Reproducible Worksheet Instructions

3. Use the uncut page to play Bingo. Have students

UNIT 1 cross out (or cover) two squares on the page. Play Bingo
Draw and Write in the usual way. Crossing out two squares in the
beginning increases the number of times that students
Use with the Let’s Start lesson. will get Bingo.
Activity summary: Students draw a picture and
complete a sentence to introduce themselves.
Steps:
UNIT 2
1. Distribute a copy to each student. Listen and Draw
2. Have students trace the words in each speech bubble. Use with the Let’s Learn lesson.
Then, have them write their own name, and draw a In this activity, you read a sentence
picture of themselves. As students work, circulate and Activity summary:
and students draw a picture accordingly. The activity
help them with the spelling of their names, if necessary. reinforces color and shape vocabulary and the grammar
Variation: structure It’s a (blue) (triangle).
Students can choose to draw a picture of their favorite Steps:
cartoon character, and write that character’s name Distribute one page to each student.
instead of their own. 1.
2. Model the activity as students watch.
a. Have students point to the color words and read
UNIT 1 them with you. Color the balloons on the enlarged
copy as students color their own pages.
b. Point to number 1 at the bottom of the page and
Classroom Objects
Use with the Let’s Learn More lesson. read sentence number 1 below: It’s a red triangle. Draw a
Activity summary: Students turn over cards and ask red triangle in the square and prompt students to do
and answer questions in pairs. The activity reinforces the same. Check that all students have drawn a red
classroom vocabulary and the question-and-answer triangle in number 1.
patterns What’s this? It’s (a pencil) and Is this (a pencil)? 3. Continue the activity, reading the sentences below
Yes, it is. No, it isn’t. and having students draw the corresponding pictures
Steps: on their pages.
1. Give one set of cards to each student or team. 1. It’s a red triangle.
2. Model the activity with one pair of students (or two
2. It’s a green circle.
teams) as other students watch. 3.
4.
It’s
It’s
an orange and blue square.
a yellow and black diamond.
a. Have S1 and S2 place their stacks of cards on the 5. It’s a brown and white star.
table, face down in front of them. 6. It’s a purple, pink, and gray rectangle.
b. Prompt S1 to turn over the top card and ask,
What’s this? S2 answers It’s (a pencil). Next, have S2 turn Variation:
over a card and ask S1 a question. Give each student two copies of the page. On one copy,
3. When students understand the activity, have them
they draw the colored objects. Then, they take turns
work in pairs and ask questions and give answers using telling their partners to draw the same objects.
the cards. Afterward, have them compare the original to their
partner’s copy.
Variations:
1. Have students make a grid with nine numbered
squares. Students place one of the cards in each square. UNIT 2
Call out the word on another card at random.
T: Number 1. Is this (a board)? If the student has the Color and Talk
same card in the square, he or she answers Yes, it is. If Use with the Let’s Build lesson.
he or she has a different card in the square, he or she Students take turns asking and
answers No, it isn’t. Activity summary:
answering questions about colors, and then
2. Use duplicate sets of cards to play Concentration. appropriately coloring various objects. The activity

Worksheet Instructions © Oxford University Press

reinforces color vocabulary and the grammar pattern
What color is it? It’s (blue).
Steps:
1. Distribute one page to each student and have them
fold it in half so that only the You section is visible.
2. Model the activity as students watch.
a. Point to the pencil in You (1), and say several
colors aloud, as if trying to make a decision. Decide on
one color and use it to color the pencil.
b. Have the students make their own choice and
color the pencil in the first section on their paper.
c. Unfold the enlarged copy and point to number 1
at the bottom of the page. Ask S1 about his or her
pencil: What color is it? S1 should answer based on the
color selected for the pencil. Color in the pencil on
your page using that color.
d. Ask the students to finish coloring in the objects
in the You section.
3. Have students take turns asking and telling colors
(keeping their pages folded in half to help them
remember if they are the asking or telling student in
each pair). The student asking the questions colors the
objects on the bottom part of the page. After they have
completed all six items, have students compare their
pages to see if the colors match.
