and help as necessary.
show the same people, but they are missing different
times on the clocks. Ask about the clock in the first
Answers
box: Number one. When does Matt get up? Elicit the
response from Student B: He gets up at eight o’clock. 1 W hen does Matt get up? He gets up at eight
o’clock.
Point to the clock for item 1 on Student B’s page,
2 When does Matt eat breakfast? He eats breakfast
showing how it doesn’t have any hands. Then, show
at eight fifteen/a quarter after eight.
the class your page and point to the clock, showing
3 When does Matt go to school? He goes to school
how it says 8:00. Have Student B draw in the hands on
at eight forty-five.
the clock for item 1.
4 When does Grace go home? She goes home at
Write the model on the board and have students repeat half past three/three thirty.
it chorally. 5 When does Grace play? She plays at four o’clock.
Student B: Number one. When does Matt get up? 6 When does Grace eat dinner? She eats dinner at
Student A: He gets up at eight o’clock. seven o’clock.
Unit 6 99
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Final proofs
January 23, 2020
Share the World 3
Share the World 3
Lesson Aims
• To read a story about city life
and village life 1 Look at the pictures. Who lives in a village? Trung
• To talk about going to school 2 Read the blog. How do the children go to school?
2.45
Trung goes to school by boat. Linh rides her bike to school.
New Vocabulary
village, boat, market,
city, motorcycle Adventures of an English Teacher
Home About Me My Students
Vocabulary Review
half past, quarter past, eggs, Village Life, City Life
January 16
breakfast, mall, zoo
Today’s blog is by my students Trung and Linh.
Grammar Review They write about their lives in Vietnam.
present simple statements about
Trung’s Life
daily routines using at
Hi, I’m Trung. I’m 10 years old. I live in a
small village. I go to school at half past
Materials: index cards five in the morning. I go home at half past
eleven. My sister goes to school in the
In Vietnam, school and work days afternoon. I ride a boat to school.
usually start very early and include
a midday break to avoid the heat. My mom gets up at five o’clock in the
Vietnamese children are required to morning. She goes to the market. The
go to school for nine years. market is on the water. There’s a lot of
fruit at the market. I love my village!
Warm Up
Have students make sentences
about activities and times. Elicit
a list of daily activities and write
them on the board. Pick one of
the time cards (with a time of
day written on each card, such
as 6:00, 9:30, 12:00, etc. and
a sun or moon to show day or 78
night) and say what you do at
that time of day. I [watch TV] at 9781380022837_INT_p078_081.indd 78 2019-10-24 12:49 PM
[eight o’clock in the evening]. What Activity 1 Activity 2 CD2 Track 45

do you do at [eight o’clock]? Pick Have students scan the pictures on Read the activity question aloud.
a volunteer to answer. Point to the page. Ask them to compare the Say Who are the children? Have
likely activities on the board to pictures on page 78 to the pictures students point to the pictures of
prompt him or her. Then, divide on page 79. Say What do you see? Trung and Linh in their books. Say
the class in pairs. Give each pair For page 78, elicit boy, trees, water, How do they go to school? Let’s read
one set of time cards. Students green, fruits. Say This is a village. and listen and find out.
draw a card and make a sentence A village is small. A village does not Play the audio as students follow
using one activity from the board have many people. For page 79, along in their books. Repeat
and the time on the card. Do elicit girl, dad, bikes, cars. Say This as necessary.
one as an example. Draw a card is a city. A city is big. A city has a
Reread the activity question aloud
and say I [get up] at [6:00 o’clock]. lot of people. Then, say Who lives in
and call on a student to answer.
Students take turns. a village? Have students point to
Have the student point to the place
Trung in their books.
in the text where he/she found
the answer.
100
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Final proofs
January 23, 2020
Linh’s Life Wrap Up
I’m Linh. I’m nine years old. I live Put students in pairs. Have them
in a big city. I get up at a quarter share their pictures with their
past seven. I eat rice and eggs for partner and talk about how they go
breakfast. I ride my bike to school. to school and what time they go to
school. Write the sentence frames
on the board: I to
school. I go to school at .
whole class.
My dad works in the city. He rides Social-emotional
a motorcycle to work. My mom Learning
stays home with my brother and Review rules for pairwork. Make
sister. We like to go to the mall a class poster to help remind
and the zoo. I love the city! students of how to interact
during pairwork activities.
Model proper pairwork behavior
with a volunteer and elicit a
name for each behavior: show
how to take turns (take turns),
look at your partner (look), listen
3 Read and write the answers. attentively (listen). Write the
1 What time does Trung go to school? half past five, or 5:30 words on the board and draw a
simple symbol to represent each,
2 Where does Trung’s mom go in the morning? She goes to the market. e.g., an ear for listen. Have the
3 What time does Linh get up? a quarter past seven, or 7:15 students help decorate the poster,
then hang it on the wall. Review
4 How does Linh’s dad go to work? He rides a motorcycle. the different behaviors with the
class before a pairwork activity.
4 Share Your World How do you go to school? What
time do you go to school? Draw it in your Workbook. Resources
Workbook pages 66–67
9781380022837_INT_p078_081.indd 79 2019-11-21 1:24 PM
Activity 3 Activity 4
Read items 1–4 aloud. Do the Model responding to the question.
first item as an example. Read Say I drive my car to school. Draw a
item 1 again. Say Let’s read the blog quick sketch of a person driving a
about Trung again. Reread the first car. Say I go to school at [six o’clock
paragraph aloud, then read the in the morning]. Write the time on
first item one more time. Call on the board.
a student to read the sentence that Turn to Workbook pages 66–67.
tells when Trung goes to school. Students draw how they go to
Underline the sentence and say school and write what time they go
Trung goes to school at half past five to school.
in the morning.
Have students do 2–4 individually.
Have them underline the sentence
in the text where they found their
answers. Check the answers as a
class. Call on students to read the
questions and give the answers.
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January 23, 2020
Exam Practice 3
Exam Practice 3
Listening
of Starters Young Learners 1 Listen and tick (✔) the box. There is one example.
3.01
English Exam. What does Anna do in the afternoon?

In this activity, students look at
sets of three pictures of children
doing different activities, clocks
showing different times, and
animals, and read the question for
A B C ✔
each set of pictures. They listen to 1 What time does Nate get up?
a dialogue for each set of pictures.
They choose the correct picture to
match the dialogue and check the
correct box.
A B C ✔
• Students should look carefully 2 What animal can Bill see?
at the pictures and read the
questions first. They should
make sure they know what is
in each picture so they know A B C ✔
what they need to listen for. The
pictures will have similarities. 3 What can the dog do?
Tell students to look at the pictures.
Say What can you see? Review what
each picture shows and elicit the A B ✔ C
answers from the class. Then, read
the questions aloud.
Tell students to listen to four short
dialogues. They read the question 80
and check the box that shows the
correct activity, time, or animal. 9781380022837_INT_p078_081.indd 80 2019-10-24 12:49 PM
B: Do you play games? G: Where?

Do the example. Play the audio up G: No, I don’t. I ride my bike. B: It’s in the tree.
to the first pause. Show students B: That’s good. G: Oh, yes! Monkeys are cool.
you are not putting a check in a box N: Can you see the tick? Now you N: Three. What can the dog do?
as you listen. Put a check in the box listen and tick the box. M: Is this your dog?
when the dialogue is finished to N: One. What time does Nate B: Yes. His name is Max.
demonstrate that they should listen get up? M: Can he swim?
to each dialogue before putting a W: What time do you get up, Nate? B: No, he can’t. He doesn’t
check in the box. Do you get up at seven o’clock? like water.
Play the rest. Repeat. B: No, my mom gets up at M: Can he climb a tree?
seven o’clock. B: No, he can’t. He has
Have students compare answers in W: Do you get up at half past seven? short legs.
pairs. Check answers as a class. B: No, I don’t. I get up at a quarter M: What can he do?
AUDIO SCRIPT to eight. B: He can jump! Look!
N: Two. What animal can Bill see? M: Oh, yes!
B: Boy; G: Girl; N: Narrator;
G: I love the zoo! Let’s go to the zoo N: Now listen again. This is the end
W: Woman; M: Man and find the hippo. of the Listening Exam.
B: Hi, Anna. What do you do in the B: OK. Is there a crocodile, too?
afternoon? Do you paint a picture? G: No, there isn’t.
G: No, I don’t. I go to the park. B: Look! I can see a monkey.
102
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Final proofs
January 23, 2020
Reading and Writing
2 Read this. Choose a word from the box. Write the correct
word next to numbers 1–5. There is one example.
My Grandpa
This is my grandpa. I go to the park
with Grandpa on Sunday. I ride my
(1) bike and Grandpa walks.
Then we play games in the afternoon. I use the (2) computer

and Grandpa reads a book. We can play in the yard, too. Grandpa
has a black dog. We throw a (3) ball to the dog.
Grandpa drives an old (4) car . In the evening,

we go home and eat (5) dinner with my mom
and dad.
Example
park car dinner tree
computer guitar bike ball
81
9781380022837_INT_p078_081.indd 81 2019-10-24 12:49 PM
Reading and Writing Activity 2

This is a practice activity modeled Tell students to look at the pictures
on Part 3 of the Reading and and words at the bottom of the
Writing Test of the Starters Young page. Read each word aloud and
Learners English Exam. point to its corresponding picture.
In this activity, students read a Tell students they will read the text
short text and write the missing and write the correct word on the
words on the lines. The word bank line. Point out that there are eight
is at the bottom of the page and words, but only five spaces. So
shows a picture for each word. they will not need to use all of the
In preparation for the task: words. Read the first two sentences
aloud. Point to the word park in
• Students should look carefully at the word bank. Then, say Use these
the pictures before reading the words. Write the correct word on
text and writing their answers. the line. Have students read and
write their answers. Give them time
to write their answers. Have them
compare their answers in pairs.
103
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Final proofs
January 23, 2020
7 Playtime! Overview
• name free-time activities • Teacher Resource Center: Vocabulary,
• ask and answer questions about Grammar, Values, and CLIL Worksheets,
free-time activities Flashcards, Parent Letter, Unit 7 Test
• name favorite activities
Song: What Do You Like Doing?

playing soccer, playing tennis, watching TV, playing Third person questions about likes with
video games, reading books, listening to music, verb + -ing and do
taking photos Third person positive sentences about likes
with verb + -ing
Vocabulary Chant
free-time activities Sharebook
Favorite Activities
Lesson 2 Grammar
First person questions about likes with Lesson 6 Music
verb + -ing and do CLIL
First person positive sentences about likes strings, keys, press, flute, holes, blow
with verb + -ing
Text: Make Some Music!
What Do You Like Doing?

