Vocabulary Words 2. Have students practice counting from 1 through 20.

Ask questions such

class, teacher, student, principal; globe, laptop computer, teacher’s desk; as:
numbers, zero, one, two, three, four, five, six, seven, eight, nine, ten, eleven, "How many students are there in the picture/classroom?"
twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty "How many girls/boys are there?"
"How many teachers are there?"
"What number comes before/after thirteen?"
General Directions
Give students time to explore the poster, finding and listening to the 3. Help students say or write informational sentences:
rollover vocabulary and clicking on hotspots to bring up windows with My parents were born in Brazil. I was born in Brazil, too.
additional vocabulary and sentences. Now, I live in Texas in the United States.

4. Help students write a list of numbers that are important in their daily
Beginner Level lives. (house or apartment numbers, bus numbers, phone numbers)
1. Have students repeat the rollover vocabulary words and the
sentences several times. Then have students name various items on the
poster without the rollover clues. Advanced Level
1. Have students practice these conversations:
2. Have students practice greetings and introductions with you or with a "Are you (name) ?"
partner, using the patterns from the poster windows. "Yes, I am. Who are you?"
"Hello! (Hi!) My name is ." "Are you from (country/state) ?"
"Hi, . How are you?" " No, I ‘m from ."
"I’m fine! Goodbye!" "How many years have you lived here?"
"I’ve lived here (number) years.
3. Have students practice counting from zero through ten. Then ask "What do you do?"
questions and model answering in complete sentences. "I am a ."
"How many pencils do you have?"
"I have pencils." 2. Have students practice counting with the numbers 20-30. Point out the
pattern used in forming the numbers. Then practice counting from 30 to
4. Help students find and read the name of the country where they were 100, and higher. Ask students to listen to a series of numbers and then
born on a map or globe. repeat the numbers spoken. For example: 34, 53, 61, 75.

3. Have students create a directory of teachers and staff in your school.

Intermediate Level They should list the names, the room number, and the person’s job.
1. Have students review the vocabulary and sentences. Then have them
practice these dialogues with you or a partner:
"What is your name?"
"My name is ."
"Where are you from?"
"I am from ."
"How old are you?"
"I am years old."
Vocabulary Words
students, chalkboard, chalk, eraser, marker, pen, desk, chair, computer,
clock, book, spiral notebook, pencil, paper, first, second, third, fourth,
fifth, sixth, next, last
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Intermediate Level
1. Have students review the vocabulary and sentences. Then have them
practice making requests with you or a partner, using the patterns from
the poster window. They should take turns making the request. After
reviewing the basic requests, have them practice prefacing each request
with the word "please." You may wish to use the patterns in a game of
Simon Says.
2. Have students practice using ordinal numbers. Ask questions such as:
"What grade are you in?"

3. Help students make cards with a picture of a classroom object on one

Beginner Level side and its name on the back. Then have pairs use the cards to play a
1. Have students repeat the rollover vocabulary words and the game. Students take turns drawing a picture card from the stack and
sentences several times. Then have students name various items on the trying to name the object. If they are correct, they keep the card. The
poster (and in their own classroom) without the rollover clues. winner is the one who identifies the most objects correctly.
Alternately, give students the name of an object and have them point to
the object. You may also have students label classroom objects.
Advanced Level
2. Model making requests, using the patterns from the poster window. 1. Have students brainstorm a list of other school and classroom objects
Have students respond by performing the appropriate action, such as to draw and label. Then have them create a school-themed picture
opening their books. dictionary for the class.
"Open your book./Close your book./Put your book away."
"Throw that away." 2. Have students use a calendar to practice ordinal numbers. They
"Raise your hand." should ask each other questions such as:
"Write your name." "What is today’s date?"
"Draw a picture." "What day is (Thanksgiving)?"
"Sit down./Stand up."
"Line up." 3. Have students write instructions for a new student:
"Come inside./Go outside." Raise your hand when you have a question.
Always write your name at the top of your paper.
3. Have students stand in a line, and model using ordinal numbers to
describe their positions in line. Then ask questions and model answering 4. Have students make a list of times it is appropriate to say "please"
in complete sentences. and "thank you," such as when receiving a gift.
"Is Ana first in line?"
"No. Ana is (third)."
Vocabulary Words 3. Help students make a more detailed list of body-parts vocabulary,
nurse, head, eye, nose, mouth, teeth, tongue, ear, neck, stomach, chest, listing words such as eyelashes and fingernails. You may wish to teach
shoulder, arm, elbow, hand, thumb, finger, hip, leg, knee, foot, toe, students the "Hokey-Pokey" and have them sing it, using the body-parts
cough, sneeze, blow your nose vocabulary.

General Directions Advanced Level

Give students time to explore the poster, finding and listening to the 1. Discuss the poster with students. Have volunteers describe what they
rollover vocabulary and clicking on hotspots to bring up windows with see. Supply any words students do not know for unlabeled objects in the
additional vocabulary and sentences. picture, such as stethoscope.

2. Have students practice conversations such as these:

Beginner Level "My neck hurts."
1. Have students repeat the rollover vocabulary words and the "Does your back hurt, too?"
sentences several times. Pantomime for them the actions of coughing, "No, but my shoulder hurts a little."
sneezing, and blowing your nose. Then have students name various
items on the poster without the rollover clues. 3. Have students write a list of basic health rules:
When you are sick, drink lots of water.
2. Model telling where it hurts using different body parts. Have students Cover your mouth when you cough.
repeat after you, using the pattern from the poster window:
"My (head) hurts."