Variation:
Have students use more than one color per object.
UNIT 3
Bingo: Singular and Plural
Use with the Let’s Learn More lesson.
Activity summary: Students play
Bingo using singular
and plural objects. The activity reinforces singular and
plural classroom vocabulary and the grammar structures
It’s (a crayon) and They’re (crayons).
Steps:
1. Make a set of cue cards by making an enlarged copy
of the page and cutting the bottom of the page into
individual squares (you should have 18 cue cards, 9
singular and 9 plural) and put them in a bag.
2. Give each student a page and something to cover the
spaces on the grid (e.g., small pieces of paper, coins,
etc.)
3. Review the vocabulary on the Bingo grid.
4. Have students make their Bingo grids unique by
adding an s to some of the objects in the Bingo squares
(so some squares will be singular and some will be
plural).
5. Draw a cue card from the bag and say what the
picture is (e.g., It’s a table.) Check for correct singular vs.
plural covering of squares.
Worksheet Instructions
6. When students understand the activity, have
volunteers take turns drawing cue cards from the bag
and saying what the pictures are.
7. Once a student has covered three squares in a row, he
or she should say Bingo!
8. Check the student’s row of squares by asking the
student to make sentences about the activities on the
covered squares. (e.g., It’s a crayon. They’re pencil cases.
It’s a cell phone.)
Variation:
Vary the squares that students must cover to win.
Instead of three squares in a row (across, down, or
diagonally), play Letter-shape Bingo, where students
cover squares to form specific alphabet letters in order
to win. Capital letters that work especially well for this
Bingo variation include C, I, H, O, T, and X.
UNIT 3
Color and Play the Game
Use with the Let’s Build lesson.
Activity summary: In this activity, groups of three or
four play a board game and ask and answer questions.
The game reinforces color, number, and classroom
object vocabulary; and the grammar structures What
color (is this) / (are these)? and How many (crayons)?
Steps:
1. Display an already colored copy of the game board at
the front of the room. Choose two students to help you
model the activity.
2. Model the activity.
a. Have S1 roll a die. Move a marker the
corresponding number of spaces on the game board,
and ask S1 a question about the object in the space he
or she lands on. What color is this? What color are these?
or How many (crayons)?
b. If S1 answers the question correctly, S1’s marker
remains in that square, or, in the case of arrow squares,
he or she moves the marker the indicated number of
spaces. If S1 answers incorrectly, the marker returns to
the space at which S1 started the turn.
c. Have S2 roll the die next, and S1 asks a question.
When S2’s turn is finished, he or she asks the question
to the next student.
3. Put students in groups of three or four each, and give
a game board, crayons, markers, and a die to each
group. Set a time limit for coloring the game squares
and then begin to play.
Variation:
This game can be played as an entire class in three
teams, using one large game board at the front of the
room.
© Oxford University Press

UNIT 4
Can and Can’t Cards
Use with the Let’s Start lesson.
Activity summary: Students work in groups and turn
over cards to find a match. The activity reinforces I can,
I can’t, and ability vocabulary.
Steps:
1. Divide the class into groups of three to four students.
Give each group a set of cards.
2. Model the Concentration game with one group as
other students watch.
a. Have students place the cards face down in
random order.
b. S1 turns over two cards, looking for a can/can’t
match. (e.g., I can count to ten and I can’t count to ten.)
Have S1 make a sentence after turning over each card. If
S1 finds a match, he or she takes the cards and the next
student in the group takes a turn. If the cards don’t
match, S1 randomly places the cards back into the pile,
toward the bottom. The student with the most matches
is the winner.
3. When students understand the activity, have them
work in groups and play the game.
Variations:
1. Bingo. Copy an extra set to use as Bingo cue cards.
Give a set of cards to each student and have him or her
put the pictures face up in a 3 x 3 or 4 x 4 formation.
Play Bingo.