Lesson 7 Music CLIL
Lesson 3 Story Project: Design a musical instrument
A Good Idea
Value: Play together! Lesson 8 Phonics
Short vowels
Lesson 4 Vocabulary Words with short vowel sounds
singing, dancing, writing stories, drawing, playing

the piano, playing board games, baking cookies
Song: What Do You Like Doing?
104
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Final proofs
January 23, 2020
Progress Tracker
Review Game: Spin to Win!
Teacher Reflection
1 Calming down after a fun activity Classroom Management 1 2 3 4 5
Getting students moving during

2 Classroom Management 1 2 3 4 5
a game
Differentiating support for
students during role-plays
4 Managing miming activities Social-emotional Learning 1 2 3 4 5
Monitoring language use during

the lesson
6 Reinforcing new language Social-emotional Learning 1 2 3 4 5
7 Turning cleanup into a game Classroom Management 1 2 3 4 5
Practicing pronunciation with

mixed-level pairs

Unit 7 105
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Final proofs
January 23, 2020
Lesson 1
7
1 playing soccer
Lesson Aims
• To name free-time activities
Playtime!

playing soccer, playing tennis,
watching TV, playing video What’s in the living room?
games, reading books, listening to
music, taking photos There’s a TV.
Vocabulary Review 3 watching TV

photos, tennis, TV, video
games, books 2 Listen, point, and say.
3.02
4 playing video games
Then quiz a friend.
Warm Up
Divide the class in two teams.
Have the groups write as many 3 Listen and point.
3.03
5 reading books
toys and activities from Units 1 Then chant.
and 5 as they can remember. Give Listening to music,
them two minutes to brainstorm. Watching TV,
Then, have a volunteer from each
Reading books,
group read the list. The team with
the most words wins. Come and read with me!
Activity 1 Taking photos,

Do the Unit Opener Routine. Playing video games,
See page xiv. Playing tennis and soccer,
Display the picture. Say The Share Come and play games!
Pals and Shareville characters are doing
different free-time activities. Where are
they? (at home, in the living room)
What’s in the living room? (There’s a 82 I can name free-time activities. Workbook page 68
TV.) Can you name three things? (ball,

9781380022837_U07_p082_091.indd 82 2019-10-24 1:01 PM
cat, book, camera, TV, plant …) Wrap Up
Activity 2 CD3 Track 02 Review Lesson 1 vocabulary. Divide
After a fun activity, calm
the class in two teams. Have one
Do the Vocabulary Routine. students down and quiet the
student from each team come to
See page xiv. classroom. In a normal voice,
the front of the class. Show the two
say Can you hear me? If you
Activity 3 CD3 Track 03 students the picture in your book
can hear me, raise your hand. If
Do the Chant Routine. and point to one of the activities.
some students are still talking,
See page xiv. Have them each mime the activity
say If you can hear me, raise both
to their team. The first team to say
hands. Students will notice their
Chant Extension the correct answer wins a point.
classmates raising their hands and
Assign one free-time activity to Continue until all seven activities
the noise in the class lowering and
each student. As a class, review have been mimed.
will begin to be more aware of
the different movements for each
their own behavior. I Can Routine
free-time activity and have the
Continue adding other actions, Do the I Can Routine.
students mime them with you. Play
like clapping once, until all See page xiv.
the audio and ask students to chant
students are participating.
along and mime their activity when Resources
they hear it in the chant. Repeat Workbook page 68
this several times. Student App Lesson 1
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Final proofs
January 23, 2020
Lesson 2 Grammar Do the Grammar Routine.
What do you like doing, Nancy? See page xvi.
1 Listen to Dan and Nancy. Do Grammar Practice on page 109
3.04
Read and say. for homework, or in class.
2 playing tennis Grammar Practice

Grammar Answers
1 1 doing, playing 2 Do, do
What do you like doing?
3 like, don’t, playing
I like playing tennis.
Do you like playing tennis?
I like playing tennis. Activity 2 CD3 Track 05
Yes, I do. No, I don’t.
Do you like playing Point to May. Say What’s May
tennis, Dan? doing? (reading books) May likes
reading books. True or false? (true)
Yes, I do. I like 3.05 Do the first item as an example.
playing soccer, too. and say True or False. Play the audio. Pause for students
1 True 2 True 3 True 4 True
5 False 6 False 7 True to answer True or False.
B: page 37
AUDIO SCRIPT
What Do You Like Doing? S: Sid; D: Dan; A: Alex; N: Nancy;
6 listening to music E: Eva; Ma: May; Sa: Sally
Do you like playing soccer? 1 S: Dan, what do you like doing?
D: I like playing soccer.
Yes, I do. Do you 2 A: Nancy, do you like playing tennis?
like taking photos? N: Yes, I do.
3 N: Eva, do you like watching TV?
E: Yes, I do.
4 M: Sally, what do you like doing?
Sa: I like playing video games.
5 A: May, what do you like doing?
M: I like playing tennis.
7 taking photos 6 E: Sid, do you like listening to music?
S: No, I don’t.
7 D: Alex, what do you like doing?
Workbook page 69 I can talk about free-time activities. Unit 7 83
A: I like taking photos.
9781380022837_U07_p082_091.indd 83 2019-10-24 1:01 PM
Warm Up Activity 3

Lesson 2 Review Lesson 1 vocabulary. See page 116 for instructions on
Lesson Aims Play Hot Seat. See page xii. setting up and playing What Do
• To make first person You Like Doing?
questions about likes Classroom Management Wrap Up
• To make first person positive Try to get students moving Have students work in pairs and
sentences about likes while doing an activity or take turns asking and answering
simply by having them standing What do you like doing? I like
New Grammar at their desks while they’re [playing video games].
What do you like doing? taking part. While playing
I like verb + ing. the Warm Up, have students I Can Routine
Do you like verb + ing ...? do an action while they give Do the I Can Routine.
hints, e.g., clapping, jumping, See page xiv.
or miming. Students will burn Resources
some energy and be more likely
Workbook page 69
to settle down and focus on the
lesson afterward.
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Final proofs
January 23, 2020
Lesson 3
Lesson 3 Story A Good Idea
Lesson Aims
• To read a story about 1 Look and answer. Does May like listening to music?
free time No she doesn’t. May likes reading books.
playing together 3.06
Hey! Let’s play together! I like playing video

New Vocabulary 1 2 games. They’re cool!
together, idea
Vocabulary Review
playing video games, reading books,
taking photos, listen to music, What do you
camera, watch TV, playing soccer like doing, Sally?
Grammar Review I don’t like playing
like + verb + -ing video games.
Materials: index cards, paper,

pencils
Well, what do you like doing, May?
Warm Up 3 I like reading books.
and grammar. Play the Guessing
Game. See page xii. The class asks
questions using Do you like [playing
soccer]? Make sure to use the -ing
form of the verb. Continue with all
seven free-time activities. Hmm.
Activity 1
from Lesson 1 vocabulary. To 84
help students, direct them to story 9781380022837_U07_p082_091.indd 84 2019-10-24 1:01 PM
panels 2, 3, 4, 5, and 6. Check In story panel 5, is Eva playing with with you. Say Play together. Have
answers as a class. (2 playing video Dan and Sid? (no) In story panel 6, two students pick books and each
games, 3 reading books, 4 taking what’s a good idea? (playing soccer) read separately at their desks. Say
photos, 5 watch TV, listen to Not play together. Then point to
Say Does May like listening to music?
music 6 playing soccer) Say How story panel 1 and say Look at May
Have students point to May in
many Share Pals are in story panel in story panel 1. Are May and Dan
story panels 1, 2, and 6. For each
1? (three) Who is in story panel 2? playing together? Yes or no? (no) Play
story panel, ask Is May listening
(Dan and May) What does May the audio again.
to music? Elicit no. Then ask the
have in story panel 3? (a book) What
question again. Elicit the answer. Ask seven volunteers to come to
does Alex have in story panel 4? (a
the front and assign them the
camera) How many children are in Activity 2 CD3 Track 06 speaking parts from the story.
story panel 5? (two) What does Dan Play the audio and have students Have them act it out without
have in story panel 6? (a soccer ball) follow along in their books. words. Then, have the same
Have students look at the story To help students understand the volunteers read the story as if it
again. Read the title. Say In story value in this lesson, teach the idea were a play. Ask the volunteers to
panel 1, is May playing with a of play together. Model behavior close their books and say their parts
friend? (no) What about in story that shows playing together and from memory. This can be repeated
panels 2 and 3? (no) In story panel not playing together. Ask a with different volunteers.
4, is Alex playing with Dan? (no) volunteer to pretend to throw a ball
108
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Final proofs
January 23, 2020
4 I like taking photos. Do you 5
Values Extension
like taking photos, Dan? Let’s watch TV! To be sure students understand
the value in the story, do the
Values extension activity. Have
volunteers come to the front,
and secretly tell them to mime
playing together or not playing
together. Give them different
tasks like throwing a ball or
Yes, I do, but I don’t No, let’s listen to music! reading a book. If needed, draw
have my camera. pictures of these things to help
the student understand what to
do. The class calls out play together
I have an idea. Let’s play soccer. Do you like playing soccer? or not play together.
6
Wrap Up
I like soccer! Have students draw themselves
doing their favorite activity. Have
them show their picture to the
Yay!
class and talk about their activity.
Pre-prepare a picture of your own
and model the language, This is
Yeah! That’s a great idea! me. This is my camera. I like taking
photos. Ask for volunteers to share
their pictures.
Value
3 Look, read, and write. Play together! I Can Routine
Let’s listen to music! See page xiv.
Resources
Yeah! That’s a good idea ! Workbook page 70
9781380022837_U07_p082_091.indd 85 2019-10-24 1:01 PM
Put students in pairs or in groups of Activity 3

seven and have them read the story. Look at the story panels again.
Do the first item as an example.
Social-emotional Say Who says this? Let’s look in
Learning the story for the words “to music!”
During performance activities, Who says “to music”? Give students
support shy students by dividing a few moments to look over the
the class in small groups or pairs story, then have them point to the
and have them do their role- answer. (Sid in story panel 5) Point
play with each other. Students to Sid’s speech bubble and call on
will get a lot of practice and a student to read it aloud. Direct
gain confidence by practicing students back to the first item
their roles in a safe setting. again. Ask students what words are
To support more confident missing. Point out that there are two
students, appoint a leader in the blanks, one for each word. Have
group. The leader can model them write the words Let’s listen on
the activity or part in a role-play the lines. Have them complete the
for their group. second speech bubble individually.
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Final proofs
January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To name favorite activities 1 Listen, point, and say. Then quiz a friend.
3.07
answering questions
New Vocabulary 1 singing 2 dancing 3 writing stories 4 drawing

singing, dancing, writing
stories, drawing, playing the
piano, playing board games,
baking cookies
5 playing the piano 6 playing board games 7 baking cookies
Materials: index cards,
Warm Up
Review Lesson 1 vocabulary. 2
3.08
Listen and circle. Then mime and sing.
Write one word from Lesson 1 What Do You Like Doing?
vocabulary on each index card, 1 What do you like doing? 2 What do you like doing?
e.g., one card for watching and one
card for TV. Divide the class into Do you like playing board games? Do you like baking cookies?
groups. Have them work together Or do you like / Or do you like /
to put the words in order for all And playing the piano? And playing the piano?
seven vocabulary items.
3 What do you like doing?
Activity 1 CD3 Track 07 Do you like writing stories?
Or do you like /
See page xiv.
And playing the piano?
Play the audio as students follow
3 Mime a favorite activity. Guess!
along in their books. Do the first item
as an example. Play the audio again Do you like playing the piano? Yes, I do.
and pause after the third line. Elicit
the picture that matches the word 86 I can name favorite activities. Workbook page 71
they hear. Tell students to circle that
picture. Play the rest. Have students 9781380022837_U07_p082_091.indd 86 2019-10-24 1:02 PM
do the remaining items individually. Fast finishers can continue miming Wrap Up
Check answers as a class. Read the and guessing using the verbs and Review Lesson 4 vocabulary.
song as a class and have students mime free-time activities from Lesson 1. Play Ten Questions.
the activities. Play the audio again and See page xiii
mime and sing along as a class. Social-emotional I Can Routine
See page xiii. Learning Do the I Can Routine.
Help support students during See page xiv.
Activity 3 miming activities. Put students
Mime a favorite activity, e.g. playing into groups of three. Have one Resources
the piano. Have students call out student whisper what he/she is Workbook page 71
questions, e.g. Do you like …? Make going to mime to another student. Student App Lesson 4
sure students use the -ing form of The third student guesses. The
the verb. Elicit Do you like playing second student can give clues or
the piano? When a student guesses indicate “close” or “far” to the
correctly, say Yes, I do. Divide the guessing student. Building in the
class in pairs. Have students take idea of hints will help students
turns to choose and mime a favorite avoid feeling embarrassed if the
activity. Have them play play until other student can’t guess what he/
all the activities they like are mimed. she is miming.
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January 23, 2020
Lesson 5 Grammar writing picture and say Does Erica like
writing? Elicit yes. Write a key on the
1 Listen, read, and say. board for students to reference:
3.09
Yes ✔ No ✗. Then, play the rest.