3. For additional practice, use a large doll, chart, or other image of the
human body and ask questions such as "Is this her arm?" Have students
answer yes or no and then say the correct name for the body part.

Intermediate Level
1. Have students review the vocabulary and sentences. Then have them
practice naming body parts and using symptom words. Write each of
these sentence frames on the board, and use pantomime to cue
students to complete the sentence in different ways.
My hurts.
I have to (cough) .

2. Help students say or write informational sentences about being sick:

I go to the nurse when I am sick. Last winter I had a bad cold.
My head hurt, and I had a cough.
Vocabulary Words
house, apartments, door, porch, window, steps, front yard, sidewalk,
mailbox, fire escape, lamppost; twenty, twenty-one, twenty-two, twenty-
three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight,
twenty-nine, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred;
living room, coffee table, sofa, television, bookshelf, ceiling; dining room,
table, chairs, curtains, rug; kitchen, stove, refrigerator, dishwasher,
microwave, floor; bedroom, closet, dresser, mirror, bed, lamp, pillow;
bathroom, bathtub, shower, toilet, sink, medicine cabinet; garage,
laundry area, car, washer, dryer
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the sentence
several times. Explain any items students are unfamiliar with. Then have
students name various items on the poster without the rollover clues. For
additional practice, use dollhouse furniture or magazine pictures showing
different furniture items or rooms.
2. Review the numbers 1-20. Then have students click through the
numbers 20-29 in the poster window several times, repeating the
numbers aloud. Point out the pattern used in forming the numbers.
3. Help students write their own address. Then model asking "What is
your address?" and answering, using the pattern from the poster. Have
pairs practice the dialogue, using their own addresses.
Intermediate Level
1. Have students review the vocabulary and sentence. Then play a game
in which one student draws a picture of an item and the others try to be
the first to call out its name.
2. Count with students from 20-29 and by tens to 100, pointing out that
the pattern for forming the numbers in between is the same each time.
Emphasize the difference between numbers like thirty and thirteen. Have
students practice the numbers by asking questions such as:
"How many days are in this month?"
3. Have students draw and label a picture of their home or a single room
in their home. (Supply other house words as needed.) Have students tell
or write about their pictures.
Advanced Level
1. Have students review the poster. Have them categorize the vocabu-
lary, for example, under the headings Inside and Outside or by room.
Encourage them to add other common household furniture or items to
the lists.
2. Have students review numbers 20-100. You may wish to discuss
words for higher numbers, such as one thousand and one million. Then
write various numerals on index cards. Have pairs of students place the
cards face down and play a concentration-type game. Players must read
each number correctly in addition to remembering its location.
3. Have students create real estate ads for a home shown in a picture or
for an imaginary home. Provide samples of ads, and discuss additional
vocabulary as needed. Have students compile their ads into a book and
read each other’s ads.
Vocabulary Words
mother, father, sister, brother, grandmother, grandfather, aunt, uncle,
cousin, baby, grandparents, parents, children, boys, girls, oldest, middle,
youngest
2. Introduce the term family tree and draw a sample on the board. Have
students use it as a model to create a family tree of their own. Below it,
help students write informational sentences about their family:
In my family there are two girls and one boy.
I am the oldest.

General Directions
Give students time to explore the poster, finding and listening to the Advanced Level
rollover vocabulary and clicking on hotspots to bring up windows with 1. Have students review the vocabulary. Then have them make a list
additional vocabulary. of additional names of family members, such as nephew. With these
students you may also wish to discuss the difference between
comparatives such as older and superlatives such as oldest.
Beginner Level
1. Have students repeat the rollover vocabulary words several times. 2. Have students describe the people in their own family, mentioning
(Model pronunciation for difficult sounds such as /th/.) Discuss who traits of each family member as well as relation and age/birth order.
each person in the picture is and how he or she is related to the others. Help students with additional vocabulary.
Then have students name various people on the poster without the
rollover clues. 3. Have students write a story about the family in the poster. Then have
volunteers read their stories aloud.
2. Point out the children sitting in the front and help students decide
who is the oldest, the middle, and the youngest child. Practice the
vocabulary boys and girls by classifying children in the poster and
students in the class.

3. Have students draw pictures to create their own family "photo album."
Help them name and label each person, copying the appropriate label
from the poster. Supply other words as needed, such as stepbrother.
Read the following sentence frame with students, and then have them
use it to tell a partner about the pictures in their album:
This is my (father) .