2. Copy each picture twice to expand the
Concentration possibilities. To make a match, a student
must find the identical card (e.g., I can count to ten and
I can count to ten).
UNIT 4
Family Game
Use with the Let’s Learn More lesson.
Groups of students play a board
Activity summary:
game and make sentences combining adjectives and
family vocabulary. The game reinforces he/she,
adjectives, family vocabulary, and the grammar
structures This is my (father). (He’s) (tall).
Steps:
1. Display an enlarged copy of the game board at the
front of the room. Place Student Cards 113-120
(adjectives) face down in the center of the board.
Choose a student to help you model the activity.
2. Model the activity.
a. Roll a die. Move a marker that number of spaces
on the game board, draw one adjective card from the
Student Card pile, and make sentences about the person
in the space. (e.g., This is my sister. She’s pretty.)
Worksheet Instructions
b. If the sentences are correct, the player’s marker
remains in that square. If a player lands on an arrow
square, the player moves the indicated number of
spaces, and then makes a sentence. If either sentence is
incorrect, the marker returns to the position at the start
of that turn. Alternately, you can have the other players
help make a correct sentence.
c. Have S1 next roll the die, and make a sentence.
3. Put students in groups of three or four each, and give
a game board, Student Cards, markers, and a die to each
group.
Variations:
1. Play as an entire class in three teams, using one large
game board at the front of the room.
2. Use the family pictures at the bottom of the page to
make cards to play either Slap (multiple sets of cards
face up in the center of the group) or Concentration
(double set of cards for each group).
3. Cut out the pictures of the family. Students can
spread them out minus one or two cards and the other
players must guess who is missing.
4. Play the game again, having students ask and answer
questions about the family members, (e.g., Who’s he?
Who’s she?)
UNIT 5
Interview: What Can You Do?
Use with the Let’s Learn More lesson.
Activity summary: Students work in pairs, interviewing
each other about various abilities. The activity
reinforces can/can’t and the question What can you do?
Steps:
1. Distribute one page to each student.
2. Model the activity with an enlarged copy.
a. Point to the boy playing with a yo-yo. Match and
elicit the verb phrase. Along with students, trace the
dotted line between the picture and the phrase. Have
students draw lines between the remaining pictures and
phrases. For non-readers, read each verb phrase aloud
and have students find the corresponding picture and
draw a line between the two.
b. Ask S1 What can you do? S1 can answer using any
of the abilities pictured on the page. S1: I can draw a
picture. Point to draw a picture at the bottom of the page
and ask students what it says. If necessary, show
students how they can use the matching exercise to
help them “read” the verb phrases at the bottom of the
page. Then, place a check mark in the I can column
next to draw a picture.
3. In pairs, students take turns asking and answering
questions about abilities. Remind students to mark their
partner’s answers, not their own.
© Oxford University Press
Variations:
1. When students finish, have them write out sentences
about their own abilities using each of the six verb
phrases.
2. Have students make a similar interview grid using
their own choice of verb phrases from Units 1 to 5.
UNIT 5
Connect, Color, and Write
Use with the Let’s Build lesson.
Activity summary: Students connect the dots to reveal
objects, color the objects, and then write labels beneath
the objects. Then, they use the cards to practice asking
and answering questions in pairs. The activity reinforces
color and classroom vocabulary, and the question-and-
answer pattern What is it? It’s (a red kite).
Steps:
1. Model the drawing activity on an enlarged copy.
a. Point to the first object and ask What is it?
Students can guess or answer I don’t know. Have
students connect the dots to reveal the object. Ask the
question again. This time students can answer It’s a kite.
b. Point to the same object and ask What color is it?
Again, the answer will be I don’t know. Color the object
and ask the question again. This time students will be
able to answer the question.
c. Ask What is it? and encourage students to answer
with both color and object name. (e.g., What is it? It’s a
red kite.)
d. Write the appropriate label beneath the picture
(e.g., a kite).
2. Give one page and crayons or colored pencils to each
student.
a. Have students connect the dots, color, and label
the six objects on their pages.
