Smart Learn Grade 4

GRADE 4
Te k
a c h e r ’s B o o
Te
a c h e r ’s B o o k
Nguyễn Phương Thảo Kerry Murphy George Seale

Harry Hodge Đặng Thị Hồng Nhung Nguyễn Thụy Uyên Sa
Nguyễn Thụy Bảo Trâm Nguyễn Thị Ngọc Quyên Sonya Stevens-King
Project Manager: Grant Trew

Senior Editor: Kerry Murphy
Creative Supervisor: Nguyễn Thị Ngọc Quyên
Scope and Sequence
1. Numbers
Mfttpo!2 Mfttpo!3 Mfttpo!4 Mfttpo!5 Mfttpo!6 Mfttpo!7
zero, one, two, three, ten, eleven, twelve, thirty, forty, fifty, sixty, square, circle, triangle, Value - Be polite Review and
four, five, six, seven, thirteen, fourteen, fifteen, seventy, eighty, ninety, rectangle, star, oval milk, juice, water, chicken, test practice
eight, nine sixteen, seventeen, one hundred beef, chocolate Game:
eighteen, nineteen, twenty How many (stars) can Board game
What's your phone How old is (he)? (Eight) plus (twelve) is you see? Would you like some Song: How
number? (He)'s (twelve) years old. (twenty). I can see (five) (stars). (chicken)? many?
It's (0845-266-187). How old are they? Yes, a lot, please./Yes,
They're (fourteen) years please./Just a little,please./
old. No, thank you.
I can count from 1-10 and I can count from 11-20 and I can count up to 100 I can talk about the I can say thank you, offer Theme review
make a phone call. talk about people's ages. and do simple math. quantities of different things food and drink, accept/
around me. refuse an offer and talk about
food and drink I like.
2. School
under, behind, next to, math, English, music, Monday, Tuesday, draw pictures, read Value - Be thankful Review and
between, in front of Physical Education (P.E.), Wednesday, Thursday, books, spell words, take give a gift, buy flowers, test practice
Vietnamese, art Friday, Saturday, Sunday tests, listen to music, do make a card, sing a Game:
Put the (bag) (under) the exercise song, buy a cake Connect Three
(table), please. What's your favorite When do you have Song: School,
subject? (music)? What do you do in What do you want to do School, School
I like (math). I have (music) on (Friday). (P.E.)? for TeachersÊ Day?
I (do exercise) in (P.E.). I want to (make a card).
I can identify and talk I can identify school I can identify days of the I can talk about activities in I can talk about a popular Theme review
about the location of subjects and talk about my week and talk about the classroom. holiday and respond to
school objects. favorite school subject. school timetables. thanks.
3. Body and Face

head, body, arm, hand, hair, nose, eye/eyes, face, tongue, chin, taller, shorter, bigger, Science - Vietnamese Review and
leg, foot ear/ears, mouth tooth/teeth, smaller, thinner animals test practice
cheek/cheeks, lip/lips bear, monkey, tiger, Game:
What's this? What does (he) look like? (She)'s (shorter) than me. elephant, tapir, spider Board game
It's my (foot). (He) has (blue) (eyes). Touch (your) (cheek). Song: Shake,
What does it look like? Shake, Shake!!
It's (big) and (black).
It has (four legs).
I can name parts of the I can describe my friends. I can give simple I can describe friends. I can name and describe Theme review
body and face. commands. zoo animals.
4. Clothes
shirt, shorts, dress, pants, socks, T-shirt, shoes, jeans, jacket, hat, scarf, glasses, watch, Value - Be helpful Review and
skirt, blouse, clothes sneakers, cap sweater, pajamas handbag, boots, gloves hungry, thirsty, hot, cold test practice
Game:
What color (is) your What are you wearing? Is this your (jacket)? Whose (handbag) (is What's the matter, (Grandma)? Connect Three
(blouse)? I'm wearing (a blue cap). Yes, it is./No, it isn't. this)? I'm (cold). Song: Whose
(It's) (green). What's (he) wearing? Are these your (jeans)? (It's) (Lucy)'s (handbag). Do you want (a jacket)? Clothes Are
(He)'s wearing (green socks). Yes, they are./No, they aren't. Yes, please. These?
I can describe clothes. I can talk about clothes I can ask and answer I can ask and answer I can ask about someoneÊs Theme review
2 people are wearing. about possession. about possession. state.

Scope and Sequence
5. Time
a.m., p.m., (nine) get up, eat breakfast, eat morning, afternoon, evening, go January, February, March, Social studies - The Lunar Review and
o'clock, half past lunch, eat dinner, do to the movies, go to the April, May, June, July, New Year (Tet) test practice
(seven) homework, go to bed playground, go to a party August, September, October, eat Tet cake, visit my family, Game:
November, December get lucky money, watch a lion Connect Three
What time is it? What time do you (go to What do you want to do in the dance, watch the fireworks Song: What Do
It's (half past five)./It's bed)? (morning)? When's (your) birthday? What are you going to do in You Do?
(six p.m.). I (go to bed) at (nine I want to (go to the playground). It's in (January). the Lunar New Year?
o'clock). I'm going to (watch a lion
dance).
I can tell the time. I can describe my daily I can talk about future I can ask when someoneÊs I can identify popular Theme review
routine. plans. birthday is, wish someone holidays and talk about
happy birthday, spell names future plans.
and fill in a birthday card.
6. Sports and Leisure

badminton, hockey, run, jump, hit, kick, play guitar, play piano, watch TV/television, play Value - Be healthy Review and
tennis, table tennis, throw, catch play chess, paint, dance computer games, read comic healthy, sack race, relay test practice
volleyball, basketball books, skateboard race, capture the flag Game:
What can you do? Can you (play chess) Tic, Tac, Toe
Can you play (tennis)? I can (jump). well? Let's (play computer games). Which game is your Song: I Like
Yes, I can./No, I can't. Yes, pretty well. Yes. I like (playing computer favorite? Sports and
No, not very well. games). I love (sack race) Music
No, I can't (play chess). No. I don't like (playing because I like (jumping).
computer games).
I can talk about abilities. I can talk about abilities. I can talk about abilities. I can make suggestions, I can ask for and give Theme review
identify hobbies and talk about reasons.
likes and dislikes.
7. The World Around Us

Vietnam, the UK, the USA, swim, read, play, make a go to the park, have a plant some seeds, pick up Social studies - Review and
China, Australia, Canada sandcastle, look for shells picnic, fly a kite, play the trash, clean the pond, Beautiful Vietnam test practice
tag, climb a tree water the plants, help mountains, waterfalls, old Game:
This is (Jack). (He)'s from What do you want to do? someone houses, big rocks, Board game
(the UK). I want to (read). Do you want to (have a pagodas Song: Canada
Hello, (Jack). Nice to meet picnic)? What did you do Where do you want to and the UK
you. Sure, OK./No, thanks. yesterday? go?
I (planted some seeds). I want to go to (Hue) and
see the (pagodas).
I can introduce myself and I can talk about what I I can accept and refuse I can talk about activities in I can name famous places Theme review
others, greet people, reply to want to do. offers. the past. and talk about things I
an introduction, identify want to do.
where someone is from and
name countries.
8. Work
doctor, nurse, driver, firefighter, hose, builder, using a computer, building pilot, soccer player, Social studies - Going Review and
cleaner, hospital hammer, artist, paintbrush a model, drawing a bridge, singer, police officer shopping test practice
talking on the phone dong, dollars, one Game:
What's (her) job? What does (an artist) use? What do you want to be? thousand, candy, coffee, Connect Three
(She)'s a (cleaner). (She) (An artist) uses a What (is she) doing? I want to be a (singer). postcard Song: What I
(cleans the hospital). (paintbrush). She's (using a computer). How much is the Want to Be
What (are you) doing? (candy)?
(I'm) (drawing a bridge). It's (10,000) dong.
I can identify someone's I can talk about someone's I can ask and answer I can talk about my future I can ask about prices Theme review
job and talk about the
jobs of family members.
job. about what people are
doing.
job. and write a letter.
3
Introduction and Games
In addition to this, after each Mini-song, there is a
A. Introduction to Smart Start ‘Pronunciation tip’. These focus on specific areas of
pronunciation that Vietnamese learners find challenging,
such as final consonant sounds, sentence stress, difficult
About the course sounds and intonation changes. They will hear three
different native speakers pronounce the language naturally,
Made for Vietnamese classrooms, teachers, and learners and mimic the sounds.
Smart Start is a five-level course for young learners of English. It Many of these focus on Connected speech. Elementary
students do not often realize that the sound of English
was designed for Vietnamese classrooms by an experienced team of words can change completely when used in natural
international and Vietnamese writers and editors. conversation. Sounds may be dropped (elision), changed
Our lessons cover the needs of Vietnamese students and make full (assimilation) or linked to other sounds. For example
use of modern teaching techniques. All of our tasks and activities “Would you…’ will sound more like ‘Woodja’(/wɒdəja/).
Students who are unfamiliar with these changes often
are appropriate and easy to use within a Vietnamese classroom. mistake these sounds as being completely unfamiliar
Designed to be super-easy to prepare and teach words. By raising their awareness of the common sound
One of the primary aims of the course is to reduce teachers' changes that occur, Smart Start can help students
dramatically improve their comprehensions of natural
workload and keep preparation time to a minimum. Smart
spoken English.
Start was designed to make lesson preparation smoother and
easier for the teacher by having: Early learners need lots of listening – Listening is essential
• Clear and simple tasks – The activities have been not only as a receptive skill but also pivotal in the
designed with clear illustrations and short, simple standardized development of spoken language proficiency.
instructions to make understanding and setting up tasks 1. Listening is vital in the language classroom because it
easy. provides input for the learners. Unless learners can
• A standard theme/lesson format – Every theme follows understand language as presented in the classroom,
basically the same pattern of activities. This allows students learning cannot begin.
and teachers to quickly become familiar with the lesson 2. Listening exercises provide teachers with a means for
style and progression. drawing learners’ attention to new forms (vocabulary,
• An easy-to-refer-to Teacher’s book –The aim of this grammar, new interaction patterns) of the language.
course is to put all the information teachers need in a very
clear and easy-to-find layout. Each lesson page is 3. Natural spoken language presents a challenge for the
accompanied by a single teacher’s page so that teachers learner to understand. Lots of exposure in an understandable
can quickly and easily refer to the task instructions, scripts, context is essential to build confidence and comprehension.
and drill patterns in the actual lesson. As with first language learning, providing lots of
comprehensible listening input helps students build and
The approach to learning understanding of the language.
The Smart Start approach is based on a number of principles: Support multiple intelligences
• Vocabulary is the core of language – Grammar is Linguist Howard Gardner of Harvard University notes that
important, but vocabulary carries most of the meaning. “… students possess different kinds of minds and therefore
For lower levels and young learners, developing vocabulary learn, remember, perform, and understand in different
is a primary focus. In Smart Start every theme introduces, ways". We understand that different students learn in
offers practice, recycles and reviews 20-30 new words. different ways, and tailor our methodology to help all
• Motivation and interest are keys to learning – Children students learn. Our lesson content is designed to
love engaging stories, games, and music when they study encourage active participation for all kinds of learners.
in their first language. Smart Start aims to use the same Visual-Spatial – These learners learn best through
elements to engage their curiosity and make the lessons fun. drawings, verbal and physical imagery. To support them
• Pronunciation is important - To familiarize students with Smart Start features a colorful and funny narrative story,
the sound patterns of English every theme has a Mini-song, along with a variety of pictures, photos, flashcards, charts
which features the structure and vocabulary of the unit, sung and graphs.
over a melody with a beat that matches natural spoken
English. Hearing and singing these songs is a fun and Bodily-kinesthetic - These learners like moving and
effective way for children to become familiar with the touching. We include lots of activities such as role playing,
structure and vocabulary of each lesson, as well as the TPR activities, miming, hands-on learning, and games to
rhythm of natural spoken English. help these learners learn.
4
Musical - These learners enjoy rhythms and sounds. To illustration featuring the characters doing fun, interesting things.
support them we include songs in each lesson that are These activities aim to:
specifically written for these kinds of learners. • Show the target structure in a fun story to motivate
students.
Interpersonal - These learners learn best by interacting
• Review the vocabulary introduced in Activity A.
with others. Smart Start contains many pair and group
• Develop listening skills using a listening task that helps to
activities, dialogues, interactive games and role-plays.
exemplify the target structure.
Intrapersonal - These learners may appear shy and prefer Each features a brief intro line that is used to set the scene. These
individual work. They learn best through independent lines do not use focus on the target language.
study such as our listening tasks or more controlled Key story features:
activities such as matching, gap fills and answering - Situations and language are always natural, logical and feature
comprehension questions. a funny or surprising ending in Part 4.
Linguistic - These learners feel comfortable dealing with - Stories are in the form of a comic that clearly illustrates the
words and learning the rules and organization of the context, characters’ emotions and background.
language. They like reading, playing word games, speaking, Structure box – This is found at the bottom of the section.
and writing about things they like, etc. The teacher uses this to explicitly illustrate the key (grammatical/
functional) language. It includes a minute or so of controlled
The lessons introduce language patterns in context, with
practice to introduce form and usage.
plenty of visual and audio supports. Linguistic oriented
learners are supported by Structure boxes that illustrate the Page 2:
patterns of the main language. C. Mini-song (5 min) – This activity features a short, fun song
Logical /Mathematical - These learners are able to see and that uses music to practice the key structure using natural
explore patterns and relationships. They like to experiment, rhythm stress and intonation. It aims to familiarize and make
solve puzzles, ask questions and will enjoy completing students more comfortable with the sound patterns of English
the listening and reading tasks, playing guessing games, before they are asked to practice the language.
especially hunting for ‘Bean’, the funny creature in the Pronunciation tip – Each tip targets a single phonologic feature
stories who hides somewhere in every theme. (sound changes, stress, rhythm, intonation, challenging sounds)
Build understanding of the target culture – Language is and presents the students with three model examples spoken by
not just words and grammar. Understanding the culture of native speakers.
the language is essential to communication. Smart Start Students are first asked to notice the target feature and then
features characters living in a North American town. repeat along with the recording to develop familiarity.
Learning about the food they eat, the games they play, the Note: For lessons that focus on sound changes, a chart
way they interact, etc. help students understand the way showing the English phonemes is provided at the back of the
English is actually used. teacher's book.
D. Practice (10 min) – This activity provides support for
The syllabus students to practice the key structure/vocabulary. These
generally start with a task to review and give extra
The Smart Start Syllabus is based on both the MOET contextualization to the target structure and vocabulary, and
elementary curriculum and the Cambridge Young Learner’s provide a clear practice model to follow. Teacher encourages
syllabus. This base syllabus has been extended by adding a students to continue practicing the correct sound and rhythm
range of useful practical phrases as well as Vietnamese features.
contents that relate to things children want to talk about.
E. Free(er) production/Personalization (5 min) – When
the students are comfortable forming the target language, they
Smart Start Theme and lesson overview are given the opportunity to use the structure to say true things
Lessons 1-4 about themselves, things around them, and/or their ideas and
feelings. This task directly reflects the aims, and can be used by
Each lesson features a two-page layout with a consistent format.
the teacher to fully assess student's ability regarding the lesson
This standardized approach means that students quickly
aims.
become comfortable with the lesson style and also makes
lesson preparation fast and easy for teachers. Lesson 5: Culture and content
Page 1: Lesson 5 in each theme follows a different format.
Lesson aims – A simple summary of the lesson aims Most international young learners’ texts feature English speaking
(key vocabulary/structure) is shown at the top of the first page. children using English in an overseas setting. The reality, however,
A. Words (5-8 min) – Pictures and flashcards are used to is that most of our learners are more likely to use English with
introduce and practice key vocabulary. foreign visitors in their home country.
B. Story (10-15 min) – Part B in each lesson from 1-4 is Because of this, Lesson 5 in each theme is set in Vietnam and
an episode in a four-part narrative. These will use the same features one of our characters who is staying with her
characters and consistent settings to link the parts togeth- cousin, Vinh. In this setting, children are introduced to the type of
er to form a consistent whole story. These stories use comic language they can use to explain key parts of life in Vietnam to
visitors from overseas.
5
These lessons are thematically linked to the lesson theme, but Game – The final speaking task of the unit is focused on free (but
aim to introduce Vietnam-specific cross-curricular and values/ guided) production of the structures and vocabulary covered
civics content, to develop students’ four-skills abilities. in the theme. These activities are in the form of an interactive
Culture and content lessons focus on important features of game, and provide an effective review of the theme for the
Vietnam (popular foods, games, famous places, etc.), key subject students.
contents (math, science, etc.), or values as covered in Vietnamese It also allows teachers to evaluate the student’s ability to handle
schools (be tidy, be helpful, etc.). the "I can" aims for the theme.
“I can” statements – Student use “I can…” sentences to show
Lesson 5 format:
how confident they are with the target ability by marking the
New words – Introduce new vocabulary related to the topic. number of stars. These also help parents understand what their
Listening – Use real photos, includes vocab activities and a childrens have been learning in the lessons and how well they
clear exemplification of the concept. are doing.
Listening tasks will mirror the type found in first language
content lessons.
Reading – Reinforce the target concept and reviews new B. Practice activities and games
vocabulary and features a passage of appropriate length in the Smart Start games have been designed specifically for a
format of content subjects. Vietnamese classroom. They have been designed to require
The tasks focus on reading comprehension questions. minimal preparation, and require only materials found in every
Speaking – Follow to the reading passage. Examples of sen- classroom.
tence patterns are shown using speech bubbles.
The task has students expand on the contents, by giving their
own opinions, ideas, or experiences.
Vocabulary games
Writing – Follow the same focus as the speaking, but with a These help students to practice individual vocabulary items in
level-appropriate writing task to help develop writing and fine pairs, small groups or as a whole class. They are quick and easy to
motor skills. set up and require only flash cards as materials.
"Word Tennis" game (no materials needed)
Lesson 6: Review and practice
1. Have one student come to the front and play ‘Tennis’ with you.
Regular review and recycling of lesson content is essential. In
2. As you say a word, hit it to the student and have the student
Smart Start, every theme ends with a thorough review of the
respond with another word and hit it back to you.
theme contents.
3. Divide students into pairs and have them play with each other.
Lesson 6 in each theme has a number of key aims:
Have some pairs demonstrate the game in front of the class.
• Give test condition practice with the type of questions found
"Heads Up. What’s missing?" game (flashcards)
in common young learners exams like the CYLET.
1. Divide the class into two teams. Play the game “Heads up.
• Finish the unit with a fun song and communicative game that
What’s missing?”
reinforces and gives practice with the key language and skills
found in the theme. 2. Arrange flashcards on the board and remove one card when
students are not looking.
• Review all lesson content and give students a chance to
self-analyze their ability using the "I can" statements at the 3. One student from each team calls out the missing flashcard.
end of the unit. "Guess" game (flashcards)
Each Lesson 6 features the following: 1. Arrange the flashcards on the board and write a number
Test practice – The left-hand page features test format under each card.
practice, in a form that mirrors standardized tests like the CYLET. 2. Have students look at the flashcards for the count of ten. Turn
This includes one Listening and one Reading/Writing focus. the flashcards over to face the board when the students are
Helping our learners become familiar with the question types not looking.
and task language of common exams can help students to 3. Call out a number and have students take turns to guess the
relax and feel more confident when they take the actual test. face down card. Turn the card over after each guess.
Additional test practice for the TOEFL Primary is included in the
Test Pack
Song – Music can give language a new life, and make it very Communicative games
memorable. These songs provide lively and kinesthetic review These games are at the end of each lesson (Part E) and focus on
of the main vocabulary and structures and events covered in enabling the students to produce the complete structure and
the theme. vocabulary in a natural and fun way.
6
"Memory" game (Student book) “Three guesses” game (flashcards or pictures)
1. Divide students into pairs. 1. Divide the class into two teams.
2. Have Student A look at a picture while Student B counts to 10. 2. Have a student from Team A stand in front of the class facing
3. Have Student A call out as many objects as possible using the away from the board.
sentence pattern. 3. Stick a flashcard on the board.
4. Swap roles and repeat. 4. Have another student ask a question relating to the flashcard.
"Guess" game. (use flashcards or students own objects) 5. Have the student from Team A try to guess the answer.
1. Divide students into groups or pairs. 6. The student has three guesses before the other students tell
2. Have a student/students hide a flashcard/object/word from them the answer.
the other students. 7. Have students from each team take turns.
3. Have student/students take turns to guess the flashcard/ “Guess the question” game
object/word. 1. Divide the class into two teams.
4. Swap roles and repeat. 2. Call out an answer.
"Read my lips" game (no materials needed) 3. Have each team take turns guessing the question.
1. Divide students into pairs or small groups. 4. Award points for each correct guess.
2. Have one student mouth a sentence silently. 5. Have students take turns.
3. Have the other students take turns to guess what was said. “Memory chain” game.
4. Swap roles and repeat. 1. Demonstrate the game.
"Guess the word" game (board) 2. Divide the class into groups of five or six.
1. Divide the class into two groups. 3. Have Student 1 ask and have Student 2 answer.
2. Write a sentence from the lesson on the board with several 4. Have Student 3 repeat Student 2’s answer, and add his own
words missing. answer.
3. Have each team take turns calling out a word. 5. Continue until a student forgets the answer or all students in
4. Add the missing words to the sentence if correctly guessed. the group have practiced.
5. Have students take turns guessing the sentence. “Board race” game
6. If it is a question and answer pattern, have two students ask 1. Divide the class into two teams.
and answer in front of the class. 2. Stick two flashcards on the board e.g. “The UK” and “Japan”.
"Chain" game (no materials needed) 3. Have the whole class ask a question e.g. “Where’s he from?”
1. Have the students stand up. Then the teacher shouts a word e.g. “The UK”.
2. Student 1 turns to Student 2, ask and answer. 4. Choose one student from each team to race to the correct
3. Student 2 turns to Student 3, ask and answer. flashcard and answer the question e.g. “He’s from the UK. He’s
4. Continue until all students have practiced. British.”
"Teacher says" game (no materials needed) 5. Choose two more students to take the next turn.
1. Have the class stand up. “Tic, tac, toe” game
2. Play the role of “Teacher”, and give commands to the class. 1. Divide the class into groups of four, with two students in each
3. Start some commands with the phrase “Teacher says…” team.
4. If the command starts with “Teacher says”, students do the 2. Have teams play "rock, paper, scissors". The winning team
action. chooses a square, asks and answers.
5. If the command does not start with “Teacher says”, students 3. Have the teams take turns.
do not do the action. 4. Swap roles and repeat until the game is finished.
6. Have students take turns to be “Teacher”. 5. Before the end of the lesson, check the answers as a whole
"Guess who" game (no materials needed) class.
1. Have one student face away from the class and ask a “Talk to your friends” game
question. 1. Demonstrate writing names and putting answers in the
2. Have another student answer the question. columns.
3. Have the student facing the board turn around and guess 2. Divide the students into groups of three.
who answered their question. 3. Have students ask their friends about how often they do
4. Choose another student to take a turn. things.
"Pretend" game (no materials needed) 4. Have students write answers in the table.
1. Divide students into pairs or small groups. 5. Continue until the table is completed.
2. Have one student ask the others “What’s wrong?” and then 6. Afterwards, have some students demonstrate their answers
make actions to show the emotion. in front of the class.
3. Have the other students take turns to guess the answer e.g. “I
feel scared.”
4. Swap roles and repeat.
7
Theme 1
NUMBERS lesson 1
Vocabulary:
zero, one, two, three, four, five, six,
seven, eight, nine
Structure:
What’s your phone number?
It’s (0845-266-187).
A Listen, point and say. CD1