Intermediate Level
1. Have students review the vocabulary. Then have them practice using
the words. Ask questions such as:
"Who is Grandmother standing next to?"
"How many girls/boys are there in the picture?"
"How many brothers/sisters/cousins do you have?"
Vocabulary Words
clock, ten o’clock, eight-fifteen, eleven o’clock, eleven forty-five, twelve-
thirty, one forty-five, two-thirty; reading/language arts, science, social
studies, lunch, math, music, physical education; window, bulletin board,
cupboard; morning, noon, afternoon, evening, midnight
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Explain to students that the poster shows a boy and a girl next to a list
of all the things they do at school and what time each one happens.
Have students repeat the rollover vocabulary words and the sentences
several times.
2. Model asking and answering questions about the time, using the
patterns illustrated on the poster. Help students understand the way
times can be expressed using quarter past, half past, and so on. Extend
the concept by writing and illustrating the times 10:00, 10:15, 10:30, and
10:45 on the board. Have students repeat the times and sentences after
you.
3. Walk through the pictures in the clock pop-up window of the poster
with students, pointing out how the light outside the window shows what
part of the day it is. Have volunteers act out what they do during different
parts of the day while the other students name the part of the day.
4. Give students index cards with the names for school subjects; then
use pictures, pantomime, or objects as cues to elicit different vocabulary
words. Have students hold up the correct card and say the word. For
additional practice, have them draw a picture representing their favorite
subject and copy the word to label their drawing. They can tell about
their picture using the sentence frame "I like (math) ."
Intermediate Level
1. Have students review the vocabulary and sentences. Then introduce a
discussion of school subject areas. Refer to the poster windows and ask
questions such as:
"What is happening in the picture?"
"What class is this?"
2. Discuss the subjects your students have and the times they are
taught. Then have partners practice dialogues about their school day,
using the patterns from the poster. Have the partners work together to
write several sentences about which school subjects or other school
activities are their favorites.
Advanced Level
1. Have students write out their own class schedule, following the format
shown on the poster. Then have them work in pairs to list other vocabu-
lary related to the school subjects in the poster, such as activities, terms,
or materials associated with a class. They can use their lists to practice
conversations:
"When is science?"
"Science is at ten o’clock. Today we are learning about
plants."
2. Have students do a survey to find out the favorite subject of each
student in the class. Then have them make a graphic, such as a bar
graph, to show their findings.
Vocabulary Words 3. Have students tell about a holiday celebration. Help with additional
days, months, seasons, holidays; Monday, Tuesday, Wednesday, vocabulary.
Thursday, Friday, Saturday, Sunday; January, February, March, April,
May, June, July, August, September, October, November, December;
summer, fall, winter, spring; Labor Day, Columbus Day, Veterans’ Day, Advanced Level
Thanksgiving, Hanukkah, Christmas, Kwanza, New Year’s Day, Dr. 1. Have students practice using the vocabulary. Ask questions such as:
Martin Luther King, Jr., Day, Valentine’s Day, Presidents’ Day, Mother’s "Which holiday do you like the best?"
Day, Memorial Day, Father’s Day, Flag Day, Independence Day "When is your birthday?"

2. Have students write an invitation to a birthday or holiday celebration.

General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Identify the calendar in the poster, and remind students that a week
is made up of seven days and a year of twelve months. Discuss what
a holiday is. Choose a few of the holidays to explain to students. Have
students repeat the vocabulary words and sentences several times.
They should include the month, day, and time of the event.
3. Discuss with students various seasonal/holiday sayings, such as
"April showers bring May flowers" and "Be my Valentine." Then have
students use reference sources to look up a holiday they want to learn
more about. Model taking notes on important or interesting information.
Have students read and take notes they can use to tell the class what
they learned.

2. Have students practice the vocabulary by asking volunteers to find

certain days or months on a calendar.

3. Have students draw pictures of seasons or holidays of their choice

and label their drawings by copying the appropriate words.

Intermediate Level
1. Have students review the vocabulary and sentences. Then play a
ball-toss game. One student says the name of a day (month) and then
throws the ball to any other student, who must say the name of the next
day (month).

2. Have students practice writing the days and months by filling in blank
calendar pages. Have them use the pages to practice dialogues such as
these with you or a partner:
"What day is the party?"
"It is on Saturday, June eighth."
Vocabulary Words
umbrella, t-shirt, shorts, socks, athletic shoes, watch, glasses, dress,
pants, blouse, skirt, sweater, jacket, raincoat, shoes, boots, belt, hat,
gloves, scarf, mittens, thermometer
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Discuss when each clothing item is worn,
keeping in mind that students from warm climates may be unfamiliar with
winter gear. Discuss the weather and temperature outside. After
reviewing the vocabulary, have students name various items on the
poster without the rollover clues.
2. Reinforce clothing vocabulary by having students respond to cues like
the following:
"If you have on a (sweater) , raise your hand."
3. Display on a bulletin board pictures of different kinds of weather.
Model using the pattern "It’s (raining) " to describe the pictures. Have
volunteers point to a picture and tell what the weather is. Then have
students cut pictures of clothing items from old magazines, label the
pictures, and put each under a weather picture that shows when it might
be worn.
Intermediate Level
1. Have students review the vocabulary and sentences. Explain that in
English progressive verb forms such as is raining are used to show
action that continues. Have them practice these dialogues with you or a
partner:
"What’s the weather like?"
"It’s (raining) ."
"What’s the temperature?"
"It’s (cold) outside."
2. Have students use pictures of clothing items to role-play choosing
something to wear:
"What should I wear?"
"You can wear (shorts) ."
3. Have students use the following sentence frames to write sentences
about weather and clothing. Have them read their completed sentences
aloud.
It’s today. I will wear .
4. Help students talk about the weather in other places they’ve lived and
what kind of clothing is typically worn.
Advanced Level
1. Discuss the vocabulary with students. Encourage them to think of
more words in these categories, such as clothing for special activities
and weather vocabulary like degrees and forecast. List additional
vocabulary on the board, and have students practice conversations
using the words.
2. Have students create a clothing catalog. Provide samples and have
students each make a page, following a similar format and including
information such as sizes, colors, and price. Compile the pages, and
have students make a cover for their catalog.
3. Have students read a weather section of their science book and note
new vocabulary they find. Then model giving a weather forecast. Have
students write their own forecasts and read them aloud.
Vocabulary Words
bread, meat, cheese, vegetables, fruit, eggs, butter, nuts, milk, juice,
water, salt, pepper, sugar; carrots, corn, tomato, potato, green beans;
watermelon, melon, peach, apple, orange, pear, strawberries, grapes,
banana; breakfast, lunch, dinner
2. Have students practice food vocabulary by playing a "What Am I
Eating?" game in which you give descriptive clues (for example, shape,
color) and students guess the food.
3. Display a copy of the food pyramid. Help students categorize the
foods on the poster, using the pyramid as a guide.