This is my friend Lisa. Pause after each item for students to
answer. Check answers as a class.
What does she like doing?
AUDIO SCRIPT
She likes drawing. N: Narrator; B: Boy; G: Girl
1 N: Does Erica like writing?
Does she like singing? B: Yes, she does.
N: Does she like baking cookies?
Yes, she does!
B: No, she doesn’t.
N: Does she like drawing?
2 Listen and write check (✔) or cross (✘).
3.10
B: Yes, she does.
1 2 2 N: Does Adam like playing
Grammar board games?
What does he / she like doing? G: Yes, he does.
He / She likes drawing. N: Does he like playing the piano?
G: Yes, he does.
Does he / she like singing? N: Does he like dancing?
✔ ✘ ✔ ✔ Yes, he / she does. G: No, he doesn’t.
✔ ✘ No, he / she doesn’t.
Activity 3
A: page 39
3 Sharebook B: page 41 Favorite Activities on setting up and playing
Favorite Activities.
What does He likes dancing.
he like doing? Communication
While students are doing
the Sharebook activity, walk
around the room and monitor
language. You can stand a short
Workbook page 72 I can ask and answer about favorite activities. Unit 7 87 distance away so students don’t
feel shy, but stand close enough
9781380022837_U07_p082_091.indd 87 2019-10-24 1:02 PM
to hear the conversations. Listen
Activity 1 CD3 Track 09 for errors and to make sure
Lesson 5
Do the Grammar Routine. students are speaking in English.
Lesson Aims See page xvi. Some students may need gentle
• To make third person Do Grammar Practice on page 109 reminders and encouragement.
questions about likes for homework, or in class.
• To make third person Wrap Up
sentences about likes Grammar Practice Play Sentence Chain. See page xiii.
Answers Use sentences such as I like drawing
New Grammar 1 does, likes 2 like, likes and She / He likes drawing. Does she
What does he/she like doing? 3 do, Students own answers like baking cookies?
He/She likes verb + ing.
Does he/she like verb + ing ...?
I Can Routine
Activity 2 CD3 Track 10 Do the I Can Routine.
Point to the girl and boy in the See page xiv.
Materials: index cards, pencils pictures. Say This is Erica and Adam.
Point to the small pictures and elicit Resources
Warm Up the activities. Then, do the first Workbook page 72
Review Lesson 1 and 4 vocabulary. item as an example. Play the first Student App Lesson 5
Play the Find Me. See page xii two lines of the audio. Point to the
Students draw a picture.
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January 23, 2020
Lesson 6
Lesson 6 Music
Lesson Aims
• To read about 1 Look. How many instruments can you see? Three - guitar, piano, and flute
musical instruments
• To learn about 2 Read the text. Which instruments have strings? guitar and piano
3.11
musical instruments
Make Some Music!
New Vocabulary
strings, keys, press, flute, 1 Emily likes singing and playing the guitar.
holes, blow A guitar has six strings. Play the strings
and make some music!
Vocabulary Review
singing, playing the piano
Grammar Review
third person positive statements 2 Kevin likes playing the piano. A piano has
using like + verb + -ing 52 white keys and 36 black keys. You can
press the keys. The keys hit strings. The
Materials: music, audio player strings are inside the piano. Press the
keys and make some music!
Warm Up
Bring in some music to the class
and play it for the students. Play
songs that incorporate instruments
that students will come across 3 Steven likes playing the flute. There
in the lesson (acoustic guitar, are eight holes in a flute. Blow in
flute, piano). As students listen, the flute, press your fingers on the
show them how they can tap the holes, and make some music!
table or clap along to the beat
and rhythm.
Social-emotional
Learning
Bring in real-life objects for 88 I can read about musical instruments. Workbook page 73
students to use and look at to
help reinforce comprehension of 9781380022837_U07_p082_091.indd 88 2019-10-24 1:02 PM
new vocabulary. In this lesson, These are strings. Read the activity instruments they learned about.
you can bring in different toy question aloud. Have them call out the names of
instruments for students to play Play the audio and have students the different instruments as they
with as a fun introduction to follow along in their books. If hear them.
music and instruments. students need more practice, play I Can Routine
the audio again and pause to focus Do the I Can Routine.
Activity 1 on specific pictures or words. See page xiv.
Have students scan the pictures Reread the activity question aloud
on the page. Say How many and call on a student to answer. Have Resources
instruments can you see? Count the the student point to the places in the Workbook page 73
instruments as a class. text where he/she found the answer.
Activity 2 CD3 Track 11 Read the text as a class. You can
Teach the bolded new words in the read it or ask for volunteers.
text. Point to a word and say the Wrap Up
word aloud. Point to a picture in Have students listen again to the
the book that explains that word. music you played at the beginning
For example, point to the picture of the lesson. Tell them to close
of the guitar strings and say strings. their eyes and listen for the
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January 23, 2020
Lesson 7 Music
When doing projects, the
3.12 classroom can get messy. Make
2 Read and circle True or False. clean-up fun for students by
turning it into a game. Set a
1 A piano has 52 white keys and 36 black keys. True / False timer and have students try
2 A piano doesn’t have strings. True / False to beat the clock to get all
their supplies put away and
3 A guitar has six strings. True / False desks cleaned up. Be sure to
4 A flute has eight holes. True / False emphasize that this does not
mean they can throw their
things or make a bigger mess in
3 Project Design a musical instrument. another part of the classroom.
Activity 4
Model presenting the guitar design
in the book using the text in the
speech bubble. Then, have student
musical instruments. Both partners
must present, so they should take
turns pointing to different parts of
their instrument and talking about it.
4 Share it! Talk about your musical instrument. back of their paper to read while
holding up it up. Remind students
This is my guitar. It has six strings.
to look out at their classmates when
presenting.
Share at Home Wrap Up
Talk about three instruments Elicit a list of musical activities
and their sounds.
and instruments from the unit
Unit 7 89
and write them on the board
Workbook page 74 I can share my musical instrument.
(listening to music, singing, dancing,
9781380022837_U07_p082_091.indd 89 2019-10-24 1:02 PM playing the piano/guitar/flute). Play
Let’s circle True. Have students Charades. See page xii.
Lesson 7 do items 2–4 individually. Check
Lesson Aims answers as a class. Have students Share at Home
• To design a musical instrument point to the sentences in the text To help them prepare for this
where they found their answers. at-home task, have students make
• To talk about a musical
Activity 3 a list of words, and practice what
instrument
Students work with a partner they will say with a partner. Ask a
to design a musical instrument. volunteer to demonstrate what they
Materials: paper, markers, crayons, will say at home.
Display the design in the book as a
pencils, colored construction paper,
model. Elicit what the instrument I Can Routine
scissors, string, tissue paper
is (guitar) and what features it has Do the I Can Routine.
Activity 1 CD3 Track 12 (colors, strings). Tell students they See page xiv.
Play the audio and have students can make a guitar, a flute, a piano,
or make up their own instrument. Resources
follow along in their books.
Workbook page 74
Then, divide the class in pairs. Have
Activity 2 them choose the instrument they
Read items 1–4 chorally. Do the would like to design and the materials
first item as an example. Read they will use to make it. Provide pairs
item 1 and say True or false? (true) with the necessary materials.
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January 23, 2020
Lesson 8
Lesson Aims
1 2 3
Materials: paper, pencils

Warm Up
Review vowels and consonants. Play
Bingo. See page xii. Have students fan nut sell
make their own 5x5 Bingo boards 4 5 6
using vowels and consonants.
Say the sounds of the letters and
use only short vowel sounds for
the vowels.
vet lock fix
Do the Phonics Chant Routine. 2 Listen and repeat. Then read and say.
See page xx. 3.14
To extend, play a rhyming game. 1 mix mixing sell yelling

Call out a word with a short vowel 2 fixing kicking licking locking
sound and have students call out REVIEW
other words that rhyme. Write the 3 dad six sock wet
rhyming words on the board and
circle the vowel. 3 Listen, read, and say.
3.15
AUDIO SCRIPT
1 /a/ /a/ /a/, fan, fan (x2)
2 /u/ /u/ /u/, nut, nut (x2)
3 /e/ /e/ /e/, sell, sell (x2)
4 /e/ /e/ /e/, vet, vet (x2)
5 /o/ /o/ /o/, lock, lock (x2)
6 /i/ /i/ /i/, fix, fix (x2) He is fixing the bike. She is selling hats.
Activity 2 CD3 Track 14 90 I can read and say words with short vowel sounds. Workbook page 75
Play the audio. Point to the words. 9781380022837_U07_p082_091.indd 90 2019-10-24 1:02 PM
Have students listen and repeat. Wrap Up

Communication
Then have students read the Review short vowel sounds with a
When practicing
words and letters chorally without writing activity. Write some letters
pronunciation, put students
the audio. Tell them that line 3 is a on the board, including vowels.
in mixed-level pairs so that
review of sounds that they learned Have students work in pairs to
students who are struggling can
in previous units. write as many words with short
learn from their classmates and
vowel sounds as they can think
Activity 3 CD3 Track 15 students can help reinforce their
of, using only the letters on the
Read the sentences as students own skills by helping others.
board. Give the class two minutes
follow along in their book. Repeat. to write. Then, check to see which
Play the audio. Read the sentences pair has the most words. Have the I Can Routine
together as a class. winning pair(s) read their list(s) to Do the I Can Routine.
To extend, have students write 2–3 the class, as you write the words See page xiv.
sentences with words with short on the board. Resources
vowel sounds. Workbook page 75
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January 23, 2020
Progress Tracker Give students about 15 minutes
to play. Have them take turns
1 Play Spin to Win! Use the language from Unit 7. spinning and answering the
prompts. While students are
e ...? Nam playing, walk around and monitor
t does h e it
.
a and help as necessary.
Wh
Fast finishers can play the game
again with a different partner.
Sp i
e…
ell g
in
I lik
Activity 2
it.
Activity 3. Do the Progress Tracker
Routine. See page xix.
Name it.
I like …
I Can Routine
See page xiv.
Resources
tu se
Do
!
Workbook page 76
rn
Lo
yo
ul
ike
... a
?
d
c n
Spe g …
ll it. I li k e
How to Play
1 Spin with a pencil and paper clip. 2 Look, read, and answer.
3 Don’t know? Lose a turn. 4 Get six correct answers to win!

in the Workbook.
9781380022837_U07_p082_091.indd 91 2019-10-24 1:02 PM
Show students how to keep score

Progress Tracker using tally marks or checks. Then,
Lesson Aims have a volunteer spin the paper
• To use Unit 7 language. clip and answer the prompt. Tell
students that if the answer is not
correct or if he/she doesn’t know the
Materials: pencils, paper clips (one answer, he/she loses a turn. Point to
set per pair) Lose a turn! and say students lose a
Activity 1 turn if they land here. If a student
Demonstrate how to play Spin to lands on the same space twice, he/
Win! Show students how to make she can spin again. Tell students
a spinner with a paper clip and a to answer six questions correctly
pencil. Spin the paper clip and read to win and to keep score in their
aloud the prompt, the paper clip notebooks.
points to. For example, Spell it. Show Make sure every pair has a pencil
the class the triangle you landed on. and paper clip. Put students
Point to the picture of the person in pairs, A and B. Ideally the
dancing. Say Can you spell it? Elicit pairs should be students that are
the answer d-a-n-c-i-n-g. not sitting next to each other.
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January 23, 2020

same share page, page 37. Students talk about what Unit 7 Lesson 2 What Do You Like Doing?
activities they like doing. Student A Student B
Before putting students in pairs, model how to fill out What do you like doing? ME
the ME column. Use a check (✔) for activities you like

doing or a cross (✘) for activities you don’t like doing.
Think aloud for the first few examples. Say What do
you like doing? Do I like playing soccer? No, I don’t.
I’m going to put a cross (✘) here. Next. Do I like taking
photos? Yes, I do. I’m going to put a check (✔) here. Write
a key on the board to help students remember: Like ✔
Don’t like ✘.
volunteer be Student B. Model filling out column 2
with Student B. Write his/her name at the top, and
have Student B put your name at the top of his/her
column 2. Ask Student B about the first item: Do you
like playing soccer? Elicit the response Yes, I do. / No,
I don’t.
Put the correct mark in the box in column 2.
Then, switch roles and have Student B ask you
a question. How to Play:
Students A and B: Look at the pictures. Complete the first column with a check (✔) or cross (✘).
Example:
Student A: Do you like
Student A: Ask Student B about an activity. If Student B likes the activity, check the box (✔). playing soccer?
Write the model on the board and have students repeat If not, write an (✘).
Student B: Ask Student A about an activity. If Student A likes the activity, check the box (✔).
If not, write an (✘).
Student B: Yes, I do.
Do you like taking photos?
it chorally. Complete your charts. Count the activities you both like. 37
Student A: Do you like playing soccer? 9781380022868_U07_p037_p042.indd 37 2019-10-23 4:45 PM
Student B: Yes, I do. Do you like taking photos?