02 Track 02
1. M: Zero.
2. M: One.
3. M: Two.
4. M: Three.
zero one two three four five six seven eight nine
5. M: Four.
6. M: Five.
7. M: Six.
1. Arrange the flashcards on the board, play audio and have
8. M: Seven.
students listen and repeat. Point to the flashcards along
9. M: Eight.
with the audio. Repeat several times.
10. M: Nine.
2. Play audio again and have students listen, repeat and point
to the pictures in their books. 4. Divide the class into two teams. Play the game “Heads
3. Change the order of the flashcards, point to them individually up. What's missing?”. Arrange the flashcards on the board
and have students say the words, correct pronunciation when and remove one card when students are not looking. One
needed. student from each team calls out the missing flashcard.
B 1. Listen and read. CD1

03 Track 03 - 04
Narrator: After a school trip…
After a school trip ... The teacher asks For the children's 1 Narrator: Look at the pictures. Listen. There is one example.
phone numbers…
0125-844-509 (Sound of the bus breaking down)
0845-266-187
Narrator: The teacher asks for the children's phone numbers'...
2 1. Teacher: OK, boys and girls. I'm going to call your parents.
What’s your
phone number? It’s 0125-844-509. 0554-299-182 Kids: Yay!
0167-849-136
Teacher: Cody, what’s your phone number?
Phoning Tom's dad...
3 Cody: It’s 0125-844-509.
,
No
!
0737-258-504 Teacher: OK. (Sound of phone calling)
h
O 0901-624-582
Hello, is this 0125-844-509?
4 Cody’s mum: Yes, it is…
WET 0845-052-499 Narrator: Can you see the circle? This is an example. Now listen
FLOOR
0976-219-697
and circle.
1. Introduce the situation: “After a school trip...” 2. Teacher: What’s your phone number, Nick?
2. Have students call out the numbers and people they can see. Nick: It’s 0167-849-136.
3. Have students listen and read. Teacher: OK, thanks. (Sound of phone calling)
Hello, is this 0167-849-136?
2. Listen and circle. 04 CD1
Nick’s dad: Yes, that’s right. What can I do for you?
1. Play audio and demonstrate the activity using the example. 3. Teacher: What’s your phone number, Jill?
2. Play audio and have students listen and circle. Jill: It’s 0737-258-504.
3. Play audio again and check answers as a whole class. Teacher: Thanks, Jill. (Sound of phone calling) Hello, is
this 0737-258-504?
3. Practice the structure.
CD1
05
Jill’s mum: Yes, it is….
1. Draw students’ attention to the structure box. Narrator: Phoning Tom’s dad…
2. Play audio and have students listen. 4. Teacher: Tom, what’s your phone number?
3. Play audio again and have students listen and repeat. Tom: It’s 0845-052-499. (sound of phone calling)
Sam: Hello. This is 0845-052-499.
Track 05 Teacher: Hello, Mr. Brown. This is Tom’s teacher. The bus is
Structure
What’s your phone number? W: What’s your phone number? broken.
It’s 0791-306-052. M: It’s 0791-306-052. Sam: What? Oh no. I’m coming…! (Sound of SAM slipping
over and food landing on him)
Sam: Argh!!!
Teacher: Mr. Brown, Mr. Brown? Are you OK? Mr. Brown…?
8 NUMBERs: Lesson 1
C Listen. Sing along.
CD1
06
Track 06
What’s your phone number? What’s your phone number?
It’s 0791- It’s 0791-306-052.
306-052.
1. Play audio and have students listen. 4. Divide the class into two groups. Group A: sing the questions;
2. Play audio and have students point to the pictures in Part A. Group B: sing the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.
Track 07
 Pronunciation tip CD1
07
In natural English, “...your...” sounds like /jәr/.
1. Focus on the example sentence and briefly explain the focus. Listen.
2. Tell students they must listen and notice the pronunciation B: What’s your phone number?
feature. G: What’s your phone number?
3. Play the audio once and draw attention to the pronunciation M: What’s your phone number?
feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP 07 CD1
focus on the feature. Natural English: "...your..."

How does the sound change?
D Listen and write. Ask and answer. CD1

08
What’s your phone number?

It’s 0125-844-509.
Track 08
Narrator: Look at the pictures. Listen. There is one example.
1 2
1. B: What’s your phone number, Tony?
Tony: It’s 0125-844-509.
B: It’s what?
0 1 2 5 - 8 4 4 - 5 0 9 _ 1 _ 7 - 8 4 _ - 1 3 6 Tony: 0125-844-509.
Narrator: Can you see the numbers? This is an example. Now
3 4 listen and write.
2. B: What’s your phone number, Sam?
Sam: It’s 0167-849-136.
B: Pardon?
0 7 _ 7 - 2 _ 8 - 5 _ 4 0 8 _ 5 - 0 _ 2 - _ 9 9 Sam: It’s 0167-849-136.
Listen and write. 3. G: What’s your phone number, Dan?
1. Have students call out the people and numbers they can see. Dan: It’s 0737-258-504.
2. Play audio and demonstrate the activity using the example. G: Is it 0737-258-504?
3. Play audio again and have students listen and write. Dan: Yes, that’s right.
4. Play audio again and check answers as a whole class. 4. G: What’s your phone number, Ann?
Ann: It’s 0845-052-499.
Ask and answer.
G: It’s what?
5. Divide the class into pairs.
Ann: 0845-052-499.
6. H
ave Student A point and ask, Student B answer.
8. Afterwards, have some pairs demonstrate the activity in front of
the class.
E Play the “Magic finger” game. 1. Demonstrate the game.

What’s your phone number? It’s 0148-950-437. 3. Have Student A write ten numbers (0-9) on Student B’s back, using
their finger. Student B writes the numbers down.
4. Then have Student A ask “What’s your phone number?”and have
Student B answer using the numbers they have written down “It’s
_______.”
5. Afterwards, have some students demonstrate the activity in front
of the class.
NUMBERs: Lesson 1 9
Theme 1
Review
NUMBERS son 2
lesVocabulary:
ten, eleven, twelve, thirteen, fourteen, fifteen,
sixteen, seventeen, eighteen, nineteen, twenty
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board. How old is (he)?
3. Write the structure from the previous lesson on the board. (He)'s (twelve) years old.
4. Have students read the sentences on the board. How old are they?
5. Have some students come to the front and practice using the They're (fourteen) years old.
vocabulary and structure in front of the class.

09
Track 09
1. M: Ten.
ten eleven twelve thirteen fourteen
2. M: Eleven.
fifteen sixteen seventeen eighteen nineteen twenty 3. M: Twelve.
4. M: Thirteen.
1. Arrange the flashcards on the board, play audio and have 5. M: Fourteen.
students listen and repeat. Point to the flashcards along 6. M: Fifteen.
with the audio. Repeat several times. 7. M: Sixteen.
2. Play audio again and have students listen, repeat and point 8. M: Seventeen.
to the pictures in their books. 9. M: Eighteen.
3. Change the order of the flashcards, point to them individually 10. M: Nineteen.
and have students say the words, correct pronunciation when 11. M: Twenty.
needed.
4. Play the “Guess” game. Arrange the flashcards on the board students are not looking.
and write a number under each card. 6. Call out a number and have students take turns to guess the
5. Have students look at the flashcards for the count of ten. face down card. Turn the flashcard over after each guess.
Turn the flashcards over to face the board when the
Track 10 - 11
10
Narrator: Tom is asking how old people are….
Tom IS asking How old people are...
1
How old is she?
1. Teacher: Cody, your mum and your sister are here.
18 years old.
She’s ___
Tom: How old is your sister, Cody?
2 Cody: She’s eighteen years old. Goodbye!
She's 18 years old. She’s ___ years old.
Narrator: Can you see the number? This is an example. Now
listen and write the numbers.
A r g h! 3 2. Mai: That’s my cousin, Lulu.
They’re ___ years old.
Tom: How old is she, Mai?
Mai: She’s fifteen years old. Bye, everyone.
4 Tom and Nick: Bye, Mai.
He’s ___ years old. 3. Jill: Oh, my big brothers are here.
Tom: How old are they?
Jill: They’re thirteen years old.
1. Review the story from the previous lesson "After a school 4. Tom: Is that your brother, Nick? How old is he?
trip." Nick: He’s seventeen years old.
2. Now introduce the situation "Tom is asking how old people Teacher: Tom, your mum’s here. Let’s go. Goodbye Mr.
are…" Murphy.
3. Have students call out the objects and people they can see. Driver: Goodbye.
4. Have students listen and read. (Sound of car pulling away and a pause)
Driver: Uh! (Screaming and SOUNDING scared) Argh!
2. Listen and write the numbers. 11 CD1
What’s that?
1. Play audio and demonstrate the activity using the example. (Sound of Bean jumping in a bush)
2. Play audio and have students listen and write the numbers.
3. Play audio again and check answers as a whole class. Track 12
W: How old is she?
3. Practice the structure. CD1
12 M: She’s twelve years old.
1. Draw students’ attention to the structure box. W: How old are they?
2. Play audio and have students listen. M: They’re thirteen years old.
Structure
3. Play audio again and have students listen and repeat.
How old is she? She’s twelve years old.
How old are they? They’re thirteen years old.
10 NUMBERs: Lesson 2
C Listen. Sing along. CD1
13
Track 13
How old is she? How old is she?
She’s ten She’s ten years old.
years old.

14
Track 14
1. Focus on the example sentence and briefly explain the focus. B: He’s thirteen years old.
2. Tell students they must listen and notice the pronunciation G: He’s thirteen years old.
feature. M: He’s thirteen years old.
3. Play the audio once and draw attention to the pronunciation
feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP CD1
14
focus on the feature. Word stress:13-19
thirTEEN, fourTEEN, etc.
D Listen and circle. Practice. Point, ask and answer. CD1

15
Track 15
Listen and circle. Narrator: Look at the pictures. Listen. There is one example.
1. M: How old is he?
1. Play audio and demonstrate the activity using the example.
W: He’s fifteen years old.
2. Play audio and have students listen and circle.
Narrator: Can you see the circle? This is an example. Now listen
3. Play audio again and check answers as a whole class.
and circle.
Practice. 2. W: How old is she?
4. T: I say, ”he”. You say, "How old is he?" M: She’s twelve years old.
T: I say , “they”. You say, "How old are they?" OK? 3. M: How old are they?
T: he W: They’re sixteen years old.
Class: How old is he? 4. W: How old is he?
T: they M: He’s eighteen years old.
Class: How old are they? 5. M: How old are they?
Continue whole class/group/individual drills, with: W: They’re eleven years old.
• he • she • Tom • Lucy
5. Divide the class into Group A and Group B Continue whole class/group/individual drills, with:
T: I say, ”he/eleven”. • he/fifteen
Group A, you say, “How old is he?” • she/nineteen
Group B, you say, “He’s eleven years old.” • they/thirteen
T: I say, ”they/four”. Point, ask and answer.
Group A, you say, "How old are they?" 6. Divide the class into pairs.
Group B, you say, ”They’re four years old.” 7. Have Student A point and ask and Student B answer.
T: he/eleven 8. Swap roles and repeat.
Group A: How old is he? 9. Afterwards, have some pairs demonstrate the activity in front of
Group B: He’s eleven years old. the class.
T: they/four
E Play the "Tic, tac, toe" game.

vs.
Pair 1 Pair 2 1. Divide the class into groups of four, with two students in
How old are they?
each team.
2. Have teams play rock, paper, scissors. The winning team
They’re thirteen years old. chooses a square, asks and answers.
thirteen eighteen eleven
3. Have the teams take turns.
4. Swap roles and repeat until the game is finished.
sixteen twelve twenty
5. Before the end of the lesson, check the answers as a
whole class.
We win!
2
seventeen fourteen ten
NUMBERs: Lesson 2 11
Theme 1
Review
NUMBERS lesson 3
Vocabulary:
thirty, forty, fifty, sixty, seventy,
eighty, ninety, one hundred
1. Write the vocabulary from the previous lesson on the board.
2. Have students read the words on the board. Structure:
3. Write the structure from the previous lesson on the board. (Eight) plus (twelve) is (twenty).
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the

16
Track 16
1. M: Thirty.
2. M: Forty.
thirty forty fifty sixty
3. M: Fifty.
4. M: Sixty.
5. M: Seventy.
seventy eighty ninety one hundred
6. M: Eighty.
7. M: Ninety.
8. M: One hundred.
2. Play audio again and have students listen, repeat and point 4. Divide the class into two teams. Play the game “Heads
to the pictures in their books. up. What's missing?”. Arrange the flashcards on the board
3. Change the order of the flashcards, point to them individually and remove one card when students are not looking. One
and have students say the words, correct pronunciation when student from each team calls out the missing flashcard.
needed.