General Directions 4. Help students say or write informational sentences about special,
Give students time to explore the poster, finding and listening to the traditional, or favorite foods and meals they eat at home.
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Advanced Level
1. Have students review the foods on the poster and practice the
Beginner Level dialogues with a partner. Encourage them to vary the conversations.
1. Have students repeat the rollover vocabulary words and the
sentences several times. Give further explanation of unfamiliar food 2. Have students brainstorm as many kinds of food as possible in the
items as necessary. If students do not recognize the different meals various categories represented, for example, fruits or kinds of meat.
shown, explain what time of day each meal is eaten. Then have students
name various items on the poster without the rollover clues. 3. Have students create a menu for a special meal and write a shopping
list of the main ingredients they would need to make it.
2. Have pairs of students make two sets of cards, one with pictures of
the foods and one with their names copied from the poster. Then have
the students play a matching game. Each partner takes one of the
stacks of cards, and the partners take turns showing a card. The other
partner must find the corresponding word or picture in his or her stack.

3. Using the pattern below, model asking for something to eat or drink
and responding with different suggestions. Have pairs practice the
dialogue, filling in words from the poster.
"I’m hungry (thirsty) ."
"Do you like ?"

Intermediate Level
1. Ask students to name as many of the foods on the poster as they can.
Then have students review the rollover vocabulary and sentences. Have
them practice these dialogues with you or a partner:
"I’m hungry. What’s for (lunch) ?"
"We are having (spaghetti) ."
"What is your favorite food?"
"I like (grapes) ."
Vocabulary Words
throwing, catching, smiling, laughing, frowning, walking, running,
jumping, riding; happy, scared, angry, surprised, bored, excited, tired
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Then have students name the various items on
the poster without the rollover clues.
2. Have students practice asking and answering these questions about
actions and feelings. Then help students repeat this activity using
different action and feeling words.
"What are you doing?"
"I am (running) ."
" How do you feel?"
"I am (tired) ."
3. Teach students the song "If You’re Happy and You Know It, Clap Your
Hands." Have students make up additional actions to use with the song
in place of "clap your hands" and sing the song again. Example actions:
stamp your feet, jump up and down, turn around, and so on.
4. Ask students to describe things or activities that make them happy.
Record their responses on chart paper. Review the response words with
students and have them use the words in sentences.
Intermediate Level
1. Have students review the vocabulary and sentences. Then have them
practice these dialogues with you or a partner. Help students understand
the way in which the simple present, present progressive, and simple
past tenses are used.
"I jump rope every day."
"I am jumping rope now."
"Yesterday, I jumped rope, too."
"We play a game every day."
"We are playing a game now."
"Yesterday we played, too."
"She works on math every day."
"She is working on math now."
"She worked on math yesterday, too."
2. Ask students to draw a picture showing an action or activity they think
would be fun to do. Brainstorm or look through magazines with students
to help them come up with ideas. Then have them label their pictures
with a caption sentence.
3. Ask students to brainstorm a list of things to do when they are bored
on a rainy day. Write their suggestions on the board. Have students copy
the sentences and illustrate them to make a "Rainy Day Fun Book" for
boring, rainy days.
Advanced Level
1. Have students discuss the games they see on the poster. Then ask
them how to play a favorite playground game. Write down the rules as
they mention them. Then have students take turns explaining to the
class how the game is played.
2. Review the words for feelings that appear on the poster. Then have
students play a guessing game, taking turns making up sentences like
the one below and guessing at the feeling.
"When my best friend moved away, I felt sad ."
3. Have students compare two games played with a ball. Have them
think of ways the games are alike and different. Record students’ ideas
in a Venn diagram.
4. Teach students a few jokes or riddles. Then have them look in joke
and riddle books for more jokes to share with the class. Explain any
puns that puzzle them. Here are two to start with:
What kind of hair does an ocean have? (wavy)
When do elephants have eight feet?
(when there are two of them)
Vocabulary Words
see, hear, touch, smell, taste; short, tall, big, small, loud, soft, wet, dry;
silver, gold, green, purple, orange, black, white, gray, pink
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary.
2. After using the poster vocabulary, have students generate additional
words to practice the dialogue with. Have them suggest describing words
they know as well as objects they might describe, and help them write
two lists. Ask questions such as:
"What are some words that tell how something tastes?"
"What sounds do you sometimes hear at school?"
3. You may wish to use this opportunity to cover content-area concepts
that relate to the poster, for example, the five senses, primary and
secondary colors, adjectives, antonyms.

Beginner Level
1. Have students repeat the vocabulary words several times. Reinforce
meaning through pantomime (for example, sniffing the air) and by putting
the words in context. Then have students say the words without the
rollover clues.
2. Have students copy the poster labels onto index cards. Also write on
cards other words for things students are familiar with that can be
perceived with the senses. Go over the words with students. Then have
students practice using sense words with you or with a partner, using the
following sentence frame:
I can (hear) a . multiple adjectives and to vary their placement in the sentence.
Advanced Level
1. Have students review the poster. Encourage them to give synonyms
they know for the adjectives in the windows (for example, quiet = soft).
Then have students make up pairs of sentences to practice using
adjectives:
That is a big dog!
That dog is big.
2. Have students choose an object to describe to a partner. Remind
them to use as many senses as possible. Encourage them to use

3. Have students practice color names by playing a variation of "I Spy."

Give instructions such as "Find something green." Students should
respond by touching or pointing to an appropriate item in the classroom.