Have pairs do the activity. Walk around and check
Answers
Do you like playing soccer? Do you like taking
photos? Do you like listening to music? Do you like
throwing a ball? Do you like riding a bike? Do you
like climbing trees? Answers will vary; Yes, I do /
No, I don’t.
116
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January 23, 2020
Unit 7 Lesson 5 Favorite Activities Unit 7 Lesson 5 Favorite Activities

Student A Person Cards Student B Activity Cards

Students A and B: Place your cards face down in front of you. Student A: What does he like doing? Students A and B: Place your cards face down in front of you. Student A: What does he like doing?
Student A has Person Cards. Student B has Activity Cards. Student B: He likes dancing. Student A has Person Cards. Student B has Activity Cards. Student B: He likes dancing.
Student A: Turn over a Person Card. Ask the question. Student A: Turn over a Person Card. Ask the question.
Student B: Turn over an Activity Card. Answer the question. If correct, Student B: Turn over an Activity Card. Answer the question. If correct,
keep the card. If you can’t answer, turn the card face down. keep the card. If you can’t answer, turn the card face down.
Then change roles. 39 Then change roles. 41
Materials: scissors, one set of pre-cut cards for you to Student A: What does he like doing?
model with Student B: He likes dancing. / I don’t know.
page 41. Students talk about the people’s favorite errors and make sure students switch roles.
activities and what the people like doing.
Have students cut up their cards and set them up on
Before modeling the activity, have a set of cards from the desk. Have pairs do the activity. Students take
the activity cut out so you can model with them. turns until all cards are used. Walk around and check
Model the activity. You are Student A. Have a students are on task and help as necessary.
volunteer be Student B. Show how Student A’s cards
show people (Person Cards) and Student B’s cards Answers
show activities (Activity Cards). Place the cards face What does he like doing? He likes dancing.
down in two piles. Pick up a Person Card from your What does he like doing? He likes playing soccer.
pile and model the dialogue with Student B, who What does she like doing? She likes drawing.
picks up an Activity Card from his/her own pile and What does she like doing? She likes playing
uses it to answer the question. He/ She can also say board games.
“I don’t know.”
What does she like doing? She likes playing tennis.
If Student B answers correctly, he/she keeps the card
face up in a new pile. If not, he/she puts the card back What does he like doing? He likes playing the piano.
into the Activity Card pile face down. Then, switch What does she like doing? She likes reading.
roles and have Student B ask you a question. What does he like doing? He likes baking cookies.
Write the model on the board and have students repeat What does he like doing? He likes watching TV.
it chorally. What does she like doing? She likes singing.
Unit 7 117
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Final proofs
January 23, 2020
8 Cool Clothes Overview
• name clothes • Teacher Resource Center: Vocabulary,
• ask and answer questions about clothes Grammar, Values, and CLIL Worksheets,
Flashcards, Parent Letter, Unit 8 Test,
End-of-Year Test

pants, T-shirt, shirt, sweater, sneakers, skirt, First and third person present continuous
shoes, socks questions and answers
Vocabulary Chant
Sharebook
clothes
What’s Joey Wearing?
Lesson 2 Grammar
Lesson 6 Art
Singular and plural questions with whose CLIL
Possessives with ’s old, trash, dirty, clean, new, recycled
Text: Something Old, Something New
Memory Game
Lesson 7 Art
Lesson 3 Story CLIL
Project: Make a collage from

May’s New Clothes recycled materials
Value: Take care of your things.
Lesson 8 Phonics
Lesson 4 Vocabulary
Short vowels
dress, jacket, jeans, shorts, baseball cap, hat, boots Words with short vowel sounds
Song: Whose Is This?
118
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January 23, 2020
Review Game: Race to Win!
Play: The Sad Princess
Exam Practice 4
Teacher Reflection

Building in meaningful listening
practice
Using sentence frames to
support grammar
Using real-life objects to
encourage learning
Using personalization to
review vocabulary
5 Focusing on accuracy Communication 1 2 3 4 5
Using different techniques to

explain meaning
Encouraging students to
speak English
8 Making class phonics posters Communication 1 2 3 4 5
Share the Playing warm-up games to

Social-emotional Learning 1 2 3 4 5
World motivate learners

Unit 8 119
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Final proofs
January 23, 2020
Lesson 1
Lesson Aims
• To name clothes items
8 Cool Clothes

pants, T-shirt, shirt, sweater,
sneakers, skirt, shoes, socks How many eyes?
1 pants
Warm Up Thirty-two.
Review colors. Brainstorm colors
with the class and write the words on
the board. Then, say Raise your hand 3 shirt
2 Listen, point, and say.
if [red] is your favorite color. Take a 3.16
survey of students’ favorite colors Then quiz a friend.

and write the numbers next to the
color words.
3
3.17
Listen and point.
Activity 1 Then chant.
Do the Unit Opener Routine. A shirt or a sweater?
See page xiv.
Orange or blue?
Pants or a skirt?
Pals and Shareville characters are at
a store. Who’s at the store? (Nancy, I can’t choose!
May, Sally, Sam, Dan, Alex, Baby, My favorite T-shirt? 7 shoes
Aunt Sadie, Sid, Suzy) Point to the Sneakers or shoes?
green bag. Say I see a bag. What
Red socks or white socks?
color is it? (It’s green.) What color is
May’s hair? (It’s black.) How many I can’t choose!
eyes? (Thirty-two, or thirty-four
with May’s reflection)
Activity 2 CD3 Track 16 92 I can name clothes. Workbook page 77

See page xiv. 9781380022837_U08_p092_101.indd 92 2019-10-24 1:06 PM
I can’t choose! Have them practice Wrap Up

To extend, point to items of by first chanting without the audio, Play a drawing game. Draw an item
clothing on yourself and say T-shirt? then play the audio and have the of clothing on the board, one line
Pants? Have students call out the class chant and mime. Repeat. at a time. Students call out the item
correct item of clothing. of clothing as you draw it. Write
Activity 3 CD3 Track 17 Communication the items of clothing on the board
Do the Chant Routine. Ensure students get lots of as students guess them correctly.
See page xiv. practice listening to and saying Review all eight items of clothing.
the new vocabulary words. I Can Routine
Chant Extension Play the chant and recordings
As a class, decide on a mime to Do the I Can Routine.
multiple times, but make sure
represent “I can’t choose!” Then See page xiv.
the repetition is meaningful.
divide the class in two groups, A For example, try to use the Resources
and B. For each of the questions in words in different contexts and Workbook page 77
the chant, have group A chant the sentences throughout the lesson Student App Lesson 1
first option in the question (e.g., a and unit, or have students
shirt) and have group B chant the generate their own sentences
second option (or a sweater?). Then using the words.
the whole class chants and mimes
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Final proofs
January 23, 2020
Look at Sally! Whose Lesson 2 Grammar Pause for students to find the answer.
sweater is that? Have them call out the answers.
1 Listen to Nancy and Alex.
3.18 AUDIO SCRIPT
Read and say. Find the purple skirt. Whose skirt is this?
Find the white T-shirt. Whose T-shirt
Grammar is this?
Ha, ha! It’s May’s Find the yellow sweater. Whose
Whose sweater is that?
sweater. And whose sweater is this?
It’s May’s sweater. Find the green shirt. Whose shirt is this?
2 T-shirt sneakers are those? Whose sneakers are those? Find the white and black sneakers.
They’re Dan’s sneakers. Whose sneakers are these?
Grammar Practice page 109 Find the gray pants. Whose pants
It’s May’s skirt.
It’s Nancy’s T-shirt. It’s Mom’s sweater. are these?
2 Look at the picture. Listen, Find the black shoes. Whose shoes
3.19
It’s Alex’s shirt.
5 sneakers find, and answer. They’re Dad’s are these?
4 sweater
sneakers. Find the green and red socks. Whose
Whose skirt is that? socks are these?
They’re Grandpa’s
pants. They’re It’s May’s skirt. Communication
Grandma’s shoes.
They’re Dan’s socks. Use sentence frames to
3 Sharebook A: pages 43–44
B: pages 43–44
help support student responses
6 skirt Memory Game and to give students controlled
practice with the target
Whose shirt is this? grammar. For example, for
Activity 2, write It’s ’s
It’s David’s shirt. Whose
and They’re
sneakers are these?
8 socks ’s on
the board. Allow students to
reference the frames while they
listen to the audio.
Activity 3
Workbook page 78 I can ask and answer about clothes. Unit 8 93 on setting up and playing
9781380022837_U08_p092_101.indd 93 2019-10-24 1:07 PM
Memory Game.
Activity 1 CD3 Track 18 Wrap Up
Lesson 2
Do the Grammar Routine. Review Lesson 1 and 2 vocabulary
Lesson Aims See page xvi. and grammar. Play Hot Potato.
• To make questions with whose Do Grammar Practice on page 109 See page xii. Have students make
• To use possessive ’s for homework, or in class. sentences using either It’s or
They’re about different items of a
New Grammar Grammar Practice classmate’s clothing.
Whose T-shirt is that? Answers I Can Routine
1 Whose, They’re 2 is, It’s
Whose sneakers are those? 3 Whose, those, They’re Do the I Can Routine.
See page xiv.
It’s May’s ... / They’re Dan’s ...
Activity 2 CD3 Track 19 Resources
Materials: ball Point to the picture and say Find Workbook page 78
the blue T-shirt. Say Whose T-shirt is Student App Lesson 2
Warm Up that? Elicit It’s Dan’s shirt.
Review Lesson 1 vocabulary. Play Do the first item as an example. Play
Charades. See page xii. the audio for item 1. Have students
call out the answer. Play the rest.
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Final proofs
January 23, 2020
Lesson 3
Lesson 3 Story May’s New Clothes
Lesson Aims
• To read a story about 1 Look and answer. Who helps May find her new clothes?
new clothes May’s dad, Alex, and Nancy
taking care of your things 3.20
New Vocabulary 1 2 May, are you ready

put away, clothes, new, take care May, please put your for the school party?
Vocabulary Review new clothes away!