17
Track 17 - 18
The children are AT THE SCHOOL FAIR...
8 tickets plus 12 tickets

is 20 tickets.
Narrator: The children are at the school fair...
30 tickets
1. (Sounds of school fair)
25 100
Tom: Wow! A big bear for Lucy.
Oh. It's 30 tickets. Alfie: It’s 30 tickets. I have twelve tickets.
Tom: I have eight. Eight plus twelve is twenty.
Narrator: Can you see the number? This is an example. Now listen
and write the numbers.
43454
3
43098
eiflA
98877
76655
4321
2. Tom: Hey, Ben. How many tickets do you have?

1 8 plus 12 is 20. 2 20 plus __________ is _____________.
Ben: I have five.
3 ___________ plus ___________ is 28. 4 28 plus __________ is _____________. Tom: Twenty plus five is twenty-five.
3. Tom: Nick! How many tickets do you have?
1. R
eview the story from the previous lesson "Tom was asking Nick: I have three tickets.
how old people were." Tom: Twenty five plus three is twenty-eight.
2. N
ow introduce the situation "The children are at the 4. Tom: Cody, how many tickets do you have?
school fair..." Cody: I have two tickets.
3. Have students call out the objects and people they can see. Tom: Twenty-eight plus two is thirty! Let's get the bear!
4. Have students listen and read. Tom and Alfie: (Huffing) Huh, huh, huh…

2. Play audio and have students listen and write the numbers. Structure
3. Play audio again and check answers as a whole class. Twenty-eight plus two is thirty.

19
1. Draw students’ attention to the structure box.

Track 19
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat. M: Twenty-eight plus two is thirty.
C Listen. Sing along.
CD1
20
Track 20
Thirty plus three is thirty-three. Thirty plus three is thirty-three.
Forty plus fiv Forty plus five is forty-five.
e is forty
-five.

21
Track 21
1. Focus on the example sentence and briefly explain the focus.
2. Tell students they must listen and notice the pronunciation B: Ten plus twenty is thirty.
feature. G: Ten plus twenty is thirty.
3. Play the audio once and draw attention to the pronunciation M: Ten plus twenty is thirty.
feature.
4. Play the audio again. Have students listen and repeat with a
focus on the feature. PRONUNCIATION TIP CD1
21
Word stress: 30-90

THIRty, FORty, etc.
T: I say, ”Twenty-five/five/is/thirty”.
D Practice. Point and say. Group A, you say, “Twenty-five plus five is ...”
Group B, you say, ”Thirty.”
Twenty plus thirty is…
T: twenty/thirty/is/fifty
Fifty!
Group A: Twenty plus thirty is …
Group B: Fifty.
ten twenty-five thirty twelve T: Twenty-five/five/is/thirty
Continue whole class/group/individual

forty five fifty forty-five drills, with:
• ten/five/is/fifteen
• ten/fifteen/is/twenty-five
twenty fifty fifteen thirty-five • forty/ten/is/fifty
Practice. Point and say.

Practice. 3. Divide the class into pairs.
1. Divide the class into Group A and Group B 4. Have Student A point and say a statement, e.g. "Twenty plus
2. T: I say, ”twenty/thirty/is/fifty”. thirty is...". Have Student B say the result, e.g "Fifty!".
Group A, you say, “Twenty plus thirty is …” 5. Swap roles and repeat.
Group B, you say, “Fifty.” 6. Afterwards, have some pairs demonstrate the activity in front
of the class.
E Play the "Snake racing" game.
Twenty eight plus

Winner: move 2 spaces 1. Divide the class into groups of four, with two students in
two is… Thirty! Loser: move 1 space each team.
OK! Our turn.
Pair 1 vs. Pair 2 moves forward two squares and the losing team moves
forward one space.
3. Have teams take turns asking and answering. Swap roles
A RT and repeat until the game is finished. (Rock, paper, scissors
ST ISH is played each turn)
FIN
4. Before the end of the lesson, check the answers as
a whole class.
Theme 1
Review
NUMBERS lesson 4
Vocabulary:
square, circle, triangle, rectangle, star, oval
Structure:
2. Have students read the words on the board. How many (stars) can you see?
3. Write the structure from the previous lesson on the board. I can see (five) (stars).
Track 22
22
1. M: Square.
1 2 3 4 5 6 2. M: Circle.
3. M: Triangle.
4. M: Rectangle.
square circle triangle rectangle star oval 5. M: Star.
6. M: Oval.
1. Arrange the flashcards on the board, play audio and have pronunciation when needed.
students listen and repeat. Point to the flashcards along 4. Play the “Word Tennis” game. Have one student come to the
with the audio. Repeat several times. front and play "Tennis" with you.
2. Play audio again and have students listen, repeat and point 5. As you say a word hit it to the student and have the student
to the pictures in their books. respond with another word and hit it back to you.
3. Change the order of the flashcards, point to them 6. Divide the students into pairs and have them play with each
individually and have students say the words, correct other. Have some pairs demonstrate the activity in front of
the class.

23
THE CHILDREN VISIT LUCY'S ART CLASS...

1 Track 23 - 24
How many circles can you see? Narrator: Look at the pictures. Listen. There is one example.
6
Narrator: The children visit Lucy's art class...
1. Lucy: Hello, Tom. Hello, Alfie.
2 Alfie: Wow, I like your paintings.
1
32
54
65
76
lA
7
87
98
98
eif
30
34 4
45
43
4345434
123455667778898903
Alfie
I can see Lucy: Thank you.

six circles.
Tom: Look, Alfie. How many circles can you see?
3 Alfie: I can see six circles.
Narrator: Can you see the number? This is an example. Now listen
and write the numbers.
2. Alfie: Tom, look! How many triangles can you see?
4 Tom: I can see eight triangles.
1234556677788989034345434
Alfie
3. Tom: How many squares can you see?

Alfie: Hmm, I can see ten squares.
Alfie
1234556677788989034345
434
4. Tom: How many stars can you see, Alfie?

1. Review the story from the previous lesson "The children Alfie: I can see fourteen stars.
were at the school fair." Art teacher: Hello, little blue boy. Can we paint you?
2. Now introduce the situation "The children visit Lucy's (French accent)
art class..." Alfie: Yes, you can!
3. Have students call out the shapes and people they can see. (SOUND OF PAINTING. SOUND OF CHILDREN LAUGHING)
4. Have students listen and read.
1. Play audio and demonstrate the activity using the example. Structure
2. Play audio and have students listen and write the numbers. How many circles can you see?
I can see six circles.
25
Track 25
2. Play audio and have students listen. M: How many circles can you see?
3. Play audio again and have students listen and repeat. W: I can see six circles.
26
Track 26
e?
How many squares can you se How many squares can you see?
I can see I can see six squares.
six squares.
 Pronunciation tip CD1 Track 27

27
1. Focus on the example sentence and briefly explain the focus. In natural English, “...can...” sounds like /kәn/.
2. Tell students they must listen and notice the pronunciation Listen.
feature. B: I can see a star.
3. Play the audio once and draw attention to the pronunciation G: I can see a star.
feature. M: I can see a star.
focus on the feature. Natural English: "...can..."

How does the sound change?
D Count. Practice. Ask and answer. T: circles

Class: How many circles can you see?
How many rectangles can you see? I can see seven rectangles. Continue whole class/group/individual drills, with:
• rectangles • stars • ovals • triangles
6. Divide the class into Group A and Group B
T: I say, “squares/four”.
Group A, you say, “How many squares can you see?”
Group B, you say, “I can see four squares.”
T: I say, “circles/seven”.
Group A, you say, “How many circles can you see?”
Group B, you say, “I can see seven circles.” OK?
T: squares/four
Group A: How many squares can you see?
Count. Group B: I can see four squares.
1. Have students call out the shapes they can see. T: circles/seven
2. Demonstrate the activity using the example. Continue whole class/group/individual drills, with:
3. Have students count the number of each shape they see in • rectangles/eleven • stars/eighteen
the picture. • ovals/thirty-five • triangles/sixty-three
4. Check answers as a whole class. Ask and answer.
Practice. 7. Divide the class into pairs.
5. T: I say, “squares”. You say, “How many squares can you see?” 8. Have Student A ask and Student B answer.
T: I say, “circles”. You say, "How many circles can you see?” OK? 9. Swap roles and repeat.
T: squares 10. Afterwards, have some pairs demonstrate the activity in front
Class: How many squares can you see? of the class.
1. Demonstrate the game.

E Look at D . Play the “Memory” game.
How many stars can you see? 3. Have Student A look at the picture in Part D while Student B
I can see seven stars. counts to 10.
4. Have Student B ask“How many_______ can you see?”Have
Student A answer with“I can see ______ ______.”
6. Afterwards, have some pairs demonstrate the acitivity in front of
the class.
Look (10 seconds) Speak
Theme 1
Review
NUMBERS lesson 5
Value: Be polite
milk, juice, water, chicken, beef, chocolate
1. Write the vocabulary from the previous lesson on the board. Useful language:
2. Have students read the words on the board. Would you like some (chicken)?
3. Write the structure from the previous lesson on the board. Yes, a lot, please./Yes, please./Just a
4. Have students read the sentences on the board. little, please./No, thank you.
New words Listen, point and say. CD1

28
Track 28
1 2 3 4 5 6 1. M: Milk. 4. M: Chicken.
2. M: Juice. 5. M: Beef.
3. M: Water. 6. M: Chocolate.
milk juice water chicken beef chocolate
3. Change the order of the flashcards, point to them individually and

1. Arrange the flashcards on the board, play audio and have have students say the words, correct pronunciation when needed.
students listen and repeat. Point to the flashcards along 4. Divide the class into two teams. Play the game “Heads
with the audio. Repeat several times. up. What's missing?”. Arrange the flashcards on the board
2. Play audio again and have students listen, repeat and point and remove one card when students are not looking. One
to the pictures in their books. student from each team calls out the missing flashcard.
listening Listen and put a ( ) or a ( ) in the box. CD1

29
Track 29
1. B: Kim, would you like some chicken?
G: Just a little, please.
B: Sure.
Narrator: Can you see the tick? This is an example. Now listen
and put a tick or a cross in the box.
2. G: Vinh, would you like some water?
B: No, thank you.
3. G: OK. How about some beef?
B: Yes, a lot, please.
G: OK, here you are.
4. B: Kim, would you like a drink? Some orange juice?
G: Yes, please.
B: Great.
1. Introduce the topic “Value: Be polite.”
3. Play audio and have students put a tick or a cross in the box.
 Useful language CD1

30
1. Have students look at the useful language box.

2. Have students listen to audio and repeat.
Track 30
B: Would you like some chicken?
Useful language G: Yes, a lot, please.
Would you like some chicken? Yes, a lot, please. B: Would you like some chocolate.
Would you like some chocolate? No, thank you. G: No, thank you.
READING Read and circle “True” or “False”.
Dinner time at Vinh’s house

Phong: Excuse me, Kim. Would you like some chicken?
Kim: Just a little, please.
Phong: What about something to drink? Would you like some orange juice? 1. Have students read the text individually.
Kim: Yes, a lot, please. It’s my favorite drink.
Phong: Yes, it’s yummy. I like it, too.
2. Read the text as a whole class.
Vinh: Would you like some fish, Kim? 3. Demonstrate the activity using the example.
Kim: No, thank you. 4. Have students read the questions and circle “True” or “False”.
1. Kim would like to eat a lot of beef. True/False 5. Check answers as a whole class.
2. Kim’s favorite drink is orange milk. True/False
3. Phong likes orange juice. True/False
4. Kim would like to eat some fish. True/False
SPEAKING Ask and answer.
Would you like some milk? Yes, a lot, please. Just a little, please. No, thank you.
1 2 3 4 5 6
1. Demonstrate the activity using the example.

3. Have Student A ask and Student B answer.
5. Afterwards, have some pairs demonstrate the activity in front of the class.
WRITING Ask your friends and write their answers.
friend 1
friend 2
1. Demonstrate the activity.

3. Have Student A ask and Student B answer. Have students write the answers.
4. S wap roles and repeat. Afterwards, have some students read their sentences in front of the class.
numbers: Lesson 5 17
NUMBERS
Theme 1 lesson 6 Review and Practice
listening Listen and draw lines. CD1

31
Example
1 2 3 4
1. G: What’s his name?

B: That’s Sam.
G: How old is Sam?
B: He’s forty-four years old.
G: How old?
B: He’s forty-four.
2. B: Who’s she?
G: She’s Lucy’s grandmother. She’s Grace.
1. Have students look at the pictures and call out the people B: How old is she?
and numbers they can see. G: She’s seventy-three years old.
2. Play audio and demonstrate the activity using the example. B: Seventy-three?
3. Play audio and have students listen and draw lines. G: Yeah, that's right.
4. Play audio again. 3. G: What’s his name?
5. Play audio again and check answers as a whole class. B: Oh, that’s Dan.
G: How old is Dan?
B: He’s sixty-nine years old.
Track 31 G: How old?
Narrator: Look at the pictures. Listen. There is one example. B: Yeah. He’s sixty-nine.
G: Who’s he? 4. B: Who’s she?
B: He’s Tom. G: She’s Tom’s mum. She’s Ann.
G: How old is he? B: How old is she?
B: He’s seven years old. G: She’s forty-three years old.
G: Seven? B: Forty-three?
B: Yes, that’s right. G: Yes, that’s right.
Narrator: Can you see the line? This is an example. Now listen Narrator: Now listen again.
and draw lines.
REading & writing Look at the pictures. Look at the letters. Write the words.
Example
twelve 1. Demonstrate the activity using the example on the board.

e l w e t v
Write the mixed up letters on the board, then write the
word “twelve” next to the letters, cross out each letter once
1 w t y n t e r f u o
they have been put in the correct order.
2. Have students look at the mixed up letters and the pictures
2 y f f i t s x i
of numbers. Have students spell the numbers in the spaces
provided.
3. Check answers as a whole class.
3 g e i y t h e n n i 4. Afterwards, have some students demonstrate spelling the
words in front of the class.
18 numbers: Lesson 6
SONG Turn to page 102. Listen. Sing along. CD1
32
1. Have students turn their Student’s Book to page 102.

2. Read lyrics as a whole class.
4. Play audio again and have students listen and sing along.
Game Play the board game.
Pair 1 vs. Pair 2
69 1. Demonstrate playing the game.

26 + 57 = ?
0791-30
6-052 2. Divide the class into groups of four with two students in each
team.
3. H ave teams play rock, paper, scissors. The winning team goes
0845-216-934
12 + 49 = ?
Go ahead
2 spaces
forward two spaces and the losing team goes forward one
space.
4. H ave students match the symbol to the structure and ask and
43
42 + 57 = ?
answer or practice (if the question or answer is incorrect, that
0125-844-509
team moves back one space).
73 5. S wap roles and repeat until the game is finished (rock, paper,
scissors is played each turn).
6. Before the end of the lesson, check the answers as a whole class.
What's your phone number?
35 + 41 = ?
How old is (he)?
How many (rectangles) can you see?
(26) plus (57) is (83)
winner: move 2 spaces

loser: move 1 space
i can...
•I can count from 1-10 and give my phone number.

•I can count from 11-20 and talk about ages.
•I can talk about how many things there are.
•I can talk about food I like and say "thank you".
"I can" statements

1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two or three stars, to show how well they can perform the tasks.
= Great!
 = OK!
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity
Multi-ROM (if they have it).
numbers: Lesson 6 19
Theme 2
Review
SCHOOL lesson 1
Vocabulary:
under, behind, next to, between,
in front of
1. Write the vocabulary from the previous theme on the board.
3. Write the structure from the previous theme on the board. Put the (bag) (under) the (table), please.