Intermediate Level
1. Have students review the vocabulary and sentences. Then have them
practice talking about sensory observations with you or a partner, using
this pattern to create several different dialogues:
"What do you (see) ?"
"I see a (tall clown) ."
Vocabulary Words
circle, square, triangle, rectangle, sphere, cone, cylinder, cube; cup, pint,
quart, gallon, liter, milliliter, pound, gram, kilogram, clock
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Then have students name the various items on
the poster without the rollover clues.
2. Provide cup, pint, quart, and gallon containers for students to use.
Have students use the containers with water to demonstrate the equiva-
lents that are shown on the poster. Have them use sentences to
describe what they are demonstrating. Then help students decide which
unit would be used to measure each of the following items: a mug of tea,
a bowl of soup, the gas in a car’s tank, a container of ice cream.
3. Ask students to look around the classroom and find things that are
circles, squares, rectangles, triangles, or other shapes shown on the
poster. Then have students tell what they found for each shape. List their
findings and have them practice reading the words.
Intermediate Level
1. Have students review the vocabulary and sentences in the poster.
Then have them practice these dialogues with you or a partner, filling in
the blank if they can.
"How much does that weigh?"
"It weighs pounds." (ounces, grams, kilograms)
"How long is that?"
"It’s long." (inches, feet, yards, meters)
3. Have students look around their homes and list three foods, liquids, or
household items that come in containers with metric measurements on
the labels and three that come in containers with English measurements.
Then have them report what they find to the class.
4. Create a few simple word problems for students to solve using meas-
urements. Examples: Sally mixes 3 cups of fruit juice and 1 pint of
sherbet. How many cups did Sally mix? Miguel can write his name 5
times in 1 minute. How many times can he write his name in 9 minutes?
Discuss with students ways to solve each problem. Then help students
solve the problem.
Advanced Level
1. Have students explore the poster and become familiar with the terms.
Then discuss with students that a paper clip is about 1 inch long, a sheet
of paper is about 1 foot long, and a baseball bat is about 1 yard long.
With these comparisons in mind, have students measure various items
in the classroom or at home. When they finish, talk about what they
measured, how long the things were, and what they used to measure
with.
2. Explain that many artists use shapes to make patterns. Ask students
to create a pattern on paper using two or three shapes. Students may
use paper cutouts, print techniques, or another method to create their
patterns. Later they can share their designs with the group and ask the
group to find and name the shapes they used.
3. Collect a variety of schedules, including bus, train, plane, TV, and
movie schedules. Have pairs or small groups compose problems that
require the use of a schedule for a solution. Example: The movie Toy
Story starts at 6:25; what time will it be over? Collect each group’s
schedules and problem, and give them to the other groups to solve.
Have volunteers share problems and solutions.
4. If possible, have students follow a recipe to make fruit punch for the
class. First, help students estimate how much punch will be needed.
Have students measure and mix the liquids to make the punch.
Basic recipe: 1 quart of fruit juice, 2 quarts ginger ale,
1/2 gallon sherbet.
Vocabulary Words
post office, bank, grocery store, police station, hospital, fire station,
school, library, town hall; north, south, east, west, compass rose; city,
neighborhood, town; stop, go, slow, red, yellow, green
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences. Be sure students find all the
hotspots on the map.
"Where can I (buy some food) ?"
"The (grocery store) is on the corner of and ."
2. Review the building names with students, and ask them to name
other buildings they might find in a town, such as gas station, shoe store,
and flower shop. Discuss the people who work in the buildings. With
students, make a list of workers on the board. Have students practice
worker names and explain or show what they do. Examples: police
officer, firefighter, teacher, clerk, shop keeper, baker, bus driver, office
worker, bank president, barber, and so on.

Advanced Level
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Explain or use pantomime to be sure students
understand the various buildings named on the map. Then have
students name various buildings on the poster without the rollover clues.
2. Show students one or more other maps, pointing out the compass
rose. Have students use the map on the poster to answer questions
such as the following:
"Is the school north or south of the grocery store?
3. Help students make or use three-dimensional building blocks to create
a model town. Have them put in streets and roads and make a compass
rose. Help students make signs for streets and buildings. Have students
practice telling where things are located, using the direction words north,
south, east, and west.
1. Have students review the poster. Then have students use the town
map in the poster or a real town map to practice giving and following
directions to various locations.
2. If possible, take students on a walk around their own city, town or
neighborhood. During the walk, encourage students to ask the names of
any objects they see whose names they do not know. Later have
students write a paragraph about what they saw.
3. Discuss various words and phrases used in connection with towns
and cities, for example, east side, south side, north side, west side,
uptown, downtown, inner city, suburbs, business district. List these words
on a chart, and periodically add to the list. Have students practice using
these words in sentences.

Intermediate Level
1. Have students review the vocabulary and sentences in the poster.
Then have them practice these dialogues with you or a partner, filling in
the blanks.
"How can I get to the ?"
"From , go ."

"Where can I (mail a letter) ?"