things, T-shirt, sneakers
Grammar Review
possessive ’s, questions with whose OK, Mom.
Oh, no! Where are
Materials: index cards my new clothes?
Warm Up
and grammar. Display a Lesson 1 May, please take What’s wrong, May?
picture from a previous unit, such 3 4
care of your things!
as pages 82–83 (Unit 7 Student
Book). Have students work in
pairs to ask and answer questions
about the picture. Model one
round as an example. Find the green
sneakers. Whose sneakers are these?
Elicit They’re May’s sneakers. Have
students play until they have found
all eight items of clothing.
Come on, May. Let’s I can’t find my new
Activity 1 clothes for the party.
find your new clothes.
Display the story. Ask students to
scan the story panels and text for 94
words they recognize from Lesson
1 vocabulary. Direct them to story
9781380022837_U08_p092_101.indd 94 2019-10-24 1:07 PM
Look May! Your clothes! Repeat for arrive again. Throw your bag on
panels 5 and 6. Check answers as story panel 6. the floor and your coat in a heap on
a class (5 T-shirt, 6 sneakers). Say your desk. Say Not take care of my
Who is in story panel 1? (May’s mom Say Who helps May find her clothes?
Elicit the answer. things. Then, point to story panel
and May) Where is May in story 3 and say Look at May. Does May
panel 2? (in her bedroom) Who is in Activity 2 CD3 Track 20 take care of her things? Yes or no? (no)
story panel 3? (May, her mom, dad, Play the audio and have students Play the audio again.
grandma, Alex, and Nancy) Who follow along in their books.
is in story panel 4? (Alex, Nancy, Ask six volunteers to come to the
and May) Who is in story panel 5? To help students understand the front and assign them the speaking
(May, Alex, Nancy, May’s mom, value in this lesson, teach the idea parts from the story. Have them
dad, grandma, and Bobby) What of take care of your things. Model act it out without words. Then,
toy is in story panels 5 and 6? (teddy behavior that shows taking care of have the same volunteers read the
bear) Where is the teddy bear? (on your things and not taking care of story as if it were a play. Ask the
the chair) your things. Pretend to arrive in volunteers to close their books and
the classroom at the beginning say their parts from memory. This
Have students look at the story of the day. Put your bag on your can be repeated with different
again. Read the title and say desk and hang your coat over the volunteers. Put students in pairs or
Where are May’s new clothes? Direct back of your chair. Say take care in groups of six and have them read
students to story panel 5 and say of my things. Then, pretend to the story.
122
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Final proofs
January 23, 2020
5 Look, May! Your clothes! This is May’s T-shirt, Bobby! like putting away their school
supplies or hanging up their
coats. If needed, draw pictures of
these things to help the student
understand what to do. The class
calls out take care of your things or
not take care of your things.
Wrap Up
Write the dialogue from story
panel 3 on the board. Read it as a
No! These are my bear’s clothes!
class. Then, erase the words take
and things. Have students read the
dialogue again saying the erased
words. Then, erase two more
6 And whose sneakers are these? words and have students say the
dialogue. Eventually there are no
words on the board and students
will have to say the dialogue
from memory.
I Can Routine
See page xiv.
They’re May’s sneakers. Resources
I’m sorry, May. Value
Take care of Workbook page 79
your things. Student App Lesson 3
3 Look, read, and write.
Please put your new clothes away !

OK!
9781380022837_U08_p092_101.indd 95 2019-10-24 1:07 PM
moments to look over the story,

Communication
then have them point to the answer.
The topic of clothes lends
(mom in story panel 1) Point to
itself well to using props and
story panel 1 and have students
real-life objects. Have students
read what Mom says aloud. Direct
bring in items of clothing
students back to Activity 3. Ask
mentioned in the story (T-shirt,
students what words are missing.
sneakers) so they can use them
Point out that there are two blanks,
when they are acting out the
one for each word. Have them
story. Using real-life objects
write the words on the lines. Check
will help personalize the story
answers as a class.
content and make the role-play
more memorable. Values Extension
Activity 3 value in the story, do the Values
Look at the story panels again. extension activity. Have volunteers
Say Who says these words? Let’s look come to the front, secretly tell
in the story for the words “put your them to mime taking care of their
new clothes.” Give students a few things or not taking care of their
things. Give them different tasks
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Final proofs
January 23, 2020
Lesson 4
Lesson 4 Vocabulary
Lesson Aims
• To name more clothes 1 Listen, point, and say. Then quiz a friend.
3.21
answering questions
New Vocabulary
dress, jacket, jeans, shorts, 1 dress 2 jacket 3 jeans 4 shorts
baseball cap, hat, boots
Warm Up
Review Lesson 1 vocabulary. Play 5 baseball cap 6 hat 7 boots
Jim’s Game. See page xiii. Have
students look at the big picture on
pages 120–121.
2
3.22
Listen and circle. Then sing.
Activity 1 CD3 Track 21 Whose Is This?
This is my dress These are my /
See page xiv.
And my / And my shorts
Communication
And my baseball cap. And my purple socks.
Certain vocabulary topics,
such as clothing, can easily But whose hat is this? But whose jeans are these?
be reviewed many times with We know! It’s Nancy’s / ! We know! They’re Alex’s / !
lots of personalization and
variation. It’s likely students’
clothing will change each day,
so students can ask and answer
new questions daily. Display 3 Say a clue. Then guess.
language models that students It’s pink and red. It’s Lori’s dress.
can practice with their partners,
such as What are you wearing
today? I’m wearing jeans and
96 I can name more clothes. Workbook page 80
a T-shirt.
9781380022837_U08_p092_101.indd 96 2019-10-24 1:07 PM
Activity 2 CD3 Track 22 answers as a class. Then play the they are taking a trip and have to
Review the different pictures in audio again and sing along as a class. pack a bag. Draw a suitcase on the
the song. For example, point to the Activity 3 board and mime packing a bag.
picture of the jacket and say What’s Students take turns describing Say I’m packing my blue jeans. To
this? Elicit jacket. Do the same for different classmates’ clothing items extend, have students use Lesson 1
each picture in the song. but without revealing the name of vocabulary.
Play the audio and have students the item. Model an example for I Can Routine
follow along in their books. Do the class using the language in the Do the I Can Routine.
the first item as an example. Play speech bubbles. Then, divide the See page xiv.
the audio again and pause after the class into pairs. Have them play until
second line. Do the first item as all seven clothing words are guessed. Resources
an example. Elicit the picture that Fast finishers can continue Workbook page 80
matches the word they hear (jacket). playing the game using Lesson 1 Student App Lesson 4
Tell students to circle that picture. vocabulary.
Play the rest. Have students do the Wrap Up
remaining items individually. Check Review Lesson 4 vocabulary and
colors. Play the Sentence Chain
Game. See page xiii. Tell students
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Final proofs
January 23, 2020
Lesson 5 Grammar Communication
Tell students to focus
3.23
on accuracy as they say the
grammar structures. Let them
know that it is OK to speak
I’m wearing a T-shirt and jeans.
more slowly in order to correctly
What are you wearing?
say the words. Once their
accuracy improves, their speech
I’m wearing my new
will naturally speed up again.
dress and a hat!

Point to each picture. Say What’s he/
2 Listen and number. she wearing? Do the first item as an
3.24
Grammar example. Play the audio for item 1.
a b c d What are you wearing? Say A jacket and shorts. Can you find
I’m wearing a dress. a jacket? Can you find shorts? Point to
What’s he / she wearing? picture b and say She’s wearing a jacket
He’s / She’s wearing a hat. and shorts. Write a number 1 in the
box. Then play the rest. Have students
3 1 4 2 number the pictures in the order they
hear them. Check answers as a class.
AUDIO SCRIPT
A: page 45
3 Sharebook B: page 46 What’s Joey Wearing? N: Narrator; J: Julie; JA: Jack;
G: Girl; B: Boy
What’s Joey wearing? 1 N: Hi, Julie. What are you wearing?
He’s wearing
a jacket, shorts, J: I’m wearing a jacket and shorts.
a T-shirt, a baseball
2 N: What are you wearing, Jack?
JA: I’m wearing a T-shirt and a hat.
cap, and sneakers.
3 N: What’s she wearing?
G: She’s wearing sneakers and
a dress.
4 N: What’s he wearing?
Workbook page 81 I can ask and answer about people’s clothes. Unit 8 97 B: He’s wearing jeans and boots.
Activity 3
9781380022837_U08_p092_101.indd 97 2019-10-24 1:07 PM

Lesson 5 Review Lesson 5 grammar. See
See page xvi. page 131 for instructions on setting
Lesson Aims up and playing What’s Joey Wearing?
• To ask and answer questions Do Grammar Practice on page 109
using present continuous for homework, or in class. Wrap Up
with wear Divide the class in small groups.
Grammar Practice Have them quiz each other on what
New Grammar Answers other students are wearing. Before
What are you wearing? 1 wearing, He’s 2 What’s, they start, elicit the question What’s
What’s he/she wearing? wearing, She’s 3 are, wearing, he/she wearing? Encourage students
I’m/He’s/She’s wearing… I’m wearing 4 What’s, He’s to use the unit vocabulary and colors,
wearing e.g., He/She’s wearing a [blue sweater]
and [white sneakers].
Warm Up
Review Lesson 1 and 4 vocabulary. I Can Routine
Play Tim’s Game. See page xiii. Do the I Can Routine. See page xiv.
Resources
Workbook page 81
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Final proofs
January 23, 2020
Lesson 6
Lesson 6 Art
Lesson Aims
• To read about recycling toys 1 Look. What clothes can you see? T-shirts, sweater
and clothes
• To learn about recycling and 2 Read the text. Who can you give old clothes to?
3.25
a younger brother, sister, or friend, a store
reusing old toys and clothes
Something Old, Something New
New Vocabulary
1 What can you do with old toys 2 You can give old clothes to
old, trash, dirty, clean, new, recycled
and old clothes? Here are some a store, too. But you can’t give
Vocabulary Review ideas. Don’t put your old toys in dirty clothes to a store. Make
T-shirt, jacket, shorts the trash. You can give them sure the clothes
to your brother, are clean.
Warm Up your sister, or
a friend.
Review the categories toys, clothes,
and family. Play Board Race. See
page xii.
Activity 1
the page. Say What clothes can you see?
Point to each of the pictures and ask 3 You can use old 4 Something old
students to name the clothes. clothes to make a can become
toy! You can use something new.
Activity 2 CD3 Track 25 your mom’s favorite You can make
Teach the bolded new words in old T-shirt, your a collage with
the text. Point to a word and say dad’s old jacket, recycled things.
the word aloud. Have students or your What recycled
repeat. Point to a picture in the brother’s old materials can you
book that explains that word. For shorts. Look! see in this collage?
example, point to the clothes in the
background image and say Dirty.
These clothes are dirty. Then point
to the clothes in the Donation 98 I can read about recycling toys and clothes. Workbook page 82
Clothes box (picture 2) and say
Clean. These clothes are clean. 9781380022837_U08_p092_101.indd 98 2019-10-24 1:07 PM
student point to the place in the text Wrap Up

Read the activity question aloud.
where he/she found the answer. Divide the class in pairs. Have
Display the picture on Student
pairs brainstorm items that can
Book pages 92–93. Point to the Communication and can’t be recycled. Direct them
rack of shirts and say These are new Abstract words can be hard to look at the text for ideas. Then
clothes. There are new clothes at the to define. Try using a variety of call on pairs to share their ideas
store. Then return to page 98, point methods to describe the word, and write them in a chart on
to the box of donated clothes and such as miming, brainstorming the board.
say These are old clothes. Say Who with a word web, contrasting
can you give old clothes to? Mime a with other terms, or drawing. Tell students to bring in their own
giving motion when you say “give.” For example, in this CLIL text, recycled materials to make their
Let’s read and listen and find out. the word dirty is not clearly collages in Lesson 7.
Play the audio and have students supported by the pictures. Try I Can Routine
follow along in their books. If drawing dirty places or objects, Do the I Can Routine.
students need more practice, play such as a stained T-shirt, and See page xiv.
the audio again and pause to focus mime being disgusted (e.g.,
on specific pictures or words. holding your nose). Contrasting Resources
Reread the activity question and call it with the word clean will also Workbook page 82
on a student to answer. Have the help define the word.
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Final proofs
January 23, 2020
Lesson 7 Art to make. Then, students select, cut,
and paste or tape different materials
1 Read the text again. onto poster board.
3.26
2 Read and write True or False. Communication