3. Model the game activity with two students.
a. Have students cut out the squares on their pages
to make six cards. Combine both students’ cards and
place the twelve cards face down on the table.
b. Have S1 turn over the first card and ask What is
it? S2 answers. Students take turns asking and answering
questions.
4. When students understand the activity, have them
work in pairs and ask questions and give answers using
the cards.
Variations:
1. Use duplicate sets of cards to play Concentration
(matching objects, not color).
2. Use multiple sets of Student Cards to play Slap.
Students have to listen to both object and color to
decide which card is the target.
Worksheet Instructions
UNIT 6
Ask and Answer. Where Are the Animals?
Use with the Let’s Learn More lesson.
Activity summary: Students ask and answer questions
in pairs. The activity reinforces prepositions, animal
vocabulary, and the question-and-answer pattern
Where’s the (bug)? It’s (on) the (desk).
Steps:
1. Give one page to each student.
2. Model the activity with one student as other students
watch. Have one copy of the page with the four animal
cards already cut out and pasted into position. Don’t
show students your page until the end of the activity.
a. Display an enlarged page on the board, and give
S1 the four previously cut out cards from the bottom of
the page.
b. Prompt S1 to ask a question about one of the
animals: Where’s the bug? Answer It’s on the desk. S1
should place (or tape) the card so that it is on the desk.
Continue for the remaining three animals.
c. Once all of the cards have been placed on the
page, show the class your original and have them see if
S1 put the animals in the correct locations.
3. When students understand the activity, have them
work in pairs and ask questions and place the animal
cards. Either have students sit back-to-back, or sit with a
screen between them so that they can’t see their
partner’s pages.
Variations:
1. Have students paste the animals on the page, and
then write a sentence for each of the four animals. (e.g.,
The bug is on the desk.)
2. Play the game with three students. S1 sits on one side
of the room, and places the animals in the picture. S2
sits on the other side of the room and asks questions. S3
moves between S1 and S2, carrying information from
one student to the other. S2: Where’s the dog? S3 to S1:
Where’s the dog? S1: It’s under the table. S3 to S2: It’s under
the table.
UNIT 6
Hidden Objects
Use with the Let’s Build lesson
Activity summary: Students work in pairs and count
the number of objects hidden in the picture. The
activity reinforces number and nature vocabulary, and
the question-and-answer pattern How many (kites) are
there? There are (two kites).
© Oxford University Press
Steps:
1. Give one page to each pair of students.
2. Model the activity with an enlarged copy. Ask How
many kites are there? Count along with the class. If
desired, number the kites in the picture as you identify
them.
3. When students understand the activity, have them
work in pairs and ask questions and give answers,
counting the objects hidden in the picture.
Variation:
Have students write a sentence for each of the objects in
the key at the bottom of the page. (e.g, There are two
trees.)
UNIT 7
I Want… I Don’t Want… Cards
Use with the Let’s Learn More lesson.
Students work in groups and turn
Activity summary:
over cards to find a match. The activity reinforces I
want, I don’t want, thirsty/hungry, and food vocabulary.
Steps:
1. Divide the class into groups of three to four students.
Give each group a set of cards.
2. Play Concentration. Model with one group as other
students watch.
a. Have students place the cards face down in
random order.
b. S1 turns over two cards, looking for a
picture/word match (e.g., picture of an orange and the
word orange). Have S1 make two sentences after turning
over each card, combining hungry/thirsty and I want / I
don’t want. (e.g., I’m hungry. I want an orange; or I’m
thirsty. I don’t want an orange.) If S1 finds a match and
makes correct sentences, S1 takes the cards and the next
student in the group takes a turn. If S1 says incorrect
sentences, the cards remain. The student saying correct
sentences with the most matches is the winner.
3. When students understand the activity, have them
work in groups and play the game.
Variations:
1. Play
Slap in small groups. Place the word and picture
cards face up in the center. As you call out one of the
items, students race to touch either the word or picture
card and make two sentences (using hungry/thirsty and
I want / I don’t want.) There will be two winners each
round (because there are two cards for each item).