"The (post office) is on ."
Vocabulary Words
cash register, mirror, door, umbrella, counter, sale, price, open, closed;
one dollar, five dollars, ten dollars, twenty dollars, one hundred dollars;
penny, nickel, dime, quarter, half dollar
General Directions
Give students time to explore the shopping poster, finding and listening
to the rollover vocabulary and clicking on hotspots to bring up windows
with additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Demonstrate the words open and closed with
the classroom door. Then explain what the words mean on the poster.
Then have students name the various items on the poster without the
rollover clues.
2. Provide play money for students to use. Have them practice counting
the money and figuring out equivalent combinations. Ask students to
figure out three ways make a dollar, for example, with a dollar bill, four
quarters, or ten dimes.
3. Help students use play money to practice paying for something and
making change. You might provide catalogs or ads from newspapers and
circulars to give students ideas and prices. Have students use the
sentence patterns from the poster.
"May I help you?"
"I would like to buy a ."
"How much does this cost?"
Intermediate Level
1. Set up a class store with items to "purchase." Have students help tag
each item with a price tag. Then have students use play money to buy
and sell items. Encourage students to take turns playing clerk and
shopper and to use sentences like those on the poster and additional
shopping questions, such as How much is this? May I try this on? Does
this come in a larger/smaller size? Do you have this in another color? Do
you have any other styles?
2. Help students look in newspapers for sale ads. Discuss what a sale
is and related concepts, such as Buy one, get one free; Two for the price
of one; Buy now and save; Going out of business sale, and others that
you find. Have students suggest questions they could ask about sale
items, such as What is the regular price? May I bring this back if it is the
wrong color?
3. Help students name the different types of hats shown in the poster.
Help students point out and describe features of the hats, such as color,
size, shape, and texture. Then have students draw an ad for a hat,
including a picture, a brief description, and the price.
Advanced Level
1. Have students plan a shop they would like to own. Have them list five
items they would sell and how much each item would cost. Have
students make up advertisements for their stores and post them on a
bulletin board under the title Our Class Mall.
2. Have students look in a newspaper or catalog for something they want
to buy. Then have them list at least three combinations of bills and coins
they could use to purchase the item.
3. Create a few word problems for students to solve. Examples: Wayne
had $9.75. He spent $4.98 on a new softball. How much money does he
have left? Geraldo buys milk for $1.65, cheese for $2.39, and chicken for
$5.40. How much does he spend? How much change will he get from
$10.00? Discuss with students ways to solve each problem. Then help
students solve the problem. Students may enjoy making up word prob-
lems for others to solve.
Vocabulary Words
waiter, waitress, customer, booth, table, chair, menu, check; knife, fork,
spoon, napkin, bowl, plate, glass; salt, pepper, soup, salad, sandwich,
hamburger, cheeseburger, fries, soda, milk, dessert
2. Help students list food items served in restaurants for different meals.
Students could make a bulletin board display with labeled illustrations of
various foods served commonly for breakfast, lunch, and dinner. Have
each student tell what he or she would order for each meal from the
foods on the bulletin board.

General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Use role-playing and pantomime to show what
happens in a restaurant, including the job of a server. Then have
students name various items on the poster without the rollover clues.
2. Supply (or have students draw) pictures of foods from the poster, and
have students copy the words to label each picture. Put together a
booklet with a cover page labeled Menu. Then have students practice
ordering with you or with a partner, using the pattern from the poster:
"Are you ready to order?"
"Yes, I would like ."
3. Give each student (or each team) a set of plastic dishes and utensils,
and play a game in which players try to be the fastest to hold up the
object you name. Give volunteers the opportunity to call the names of
the objects. Then reverse the game by holding up an object and having
students name it.
Advanced Level
1. Have students practice restaurant conversations. Encourage them to
expand the dialogue with things they have heard in a restaurant:
"Would you like a booth or a table?"
"Would you like soup or a salad with your (sandwich) ?"
"Please bring me another (napkin) ."
2. Point out to students that several of the vocabulary words have more
than one meaning. Ask what other meanings they are familiar with for
the words order, check, and tip. You may wish to have students look in a
dictionary to see how different meanings for a word are listed. Have
students work together to write sentences using the multiple-meaning
words with different meanings. (I asked the waiter for the check./I always
check my work carefully.)
3. Discuss with students the different sections of a menu, such as appe-
tizers, entrees, and desserts. Have students brainstorm foods for each
category. Then have them choose the items they want to include and
write a menu containing several sections with headings.

Intermediate Level
1. Have students review the vocabulary and sentences. Then have part-
ners role-play a restaurant situation, using sentences such as these:
"Hello, my name is . I will be your waiter (waitress)."
"What would you like to drink?"
"I would like ."
"Are you ready to order?"
"Yes. I would like ."/"No. Please give me a few
more minutes."
Vocabulary Words
river, road, beach, mountains, bridge; tree, bush, grass, flowers; bird,
squirrel, butterfly, raccoon, turtle, fish, duck; on, off, in, out, over, under,
in front of, behind, near, beside, between, around
General Directions
Give students time to explore the poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Explain that the picture shows many plants and
animals, and point out examples. Then have students name various
items on the poster without the rollover clues.
2. Have students practice the vocabulary with you or with a partner,
using the following sentence frame:
I saw (a) in the park.
3. Explain the spatial concepts shown in the poster window by
asking students to notice where each animal is and using the
preposition in a sentence: "The turtle is on the rock." Then review
the words using a stuffed toy animal. Have students repeat
sentences such as the following:
"The rabbit is (on the chair) ."
2. Play a preposition game with students. Give each student two items,
such as a pencil and a book. Then give instructions for placing the two
items; for example, "Put the pencil on the book." "Put the book beside
the pencil." Call on a student to tell where the items are; for example,
"The pencil is on the book." "The book is beside the pencil." After a few
rounds, have volunteers give the instructions and call for responses.
Advanced Level
1. Have students play a game of “I Spy.” Choose an object in the class-
room, and have students ask questions about its location; for example,
"Is it on your desk?" "Is it below the clock?" Is it near the chalkboard?"
After the first round, have students take turns choosing an object and
answering the questions.
2. Have students write a description of a room they know well. Tell them
to use prepositions to describe where things are so that readers can
visualize the room.
3. You may wish to extend the learning to content-area vocabulary by
having students complete a science lesson or activity involving plants
and animals or rivers, lakes, and oceans.