33
3
1 2
2 3
4 5 Track 33
1. M: Under.
2. M: Behind.
under behind next to between in front of 3. M: Next to.
4. M: Between.
1. Arrange the flashcards on the board, play audio and have 5. M: In front of.
2. Play audio again and have students listen, repeat and point 5. Have students look at the flashcards for the count of
to the pictures in their books. ten. Turn the flashcards over to face the board when the
3. Change the order of the flashcards, point to them students are not looking.
individually and have students say the words, correct 6. Call out a number and have students take turns to guess the
pronunciation when needed. face down card. Turn the card over after each guess.
4. Play the “Guess” game. Arrange the flashcards on the board
and write a number under each card.

34
Track 34 - 35
Put the box next to the
Tom and Alfie tidy up
the classroom ... cupboard, please. Narrator: Look at the pictures. Listen. There is one example.
1
Narrator: Tom and Alfie tidy up the classroom…
1. (Sound of door opening)
1 Tom: Oh, no. OK, Alfie. Put the box next to the cupboard, please.
OK, Tom.
Alfie: (huffing) OK, Tom.
2 Narrator: Can you see number 1? This is an example. Now listen and
number.
2. Tom: Put the fan between the window and the cupboard, please.
Alfie: Where?
3 Tom: Between the window and the cupboard.
3. Tom: Alfie, put the chair behind the desk, please.
1234556677788989034
Alfie
345434
Alfie: OK, Tom.

4. Tom: Oh, and put the backpack under the desk, please.
Sq
4
ak
Sq ue
u
Alfie: Sure! And Tom, where do I put the mouse?

e
a
k
lA
1
32
54
eif
65
6
777
88
89
09
3
4 34
45
43
1. Now introduce the situation “Tom and Alfie tidy up (sound of mouse squeaking)
the classroom…” Tom: What? A mouse? Argh...
2. Have students call out the objects and people they can see.
2. Listen and number. 35 CD1
2. Play audio and have students listen and number. Put the box next to the cupboard, please.
3. Play audio again and check answers as a whole class. Put the backpack under the desk, please.
36
1. Draw students’ attention to the structure box. Track 36

M: Put the box next to the cupboard, please.
M: Put the backpack under the desk, please.
20 school: Lesson 1
37
Track 37
.
Put the box next to the cupboard Put the box next to the cupboard.
Put the back Put the backpack under the desk.
pack unde
r the desk.
1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the first sentence;
2. Play audio and have students point to the pictures in Part A. Group B: sing the second sentence.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.
Track 38
38
In natural English, “... in front of the ...” sounds like / nfrәntәðә/.
2. Tell students they must listen and notice the pronunciation B: Put the box in front of the cupboard.
feature. G: Put the box in front of the cupboard.
3. Play the audio once and draw attention to the pronunciation M: Put the box in front of the cupboard.
feature.
focus on the feature. Natural English: "...in front of the..."

How do the sounds change?
Listen and draw lines.

D Practice. Point and say. CD1
39
1 2 3 4 5
Track 39
1. W: Put the pen next to the fan, please.
B: OK!
Narrator: Can you see the line? This is an example. Now listen
a b c d e
and draw lines.
2. W: Put the pencil in front of the book, please.
behind next to between under in front of G: OK!
3. W: Put the crayon under the chair, please.
Listen and draw lines. B: OK!
1. Demonstrate the activity using the example. 4. W: Put the pencil case between the cupboard and the window,
2. Play audio and have students listen and draw lines. please.
3. Play audio and check answers as a whole class. G: OK!
Practice. 5. W: Put the eraser behind the desk, please.
4. T: I say, “box/next to the cupboard”. You say, “Put the box next to B: OK!
the cupboard, please.”
T: I say, “backpack/under the desk”. You say, “Put the backpack • chair/behind the desk
under the desk, please.” OK? • fan/in front of the window
T: box/next to the cupboard Point and say.
Class: Put the box next to the cupboard, please. 5. Demonstrate saying the statements.
T: backpack/under the desk 6. Divide the class into pairs, have Student A point and
Class: Put the backpack under the desk, please. Student B say.
7. Swap roles and repeat for next pictures.
Continue whole class/group/individual drills, with:
• box/between the cupboard and the window
the class.
E Play the "Tic, tac, toe" game.

1. Demonstrate playing the game.
2. Divide the class into groups of four, with two students
Pair 1 vs. Pair 2 in each team.
OK! Our turn. 3. Have the teams play rock, paper, scissors. The winning team
Put the book under the table, please.
chooses a square and says.
OK!
We win!
a whole class.
school: Lesson 1 21
Theme 2
Review
SCHOOL lesson 2
Vocabulary:
math, English, music, Physical
Education (P.E.), Vietnamese, art
3. Write the structure from the previous lesson on the board. What’s your favorite subject?
4. Have students read the sentences on the board. I like (math).

40 Track 40
1 3 5
1. M: Math.
2 4 6
2. M: English.
3. M: Music.
4. M: Physical Education (P.E.).
Physical
math English music Education (P.E.)
Vietnamese art 5. M: Vietnamese.
6. M: Art.
4. Divide the class into two teams. Play the game “Heads
up. What's missing?”. Arrange the flashcards on the board
and remove one card when students are not looking. One
to the pictures in their books.
student from each team calls out the missing flashcard.
3. Change the order of the flashcards, point to them individually
and have students say the words, correct pronunciation when
needed.

41 Track 41 - 42
The children are talking about
their favorite subjects…
1 Narrator: The children are talking about their favorite subjects…
English/art
What’s your favorite subject? Narrator: Look at the pictures. Listen. There is one example.
I like art. (SCHOOL BELL RINGING)
1. Alfie: Do you like school, Tom?
1234556677788989034345434
Alfie
1234556677788989034345434
Alfie
2 Vietnamese/ Tom: Yes, Alfie. I love school.
English Alfie: What’s your favorite subject?
Tom: I like art.
1234556677788989034345434
Alfie
3 and circle.
math/music
2. Alfie: And what’s your favorite subject, Nick?
Nick: Hmmmmm…. I like English.
3. Alfie: What about you, Mai? What’s your favorite subject?
4
Mai: I like math.
art/P.E.
4. Tom: Alfie , what’s your favorite subject on Alpha?
Alfie: I like P.E. It’s great!
1. Review the story from the previous lesson “Tom and Alfie
tidied up the classroom."
2. Now introduce the situation “The children are talking about
their favorite subjects…”
3. Have students call out the subjects and people they can see. Structure
What's your favorite subject?
2. Listen and circle. 42 CD1 I like math.
B: What's your favorite subject?
43
G: I like math.
22 school: Lesson 2
44
Track 44
What’s your favorite subject? What’s your favorite subject?
I like math. I like math.
1. Play audio and have students listen. 4. Divide the students into two groups. Group A: sing the
2. Play audio and have students point to the pictures in Activity A. questions; Group B: sing the answers.
 Pronunciation tip 45
CD1
Track 45
1. Focus on the example sentence and briefly explain the focus. In natural English, “What’s your...” sounds like /watsjәr/.
feature. B: What’s your favorite subject?
3. Play the audio once and draw attention to the pronunciation G: What’s your favorite subject?
feature. M: What’s your favorite subject?
focus on the feature. PRONUNCIATION TIP CD1
45
Natural English: "What's your..."

D Listen and draw lines. Practice.

Track 46
Point, ask and answer. 46 CD1
What’s your favorite subject?

I like math. 1. B: What's your favorite subject, Mai?
1 Mai Mai: I like math.
2 Bill
Ben
and draw lines.
3
2. B: What's your favorite subject, Bill?
Jill
4
Bill: I like P.E.
5 Cody
3. B: What's your favorite subject, Ben?
6 Tom Ben: I like English.
Listen and draw lines. 4. B: What's your favorite subject, Jill?
1. Have students call out the subjects they can see. Jill: I like Vietnamese.
2. Demonstrate the activity using the example. 5. B: What's your favorite subject, Cody?
3. Play audio and have students listen and draw lines. Cody: I like music.
4. Play audio again and check answers as a whole class. 6. B: What's your favorite subject, Tom?
Practice. Tom: I like art.
T: I say, "favorite subject/math". Continue whole class/group/individual drills, with:
Group A you say, "What's your favorite subject?" • favorite subject/music
Group B you say, "I like math". OK? • favorite subject/P.E.
T: I say favorite subject/English. • favorite subject/art
Group A you say, "What's your favorite subject?" Point and say.
Group B you say, "I like English". OK? 6. Demonstrate the activity using the pictures.
T: favorite, "subject/math". 7. Divide the class into pairs.
Group A: What's your favorite subject? 8. Have Student A point and ask and Student B answer.
Group B: I like math. 9. Swap roles and repeat.
T: favorite subject/English 10. Afterwards, have some pairs demonstrate the activity in front
of the class.
E Play the “Chain” game.

What’s your favorite subject? What’s your favorite subject?
1. Have the students stand up.
I like English.
I like math.
2. Student 1 turns to Student 2, ask and answer.
4. Continue until all students have practiced.
school: Lesson 2 23
Theme 2
Review
SCHOOL lesson 3
Vocabulary:
Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday
3. Write the structure from the previous lesson on the board. When do you have (music)?
4. Have students read the sentences on the board. I have (music) on (Friday).

47 Track 47
1. M: Monday.
1 2 3 4 5 6 7 2. M: Tuesday.
3. M: Wednesday.
Sat Sat
Sat
Thu Fri
Sat
Thu Fri
Sat Fri Sat Sat Thu Fri Thu Fri
Thu Fri Thu Thu Fri Tue Wed 1 Tue Wed 1
Tue Wed 1 Tue Wed 1 Tue Wed 1 Tue Wed 1 Tue Wed 1 Sun Mon Sun Mon
Sun Mon 8 Sun Mon 8 Sun Mon 7 8 Sun Mon 7 8 Sun Mon 8 7 8 6 7 8
6 7 6 7 6 7 5 6
June June
6 6 5 14 15
14 15
June June June June June
5 5 5 5 5 4 4
3 4 14 15 3 4 14 15 3 4 14 15 3 4 14 15 3 4 14 15 2 3 12 13 2 3 12 13 21 22
2 12 13 22 2 12 13 22 2 12 13 22 2 12 13 22 2 12 13 22 10 11 19 20 21
22
10 11 19 20
10 11 19 20 21 10 11 19 20 21 10 11 19 20 21 10 11 19 20 21 29 10 11 19 20 21 9
28 29
9 29
9
17 18 28 29
9
17 18 26 27 28
29 9
17 18 28 29 9
17 18 28 9
17 18 28 29 17 18 26 27 17 18 27 28
16 26 27 16 16 26 27 16 26 27 16 26 27 16
24 25
16 25 26
23 24 25 23 24 25 23 24 25 23 24 25 23 24 25 23 23 24
30 30 30 30 30 30 30
21
4. M: Thursday.
17 18 19 20 22 23
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

5. M: Friday.
6. M: Saturday.
7. M: Sunday.
students listen and repeat. Point to the flashcards along 4. Play the “Guess” game. Arrange the flashcards on the board
with the audio. Repeat several times. and write a number under each card.
2. Play audio again and have students listen, repeat and point 5. Have students look at the flashcards for the count of ten.
to the pictures in their books. Turn the flashcards over to face the board when the
3. Change the order of the flashcards, point to them individually students are not looking.
and have students say the words, correct pronunciation when 6. Call out a number and have students take turns to guess
needed. the face down card. Turn the card over after each guess.

48
1
The children are talking about
Track 48 - 49
?
??
69
ay
their school timetables…

day
d
rs Narrator: The children are talking about their school

Thu
Fri
8
When do you have P.E.? I have P.E.
13
on Tuesday.
timetables…
Friday/Tuesday
2
1. Tom: When do you have P.E., Lucy?
2
MATH
lITERATER
VIETNAMESE
VIETNAMESE
MATH ART
MATH HISTORY
P.E.
lITERATER
P.E. MATH
MATH
lITERATER
MATH
VIETNAMESE
ART
MATH HISTORY
P.E.
lITERATER
9034345434
123455667778898
Alfie
Lucy: I have P.E. on Tuesday.

HISTORY VIETNAMESE P.E. MATH
VIETNAMESE
HISTORY
ART VIETNAMESE
ART
Monday/Thursday
and circle.
3
2. Lucy: When do you have math, Tom?
Tom: I have math on Thursday.
Wednesday/Thursday 3. Tom: When do you have art, Lucy?
4 Lucy: I have art on Wednesday.
2
2 4. Lucy: When do you have music, Tom?
Al
1234556
fie
677788
989034
Tom: I have music on Friday. I love music!

345434
Tuesday/Friday
(Sound of Tom singing)
1. Review the story from the previous lesson “The children were Lucy: Argh! Stop it! (Sounds annoyed)
talking about their favorite subjects.”
2. Now introduce the situation “The children are talking about
their school timetables …”
3. Have students call out the subjects and people they can see. Structure
4. Have students listen and read. When do you have math?
I have math on Monday.
Track 50
50
G: When do you have math?
B: I have math on Monday.
24 school: Lesson 3
51
Track 51
When do you have math? When do you have math?
I have ma I have math on Monday.
th on Monday.
Track 52
52
In natural English, “When do you...” sounds like /wendәjә/.
2. Tell students they must listen and notice the pronunciation B: When do you have English?
feature. G: When do you have English?
3. Play the audio once and draw attention to the pronunciation M: When do you have English?
feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP 52
CD1
Natural English: "When do you…"

focus on the feature. How do the sounds change?
D Listen and draw lines. Practice. Track 53


Listen and draw lines. 1. Tom: When do you have P.E.?
1. Have students call out the subjects they can see. Lucy: I have P.E. on Monday.
2. Demonstrate the activity using the example. Narrator: Can you see the line? This is an example. Now listen and
3. Have students listen and draw lines. draw lines.
4. Check answers as a whole class. 2. Tom: When do you have math?
Practice. Lucy: I have math on Wednesday.
5. T: I say, “P.E.” You say, “When do you have P.E.?” 3. Tom: When do you have Vietnamese?
T: I say, “math”. You say, “When do you have math?” OK? Lucy: I have Vietnamese on Friday.
T: P.E. 4. Lucy: When do you have art?
Class: When do you have P.E.? Tom: I have art on Thursday.
T: math 5. Lucy: When do you have music?
Class: When do you have math? Tom: I have music on Tuesday.
Continue whole class/group/individual drills, with: 6. Lucy: When do you have English?
• English • art • music Tom: Oh, I have English on Thursday.
T: I say, “P.E./Tuesday”. Continue whole class/group/individual drills, with:
Group A, you say, “When do you have P.E.?” • English/Wednesday
Group B, you say, “I have P.E. on Tuesday.” • art/Thursday
T: I say, “math/Monday”. • music/Friday
Group A, you say, “When do you have math?” Point, ask and answer.
Group B, you say, “I have math on Monday”. OK? 7. Divide the class into pairs.
T: P.E./Tuesday 8. Have Student say A point to a picture and ask, Student B answer.
Group A: When do you have P.E.? 9. Swap roles and repeat. Afterwards, have some pairs
Group B: I have P.E. on Tuesday. demonstrate the activity in front of the class.
T: math/Monday
Practice. Ask your friends and fill in the timetable.

E
Tuesday Wednesday Thursday Friday
1. Divide the class into groups of three.
Monday
2. Have students fill in the timetable with their own answers.
You English 3. Have students take turns asking and filling in the timetables
with their friends' answers.
Friend 1
4. Afterwards, have some students demonstrate the activity in
Friend 2 front of the class.
school: Lesson 3 25
Theme 2
Review
SCHOOL lesson 4
Vocabulary:
draw pictures, read books, spell words,
take tests, listen to music, do exercise
3. Write the structure from the previous lesson on the board. What do you do in (P.E.)?
4. Have students read the sentences on the board. I (do exercise) in (P.E.)

54
Track 54
1. M: Draw pictures.
1 2 3 4 5 6
2. M: Read books.
3. M: Spell words.
4. M: Take tests.
draw read books spell words take tests listen do exercise 5. M: Listen to music.
pictures to music
6. M: Do exercise.
with the audio. Repeat several times. front and play ‘Tennis’ with you.
2. Play audio again and have students listen, repeat and point to the 5. As you say a word hit it to the student and have the student
pictures in their books. respond with another word and hit it back to you.
3. Change the order of the flashcards, point to them individually and 6. Divide the students into pairs and have them play with each
have students say the words, correct pronunciation when needed. other. Have some pairs demonstrate the activity in front of
the class.

55
Track 55 - 56
Alfie is asking the children 1 Narrator: Alfie is asking the children about school…
about school… take tests
What do you do
I spell
in English? words. 1. (SCHOOL bell ringing)
Tom: Hi, Alfie. It’s time for English.
2
draw pictures Alfie: What do you do in English?
Tom: I spell words.
Narrator: Can you see the cross? This is an example. Now listen
3 and put a tick or a cross in the box.
listen to music
2. Alfie: Hello, Mai.
Mai: Hi, Alfie. I’m going to P.E. class.
Alfie: Cool, what do you do in P.E.?
4
do exercise Mai: I do exercise.
3. Alfie: Hey, Nick! What do you do in music?
Nick: I listen to music.
1. Review the story from the previous lesson “The children 4. Lucy: Hi, Alfie. I’m going to art class.
were talking about their school timetables.” Alfie: What do you do in art?
2. Now introduce the situation “Alfie is asking the children Lucy: I draw pictures.
about school…” Alfie: Oh great! Can you draw a picture of my new friend?
3. Have students call out the activites and people they can see. (Sound of a mouse squeaking)
4. Have students listen and read. (Sound of Lucy gasping in shock)
2. Listen and put a () or () in the box. 56 CD1
2. Play audio and have students listen and tick or cross. What do you do in English?
I spell words.
57

Track 57
3. Play audio again and have students listen and repeat. G: What do you do in English?
B: I spell words.
26 school: Lesson 4
58
Track 58
What do you do in art? What do you do in art?
I draw pic I draw pictures.
tures.