2. When less time is available, have students play
Concentration without making sentences.
Worksheet Instructions
UNIT 7
What do you want? Bingo
Use with the Let’s Learn lesson.
Students play using tall,
Activity summary: Bingo
short, fat, and thin objects. The activity reinforces
adjectives and the grammar structures What do you
want? I want a (short robot).
Steps:
1. Make an enlarged copy of the page and cut the
bottom of the page into individual squares (you should
have 12 cue cards) and put them in a bag. These will be
cue cards.
2. Give each student a page and markers to cover the
grid spaces. (e.g., small pieces of paper, coins, etc.)
3. Review the vocabulary on the cards at the bottom of
the page. Since there are only three objects, the
adjective is important for distinguishing between them.
4. Have students cut out the cards at the bottom of the
page, and select nine to place in their Bingo grids (this
will make each grid unique).
5. Draw a cue card from the bag, and have the class ask
What do you want? T: I want (a short robot). If a student
has placed this card on his or her grid, he or she can
cover that square.
6. When students understand the activity, have
volunteers take turns drawing cue cards from the bag
and answering the class’s questions.
7. Once a student has covered three squares in a row, he
or she should say Bingo!
8. Check the student’s row of squares by asking the
student to make sentences about the activities on the
covered squares. (e.g., I want a fat robot. I want a tall dog.
I want a short cat.)
Variations:
1. Vary the squares that students must cover to win.
Instead of three squares in a row (across, down, or
diagonally), play Letter-shape Bingo, where students
cover squares to form specific alphabet letters in order
to win. Capital letters that work especially well for this
Bingo variation include C, I, H, O, T, and X.
2. Use duplicate sets of the cue cards to play
Concentration.
UNIT 8
Do You Like?
Use with the Let’s Learn More lesson.
Activity summary: Students ask and answer questions
about likes and dislikes. The activity reinforces animal
vocabulary and the question Do you like (birds)?
© Oxford University Press
Steps: Variation:
1. Distribute one page to each student. Review the This game can be played as an entire class in three
animal vocabulary and question-and-answer pattern. teams, using one large game board at the front of the
2. Model the activity as students watch. room.
a. Walk up to S1 and ask Do you like birds? S1
answers Yes, I do or No, I don’t. Circle the yes or no
answer, and then hand the page to S1 and say Please
write your name. S1 writes his or her name on the paper
and gives the paper back to the teacher.
b. Move to S2 and ask a different question.
3. Once students understand the activity, have them
move around the classroom, asking questions about the
animals on the page. Note that the form limits students
to asking one question per student.
Variations:
1. When students finish, have them write out sentences
about their own likes using each of the twelve animals.
2. Make a class survey of how many students like each
animal. Make a chart on the board. Ask Do you like
birds? Students who like birds raise their hands as they
answer. Have the class count hands. Ask How many
students like birds? Students answer 15 students. (Note:
students have not learned this question form yet, but
should be able to answer it in this context.) Write the
number of students on the survey sheet.

UNIT 8
Review Game: Level 1
Activity summary: In this activity, groups of students
play a board game, and ask and answer questions. The
game reviews various vocabulary and grammar
structures presented in Level 1.
Steps:
1. Select two student volunteers to help you model the
game. Display an enlarged game board at the front of
the room.
2. Model the activity.
a. Have S1 roll a die. Move a marker the
corresponding number of spaces on the game board,
and ask S1 the question in the space . If S1 lands on an
action space, he or she should read the sentence and do
the action.
b. If S1 answers the question correctly, his or her
marker gets to remain in that square. If the answer is
incorrect, the marker is returned to where it was before
S1 rolled the die.
c. Have S2 next roll the die, and S1 asks a question.
The student rolling the die becomes the question asker
for the next student.
3. Put students in groups of three each, and give a game
board, markers, and a die to each group.

Worksheet Instructions © Oxford University Press