It’s common for students to
1 You can give your toys to a young friend. True
slip into their native language
2 You can give dirty old clothes to a store. False when they’re doing pair or group
3 You can make new things from old clothes. True
work. Use a point system to keep
students on task and speaking
English. Give students, pairs,
3 Project Make a collage from recycled materials. or groups points for speaking
English throughout the whole
activity. At the end of the day or
week, reward the students who
have the highest points.
Activity 4
Model presenting the collage in the
book using the text in the speech
bubbles. Then, have student pairs
take turns presenting their collages.
Both students must present, so they
should take turns pointing to parts of
the collage and talking about them.
4 Share it! Talk about the materials in your collage. Students can write notes on the
Look! This is my sister’s old dress.
back of the collage poster board to
read while holding up it up.
Wrap Up
Share at Home Ask students to think of an old
Talk about three things you
item they have at home. Draw a
can do with old clothes.
picture of a T-shirt. Model the
Workbook page 83 I can share my recycled materials collage. Unit 8 99
language for students: I have
an old T-shirt. I can make small
9781380022837_U08_p092_101.indd 99 2019-10-24 1:07 PM clothes for my teddy bear! Say
Activity 2 What can you make? Put students
Lesson 7 in pairs. Give students time to
Have students complete the activity
Lesson Aims individually. Check answers as a think about what they can make
• To make a collage from class. Have students point to the with their old item(s). Then, tell
recycled materials sentences in the text where they students to draw their idea.
• To talk about the recycled found their answers.
Share at Home
materials in a collage Activity 3 To help them prepare for this
Students work with partners to at-home task, have students make
Materials: poster board, scissors, make a collage from recycled a list of words, and practice what
tape or glue, various easy-to-cut materials. Display the collage in they will say with a partner. Ask a
recycled materials, such as old the book as a model. Discuss the volunteer to demonstrate what they
newspapers and magazines, ribbon, different materials it includes. will say at home.
old T-shirts and clothes, students’ Then, divide the class in pairs.
own materials Provide students with the necessary I Can Routine
materials or have them set out the Do the I Can Routine. See page xiv.
Play the audio and have students materials they brought in. Have Resources
follow along in their books. students look at the different Workbook page 83
materials and decide what they want
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Final proofs
January 23, 2020
Lesson 8
Lesson Aims
1 2 3
Communication
To help students remember
new vocabulary and practice
sick pan doll
phonics, create class posters
of words and pictures that 4 5 6
illustrate short vowel sounds.
Include the letter, a word, and a
picture. Hang the posters up in
the classroom. Add new words
to the posters as students learn men hug lips
them. Point to the poster during
a lesson when you are practicing 2 Listen and repeat. Then read and say.
3.28
short vowel sounds or when

1 yell yelled lock locked
students need a reminder.
2 lick licked mix mixed
Warm Up REVIEW
Write word frames on the board 3 cat big box duck

and have students identify the
missing sound. Review middle 3 Listen, read, and say.
3.29
short vowel sounds students have
seen in previous units: hat, man,
rip, wigs, top, fox, bell, hen, bug,
run. For example, write r n and
have students say /a/ or /u/ (for ran
or run). Write the correct letters on
the board. The man yells. She locks the door.
100 I can read and say words with short vowel sounds. Workbook page 84
See page xx. 9781380022837_U08_p092_101.indd 100 2019-10-24 1:07 PM
AUDIO SCRIPT Activity 2 CD3 Track 28 Wrap Up

1 /i/ /i/ /i/, sick, sick (x2) Play the audio. Point to the words. Create a silly rhyming poem with the
2 /a/ /a/ /a/, pan, pan (x2) Have students listen and repeat. class. Write a short, simple line that
3 /o/ /o/ /o/, doll, doll (x2) Tell them that line 3 is a review ends in a word with a short vowel; for
4 /e/ /e/ /e/, men, men (x2) of sounds that they learned in example, I have a nice cat. Then, write
5 /u/ /u/ /u/, hug, hug (x2) previous units. a second line with a blank at the end,
6 /i/ /i/ /i/, lips, lips (x2) Then, have students read the e.g., It wears a funny .
words and letters chorally without Elicit rhyming words from the
the audio. class, e.g., hat, bat, mat. Write in a
rhyming word, even if it’s silly. Write
Activity 3 CD3 Track 29 lines for each short vowel, then read
Read the sentences as students the poem aloud as a class.
follow along in their books. Repeat.
I Can Routine
Play the audio. Read the sentences Do the I Can Routine.
together as a class. See page xiv.
Have students write 2–3 sentences
with words with short vowel sounds. Resources
Workbook page 84
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Final proofs
January 23, 2020
Progress Tracker Have them take turns flipping
the coin, moving the appropriate
1 Play Race to Win! Use the language from Unit 8. number of spaces and answering
the questions.
While students are playing, walk
Lose around and monitor and help
a turn! as necessary.
T- h r Fast finishers can play the game
Name it. What’s Spell it. What are again with a different partner.
he ...? you ...?
Activity 2
Tracker Routine. See page xi.
s rt o s I Can Routine
Name it. Spell it. They’re Spell it. What’s
Alex’s ... she ...?
See page xiv.
How to Play Resources
1 Flip a coin. Move one or Workbook page 85
two spaces. Student App Progress Tracker
2 Look, read, and answer.
s ea e s
3 Don’t know? Lose a turn.
It’s May’s ... Spell it.
4 Finish first to win!
move move
one two
space spaces

in the Workbook.
9781380022837_U08_p092_101.indd 101 2019-10-24 1:07 PM
answer the prompt , e.g., Spell it.

Progress Tracker Say T-s-h-i-r-t. Correct? (yes) Have
Lesson Aims a volunteer flip a coin and move the
• To use Unit 8 language. appropriate number of spaces. Have
him/her answer the prompt. Tell
students that if the answer is not
Materials: one game piece per correct or if he/she doesn’t know
student (e.g., coin, small piece of the answer, he/she loses a turn.
paper, bean), one coin per pair Point to Lose a turn! and say they
Activity 1 also lose a turn if they land here.
Demonstrate how to play Race to The first person to reach the finish
Win! Read the instructions aloud. is the winner.
Model the game by placing a game Put students in pairs, A and B.
piece on START. Show students Ideally the pairs should be students
a coin and point out the two that are not sitting next to each
sides - heads and tails. Tell students other. Give them about 15 minutes
Heads – move one space and Tails – to play. Both players place their
move two spaces. Read aloud and game pieces on START.
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Final proofs
January 23, 2020
Unit 8 Lesson 2 Memory Game Unit 8 Lesson 2 Memory Game

Student A Student B Student A Student B
Sara
David
Emma

Students A and B: Look at the picture for one minute. Student A: Whose shirt is that? Students A and B: Look at the picture for one minute. Student A: Whose shirt is that?
Then look at the 12 pictures. Take turns to ask and Student B: It’s David’s shirt. Whose sneakers are those? Then look at the 12 pictures. Take turns to ask and Student B: It’s David’s shirt. Whose sneakers are those?
answer questions about the clothing items. Student A: They’re Sara’s sneakers. answer questions about the clothing items. Student A: They’re Sara’s sneakers.
Write D, E, or S in each box. Then compare. 43 44 Write D, E, or S in each box. Then compare.
Put students in pairs, A and B. Each pair has the same page 44. Walk around and check that students are
share pages, pages 43 and 44. Students remember what on task and help as necessary. Have pairs compare
clothes belong to which person. their answers back to original picture to see if they
Model the activity. You are Student A. Have a were right.
volunteer be Student B. Look at page 43 and say Let’s
look at the page for one minute and remember the clothes. Answers
Take a few moments to look at the page, then turn to Whose shirt is that? It’s David’s shirt.
page 44. Point to the first item and ask Whose shirt is Whose T-shirt is that? It’s Sara’s T-shirt.
this? Elicit the answer from Student B: It’s David’s shirt. Whose skirt is that? It’s Sara’s skirt.
Whose teddy bear is that? It’s David’s teddy bear.
Show how to write D for David in the box for the first Whose sneakers are those? They’re Emma’s sneakers.
item. Then, have Student B ask you a question. Write a Whose shoes are those? They’re David’s shoes.
key on the board to help students remember: David D Whose sneakers are those? They’re Sara’s sneakers.
Emma E Sara S. Whose pants are those? They’re Emma’s pants.
Write the model on the board and have students repeat Whose sweater is that? It’s Emma’s sweater.
it chorally. Whose scooter is that? It’s Sara’s scooter.
Student A: Whose shirt is this? Whose pants are those? They’re David’s pants.
Student B: It’s David’s shirt. Whose sneakers are these? Whose ball is that? It’s Emma’s ball.
Student A: They’re Sara’s sneakers. shirt D; T-shirt S; skirt S; teddy bear D; sneakers
Then, have two students come to the front of the room E; shoes D; sneakers S; pants E; sweater E; scooter
and model another round for the class. Correct any S; jeans D; ball E
Have pairs do the activity. Make sure they look at
page 43 for one minute, then look at the pictures on
130
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Final proofs
January 23, 2020
Unit 8 Lesson 5 What’s Joey Wearing? Unit 8 Lesson 5 What’s Joey Wearing?
Student A Student B
Lisa Tom
Ana Laurie
Michael
Clare
Joey
Jake
Find: Joey / Laurie / Michael / Tom Find: Clare / Jake / Lisa / Ana

Students A and B: Ask questions to find and label the Student A: What’s Joey wearing? Students A and B: Ask questions to find and label the Student A: What’s Joey wearing?
four people on your list. Student B: He’s wearing a jacket, shorts, a T-shirt, four people on your list. Student B: He’s wearing a jacket, shorts, a T-shirt,
Then compare your pictures. a baseball cap, and sneakers. Then compare your pictures. a baseball cap, and sneakers.
45 46
page 46. Be sure partners don’t see each other’s page. errors and make sure students switch roles.
Students ask questions to find and label the people on Have pairs do the activity. Walk around and check that
their list. students are on task and help as necessary. After they
Model the activity. You are Student A. Have a each label the four people, have them compare their
volunteer be Student B. Explain that pages 45 and pictures and check answers.
46 show the same people. Show how both pages lists
names at the bottom. Point to the list on page 45. Say Answers
These are the people I need to find. First, I want to find Student A:
Joey so I need to find out what he’s wearing. Ask Student Joey: a jacket, shorts, a T-shirt, a baseball cap,
B What’s Joey wearing? Have Student B find Joey on and sneakers
page 46. Elicit the items from Student B: He’s wearing Laurie: a sweater and pants
a jacket, shorts, a T-shirt, a baseball cap, and sneakers. Michael: a T-shirt, shorts, and sneakers
Point to the character wearing those items, then write Tom: a T-shirt, jeans, and sneakers
Joey in the box. Student B:
Write the model on the board and have students repeat Clare: a T-shirt, shorts, and boots
it chorally. Jake: a jacket, pants, a T-shirt, a baseball cap,
Student A: What’s Joey wearing? and sneakers
Student B: H e’s wearing a jacket, a T-shirt, a hat, Lisa: a dress, a hat, and shoes
and sneakers. Ana: a T-shirt, pants, and shoes
Unit 8 131
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Final proofs
January 23, 2020
Share the World 4
Share the World 4
Lesson Aims
• To read a story about the
sad princess 1 Look at the pictures. What are the characters wearing?
Possible answers: T-shirts, shorts, jeans, shirts, skirt
• To talk about what makes 2 Read the play. What do the children make?
you happy 3.30
The children make a new jacket from the old clothes.
Prince Queen
Josh Jack Todd
Maria Narrator 2
New Vocabulary
princess, smile, presents
Vocabulary Review
bake cookies, dance, singing, old,
T-shirt, new, clothes, jacket
A drama, or play, is a story written

for and acted out on stage. It usually
includes a list of characters at the Princess King Narrator 1 Ruby Amy
beginning. A play can include Lily Eric
a chorus. It can also include a
Narrator 1: This is Princess Lily. It’s her birthday, but she is very sad.
narrator, who is not a character in
Prince Josh: Why doesn’t Princess Lily smile?
the play and who helps describe the
Queen Maria: Let’s help the princess.
actions and setting of the play for
King Eric: Hi, Princess. Do you want to play a board game?
the audience. Stage directions, or
instructions for the actors, are often Princess Lily: No, thank you.
written into the script. However, King Eric: Do you want to bake cookies?
some plays, such as this one, do not Princess Lily: No, thank you.
have stage directions, and the actors’ Queen Maria: Do you like dancing, Princess Lily? I can dance. Look!
movements have to be figured out Narrator 2: The princess looks, but she doesn’t smile.
from their lines. When students Prince Josh: Do you like singing, Princess? I can sing. Listen!
are performing in a play, they Narrator 2: The princess listens, but she doesn’t smile.
should change the way they speak Narrator 1: It’s Princess Lily’s birthday, but she doesn’t have
and move in order to make their any presents.
characters more believable. Reading Narrator 2: The children want to make her a present.
and acting out a play helps bring 102
reading to life and gets students 9781380022837_INT_p102_p105.indd 102 2019-10-24 1:09 PM
emotionally involved in a text. Activity 1 Then assign students roles and