59 Track 59
1. Focus on the example sentence and briefly explain the focus. B: I take tests in math.
2. Tell students they must listen and notice the pronunciation G: I take tests in math.
feature. M: I take tests in math.
feature. PRONUNCIATION TIP 59CD1
Don't forget the final sound.
focus on the feature.
e.g. pictures, tests, books
D Listen and () the box. Practice. Track 60


1. B: What do you do in P.E.?
Listen and tick () the box.
G: I do exercise.
1. H
ave students look at the pictures and call out the activities
Narrator: Can you see the tick? This is an example. Now listen and
they can see.
tick the box.
2. G: What do you do in art?
3. Play audio and have students listen and tick the box.
B: I draw pictures.
3. B: What do you do in English?
Practice. G: I spell words.
T: I say, “art”. You say, “What do you do in art?” 4. G: What do you do in Vietnamese?
T: I say, “Vietnamese”. You say, “What do you do in Vietnamese?” B: I read books.
OK? 5. B: What do you do in music?
T: art G: I listen to music.
Class: What do you do in art?
T: Vietnamese
Class: What do you do in Vietnamese? Continue whole class/group/individual drills, with:
Continue whole class/group/individual drills, with: • art/draw pictures
• Vietnamese/read books
• English • math • music • P.E.
• English/spell words
5. Divide the class into Group A and Group B.
• math/take tests
T: I say, “art/draw pictures”.
• music/listen to music
Group A, you say, “What do you do in art?”
• P.E./do exercise
Group B, you say, “I draw pictures.”
T: I say, “Vietnamese/read books”. Point, ask and answer.
Group A, you say, “What do you do in Vietnamese?” 6. Demonstrate the activity.
Group B, you say, “I read books.” OK? 7. Divide the class into pairs.
T: art/draw pictures 8. Have Student A point and ask and Student B answer.
Group A: What do you do in art? 9. Swap roles and repeat.
Group B: I draw pictures. 10. Afterwards, have some pairs demonstrate the activity in front
T: Vietnamese/read books of the class.
E Play the “Snake racing” game.

What do you do in
OK! Our turn.
Winner: move 2 spaces 1. Divide the class into groups of four with two students in each team.
I read books.
Vietnamese?
Loser: move 1 space 2. Have teams play rock, paper, scissors. The winning team move
Pair 1 vs. Pair 2
do exercise
forward two squares and the losing team moves forward one
dra
wp
ict
ure
s
space.
AR
T 3. Have teams take turns asking and answering. Swap roles and
ts
es
ST ISH
et
repeat until the game is finished (rock, paper, scissors is played

tak
FIN
sp each turn).
re
ell
a
d
wo
bo
ic
rd us
ok
s m
to
s
en
27
list
school: Lesson 4
Theme 2
Review
SCHOOL lesson 5
Value - Be thankful
Useful language:
give a gift, buy flowers, make a card, sing a
2. Have students read the words on the board. song, buy a cake
3. Write the structure from the previous lesson on the board. What do you want to do for Teachers' Day?
4. Have students read the sentences on the board. I want to (make a card).

61 Track 61
1. M: Give a gift.
1 2 3 4 5 2. M: Buy flowers.
3. M Make a card.
4. M: Sing a song.
5. M: Buy a cake.
give a gift buy flowers make a card sing a song buy a cake
1. Arrange the flashcards on the board, play audio and have and have students say the words, correct pronunciation when
students listen and repeat. Point to the flashcards along needed.
with the audio. Repeat several times. 4. Divide the class into two teams. Play the game “Heads
2. Play audio again and have students listen, repeat and point up. What's missing?”. Arrange the flashcards on the board
to the pictures in their books. and remove one card when students are not looking. One
3. Change the order of the flashcards, point to them individually student from each team calls out the missing flashcard.
listening Listen and number. CD1

62
The children are talking about What do you want to

Teachers' Day… do for Teachers' Day? Track 62
rs’ Day
Happy Teache
2 0 - 11 Narrator: The children are talking about Teachers’ Day…
1
Nguyen Hue
Primary School
I want to
1. Kim: Vinh, what’s Teachers’ Day?
give a gift. Nam: We say thank you to our teachers on Teachers’ Day.
Vinh: So… what do you want to do for Teachers’ Day?
s
The next day in the classroom... Nam: Hmm…I want to give a gift!
Happy Teachers' Narrator: Can you see number 1? This is an example. Now
Day. listen and number.
2. Vinh: I want to buy flowers for the teacher!
3. Nam: What about you Kim? What do you want to do for
Teachers’ Day?
Kim: I know! I want to make a card!
s
We lo
ve yo
u teach
er
Vinh: Wow! Great, Kim!
4. Nam: Yes! Good idea, Kim!
1. Introduce the situation “The children are talking about
Vinh: And I want to buy a cake, too!
Teachers' Day…”
Kim: Yummy!
2. Have students call out the activites and people they can see.
Narrator: The next day, in the classroom…
Vinh, Nam, Kim: Happy Teachers' Day!
4. Play audio and have students listen and number.

63

Track 63
Useful language M: What do you want to do for Teachers’ Day?
What do you want to do for Teachers’ Day? W: I want to give a gift.
I want to give a gift.
28 school: Lesson 5
READING Read and fill in the blanks.
give make sing buy
Teachers’ Day is on Friday. My friends and I want to say "thank you" to

1. Have students read the text individually.
our teacher. I want to (1) ________
give a gift to my teacher. I want to
(2) ________ a card, too. My friend Nam wants to buy a cake.
4. Have students look at the text and write the correct words.
My cousin Kim wants to (3) ___________ flowers. We want to (4) 5. Check answers as a whole class.
________ a song for my teacher. Teachers’ Day is fun.
SPEAKING Point, ask and answer.
What do you want to

do for Teachers’ Day? I want to give a gift. 2. Have Student A point to a picture and have Student B ask, “What do
you want to do for Teachers’ Day?”, and Student A answer, e.g. “I want
1 2 3 4 5
to give a gift.”
4. Afterwards, have some students demonstrate the activity in front of
the class.
WRITING Look at
READING and write paragraph.
TeacherS’ Day
My teacher’s name is ____________________________________.
I want to ___________________________________ to my teacher.
My friend’s name is ______________________________________.
My friend wants to ___________________________ to our teacher.
I like Teachers’ Day. It’s ___________________________________.

2. H
ave students look at the pictures in “Reading” and write sentences to complete the paragraph.
school: Lesson 5 29
SCHOOL
listening Listen and write. CD1

64
Vietnamese art music English P.E.

Track 64
Monday Tuesday Wednesday Thursday Friday
Narrator: Look at the school timetable. Listen. There is one
Example
P.E.
example.
2
Tom: When do you have P.E., Lucy?
P.E. math
Lucy: I have P.E. on Monday.
Narrator: Can you see the word? This is an example. Now listen
and write.
1. Play audio and demonstrate the activity using the example. 1. Tom: And when do you have art?
2. Play audio and have students listen and fill in the timetable. Lucy: I have art on Wednesday.
3. Play audio again. 2. Tom: When do you have music?
4. Play audio again and check answers as a whole class. Lucy: I have music on Friday.
3. Lucy: Tom, when do you have English?
Tom: I have English on Tuesday.
4. Lucy: When do you have Vietnamese?
Tom: I have Vietnamese on Friday.
Narrator: Now listen again.
REading & writing Look and read. Write Yes or No.
1. Have students look at the picture, demonstrate writing "Yes"

or "No" using the examples.
2. Have students look at the picture and read the statements,
then write "Yes" or "No" depending on whether the statement
is true or false.
4. Afterwards, have students look at the picture and say new true
statements for all of the false statements.
Example
There's a pencil case on the desk. _______
Yes
Questions
1. There's a bag between the chair and the desk. _______
2. There's a book under the desk. _______
3. There's a fan next to the cupboard. ______
30 school: Lesson 6
SONG Turn to page 102 . Listen. Sing along.
CD1
65

Game Play the “Connect three” game.
Pair 1 vs. Pair 2
Put
the (book) (under) 1. Divide the class into groups of four. Divide the groups into pairs.
the (desk), please.
Have each pair use a different color pen.
2. Have students play rock, paper, and scissors. The winner will go first.
What’s your 3. Student A from the first team points to a space on the board where
I like (math).
favorite subject? they wish to put a mark and asks the related question. Student B
answers. If the answer is correct, that team can put a mark on the
When do you
June
Sun Mon
2
9
16
23
3
Tue Wed
4 5
Thu Fri
12 13
6 7
10 11 19 20 21
17 18 26 27 28
24 25
1
Sat
8
14 15
22
29
June
Sun Mon
2
9
16
23
30
3
Tue Wed
17 18
4
24 25
5
Thu Fri
12 13
6
10 11 19 20 21
26 27
1
Sat
7 8
14 15
22
28 29
June
Sun Mon
2
9
16
23
30
3
Tue Wed
4 5
Thu
12 13
6
Fri Sat
10 11 19 20 21 29
17 18
24 25
26 27
1
7 8
14 15
28
22
June
Su Mo
2 3
9 10
16 17
Tu We
23 24
4 5
11 12
18 19
Th Fr
25 26
6 7
13 14
20 21
Sa
27 28
1
8
15
22
29
space. If incorrect, the next team takes their turn.
I have (math) 4. The winning team is the team that can get three of their own marks
30 30
have (math)? 18 19 20 21
on (Tuesday).
math English P.E. art in a row, horizontally, vertically or diagonally.
Note: swap roles after each turn.
What do you do
in (English)? I (read books).
We win!
i can...
•I can say where school objects are.

•I can talk about what I do in school and my favorite subject.
•I can talk about my school timetable.
•I can talk about Teachers' Day.
"I can" statements

= Great!
 = OK!
school: Lesson 6 31
lesson 1
Theme 3
Review
Body and Face Vocabulary:
head, body, arm, hand, leg, foot
1. Write the vocabulary from the previous theme on the board. Structure:
2. Have students read the words on the board. What's this?
3. Write the structure from the previous theme on the board. It's my (foot).

01
Track 01
1. M: Head.
1 2 3 4 5 6
2. M: Body.
3. M: Arm.
4. M: Hand.
head body arm hand leg foot 5. M: Leg.
6. M: Foot.
1. Arrange the flashcards on the board, play audio and have students
listen and repeat. Point to the flashcards along with the audio. Repeat 4. Divide the class into two teams. Play the game “Heads
several times. up. What's missing?”. Arrange the flashcards on the board
2. Play audio again and have students listen, repeat and point to the and remove one card when students are not looking. One
pictures in their books. student from each team calls out the missing flashcard.
have students say the words, correct pronunciation when needed.

02
Track 02 - 03
ALucy is making
costume a costume.
contest The lights go out…
is coming…
1 Narrator: Lucy is making a costume. The lights go out ...
(Sound of lUCY SINGING)
1. Alfie: I like your costume, Lucy.
2
Lucy: Thanks, Alfie.
(Sound of light bulb breaking and children screaming)
Alfie: i can't see.
3 Lucy: Oh, what’s this?
Tom: Ouch! It’s my head, Lucy.
Narrator: Can you see the tick? This is an example. Now listen and tick
the box.
4
2. Alfie: Oh, what’s this?
Lucy: It’s my arm, Alfie.
Alfie: Sorry, Lucy.
3. Alfie: Ouch!
1. Now introduce the situation “Lucy is making a costume. Tom: Sorry. What’s this?
The lights go out…” Alfie: It’s my foot.
2. Have students call out the body parts and people they Tom: Your foot?
can see. Alfie: Yes.
3. Have students listen and read. 4. Lucy: And what’s this?
2. Listen and ( ). 03 CD2
Tom: My hand!
1. Play audio and demonstrate the activity using the example. Alfie: What’s this? Lucy? Tom?
2. Play audio and have students listen and tick the box. (Sound of light bulb TURNING ON)
3. Play audio again and check answers as a whole class. Lucy: Yay! The lights!
Alfie: Argh!
04 (Lucy and Tom laughing)
2. Play audio and have students listen. Structure Track 4
3. Play audio again and have students listen and repeat. What’s this? It’s my head. M: What’s this?
M: It’s my head.
What’s = What is
It's = It is
32 Body and Face: Lesson 1
05
Track 05
What’s this? What’s this?
It’s my h
ead.
It’s my head.
 Pronunciation tip 06
CD2
Track 06
1. Focus on the example sentence and briefly explain the focus. B: What’s this?
2. Tell students they must listen and notice the pronunciation G: What’s this?
feature. M: What’s this?
feature.
06
Intonation: Wh - questions
What's this?
D Practice. Point and say.
What’s this? It's my leg.

Group B, you say, “It’s my leg.”
1 2 3 T: I say, “What?/head”.
Group A, you say, “What’s this?”
Group B, you say, “It’s my head.” OK?
T: What?/leg
Group A: What’s this?
Group B: It’s my leg.
T: What?/head
4 5 6 Continue whole class/group/individual drills, with:
• What?/body
• What?/arm
• What?/foot
• What?/hand
Point, ask and answer.
Practice. 2. Demonstrate the activity using the example.
1. Divide the class into Group A and Group B 3. Divide the class into pairs.
T: I say, “What?/leg”. 4. Have Student A point, ask and Student B answer.
Group A, you say, “What’s this?” 5. Afterwards, have some pairs demonstrate the activity in front of
the class.
E Play the “Memory chain” game.

It's my arm. 2. Divide the class into groups of four or five.
It's my arm.
It's my head. 3. Have Student A point to a body part and say “It’s my ______.”
It's my arm. 4. Have the next student repeat A’s sentence, then point to a
It's my head.
It's my leg. body part and say “It’s my ______.”
5. Continue around the whole group until all students have
taken turns.
2 6. Afterwards, have some groups demonstrate the activity in
front of the class.
Body and Face: Lesson 1 33

lesson 2 Vocabulary:
Theme 3
Review
Body and Face hair, nose, eye/eyes, ear/ears, mouth
Structure:
1. Write the vocabulary from the previous lesson on the board. What does (he) look like?
2. Have students read the words on the board. (He) has (blue) (eyes).
3. Write the structure from the previous lesson on the board.

07
Track 07
1 2
2
3
3
4 5 1. M: Hair.
2. M: Nose.
3. M: Eye/Eyes.
4. M: Ear/Ears.
hair nose eye/eyes ear/ears mouth
5. M: Mouth.
4. Play the “Word Tennis” game. Have one student come to the
front and play "Tennis" with you. As you say a word hit it
to the student and have the student respond with another
word and hit it back to you.
3. Change the order of the flashcards, point to them
5. Divide the students into pairs and have them play with each
individually and have students say the words, correct
other. Have some pairs demonstrate the activity in front of
pronunciation when needed.
the class.

08
1
Track 08 - 09
The children are playing “Hide and seek"... What does
She has
Narrator: The children are playing hide-and-seek...
she look like?
black hair.
1. Tom: Go! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Ten, here I come. Grandma,
2 where’s Mai? (Whispering)
Grace: What does she look like? (Whispering)
Tom: She has black hair. (Whispering)
3
Grace: Black hair? She’s there. (Whispering)
and circle.
2. Tom: Grandma, where’s Nick? (Whispering)
4 Grace: What does he look like? (Whispering)
Tom: He has blue eyes. (Whispering)
Grace: Look! He’s there. (Whispering)
3. Tom: Where’s Alfie, Grandma? (Whispering)
1. Review the story from the previous lesson “Lucy was Grace: What does he look like? (Whispering)
making a costume. The lights went out.” Tom: He has big ears and he’s blue. (Whispering)
2. Now introduce the situation “The children are playing Grace: There! (Whispering)
hide-and-seek...” 4. Tom: And Jill, Grandma? (Whispering)
3. Have students call out the body parts and people they can see. Grace: What does she look like? (Whispering)
4. Have students listen and read. Tom: She has short hair. (Whispering)
Grace: There she is, Tom. (Whispering)
Tom: Now, where’s Lucy?
1. Play audio and demonstrate the activity using the example. Lucy: BOO!
2. Play audio and have students listen and circle. Tom: AHHHHH!

10 Structure Track 10
What does she look like? M: What does she look like?
She has black hair. M: She has black hair.

11
Track 11
What does she look like? What does she look like?
She has
black hair.
She has black hair.
Track 12
CD2
12
 Pronunciation tip
In natural English, “What does he...” sounds like /wәdәzi/.
“What does she” sounds like /wәdә i/.
2. Tell students they must listen and notice the pronunciation
Listen.
feature.
B: What does he look like?
G: What does he look like?
feature.
B: What does she look like?
G: What does she look like?
PRONUNCIATION TIP 12
CD2
Natural English: "What does he/she..."

D Practice. Point, ask and answer.