Intermediate Level
1. Have students review the vocabulary and sentences. Then have them
practice these dialogues with you or a partner:
"Where did you go?"
"I went to the (river) ."
"What did you see?"
"I saw (a duck and a turtle) ."
Vocabulary Words
farmer, tractor, barn, fence, gate, porch swing; sheep, lamb, cow, calf,
horse, colt, chicken, chicks, rooster, mouse, mice, duck, ducklings, dog,
puppies, cat, kittens
General Directions
Give students time to explore the farm poster, finding and listening to the
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences.
2. Play a guessing game about farm animals. Begin by saying, "My baby
is called a calf. Who am I?" Invite volunteers to take turns guessing the
animal and then supplying the next animal name and question.
3. Have students draw a map showing the layout of a farm like the one
on the poster. Have them draw and label the house, the barn, and the
fences. Teach the words field, pond, and pen, and have students draw
and label them. Then have them add labels to show where each kind of
farm animal would live.

Advanced Level
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Then have students name the various items on
the poster without the rollover clues. Have students pair the adult and
baby names for the animals.
2. Point to and then click on an animal and, with students, view the
window. For each animal, use a dialogue sequence such as:
" (Cows) live on a farm. A baby (cow) is called a (calf.)
3. Teach students the song "Old MacDonald Had a Farm" using the
animal names from the poster. Introduce the sounds animals are said to
make in English. Students may enjoy being able to share the sounds
animals are said to make in their languages.
1. Have students make fact cards about farm animals. Have them list the
animal’s name and several facts about that animal. They can find the
information by using the Internet or an encyclopedia. Later, they can put
their cards together in a book titled "Farm Animal Facts."
2. Have students brainstorm a list of the work that needs to be done
on a farm. If necessary, supply additional vocabulary, such as planting,
crop, seeds, plowing, picking, and harvesting. Then have students write
a few sentences about some work they have done or would like to do on
a farm.
3. Ask students whether or not they would enjoy living on a farm. After
the discussion, ask students to write a story about themselves on a farm.

Intermediate Level
1. Have students print the names of the adult farm animals on a blank
set of cards and the baby animal names on another set of blank cards.
Distribute the cards to students. Then write this sentence frame on the
board:
A baby (cow) is called a (calf) .

Have students use their cards to fill in the sentence frame. Then pairs of
students can read the completed sentence aloud together. Continue until
all the animal pairs have been used. Then shuffle the cards and repeat
the game.
Vocabulary Words
parrot, leopard, monkey, tiger; kangaroo, giraffe, zebra, lion, elephant; camel,
snake, tortoise; deer, bear, wolf; dolphin, seal, whale, shark, fish, sea turtle;
alligator, hippo
General Directions
Give students time to explore the poster, finding and listening to the rollover
vocabulary and clicking on hotspots to bring up windows with additional
vocabulary and sentences.
Beginner Level
1. Have students repeat the vocabulary words and the sentences several
times. Then have students name the various animals on the poster without
the clues.
2. Have students practice using the names of different animals in the
sentences from the poster. Help students with plurals and articles as neces-
sary; for example:
"I see (a shark) in the water."
"Look at the (bear) ."
"Do you like (parrots) ?"
3. Help students make tape recordings of themselves saying the names of
the animals. Direct them to speak slowly and loudly enough to be under-
stood. Ask them to listen carefully to a playback. If they think they could do a
better job, let them try again until they are satisfied.
Intermediate Level
1. Play an animal guessing game with students using the animals shown in
the poster. Tell students you are thinking of an animal. Explain that they can
figure out which animal you are thinking of by asking questions about it. Give
them examples such as these:
Does this animal live in the water?
Does this animal have feathers?
Does this animal have four legs?
Is this animal brown?
After playing the game several times, have students take turns thinking of an
animal and answering questions.
2. Discuss with students why the animals are grouped on the poster as they
are. Help them understand the idea of habitats—that some animals live in
deserts, some in tropical rain forests, and so on. Have students make a
habitat bulletin board with a heading for each habitat, a brief description of
the habitat, and an illustrated list of the animals that live in each habitat.
Have them refer to the poster for spellings of animal names. Some students
may be able to add additional animals to the bulletin board.
3. Discuss with students what the sign Do Not Feed the Animals! means.
Ask them to tell why that would be important. Ask students to suggest other
rules for visiting an animal park, such as speaking quietly so as not to scare
the animals.
Advanced Level
1. Compose a class poem about an animal with students. Decide which
animal the class poem is going to be about first, and then ask questions like
these:
What might the first line of our poem say about the animal?
What is the last word of the first line?
What words do you know that rhyme with that word?
The first word of each line starts with a capital letter. Which letters
will we make capital in the poem?
Sample poem:
The Whale
The whale is the largest animal in the ocean,
You’d better watch out if it makes a motion!
It’s very large, and has a huge tail.
If I lived in the ocean, I’d be a whale!
2. Ask students to make a list of jobs that might be available at an Animal
Park. Then have them role-play a job interview, taking turns as the park
manager and the job applicant. The park manager should ask questions
about the job applicant’s skills. The applicant should tell the skills he or she
has that would be useful for the job.
3. Have students write a research report about an animal or a habitat. Have
students practice using describing words before they write. Remind students
that describing words tell about color, size, and shape. You may also want to
introduce or review the concept of sensory words. For example, some words
tell about how an animal feels when you touch it (soft, rough) or how it
sounds (loud, raspy, musical).
Vocabulary Words Intermediate Level
phone, cell phone, phone book, phone numbers, business phone 1. Have students role-play telephone conversations they might have. For
numbers, white pages, yellow pages, 9-1-1; fire emergency, fire, police, example, they might call a restaurant for take-out food or call the library
ambulance for information about when it is open.