Warm Up Say What are the characters have them read their lines aloud.
Get students thinking about wearing? Have students point to Be sure to help students who have
character. Have students think of different characters and call out trouble following the lines in
a “theme song” or short jingle for items of clothing. Write them on the play.
themselves based on their personal the board. Point to the character names. Say
qualities, likes, and/or appearance. Activity 2 CD3 Track 30 These are names. The names tell you
Model creating your own song and Read the activity question aloud. who speaks.
think aloud as you describe the Have students look at the children. Reread the activity question aloud.
process, e.g., I am tall and I have red Read their names aloud. Say What Point to the last picture in the play.
hair. I am loud! I like dancing and do the children make? Let’s read and Point to the dress and say What’s
climbing trees. My song is happy and listen and find out. this? What is it made of? Elicit the
loud, like this … Model how you can Play the audio as students follow answers from the class.
tap on the desk or clap your hands to along in their books. Have students To extend, have students stand up
add a rhythm to your song. Divide whisper-read their lines as they listen. at the front of the room to make
the class in pairs. Say Think about their reading of the play feel more
your song. Help your partner think of a Then read the play as a class.
Read one line at a time, and like a performance. They can read
song, then take turns. Have volunteers from their books.
share their songs with the class. have students chorally repeat.
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Ruby: Here’s an old dress! Activity 4
Amy: Great! Review the word happy. Say What
Todd: Look! An old T-shirt! does it mean? Draw a smiley face on
Jack: Cool! the board. Say [My cat] makes me
Ruby: Can you help? happy. Draw it on the board.
All children: Yes! Yes, we can! Turn to Workbook pages 86–87.
Narrator 1: The children make a new Students draw what makes
jacket from the old clothes. them happy.
Todd: Here, Princess Lily. It’s a new jacket for you.
Wrap Up
Princess Lily: Wow! Thank you!
Students share their pictures and
King Eric: What are you wearing, Princess?
talk about what makes them happy
Princess Lily: It’s my new jacket, and it’s beautiful!
with a partner. Write the sentence
It’s from my friends. I love it!
frame on the board:
Narrator 1: Princess Lily smiles. makes me happy. Volunteers can
Narrator 2: And everyone is happy! share with the whole class.
All children: Happy Birthday, Princess Lily!
Resources
Workbook pages 86–87
3 Read the play again. What do they do?
Match the pictures and the sentences.
1 a He sings.
2 b She smiles.
3 c They make a jacket.
4 d She dances.
4 Share Your World What makes you happy?

Draw it in your Workbook.
9781380022837_INT_p102_p105.indd 103 2019-10-24 1:09 PM
Activity 3
Social-emotional
Learning
Have students read the play again.
Acting in front of a class can Do the first item as an example.
make some students nervous. Point to the girl in item 1 and say
Play improvisational games to Who’s this? Point to the cast of
help them relax, build energy characters and find Queen Maria.
and enthusiasm, and help them Say It’s Queen Maria. What does
feel comfortable in front of Queen Maria do? Underline Queen
one another. For example, have Maria’s lines in the play. Read them
pairs practice “throwing” and aloud, then say again What does
“catching” an invisible ball. Queen Maria do? Elicit She dances
Encourage fun movements, or She can dance. Say OK. Let’s
such as “throwing” the ball draw a line from Queen Maria to
under your leg or from behind “She dances.” Model drawing the
your head. Then add in sounds line to answer choice d.
or other movements. Many Have students do items 2–4
other “improv” game ideas can individually. Check answers as a
be found online by searching for class. Call on students to read out
“children improv warm ups.” their answers.
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Exam Practice 4
Exam Practice 4
Listening 1 <color the cap yellow>
2 <color the cap red>
This is a practice activity modeled Listening 3 <color the cap pink>
on Part 4 of the Listening Test 4 <color the cap orange>
of Starters Young Learners 1 Listen and color. There is one example.
3.31 5 <color the cap black>
English Exam.
In this activity, students listen to an
adult telling a child which parts of
the picture to color. Students listen
and do what the adult says. There
2
are pauses between each one to give
students time to color. 5

Tell students to look carefully at 1
the picture. Reassure them their
coloring skills are not important
in this test. Say What can you
see? Elicit observations such as
bread, hat, apples, mom, dad, 4
soccer ball, etc.
Tell students to listen to the six
short dialogues and follow the
directions for coloring the items.
Play the audio up to the first pause.
Choose a blue colored pencil.
Point to the blue baseball cap in
the picture. Color it in with the 3
blue colored pencil. Play the rest.
Repeat. Check answers as a class.
AUDIO SCRIPT
N: Narrator; M: Man; G: Girl
M: Look! The children are in the 104
park.
G: It’s a hot day. They are 9781380022837_INT_p102_p105.indd 104 2019-10-24 1:09 PM
wearing shorts and they have G: What color for the baseball cap 4 M: Now color the baseball cap
baseball caps. between the children? under the chair.
M: Do you have your pencils? M: Would you like to color it yellow? G: The baseball cap under the
G: Yes, can I color one of the G: Yes! chair? OK.
baseball caps? 2 M: The boy is wearing a baseball M: You can choose the color!
M: Yes! There is one in front of cap. Can you see it? G: My favorite color is orange.
Mom. Color that baseball G: Sorry? Who is wearing a M: OK!
cap, please. baseball cap? 5 M: There’s a baseball cap in the small
G: OK, what color? M: The boy. Color that baseball cap girl’s hand. Find that one, please.
M: Color it blue. now, please. G: In the small girl’s hand? Oh, yes,
N: Can you see the blue baseball G: What color for the boy’s I see it!
cap in front of Mom? This is baseball cap? M: Good. Make that baseball cap
an example. Now you listen M: Make it red, please. black.
and color. G: OK! G: OK, I’m coloring it now!
1 M: Can you see a baseball cap 3 G: And which baseball cap can M: That’s great!
between the boy and the girl? I color now? N: Now listen again. That is the end
G: Yes! M: The one behind the backpack. of the Listening Exam.
M: Good job! Color that baseball G: Oh, yes. I see it. Can I make it pink?
cap, please. M: Yes. Thank you!
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Reading and Writing
2 Look at the picture and read the questions. Write one-word
answers. There are two examples.
Examples
Where are the children? on the playground
What color is the boy’s T-shirt? green
Questions
1 What are the girls wearing? two hats
2 Where is the dog? next to the tree
3 What does Mom have? a banana
4 Who is pointing? the boy
5 How many children are there? three
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Reading and Writing Elicit observations such as dog, trees,