T: I say, “he/blue eyes”.
Group A, you say, “What does he look like?”
What does he look like? He has blue eyes.
Group B, you say, “He has blue eyes.” OK?
1 2 3 4
T: she/brown hair
Group A: What does she look like?
Group B: She has brown hair.
T: he/blue eyes
Dan Nick Mai Jane
5 6 7 8
• he/big eyes
• she/small mouth
• Tom/small nose
• Mai/black hair
• Alfie/big ears
Jill Tom Grace Josh
Practice. 2. Demonstrate the activity using the example.
1. Divide the class into Group A and Group B. 3. Divide the class into pairs.
T: I say, “she/brown hair”. 4. Have Student A point, ask and Student B answer.
Group A, you say, “What does she look like?” 5. Swap roles and repeat.
Group B, you say, “She has brown hair.” 6. Afterwards, have some pairs demonstrate the activity in front of
the class.
E Look at Part D . Play the “Memory” game.
Boy or girl? 1. Demonstrate the game.

What does he look like?
Boy. 2. Divide the class into pairs.
He has yellow hair. He has blue eyes. 3. Have Student A look at the pictures in Part D while Student B
counts to 10.
4. Have Student B choose a picture and say if it is a boy or a girl.
5. Student A asks “What does he/she look like?” and Student B
It’s Nick!
answer.
6. Student A has to guess who it is.
That's right.
Look (10 seconds) Speak

lesson 3
Theme 3
Review
face, tongue, chin, tooth/teeth,
cheek/cheeks, lip/lips
3. Write the structure from the previous lesson on the board. Touch (your) (cheek).

13
Track 13
1 2 3 4 5 6 1. M: Face.
2. M: Tongue.
3. M: Chin .
4. M: Tooth/teeth.
face tongue chin tooth/teeth cheek/ lip/lips
cheeks 5. M: Cheek/cheeks.
6. M: Lip/lips.
3. Change the order of the flashcards, point to them students are not looking.
individually and have students say the words, correct 6. Call out a number and have students take turns to guess
pronunciation when needed. the face down card. Turn the card over after each guess.

14
Track 14 - 15
Tom boys
The and Alfie go to Alien
watch Convention
someone Daya1…video
play game…
Narrator: The boys watch someone play a video game…
Touch the screen! 2000 Narrator: Look at the pictures. Listen. There is one example.
Hey, touch
its lips. 1
1. Alfie: Wow! He’s great!
Tom: Hey, touch its lips! Touch its lips! (video game Sound)
Alfie: Yes! You did it! Great!
Time: 01:00
Time: 01:00 Narrator: Can you see number 1? This is an example. Now listen
and number.
2. Tom: Touch its teeth!
Touch the screen! 2000
Winner! Alfie: Yes, touch its teeth!

High score
(Video game goes “Hooray!”)
3. Alfie: Yay! Touch its tongue! (video game Sound)
Time: 01:00
Tom: You’re great!

Alfie
12345566777889
89034345434
4. Tom: Touch its chin! Quick!

Alfie: Wow! You’re so cool! (video game Sound)
5. Alfie: Touch its cheek! Its cheek! Touch its cheek!
1. Review the story from the previous lesson "The children (video game Sound)
were playing hide-and-seek." (game winning sound)
2. Now introduce the situation “The boys watch someone play Tom and Alfie: Hooray! You’re great, you’re so cool, you’re…
a video game…” Grandma! (Sounds very surprised)
3. Have students call out the objects and people they can see. Grace: Hello, boys.

2. Play audio and have students listen and number. Structure
3. Play audio again and check answers as a whole class. Touch its chin. Touch your chin.
16

2. Play audio and have students listen. Track 16
3. Play audio again and have students listen and repeat. M: Touch its chin. Touch your chin.

17
Track 17
Touch your face. Touch your face.
Touch you Touch your tongue.
r tongue.
1. Play audio and have students listen. 4. Divide the class into two groups. Group A: sing the first part,
2. Play audio and have students point to the pictures in Part A. Group B: sing the second part.
Track 18
18
In natural English, “Touch his...” sounds like /t t∫ z/.
1. Focus on the example sentence and briefly explain the focus. “Touch her” sounds like /t t∫әr/.
feature. B: Touch his face.
3. Play the audio once and draw attention to the pronunciation G: Touch his face.
feature. B: Touch her chin.
4. Play the audio again. Have students listen and repeat with a G: Touch her chin.
PRONUNCIATION TIP 18 CD2
Natural English: "Touch his/her..."

D Practice. Point, say and do.

Practice.
1. T: I say, “her/face”. You say, “Touch her face.”
T: I say, “his/lips”. You say, “Touch his lips.” OK?
Touch her teeth. face tongue chin teeth cheeks lips
T: her/face
1 2 3 4 Class: Touch her face.
T: his/lips
Class: Touch his lips.
• your/tongue
5 6 7 8 • her/cheeks
• its/teeth
Point, say and do.
4. Have Student A point and say and Student B do the action.
6. Afterwards, have some pairs demonstrate the activity in front
of the class.
E Play the “Teacher says” game. 1. Have the class stand up.
2. Play the role of “Teacher” and give commands to the class.
Start some commands with the phrase “Teacher says…”
“Teacher says,
touch your chin!”
“Touch your cheeks!” If the command starts with “Teacher says…” students must
follow the command or they are 'out' and must sit down.
If the command does NOT start with “Teacher says…”
students who do the command must sit down. The last
student standing becomes “Teacher” for the next round.
3. Divide the class into groups. Have one student in each
group be “Teacher”.
4. If there is no winner after 2 minutes, another student will
become “Teacher”.

lesson 4
Theme 3
Review
taller, shorter, bigger, smaller,
thinner
3. Write the structure from the previous lesson on the board. (She)'s (shorter) than me.

19
Track 19
1 2 3 4 5
3
2 1. M: Taller.
2. M: Shorter.
3. M: Bigger.
taller shorter bigger smaller thinner 4. M: Smaller.
5. M: Thinner.
with the audio. Repeat several times. front and play "Tennis" with you. As you say a word hit it
2. Play audio again and have students listen, repeat and point to the student and have the student respond with another
to the pictures in their books. word and hit it back to you.
3. Change the order of the flashcards, point to them individually 5. Divide the students into pairs and have them play with each
and have students say the words, correct pronunciation other. Have some pairs demonstrate the activity in front of
when needed. the class.

20
Track 20 - 21
The family are helping Alfie
find a costume…
Narrator: The family are helping Alfie find a costume…
Lucy. You’re 1. shorter/taller Narrator: Look at the pictures. Listen. There is one example.
taller than me.
1. Lucy: Is my old costume Ok, Alfie?
Alfie: Oh no, Lucy, you’re taller than me.
1234556677788989034345434
Alfie
2. smaller/bigger Narrator: Can you see the circle? This is an example.

1234556677788989034345434
Alfie
Now listen and circle.

2. Alex: Alfie, Alfie, take this one.
3. taller/thinner
Alfie: Thanks Alex, but you’re smaller than me.
ALFIE!
ALF
IE!
Alex: Smaller than you?
Alfie: Yes, Alex. You’re smaller.
34345434
Alfie
12345566777889890
4. bigger/smaller
3. Lucy: Here’s my mom's old costume.
Alfie: No, your mom is thinner than me.
4. Tom: What about Dad?
Alfie: Sam is bigger than me. It’s OK, Tom. Let’s go.
Alfie
1234556677788989034345434
(SOUNDING UNHAPPY) (Sound of people talking in a

1. Review the story from the previous lesson “The boys
crowd)
watched someone play a video game.”
Tom: It’s alright, Alfie. Come on! You look great.
2. Now introduce the situation “The family are helping Alfie
M: And the winner is… (drum ROLL)
find a costume…”
Kids: Yay, Alfie!
2. Listen and circle. 21 CD2 Structure

You're taller than me. • tall, short, small + er
1. Play audio and demonstrate the activity using the example. big, thin bigger, thinner
2. Play audio and have students listen and circle. He's shorter than me. •

22

2. Play audio and have students listen. M: You’re taller than me.
3. Play audio again and have students listen and repeat. M: He’s shorter than me.

23
Track 23
He’s taller than me. He’s taller than me.
She's sho
rter than me.
She's shorter than me.
1. Play audio and have students listen. 4. Divide the class into two groups. Group A: sing the first part,
2. Play audio and have students point to the pictures in Part A. Group B: sing the second part.

24 Track 24
1. Focus on the example sentence and briefly explain the focus. In natural English, “is” sounds like “z”.
2. Tell students they must listen and notice the pronunciation "He is/She is..." sounds like /hi:z//∫i:z/.
feature. Listen.
3. Play the audio once and draw attention to the pronunciation B: He’s taller than me.
feature. G: He’s taller than me.
4. Play the audio again. Have students listen and repeat with a M: He’s taller than me.
PRONUNCIATION TIP CD2
24
Natural English: "He is/She is..."


Practice.
She’s thinner than me. 1.T: I say, “you/tall”. You say, “You’re taller than me.”
T: I say, “she/small”. You say, “She’s smaller than me.” OK?
1 2 3 4
T: you/tall
2
Class: You’re taller than me.
T: she/small
Class: She’s smaller than me.
thinner taller shorter fatter Continue whole class/group/individual drills, with:
5 6 7 8
• he/short
• she/thin
• you/big
Point and say.
bigger smaller older younger 3. Divide the class into pairs.
4. Have students take turns pointing to pictures and saying the
statements, e.g. "She's thinner than me."
the class.
E Play the “Line up” game.

1. Demonstrate the activity.
From short to tall, please.
2. Divide the class into groups of four or five.
From big to small, please.
3. Have students line up by a simple command, e.g. “From
Tom’s taller than me. Bill’s bigger than me. short to tall, please.”
4. Have students take turn to say, e.g. “Tom’s taller than me.”
5. Have them line up again by a different command, e.g. “From
big to small, please.”
1234556677788989034345434
Alfie
6. Have some students give commands to the class.

1234556677788989034345434
Alfie

lesson 5
Theme 3
Review
Body and Face Science - Vietnamese animals
Useful language:
1. Write the vocabulary from the previous lesson on the board. bear, monkey, tiger, elephant, tapir,
2. Have students read the words on the board. spider
3. Write the structure from the previous lesson on the board. What does it look like?
4. Have students read the sentences on the board. It’s (big) and (black).
5. Have some students come to the front and practice using the It has (four legs).

25
Track 25
1 2 3 4 5 6 1. M: Bear.
2. M: Monkey.
3. M: Tiger.
4. M: Elephant.
bear monkey tiger elephant tapir spider
5. M: Tapir.
6. M: Spider.
students listen and repeat. Point to the flashcards along 4. Divide the class into two teams. Play the game “Heads
with the audio. Repeat several times. up. What's missing?”. Arrange the flashcards on the board
2. Play audio again and have students listen, repeat and point and remove one card when students are not looking. One
to the pictures in their books. student from each team calls out the missing flashcard.
3. Change the order of the flashcards, point to them
listening Listen and circle. CD2

26
Facts about animals in Vietnam. Track 26

1. G: What are you doing?
B: I’m reading about animals in Vietnam.
G: What kind of animals?
B: Well, some tigers live in Vietnam’s forests.
and circle.
1. Tigers live in the forests/mountains of Vietnam. 2. G: What do they look like? Are they yellow and black?
B: No, Vietnamese tigers are orange and black and have very
2. Tigers are orange and black and have very big mouths/teeth . big teeth.
3. There are big black spiders/bears that live in Vietnam.
3. G: What other animals live in Vietnam?
B: Lots of bears live in Vietnam. Moon bears are big and
4. Tapirs are black and white and have long bodies/noses . black. They live in the forest.
4. B: Tapirs live in the forest, too.
G: What’s a tapir? What does it look like?
1. Have students call out the animals they can see. B: Tapirs are big and have four legs. Tapirs have long noses
2. Play audio and demonstrate the activity using the example. and black and white bodies.

27
1. Have students look at the useful Useful language Track 27

language box. B: What does it look like?
2. Have students listen to audio What does it look like?
G: It’s big and gray. It has two big ears.
and repeat. It’s big and gray. It has two big ears.

The asian elephant in Vietnam ears forest legs gray fruit

The Asian elephant in Vietnam is very big and (1) gray. It has 2. Read the text as a whole class.
a long trunk and big (2) ________ on its head. It is smaller than 3. Demonstrate the activity using the example.
the African elephant. It lives in the (3) _______ and eats leaves 4. Have students read the text again and write the correct
and (4) _______from the trees. The Asian elephant likes water words on the lines.
and uses its four big (5) ______ to swim very well. 5. Check answers as a whole class.
SPEAKING Talk about the animals.
What does it look like?

It’s small and brown. It has eight legs.
1 2 3 4
5 6 7 8

3. Have Student A ask and Student B answer, about an animal in the picture.
5. Afterwards, have pairs demonstrate the activity in front of the class.
WRITING Look at
SPEAKING . Choose two animals and write.
A _________ is __________________________________________.
It has __________________________________________________.
A ________ is ___________________________________________.
It has __________________________________________________.
1. Have students look at Speaking and choose two animals.

2. Have students write sentences about those animals.
4. Have students take turns talking about the animals they chose.
5. Afterwards, have some students read their sentences in front of the class.

lesson 6 Review and Practice
Theme 3
Body and Face
listening Listen and tick () the box CD2
28
Example A B C
Track 28
B: What’s this?
A B C A B C
G: It’s my nose.
1 2 B: It’s what?
G: My nose!
A B C A B C Narrator: Can you see the tick? This is an example. Now listen
and tick the box.
3 4 1. G: What’s this?
B: It’s my chin.
G: Your chin?
B: Yes, that’s right.
2. B: What’s this?
1. Play example audio and demonstrate the activity using the G: It’s my tongue.
example. B: It’s what?
2. Play audio and have students listen and tick the box. G: My tongue!
3. Play audio again. 3. G: What’s this?
4. Play audio again and check answers as a whole class. B: It’s my body.
G: Your body?
B: Yup, that’s right.
4. B: What’s this?
G: It’s my foot.
B: It’s what?
G: My foot!
REading & writing Look and read. Put a tick () or a cross () in the box.
Example Touch his hand.
1 Mary Sue Sue is thinner than Mary.
2 Touch his cheek.
Jane Lily
3 Jane is shorter than Lily.
4 Touch her leg.

2. Have students look at the pictures, read the statements and put a tick or a cross in the box.
4. Afterwards, have students give a new true statement for each of the false statements.
42
29

4. Play audio again, have students listen and sing along.
Pair 1 vs. Pair 2
Lily
Jane
1. Divide the class into groups of four with two students in each
team.
2. H ave teams play rock, paper, scissors. The winning team goes
Go ahead
Bill 2 spaces forward two spaces and the losing team goes forward
Bob one space.
3. H ave students match the symbol to the structure and ask and
answer or practice (if the question or answer is incorrect, that
4. S wap roles and repeat until the game is finished (rock, paper,
Sue
Mary scissors is played each turn).
5. Before the end of the lesson, check the answers as a
What's this? whole class.
What does (she) look like?
Ben
Touch your (chin). Stefan
(Lily)'s (shorter) than (Jane).

loser: move 1 space
i can...
•I can name parts of the body and face.

•I can say what someone looks like.
•I can give and follow simple instructions.
•I can say what animals look like.
"I can" statements

= Great!
 = OK!
43
Theme 4 lesson 1
Vocabulary:
Review shirt, shorts, dress, skirt, blouse, clothes
2. Have students read the words on the board. What color (is) (your) (blouse)?
3. Write the structure from the previous theme on the board. (It's) (green).

30
1 2 3 4 5 6 Track 30
1. M: Shirt.
2. M: Shorts.
3. M: Dress.
shirt shorts dress skirt blouse clothes
4. M: Skirt.
5. M: Blouse.
1. Arrange the flashcards on the board, play audio and have 6. M: Clothes.
4. Divide the class into two teams. Play the game “Heads
up. What's missing?”. Arrange the flashcards on the board
and have students say the words, correct pronunciation
when needed.
Track 31 - 32
31
Narrator: The girls are going to Grandpa’s house…
The girls are going to Grandpa's house…
1. Lucy: Jill, hurry up!!!
What color is Jill: Can you help me? I need my new shirt.
your shirt? It's blue. Lucy: What color is your shirt?
Jill: It’s blue.
and tick the box.
2.Jill: Oh, and my shorts, too.
Later...
Lucy: What color are your shorts?
Oh, D
Jill: They’re red.
an!
Bye!
Lucy: OK.
3. Jill: Lucy, can you see my skirt?
Lucy: What color is your skirt?
Jill: It’s yellow.
4. Jill: My bag!
1. Now introduce the situation “The girls are going to Lucy: What color is your bag, Jill?
Grandpa's house…” Jill: It’s brown. Let’s go!
2. Have students call out the objects and people they can see. (SOUND OF FEET RUNNING DOWN STAIRS)
3. Have students listen and read. Dan: OK, Sam. Bye bye.
(SOUND OF PHONE RINGING)
2. Listen and () . 32 CD2
Dan: Grace! Let’s meet the girls at the train station!
1. Play audio and demonstrate the activity using the example. Grace: Dan, that’s my hat. Remember your glasses!
2. Play audio and have students listen and () the box. (SOUNDS ANNOYED)
Track 33
33
W: What color is your shirt?
M: It’s orange.
M: What color are your shorts?
W: They’re blue.
Structure
What color is your shirt? It’s orange.
What color are your shorts? They’re blue.
44 clothes: Lesson 1
34
Track 34
What color is your shirt?
What color is your shirt? It’s blue.
It’s blue.