2. Have students make their own personal telephone books. Remind

General Directions them to put people’s names, phone numbers, and addresses and to
Give students time to explore the poster, finding and listening to the identify who the person is: friend, relative, service provider, and so on.
rollover vocabulary and clicking on hotspots to bring up windows with
additional vocabulary and sentences. 3. Have students practice what they should say during a 9-1-1
emergency call. Make sure they understand that they are to explain
the problem, give the address, tell who they are, and stay on the line
Beginner Level until help arrives. Practice several scenarios using several different
1. Have students repeat the rollover vocabulary words and the emergencies.
sentences several times. Then have students name the various items on
the poster without the rollover clues. Also have students name any other
items on the poster that they may know, such as girls, lady, man, car, Advanced Level
window, and so on. 1. Have students write a report about the invention of the telephone or
the cell phone. Explain to students that an invention is a new solution to
2. Model telephone conventions, by saying hello and goodbye and an old problem. Have them explain the benefits of the telephone in their
identifying yourself. Then have students practice simple phone report. Give students the option of reporting on a different invention or
conversations such as the following: method of communication. Have them present the information they find
"Hello. This is Lee." to the class.
"Hello, Lee. This is Maria."
"Hi, Maria. May I speak to Adam?" 2. Have students practice role-playing various office or customer
"I’m sorry. Adam isn’t here." service workers and what they might say when the phone rings at their
"Okay. I’ll call back later. Goodbye, Maria." businesses. For example:
"Goodbye, Lee." "Good morning. How may I help you this morning?"
"Mr. Jones is not here just now. May I take a message?"
3. Draw a telephone keypad on the board. Then have students write the "We don’t have that in the store, but I can order it for you."
name of a friend or someone they’d like to call on a card or a strip of
paper along with the person’s telephone number. (You may prefer to 3. Help students write step-by-step directions for how to find a telephone
make up telephone numbers for students to use in this activity.) On the number in the yellow pages or white pages of the phone book. Have
board write this sentence frame: them write each step in sentence form. Later, cut the sentences apart
I will call on the telephone. and have students practice putting them back in order.
The telephone number is .

Model how to place and hold their name cards in the sentence frame.
Help them read the sentence, pointing to each word as they read. Then
have them pretend to enter the telephone number and say hello.
Vocabulary Words
bus, car, taxi, school bus, van, bicycle, truck; sailboat, canoe, boat, ferry-
boat, cargo ship, tugboat; train, tracks; airplane, runway
General Directions
Give students time to explore the transportation poster, finding and
listening to the rollover vocabulary and clicking on hotspots to bring up
windows with additional vocabulary and sentences.
Beginner Level
1. Have students repeat the rollover vocabulary words and the
sentences several times. Then have students name the various items on
the poster without the rollover clues. Be sure to have students practice
recognizing and understanding the meaning of the road signs (acces-
sible by clicking on the stop sign at the lower right of the poster).
2. Pantomime each kind of transportation shown on the poster, both as
driver and as passenger. Use the sentences on the poster as models,
and add others; for example, "I am riding on a bus." "I am flying a plane."
"I am sailing a boat." Have students repeat the sentences and the
pantomime. Then perform the actions without giving the sentence
models and have students name what you are doing. Finally, have
students take turns roll-playing drivers and passengers while other
students name what they are doing.
3. Teach students to sing "Row, Row, Row Your Boat." Repeat singing
the song substituting other vehicles and words, for example: Drive,
Drive, Drive Your Car; Fly, Fly, Fly Your Plane, and so on.
Intermediate Level
1. Ask students to point out any standard signs they see in the class-
room, such as an Exit sign. Then review the signs shown in the poster.
Have students demonstrate or explain what a driver should do when he
or she sees the signs. Ask students to make a list of other road signs
they have seen. Some common signs are: PLAYGROUND, TAXI,
PEOPLE WORKING, HILL, DEAD END, BUMP, CAUTION WATCH FOR
CHILDREN, DEER CROSSING, and so on. If possible, display pictures
of these signs and discuss their meanings with students. Students can
make copies of the signs and put them into a Road Signs notebook.
2. Discuss transportation safety issues pertinent to students. Then ask
each of them to write two of the safety rules. Some examples are:
Never drive faster than the speed limit.
Always stop at stop signs and red lights.
Ride your bike the same way as the traffic is going.
When riding in a boat, always wear a lifejacket.
3. Have students list the various modes of transportation seen on the
poster and add others that they know about. Then have students work in
pairs to arrange the modes of transportation from slowest to fastest.
When they have finished, have students compare their lists, discussing
differences and similarities. Give them sentence frames such as the
following to aid their discussion:
A (car) is (faster) than a (bus) .
A (ferryboat) is the (fastest) kind of (boat) .
Advanced Level
1. Ask students to decide which vehicle on the poster they would person-
ally like to drive (or fly, or sail). Have them write a short paragraph about
why they like their particular choice. Encourage them to use first-person
pronouns like I, me, my, and myself in their writing. Have students read
their paragraphs to each other and discuss their choices.
2. Give students some maps, such as road maps or route maps from
airline magazines. Have students use the maps to plan a trip from point
A to point B; for example, from where they live now to where they were
born. Ask students to share their plans with the class.
3. Ask students to think of some places in their own community that a
visitor might enjoy seeing. Then have them decide which mode or modes
of transportation would be best for the visitor to use to get to those sites.
Have students work together to create a map and directions for touring
the sites.