This is a practice activity modeled scooter, mom, people, slide, dress,
on Part 5 of the Reading and T-shirts, etc.
Writing Test of the Starters Young Read aloud the first example
Learners English Exam. question, then point to on the
In this activity, students read five playground. Say The children are on
short questions. They have to the playground. Do the same for the
answer the questions based on what second example question.
they see in the picture. Tell students to read items 1–5 and
In preparation for the task: to write the answers. Tell them to
• Students should read the only write one word for the answer.
questions carefully before Point out that for some items, part
completing the answers. of the answer is already written
for them. Give them time to write
Activity 2 their answers.
Tell students to look at the Have students compare answers in
picture. Say What can you see? pairs. Check answers as a class.
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Workbook Answer Key
Welcome Unit Page 16 Unit 3
Page 4 1 1 What’s 2 What are 3 It’s Page 28
1 2 d 3 e 4 a 5 c 6 b 4 an 5 They’re 1 1 crocodile 2 tiger 3 giraffe
2 2 Put your things away. 3 Help 1 bee 2 duck 3 goat 4 ant
2 4 monkey 5 hippo 6 zebra
your partner. 4 Wait your turn. 5 chicken 6 horse 7 leaf 7 elephant
5 Speak clearly. 6 Check your work. 8 caterpillar 2 2 giraffe 3 hippo 4 monkey
Page 5 Unit 2 Page 29
3 2 u, e, d 3 e, d, n, e, s 4 u, r, s, a Page 17 1 1 Yes, there is. 2 No, there isn’t.
5 r, i, y 6 a, t, u, r, a 7 u, n, d, a, y 1 board game skateboard camera train 3 No, there aren’t. 4 Yes, there are.
4 2 g 3 b 4 f 5 c 6 a 7 d video game scooter teddy bear yo-yo 2 1 Is there a crocodile? 2 Is there
2 1 train 2 skateboard 3 scooter a dog? 3 Are there hippos?
Page 6
4 yo-yo 5 camera 4 Are there giraffes?
6 29, 27, 24, 23, 25, 21, 22, 28, 26, 20
Page 18 Page 30
Page 7
1 2 her 3 his 4 her 5 her 6 his 1 1 leaves 2 giraffes 3 ice cream
8 2 on the chair 3 five
2 1 No 2 Yes 3 Yes 4 No 4 elephants
4 Yes, he does.
5 Yes 6 No 2 2 ✔ (the zookeeper)
Unit 1
Page 19 Page 31
Page 8 1 1 c, skateboards 2 a, scooters 1 a 4 b 3 c 1 d 6 e 7
1 1 u 2 o, w 3 o, e, y 4 o, r 3 b, camera f 2 g 5
2 1 sheep 2 chicken 3 goat 2 1 skateboard 2 borrow 2 1 playground 2 mall 3 beach
Page 9 4 bookstore
Page 20
1 2 It’s (color). 3 It’s a duck. 1 1 bag 2 glue 3 marker 4 paint Page 32
4 It’s (color). 2 1 c 2 d 3 a 4 b 1 1 Where’s; in front of 2 Where’s;
2 2 It’s a cat. 3 What’s that? behind 3 Where’s; between
4 It’s a cow. Page 21 2 1 Where’s the beach? 2 It’s behind
1 1 Yes 2 Is this your tablet?; No the playground. 3 It’s between the
Page 10 3 Is this your photo?; Yes 4 Are
1 1 baby duck 2 water zoo and mall.
these your scissors?; No
2 1 home 2 kind 3 food 4 water 2 2 your 3 our Page 33
Page 11 1 2 crocodile, body 3 monkeys, tail
Page 22 2 1 crocodile 2 monkey 3 giraffe
1 1 e, p, l, a, 2 b, u, e, y 3 d, b, u 1 Painting: paper paint paintbrush
4 m, u, o Collage: glue, scissors, paper Page 34
2 11 bees, 5 butterflies, 7 caterpillars, 2 1 yellow 2 red 3 blue 1 1 long necks 2 leaves 3 milk
15 mosquitos 4 go to sleep
Page 23 2 1 Monkeys have long tails.
Page 12 1 1 a, b 2 a, d
1 1 these 2 They’re 3 mosquitos 2 They climb trees. 3 A mother
2 1 easel 2 painting 3 paint, monkey gives milk to her baby.
4 are those paintbrush
2 1 that, It’s 2 What, They’re Page 35
3 How many Page 24 1 1 a 2 c 3 f 4 b 5 d 6 e
1 1 c 2 b 3 d 4 f 5 e 6 a 2 1 b 2 a
Page 13 2 1 rip 2 big
1 1 ✗ bee ✗ butterfly ✔ spider Page 36
2 ✔ bee ✔ butterfly ✗ spider Page 25 1 1 between 2 in front of 3 behind
3 ✔ bee ✗ butterfly ✔ spider 1 1 bag 2 paintbrush 3 cameras 2 1 Yes, there is. 2 No, there isn’t.
2 1 wings, open, legs 4 skateboard 5 yo-yo 6 teddy 3 No, there aren’t. 4 Yes, there are.
2 leaf, butterfly, closed bears
2 1 her; his 2 my 3 your Unit 4
Page 14
Share the World 1 Page 37
1 2 No (It has six legs.) 3 No 4 Yes
1 1 watermelons 2 pears 3 kiwis
2 1 a bee 2 It has six 3 It has four Page 26 4 pineapples 5 bananas
4 yellow and black 1 1 d 2 b 3 a 4 c 6 coconuts
Page 15 2 1 Oh, no! Help! 2 Take the leaf, Ant! 2 1 watermelons, apples, pears
1 1 c 2 a 3 d 4 b 5 f 6 e 3 Ouch! 4 Thank you, Ant! 2 pineapples, bananas, kiwis
2 1 b 2 a Page 27
3 1 False 2 True 3 True
4 True 5 False
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Final proofs
January 23, 2020
Page 38 Page 50 Page 62
1 1 Yes, he does. 2 Yes, she does. 1 1 b 2 c 3 a 1 1 day 2 night 3 asleep
3 No, she doesn’t. 4 Yes, she does. 2 job, can do 4 Tokyo 5 3:00
2 1 Yes, she does. 2 No, she doesn’t. 2 2 Hiro, Megan 3 Megan 4 Hiro
Page 51
3 Yes, she does. 4 Yes, she does. 5 Hiro, Megan 6 Hiro
1 a 3 b 4 c 2 d 1
Page 39 2 1 climb a tree 2 use a computer Page 63
1 1 No 2 Yes 3 No 4 Yes 3 throw a ball 4 play the guitar 1 2 7:00 / seven o’clock / 7 o’clock
2 b 3 8:30 / eight thirty / half past
Page 52
eight 4 to play sports
Page 40 1 2 No, can’t 3 Yes, can
2 1 is from Japan 2 eats breakfast
1 burger corn pie eggs French fries 4 No, can’t
3 goes to school 4 likes
2 1 burger 2 corn 3 pie 2 1 Can you fly? 2 Can you play
4 pancakes 5 eggs 6 soup the guitar? 3 Can you catch a ball? Page 64
4 Can you use a computer? 1 1 b 2 a 3 d 4 e 5 f 6 c
Page 41
2 1 yells 2 runs
1 What, you, lunch; want, and, please Page 53
2 1 What do you want for breakfast? 1 1 bat hit 2 basketball bounce Page 65
I want eggs, please! 2 What net 3 hockey ice skates stick 1 1 seven o’clock 2 quarter to eight /
do you want for dinner? I want a 2 1 Hockey 2 Basketball 3 Baseball seven forty-five 3 goes quarter
burger, please! after eight 4 at six o’clock
Page 54
Page 42 1 1 c 2 a 3 d 4 b Share the World 3
1 2 seed 3 plant 4 grows, 2 1 team 2 and a ball Page 66
watermelon 3 and bounce a ball 1 1 Trung 2 Linh 3 Trung
2 a 6 c 4 d 2 e 5 f 3 4 Linh 5 Linh 6 Trung
Page 55
Page 43 1 1 e 2 f 3 d 4 a 5 b 6 c 2 1 nine 2 city 3 a quarter past
1 1 Watermelons are my favorite fruit. 2 1 b 2 a seven 4 rice and eggs 5 bike
2 They are green and red. 6 love
Page 56
3 They are very big! Page 67
✔: catch a ball, climb a tree, jump,
1
Page 44 jump rope, read, throw a ball, use 3 1 ten 2 lives 3 gets up 4 goes
1 1 b 2 a 3 c 4 d 5 f 6 e a computer 5 market 6 goes home 7 village
2 1 egg 2 ten 2 2 True 3 True 4 False Unit 7
(A giraffe can’t write.)
Page 45 Page 68
1 2 pears 3 eggs 4 pineapple Unit 6 1 1 listening to music 2 watching
5 corn 6 coconut 7 bananas Page 57 TV 3 playing soccer 4 playing
8 oranges 1 get up 1 eat breakfast 2 go tennis 5 taking photos
2 1 do, want; want 2 do you; want home 5 go to school 3 eat lunch 4 6 reading books
watermelon 2 1 eat dinner 2 brush your teeth 2 1 i, s, n, m, i 2 a, i, d, m, e
3 go to bed 3 a, d, g, o, o 4 k, n, o, o
Share the World 2
1 1 cookies 2 milk 3 corn 1 1 b 2 c 3 a 1 1 I like playing soccer. 2 I like
4 chocolate cake 5 ice cream 2 1 you do 2 do you do playing tennis. 3 I like taking photos.
6 grapes Page 70
Page 59
2 1 Jack 2 hand 3 please 1 2 I like reading books.
1 a 4 b 2 c 1 d 3
4 fun 5 eat 3 I like taking photos.
2 a sleeping b not ready e is
Unit 5 4 I like playing soccer.
Page 60 2 1 listen to music 2 like playing
Page 48 1 2 b 3 d 4 e 5 f 6 a soccer, great idea
1 1 swim 2 jump 3 read 4 run 2 2 half past three / three thirty
5 draw 6 write 7 walk 8 fly 3 a quarter after seven / seven Page 71
2 draw, jump, read, run fifteen 4 five forty-five / a quarter 1 1 drawing 2 playing board games
swim, walk, write, fly to six 5 eleven o’clock 6 eight 3 singing 4 playing the piano
thirty / half past eight 5 baking cookies 6 writing stories
Page 49
2 playing board games, writing
1 2 can’t 3 can 4 can 5 can’t Page 61 stories, drawing, playing the piano,
6 can 1 1 No 2 No 3 Yes singing, baking cookies, dancing
2 1 I, but 2 can, she 3 but, can’t 2 1 goes home, three thirty / half past
three 2 plays, four o’clock 3 eats
dinner, six fifteen / a quarter after six
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January 23, 2020
1 1 dancing; Yes, he does. 1 Lee’s 2 Rita’s 3 Lee’s 4 Rita’s
1 1 1 False 2 True 3 True
2 reading books; No, she doesn’t. 1 Whose 2 Whose skirt
2 4 False 5 False
3 Whose pants are 4 Whose 2 1 c 2 e 3 d 4 a 5 b
Page 73
shoes are these?
1 1 Kevin likes playing the piano. Page 84
2 Steven likes playing the flute. Page 79 1 1 f 2 e 3 d 4 a 5 b 6 c
3 Emily likes singing and playing 1 May 2 clothes 3 has
1 2 1 locked 2 mixed
the guitar. 4 T-shirt
Page 85
2 1 likes, playing 2 has 1 please put your new clothes away
2
1 shirt, pants, jacket, hat, sweater,
3 Play, make 2 please take care of your things
boots, dress, T-shirt, cap
Page 74 Page 80 2 2 are you wearing 3 shorts are
1 1 Press, Play, make 2 keys, Play, 1 1 dress 2 baseball cap 3 jacket these /those 4 skirt is this / that?
piano, make, music 4 boots 5 shorts 6 jeans 7 hat
2 1 flute; 8 holes 2 piano; 52; keys 2 1 dress 2 boots 3 baseball cap Share the World 4
3 guitar; 6 strings 4 shorts Page 86
1 1 d 2 a 3 c 4 e 5 b
Page 75 Page 81 2 1 bake cookies 2 sad 3 sing
1 1 b 2 f 3 d 4 c 5 e 6 a 1 2 Rita 3 Lee 4 Charlie 5 Jade 4 jacket
2 1 b 2 a 2 1 a baseball cap, and a jacket.
2 She’s wearing boots, a jacket, Page 87
Page 76 3 1 birthday 2 sad 1 smile
jeans, and a hat.
1 1 baking cookies 2 reading books 4 T-shirt 5 jacket 6 loves
3 taking photos 4 watching TV Page 82 7 happy
2 1 Do you like playing the piano? 1 1 Don’t put your old toys 2 You
2 Do you like playing tennis? can give your old toys 3 You can
3 What do you like doing? give old clothes
2 1 dirty 2 clean 3 new
Unit 8 4 favorite 5 recycled
Page 77
1 1 shirt 2 pants 3 shoes 4 socks
Word Work Answer Key

Unit 1 Page 88 Unit 4 Page 91 2 morning: get up, eat breakfast, go
1 1 ant 2 sheep, bee 3 duck, 1 1 sandwich 2 pie 3 pear to school
butterfly 4 monkey, caterpillar 4 watermelon 5 burger 6 pancakes afternoon: eat lunch, go home
2 Bugs: ladybug, mosquito, ant, 7 apple 8 French fries evening: eat dinner, brush my teeth,
caterpillar, bee 2 1 soup 2 seeds 3 orange go to bed
Farm animals: cow, horse, donkey, 4 kiwi 5 pineapples
Unit 7 Page 94
duck, goat, sheep
Unit 5 Page 92 1 blow, holes; guitar, strings, strum;
Unit 2 Page 89 1 ice skates 2 catch 3 ball
1 piano, keys, press
1 1 train 2 bag 3 yo-yo 4 jump 5 bat 6 swim 7 net 2 1 i, i, a, i 2 a, i, a, i, o, a, a, e, e,
4 skateboard 5 photo 8 hit 9 stick 10 throw a, i 3 a, i, o, o, i, e, a, i 4 i, i, o,
2 1 marker 2 train 3 video game 2 1 ride a bike 2 play the guitar i, e, a, i, o, o, a, i, i, e, o, a, e
4 glue 5 teddy bear 6 scooter 3 use a computer 4 drive a car
Unit 8 Page 95
5 jump rope 6 draw 7 write
Unit 3 Page 90 1 2 old T-shirt 3 clean shoes
8 read 9 fly 10 run
1 Zoo animals: tiger, elephant, 4 a recycled hat 5 a new sweater
crocodile, zebra, hippo, monkey Unit 6 Page 93 2 jacket, pants, shirt, jeans, dress,
Places: swimming pool, mall, beach, 1 1 eleven o’clock 2 a quarter shorts, skirt, baseball cap, sneakers
playground, bookstore, zoo after three 3 twelve o’clock
2 1 tail 2 neck 3 hatch 4 eat 4 half past two 5 a quarter to four
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Vocabulary Grammar Sharebook

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Reading CLIL Phonics Progress Tracker

Story Art Short i Review Game: Four in a Row!

Exam Practice 1 Listening, Reading and Writing pages 32–33

Story Science Short e Review Game: Spin to Win!

Exam Practice 2 Listening, Reading and Writing pages 56–57

Exam Practice 3 Listening, Reading and Writing pages 80–81

Story Art Short vowels Review Game: Race to Win!

Exam Practice 4 Listening, Reading and Writing pages 104–105

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SHARING increases self-confidence!

SHARING builds relationships, trust, and happiness!

SHARING increases knowledge and develops creativity!

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The Workbook offers The Student App on

The Macmillan Education The Teacher Resource

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Read and say.

each type of lesson in a unit – Vocabulary, Grammar, Story,

for a fun Warm Up activity

reviewing language students

Warm e.g., and

CLIL, Phonics, Progress Tracker, Share the World, and Exam

2 Activity 1 Unit Opener

Routine (5–10 minutes)

Practice. These Lesson Plans (pages xiv–xxiii) offer step-by-

and then share their sentences These

New vocabulary is presented

But don’t focus on the new

step instructions on how to teach each of these lessons.

In addition, the Lesson Plans include Routines for activities

what they remember

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Revised Sign off proofs Revised Sign off proofs

students will become familiar with the procedure.

The practice of introducing and maintaining clear plans, routines,

7 I Can Routine (5 minutes)

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New Vocabulary 1 Talk about the picture.

turn to the Lesson Notes beginning on page 2 for ideas and

every lesson in the Student Book.

Communication 10 I can name farm animals. Workbook page 8

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by name and page number, making it easy to look them up.

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There are three categories of Teacher Tips: Classroom Management,

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In general, my Happy Considerate Respectful Motivated Challenging