35
1. Focus on the example sentence and briefly explain the focus. Track 35
2. Tell students they must listen and notice the pronunciation B: What color is his shirt?
feature. G: What color is his shirt? PRONUNCIATION TIP 35 CD2
3. Play the audio once and draw attention to the pronunciation M: What color is his shirt? Don’t forget the 't' sound.
feature. "What color is his shirt?"
D Listen and tick () the box. Practice. Point, ask and answer. CD2
36
Listen and tick () the box. Track 36

1. Play audio and demonstrate the activity using the example. Narrator: Look at the picture. Listen. There is one example.
2. Have students listen to the audio and tick the box. 1. M: What color is her dress?
3. Play audio again and check answers as a whole class. W: It’s purple.
Practice.
tick the box.
4.T: I say, “your shirt”. You say, “What color is your shirt?”
2. W: What color is his shirt?
T: I say, “his shorts”. You say, “What color are his shorts?” OK?
M: It’s red.
T: your shirt
3. W: What color are his shorts?
Class: What color is your shirt?
M: They’re black.
T: his shorts
4. M: What color is her skirt?
Class: What color are his shorts?
W: It’s pink.
Continue whole class/group/individual drills, with: 5. M: What color is her blouse?
• her dress • your skirt • her blouse W: It’s orange.
5. Divide the class into Group A and Group B. 6. M: What color are her shorts?
T: I say, “your shirt/blue”. W: They’re purple.
Group A, you say, “What color is your shirt?”
Group B, you say, “It’s blue.”
T: I say, “his shorts/red”. • your skirt/ yellow
Group A, you say, “What color are his shorts?” • her blouse/ white
Group B, you say, “They’re red.” OK? Point, ask and answer.
T: your shirt/blue 6. Demonstrate the activity using the example.
Group A: What color is your shirt? 7. Divide the students into pairs.
Group B: It’s blue. 8. Have Student A point and ask and Student B answer.
T: his shorts/red 9. Swap roles and repeat.
Continue whole class/group/individual drills, with: 10. Afterwards, have some pairs demonstrate the activity in front
• her dress /green of the class.
E Play the “Lost and found” game. 1. Demonstrate the activity.

2. Divide the class into groups of three.
What color is your bag?
It’s purple. 3. Have students put their bags, books, pencil cases on one table.
4. Have Student A ask “What color is your (bag)?” and Student B
answer “It’s (purple).”
6. Afterwards, have some groups demonstrate the activity in front
of the class.
clothes: Lesson 1 45
Theme 4 lesson 2
Vocabulary:
pants, socks, T-shirt, shoes, sneakers, cap
Review
2. Have students read the words on the board. What are you wearing?
3. Write the structure from the previous lesson on the board. I'm wearing (a blue cap).
4. Have students read the sentences on the board. What's (he) wearing?
5. Have some students come to the front and practice using the (He)'s wearing (green socks).

37
Track 37
1. M: Pants.
1 2 3 4 5 6
2. M: Socks.
3. M: T-shirt.
4. M: Shoes.
5. M: Sneakers.
pants socks T-shirt shoes sneakers cap
6. M: Cap.

students listen and repeat. Point to the flashcards along with
4. Play the “Word Tennis” game. Have one student come to the
the audio. Repeat several times.
front and play "Tennis" with you.
2. Play audio again and have students listen, repeat and point to
5. As you say a word hit it to the student and have the student
the pictures in their books.
6. Divide the students into pairs and have them play with each
other. Have some pairs demonstrate the activity in front of
when needed.
the class.

38
Track 38 - 39
What are you 1
Grandma and Grandpa
TRAIN STATION
can’t see the girls…
Narrator: Grandma and Grandpa can’t see the girls…
wearing?
I’m wearing a
blue T-shirt. NO
SMOKING
NO
SMOKING
NO
SMOKING
NO
SMOKING
NO
SMOKING
NO
SMOKING
1. (Telephone ringing)
NO
SMOKING
NO
SMOKING
NO
NO SMOKING
SMOKING
TRAIN STATION 2 Lucy: Hello, Grandma! We’re at the station now.

Grace: I can’t see you. What are you wearing, Lucy?
TRAIN STATION
Lucy: I’m wearing a blue T-shirt.
3
NO
SMOKING
NO
SMOKING
NO
SMOKING
NO
SMOKING
and tick the box.

2. Grace: What’s Jill wearing?
Lucy: She’s wearing a pink dress.
4
3. Lucy: What are you wearing Grandma?
Grace: I’m wearing a green skirt.
4. Lucy: What is Grandpa wearing?
Grace: He’s wearing gray pants.
1. R
eview the story from the previous lesson “The girls were Grandpa: It’s OK, I see you, Lucy!
going to Grandpa's house.” Grace: Dan, put on your glasses. That’s a man.
2. N
ow introduce the situation “Grandma and Grandpa Man: Argh! (SOUNDS ANGRY)
can’t see the girls…”
Structure
What are you wearing? I’m wearing a white dress.

1. Play audio and demonstrate the activity using the example. What‘s he wearing? He’s wearing green shorts.
2. Play audio and have students listen and () the box.
Track 40
3. Practice the structure. 40 M: What are you wearing?
CD2
1. Draw students’ attention to the structure box. W: I’m wearing a white dress.
2. Play audio and have students listen. M: What’s he wearing?
3. Play audio again and have students listen and repeat. W: He’s wearing green shorts.
41
Track 41
What are you wearing? What are you wearing?
I’m wearin I’m wearing pants.
g pants.

42
Track 42
1. Focus on the example sentence and briefly explain the focus. B: I’m wearing shoes.
2. Tell students they must listen and notice the pronunciation G: I’m wearing shoes.
feature. M: I’m wearing shoes.
feature.
CD2
focus on the feature. ‘shoes’ ends in a ‘z’ sound. Don’t forget the final sound!
"I’m wearing shoes."
• they/wearing
D Practice. Point, ask and answer. • Lucy/wearing
• Jill/wearing
What's he wearing?
He’s wearing green pants. T: I say "you/wearing/blue pants".
2 Group A, you say, "What are you wearing?"
1 2 3 Group B, you say, "I'm wearing blue pants."
2 T: I say "he/wearing/white socks".
Group A you say "What's he wearing?"
Group B you say "He's wearing white socks."OK?
4 5 6 T: you/wearing/blue pants.
Group A: What are you wearing?
Group B: I'm wearing blue pants.
Practice. • she/wearing/green T-shirt
1. T: I say, "you/wearing". • Lucy/wearing/pink hat
You say, "What are you wearing?" • Jill/wearing/brown cap
T: I say, "he/wearing". Point, ask and answer.
You say, "What's he wearing?"OK? 2. Divide the class into pairs.
T: you/wearing. 3. Have Student A point, ask and Student B answer.
Class: What are you wearing? 4. Swap roles and repeat.
T: he/wearing. 5. Afterwards, have some pairs demonstrate the activity in front
Continue whole class/group/individual drills, with: of the class.
• she/wearing
E Play the “Tic, tac, toe” game.
1. Demonstrate the activities. Divide the class into groups of

Pair 1 vs. Pair 2 four with two students in each team.
OK! Our turn.
chooses a square, ask and answer.
What's he wearing?
He’s wearing (green pants).
5. Before the end of the lesson, check the answers
as a whole class.
We win!
Theme 4 lesson 3
Vocabulary:
jeans, jacket, hat, scarf, sweater, pajamas
Review Structure:
Is this your (jacket)?
2. Have students read the words on the board.
Yes, it is./No, it isn't.
Are these your (jeans)?
5. Have some students come to the front and practice using the Yes, they are./No, they aren't.

43
Track 43
1. M: Jeans.
1 2 3 4 5 6 2. M: Jacket.
3. M: Hat.
4. M: Scarf.
jeans jacket hat scarf sweater pajamas 5. M: Sweater.
6. M: Pajamas.
3. Change the order of the flashcards, point to them individually students are not looking.
and have students say the words, correct pronunciation 6. Call out a number and have students take turns to guess
when needed. the face down card. Turn the card over after each guess.

44 Track 44 - 45
Narrator: Grandma finds the girls warm clothes for skiing…
1
Grandma finds the girls' warm clothes for skiing…
Are these your
jeans, Lucy?
Yes, they are. 2 1. Grandpa: Let’s go skiing, girls!
Grandma: Wait. It’s cold. Are these your jeans, Lucy?
2 Lucy: Oh yes, they are my jeans. Thank you.
2
2. Grandma: Is this your scarf, Lucy?
3
Lucy: No, it isn’t.
3. Grandma: Is this your sweater, Jill?
Jill: Yes, it is.
4 4. Grandma: Jill, are these your purple socks?
Jill: Yes, they are.
Grandpa: OK, girls. Come on. (door slams)
Grandma: Dan! Wait! Remember your glasses.
1. Review the story from the previous lesson “Grandma and (sound of skiing)
Grandpa couldn't see the girls.” Lucy: Grandpa! Watch out for the jump!
2. Now introduce the situation “Grandma finds the girls' warm Grandpa: Argh! (Splat!)
clothes for skiing…”
Structure
Are these your jeans? Yes, they are.
2. Listen and () or () . 45 CD2
Is this your jacket? No, it isn't.
2. Play audio and have students listen and () or ().
Track 46
46 M: Are these your jeans?
1. Draw students’ attention to the structure box. W: Yes, they are.
2. Play audio and have students listen. W: Is this your jacket?
3. Play audio again and have students listen and repeat. M: No, it isn’t.
47
Track 47
Are these your jeans? Are these your jeans?
Yes, they Yes, they are.
are.

48
Track 48
B: Is this your jacket?
G: Is this your jacket?
M: Is this your jacket?
feature.
feature.
CD2
focus on the feature. Intonation: Yes/No questions "Is this your jacket?"
Are these his jeans?

No, they aren't. Is this his jacket? Yes, it is.
T: I say, “jeans/yes”.
2 2
Group A, you say, “Are these your jeans?”
Group B, you say, “Yes, they are.”
T: I say, “hat/no”.
Group A, you say, “Is this your hat?”
Group B, you say, “No, it isn’t.” OK?
2
T: jeans/yes
Group A: Are these your jeans?
Group B: Yes, they are.
T: hat/no
Practice. Continue whole class/group/individual drills, with:
1. T: I say, “jeans”. You say, “Are these your jeans?” • jacket/yes
T: I say, “hat”. You say, “Is this your hat?” OK? • pajamas/no
T: jeans • scarf/yes
Class: Are these your jeans? • sweater/no
T: hat Point, ask and answer.
Class: Is this your hat? 3. Demonstrate the activity using the example.
Continue whole class/group/individual drills, with: 4. Divide the class into pairs.
• jacket 5. Have Student A point, ask and Student B answer.
• pajamas 6. Swap roles and repeat.
• scarf 7. Afterwards, have some pairs demonstrate the activity in front
• sweater of the class.
E Circle three items. Ask and answer with your partner.
Is this 1. Have students circle 3 items that they like.

your hat?
No, it isn't.
3. Have Student A look at their book and ask randomly “Is this
your hat?”, Student B answers “No, it isn’t” if it is not the item
that he/she circled.
4. Afterwards, have some students demonstrate the activity in
front of the class.
Theme 4 lesson 4
Vocabulary:
glasses, watch, handbag, boots, gloves
Review
2. Have students read the words on the board. Whose (handbag) (is this)?
3. Write the structure from the previous lesson on the board. (It's) (Lucy)'s (handbag).

49
Track 49
1. M: Glasses.
1 2 3 4 5
2. M: Watch.
3. M: Handbag.
4. M: Boots.
glasses watch handbag boots gloves
5. M: Gloves.
1. Arrange the flashcards on the board, play audio and have and have students say the words, correct pronunciation
students listen and repeat. Point to the flashcards along when needed.

50 Track 50 - 51
1
Narrator: Lucy and Jill go home and unpack…
Lucy and Jill go home and unpack…
Whose handbag is this?
It’s Lucy’s
handbag. 2
1. (ZIPPER SOUND)
7
2 Jill’s mom: Jill, whose handbag is this?

Jill: Oh no, it’s Lucy’s handbag.
3 and draw lines.
Back at grandma and
grandpa’s house...No
! 2. (ZIPPER SOUND)
pa’s
Grand !
glasses 2 Ann: Is this your new watch Lucy?
4 Lucy: Oh, it’s Jill’s watch!
Oh
no! 3. (ZIPPER SOUND)
Jill’s mom: Jill, look! Whose gloves are these?
5 Jill: They’re Lucy’s gloves.
4. (ZIPPER SOUND)
Ann: Whose boots are these, Lucy?
1. Review the story from the previous lesson “Grandma found Lucy: Oh! They’re Jill’s boots.
the girls' warm clothes for skiing.” 5. (ZIPPER SOUND)
2. Now introduce the situation “Lucy and Jill go home and Ann: And whose glasses are these?
unpack…” Lucy: (Gasp) They’re Grandpa’s glasses!
3. Have students call out the objects and people they can see. Ann & Lucy: Uh oh!
4. Have students listen and read. Narrator: Back at Grandma and Grandpa’s house…
Dan: Yummy. Ice cream with strawberry sauce!
2. Listen and draw lines. 51 CD2
(SLURP STEAM WHISTLE SOUND)

1. Play audio and demonstrate the activity using the example. Dan: Argh!
2. Play audio and have students listen and draw lines.
W: Whose handbag is this?
52 M: It’s Lucy’s handbag.
1. Draw students’ attention to the structure box. W: Whose gloves are these?
2. Play audio and have students listen. M: They’re my gloves.
3. Play audio again and have students listen and repeat. Structure
Whose handbag is this? It’s Lucy’s handbag.
Whose gloves are these? They’re my gloves.
53
Track 53
Whose glasses are these?
Whose glasses are these?
They're Luc They're Lucy’s glasses.
y’s glasse
s.

54 Track 54
1. Focus on the example sentence and briefly explain the focus. B: It’s my watch. They’re Tom’s pajamas.
2. Tell students they must listen and notice the pronunciation G: It’s my watch. They’re Tom’s pajamas.
feature.
3. Play the audio once, and draw attention to the pronunciation
feature.
focus on the feature. PRONUNCIATION TIP 54 CD2
Stress: "It’s my watch. They’re Tom's pajamas."

Class: Whose glasses are these?
Whose glasses are these? They’re Tom’s glasses. T: I say, “watch/Lucy”.
1 2 3 Group A, you say, “Whose watch is this?”
Group B, you say, “It’s Lucy’s watch.”
T: I say, “glasses/Tom”.
Group A, you say, “Whose glasses are these?”
Tom Ben Jill Group B, you say, “They’re Tom’s glasses.” OK?
T: watch/Lucy
4 5 6
Group A: Whose watch is this?
Group B: It’s Lucy’s watch.
T: glasses/Tom
2
Lucy Mai Nick 3. Demonstrate the activity using the example.
Practice. 5. Have Student A point, ask and Student B answer.
1. T: I say, “watch”. You say, “Whose watch is this?” 6. Swap roles and repeat.
T: I say, “glasses”. You say, “Whose glasses are these?” OK? 7. Afterwards, have some pairs demonstrate the activity in
T: watch front of the class.
Class: Whose watch is this?
T: glasses
E Play the “Guess whose” game.

1. Divide the class into groups of four.
1, 2, 3, … Whose watch is this? 2. Have Student A covers their eyes while the rest of the group
It’s Tom’s watch.
place one of their own objects on the desk (glasses/watch/
handbag).
3. Have one student points to an object and ask “Whose
watch is this/are these?”
4. Have Student A guess whose object it is and say “It’s/
1234556677788989034
Alfie
345434
They’re _______ _______.”

Theme 4 lesson 5
Value - Be helpful
Useful language:
Review hungry, thirsty, hot, cold
1. Write the vocabulary from the previous lesson on the board. What’s the matter, (Grandma)?
2. Have students read the words on the board. I’m (cold).
Do you want (a jacket)?
Yes, please.

55 Track 55
1. M: Hungry.
1 2 3 4 2. M: Thirsty.
3. M: Hot.
4. M: Cold.
hungry thirsty hot cold

when needed.
1. Arrange the flashcards on the board, play audio and have 4. Play the “Guess” game. Arrange the flashcards on the board
students listen and repeat. Point to the flashcards along and write a number under each card. Have students look at
with the audio. Repeat several times. the flashcards for the count of ten. Turn the flashcards over
2. Play audio again and have students listen, repeat and point facing the board when the students are not looking.
to the pictures in their books. 5. Call out a number and have students take turns to guess
3. Change the order of the flashcards, point to them individually the face down card. Turn the card over after each guess.

56
Track 56
What’s
Narrator: Vinh is a helpful boy...
the matter, Narrator: Look at the pictures. Listen. There is one example.
Vinh is a helpful boy... Grandma?
I’m cold. 1. Kim: My teddy. (CRYING)
Vinh: Grandma, can you fix Kim’s teddy?
Okay. Grandma: Yes, I can. Ahh chooo! (SNEEZING)
Vinh: What’s the matter, Grandma?
Do you want
a sweater? Yes, please. Grandma: I’m cold.
Vinh: Do you want a sweater?
Grandma: Yes, please.
Narrator: Can you see number 1? This is an example. Now listen
and number.
?
?
? 2. Vinh: What’s the matter, Dad?
Dad: I’m hot.
Vinh: Do you want a fan?
Dad: Yes, please. You’re very helpful.
sweater 1 cake water fan 3. Vinh: What’s the matter, Mom?
Mom: I’m thirsty.
Vinh: Do you want some water?
1. Introduce the topic “Vinh is a helpful boy...”
Mom: Yes, please.
4. Vinh: What’s the matter, Kim?
Kim: I’m hungry.
Vinh: Do you want some cake?
Kim: Wow, yes, please.

57
Track 57
1. Have students look at the useful language box. B: What’s the matter, Kim?
2. Have students listen to audio and repeat. Useful language G: I’m cold.
What’s the matter, Kim? I’m cold. B: Do you want a sweater?
Do you want a sweater? Yes, please. G: Yes, please.
cookie hot fan water please
Kim’s at home. She’s hot. “What’s the matter, Kim?”, says Vinh. 1. Have students read the text individually.
“I’m (1) hot.”, says Kim. “Do you want a (2) __________?”, asks Vinh. 2. Demonstrate the activity using the example.
“Oh, yes, please.”, says Kim. Mom's in the kitchen. She’s hot and 3. Have students read and write the correct words to
thirsty. “Do you want some (3) __________, Mom?”, asks Vinh. complete the story.
“Yes, (4) __________.”, says Mom. Vinh’s hungry. Mom gives Vinh 4. Check answers as a whole class.
a (5) __________. “Thank you, Mom.”, says Vinh.
1 2 3 4
What’s the matter?
I’m hot.
Do you want a fan?
fan water sweater cake

Yes, please.
water juice jacket sandwich
1. Demonstrate the activity using the example. 4. Swap roles and repeat.
2. Divide the class into pairs. 5. Afterwards, have some pairs demonstrate the activity in front of
3. Have Student A point and ask, have Student B answer. the class.
WRITING Look at SPEAKING . Write the sentences.
A: I’m hot. A: I’m ___________________.

1 2
B: Do you want a fan? B: Do you want some water?
A: I’m _____________________. A:__________________________.

3 4
B: Do you want _____________? B:__________________________?
1. Have students look at the Speaking section.

2. H
ave students write sentences using the pictures in Speaking.
3. C
heck answers as a whole class.
4. D
ivide the class into pairs.
5. H
ave the pairs practice the conversation.
6. A
fterwards, have some pairs demonstrate the activity in front of the class.

58
Track 58
Example 1 2 3 W: This room is messy. Please put your skirt in the wardrobe.
G: Put my skirt where?
W: Put it in the wardrobe.
G: Okay.
and draw lines.
1. W: Please put your socks in the drawer.
G: Okay, I’ll put my socks in the drawer.
2. W: Please put your cap on the desk.
G: Put my cap where?
W: Put it on the desk.
G: Okay.
3. W: Please put your T-shirt on your bed.
1. H
ave students look at the picture and call out the things G: Put my T-shirt where?
they can see. W: Put it on your bed.
2. P
lay audio and demonstrate the activity using the example. G: Okay.
3. P
lay audio and have students draw lines. Narrator: Now listen again.
4. P
lay audio again and check answers as a whole class.
REading & writing Look at the pictures and read the questions. Write one-word answers.
TOM
LUCY TOM
Example
What color is his T-shirt? It's ___________________________.
orange
Questions
1. What is she wearing on her feet? She's wearing _________________.
2. What is he wearing? He's wearing green ____________.
3. Whose dress is it? It's ____________________'s dress.
1. H
ave students look at the picture and call out the people and objects they can see.
2. D
emonstrate the activity using the example.
3. H
ave students look at the picture, read the question and write one-word answers.
4. C
heck answers as a whole class.
59

Game Play the “Connect tree” game.
Pair 1 vs. Pair 2
OK! Our turn.

What's (he) (He)'s wearing
wearing? (an orange T-shirt). 2. Divide the class into groups of four with two students in each
team.
3. H ave teams play rock, paper, scissors. The winning team
What color (is) (It's) (yellow).
your (sweater)? chooses a square and asks and answers.
Whose (bag) (It's) (Lucy)'s (bag).
5. Swap roles and repeat until the game is finished (Rock, paper,
(is this)? scissors is played each turn).
To ny Mai Tom 6. B efore the end of the lesson, check the answers
(Are they) your
as a whole class.
Yes, (they are).
(pants)?
We win!
i can...
•I can talk about clothes.

•I can talk about what someone is wearing.
•I can talk about who something belongs to.
•I can ask how someone is feeling.
"I can" statements

= Great!
 = OK!
Clothes: Lesson 6 55
Theme 5
Review
TIME lesson 1
Vocabulary:
a.m., p.m., (nine) o'clock,
half past (seven)
3. Write the structure from the previous theme on the board. What time is it?
4. Have students read the sentences on the board. It's (half past five)./It's (six p.m.).

01 Track 01
1. M: a.m.
1 2 3
11 12 1
4 11 12 1
2. M: p.m.
10
9
2
3 9
10 2
3
3. M: (Nine) o’clock.
24:00 12:00 12:00 24:00 8
7 5
4 8
7
6
5
4
4. M: Half past (seven).
6
a.m. p.m. (nine) o'clock half past (seven)
1. Arrange the flashcards on the board, play audio and have 4. Play the “Word Tennis” game. Have one student come to the
students listen and repeat. Point to the flashcards along front and play "Tennis" with you.
with the audio. Repeat several times. 5. As you say a word hit it to the student and have the student
2. Play audio again and have students listen, repeat and point respond with another word and hit it back to you.
to the pictures in their books. 6. Divide the class into pairs and have them play with each
3. Change the order of the flashcards, point to them other. Have some pairs demonstrate the activity in front of
individually and have students say the words, correct the class.
B 1. Listen and read.

N STATION
CD2
02
Track 02 - 03
1
DAN'S TRAIN TO 11 12
Narrator: Dan’s train to Greenwood is at 3 p.m…

12
11
1
1
2
10
10 2
GREENWOOD IS AT 3 P.M. ... 9 3
8 4
5 9 3

7
6
8 4
7 5
6
1:30 11 a.m. Dan: Grace, what time is it?

What time is it? 2
10
11 12 1
2
Grace: It’s 11 a.m.
9
8
3
4
Dan: Really? Let’s go to the train station!
It’s 11a.m. Grace: No, Dan! It’s only 11 a.m.
7 5
6
10 a.m. 2:30
WEL COME TO Narrator: Can you see the circle? This is an example. Now
T
RIVER OWN
3
listen and circle.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8
7
6
5
4 8
7
6
5
4
2. Dan: Grace! What time is it?
3 p.m. 6 p.m. Grace: It’s half past two.
10
11 12 1
2
4 11 12 1
Dan: Phew! OK.
3. Dan: There’s the train! What time is it?
10 2
9 3 9 3
8 4 8 4
7
6
5 7
6
5
Grace: It’s three o’clock.
4 p.m. 5 p.m.
Dan: OK. Goodbye! (TRAIN WHISTLE)
4. Dan: Excuse me. What time is it?
1. Now introduce the situation “Dan's train to Greenwood is
Man: It’s 5 p.m.
at 3 p.m...”
Dan: OK! (FOOTSTEPS) Uh, is this Greenwood?
2. Have students call out the time and people they can see.
(sounds unsure)
Man: No, sir. This is River Town. (DOOR CLOSES)
Dan: NOOOOOOOOOOOOOOOOO!!!!!!!!!!!!!
2. Listen and circle. 03
CD3

Structure Track 04
What time is it? W: What time is it?
It’s half past one. M: It’s half past one.
04

56 TIME: Lesson 1
05
Track 05
What time is it? What time is it?
It’s half pa It’s half past one.
st one.

06 Track 06
1. Focus on the example sentence and briefly explain the focus. In natural English, “What time is it?” sounds like /w ta mz t/.
feature. B: What time is it?
3. Play the audio once and draw attention to the pronunciation G: What time is it?
feature. M: What time is it?
06
Natural English: "What time is it?"

D Listen and tick () the box. Practice. Point, ask and answer.
CD3
07
Listen and tick () the box.

1. Have students look at the pictures and call out the times Track 07
they can see. Narrator: Look at the pictures. Listen. There is one example.
2. Play audio and demonstrate the activity using the example. 1. Alfie: What time is it?
3. Play audio and have students tick () the box. B: It’s half past eleven.
4. Play audio again and check answers as a whole class. Narrator: Can you see the tick? This is an example. Now listen and
Practice. tick the box.
5. Divide the class into Group A and Group B. 2. Alfie: What time is it?
T: I say, “time/three a.m.” B: It’s 6 a.m.
Group A, you say, “What time is it?” 3. Alfie: What time is it?
Group B, you say, “It’s three a.m.” OK? B: It’s 10 p.m.
T: I say, “time/half past three”. 4. Alfie: What time is it?
Group A, you say, “What time is it?” B: It’s half past nine.
Group B, you say, “It’s half past three.” Point, ask and answer.
T: time/three a.m.
Group A: What time is it?
Group B: It’s three a.m.
8. Have Student A ask and Student B answer.
T: time/half past three
Continue whole class/group/individual drills, with: 10. Afterwards, have some pairs demonstrate the activity in front
• time/four o’clock of the class.
• time/five p.m.
E Play the “Board race” game.

1. Divide the class into two teams.
11 12
2. Stick two flashcards on the board e.g. 6 p.m. and 5:30.
11 12
3. Have two students stand in front of the class and ask and
1 1
10 2 10 2
What 9 3 9
8
3
answer e.g. "What time is it?" "It's half past five."

8 4
time is it?
7 5
7 5 6
6
It’s half 4. Choose one student from each team to race to the correct
past five! flashcard and say the correct time.
5. Choose two more students to take a turn.
TIME: Lesson 1 57
Theme 5
Review
TIME lesson 2
Vocabulary:
get up, eat breakfast, eat lunch, eat
dinner, do homework, go to bed
3. Write the structure from the previous lesson on the board. What time do you (go to bed)?
4. Have students read the sentences on the board. I (go to bed) at (nine o'clock).

08 Track 08
1. M: Get up.
1 2 3 10
8
11 12
7
1
5
2
4
3 4 5 6 2. M: Eat breakfast.
3. M: Eat lunch.
6
2
4. M: Eat dinner.
get up eat eat eat do go 5. M: Do homework.
breakfast lunch dinner homework to bed
6. M: Go to bed.
listen and repeat. Point to the flashcards along with the audio. 4. Play the“Guess”game. Arrange the flashcards on the board and
Repeat several times. write a number under each card. Have students look at the flashcards
2. Play audio again and have students listen, repeat and point to the for the count of ten. Turn the flashcards over facing the board when
pictures in their books. the students are not looking.
3. Change the order of the flashcards, point to them individually and 5. Call out a number and have students take turns to guess the face
have students say the words, correct pronunciation when needed. down card. Turn the flashcard over after each guess.

09
Track 09 - 10
Grandpa is babysitting the children…
What time do you go to bed?
1
Narrator: Grandpa is babysitting the children…
I go to bed at 11 o’clock. 11:00 11:30 Narrator: Look at the pictures. Listen. There is one example.
1. May: Be good for Grandpa. Goodbye!
2 Bill and Sue: OK! Hee hee!
8:00 9:00
Dan: What time do you go to bed?
Bill: Hmmm. I go to bed at 11 o’ clock.
Dan: 11?!
3
Narrator: Can you see the circle? This is an example. Now listen and circle.
10:00 10:30 2. Dan: What time do you get up? (sounds confused)
Sue: Oh, I get up at 9 o’ clock. Hee hee.
4 3. Dan: What time do you do homework?
9:30 10:30
Bill: I do homework at 10 o’ clock.
4. Dan: What time do you eat dinner?
Bill: I eat dinner at half past ten.
1. Review the story from the previous lesson“Dan's train to Dan: What do you eat for dinner?
Greenwood was at 3 p.m.” Bill and Sue: Ice cream!!!
2. Now introduce the situation“Grandpa is babysitting the children…” (SOUND OF CAR PULLING OVER, DOOR CLOSING, FOOT STEPS)
3. Have students call out the time and people they can see. Tony: Oh, no.
4. Have students listen and read. (Sound of snoring) (VIDEO GAME NOISES)

Structure
1. Play audio and demonstrate the activity using the example. What time do you go to bed?
2. Play audio and have students listen and circle. I go to bed at 11 o’clock.

11
Track 11
1. Draw students’ attention to the structure box. W: What time do you go to bed?
2. Play audio and have students listen. M: I go to bed at 11 o’clock.
58 TIME: Lesson 2
12
Track 12
What time do you get up? What time do you get up?
I get up a I get up at 7 a.m.
t 7 a.m.

13 Track 13
1. Focus on the example sentence and briefly explain the focus. In natural English, “...get up...” sounds like /ged p/.
2. Tell students they must listen and notice the pronunciation “...go to...” sounds like /go dә/.
feature. Listen.
3. Play the audio once and draw attention to the pronunciation B: What time do you get up?
feature. G: What time do you get up?
4. Play the audio again. Have students listen and repeat with a B: What time do you go to bed?
focus on the feature. G: What time do you go to bed?

13
Natural English: "...get up" and "...go to..."

D Practice. Point, ask and answer. 2. Divide the class into Group A and Group B.
T: I say, “get up/seven a.m.”.
What time do you get up? I get up at 7 a.m. Group A, you say, “What time do you get up?”
1 2 3 4 Group B, you say, “I get up at seven a.m.”
T: I say, “eat breakfast/eight a.m.”.
Group A, you say, “What time do you eat breakfast?”
7:00 7:30 12:30 6:00
Group B, you say, “I eat breakfast at eight a.m.” OK?
T: get up/seven a.m.
5 6 7 8 Group A: What time do you get up?
Group B: I get up at seven a.m.
T: eat breakfast/eight a.m.
8:30 4:30 8:00 6:30
Practice. • eat lunch/half past 11
1. T: I say, “get up”. You say, “What time do you get up?” • eat dinner/6 o’clock
T: I say, “eat breakfast”. You say, “What time do you eat breakfast?” • do homework/8:00 p.m.
OK? • go to bed/9 o’clock
T: get up Point, ask and answer.
Class: What time do you get up? 3. Demonstrate the activity using the example.
T: eat breakfast 4. Divide the class into pairs.
Class: What time do you eat breakfast? 5. Have Student A point and ask and Student B answer.
Continue whole class/group/individual drills, with: 6. Swap roles and repeat.
• eat lunch 7. Afterwards, have some pairs demonstrate the activity in front of
• eat dinner the class.
• go to bed
E Play the “Magic finger” game.

What time do you get up? 3. Have Student A write a time on Student B’s back, using their finger.
I get up at 7 a.m.
Student B writes the numbers down.
4. Then have student A ask “What time do you _______?” and have
student B answer using the numbers they have written down
“I ________ at ________.”
5. Afterwards, have some students demonstrate the activity in front
of the class.
TIME: Lesson 2 59
Theme 5
Review
TIME lesson 3
Vocabulary:
morning, afternoon, evening, go to the movies,
go to the playground, go to a party
3. Write the structure from the previous lesson on the board. What do you want to do in the (morning)?
4. Have students read the sentences on the board. I want to (go to the playground).

14 Track 14
1. M: Morning.
1 2 3 4 5 6
M O VI E S 2. M: Afternoon.
3. M: Evening.
4. M: Go to the movies.
morning afternoon evening go to the go to the go to 5. M: Go to the playground.
movies playground a party
6. M: Go to a party.
1. Arrange the flashcards on the board, play audio and have individually and have students say the words, correct
students listen and repeat. Point to the flashcards along pronunciation when needed.
3. Change the order of the flashcards, point to them student from each team calls out the missing flashcard.

15
Track 15 - 16
Grandpa has plans for the next day...
1 Narrator: Grandpa has plans for the next day…
What do you want to
M OV I E S
MOVIES Narrator: Look at the pictures. Listen. There is one example.

do in the morning? 1. Tony: Ok, what do you want to do in the morning?
Dan: I want to go swimming.
2 (sound of swimming).
I want to go swimming. MOVIES
M OV I E S Tony: Great!
In the morning...
woOO
! and tick the box.
3
2. Tony: And what do you want to do in the afternoon?
wooo! wooo! Dan: I want to go to the movies.
M OV I ES
(soundS of The cinema).
Tony: Ok.
4
3. Tony: What do you want to do in the evening?
Dan: I want to go to a party.
(soundS of a party).
1. Review the story from the previous lesson“Grandpa was babysitting 4. Dan: Oh! And I want to go to the playground in the morning.
the children." Narrator: In the morning.
2. Now introduce the situation“Grandpa has plans for the next day...” (SoundS of a playground)
3. Have students call out the activities and people they can see. Dan, Sue, Bill: Wooooo!

Structure
1. Play audio and demonstrate the activity using the example. What do you want to do in the morning?
2. Play audio and have students listen and tick. I want to go to the playground.
3. Practice the structure. CD3 Track 17

17
B: What do you want to do in the morning?
1. Draw students’ attention to the structure box. G: I want to go to the playground.
60 TIME: Lesson 3
18
g? Track 18
ornin
What do you want to do in the m What do you want to do in the morning?
I want to go I want to go to the playground.
to the playground.

19
Track 19
In natural English, “...want to...” sounds like /w nә/.
Listen.
feature.
B: I want to go to the party.
G: I want to go to the party.
feature.
M: I want to go to the party.

19
Natural English: "...want to..."

D Practice. Point, ask and answer. T: I say, “afternoon/eat lunch”.

1 2 3 Group A, you say, “What do you want to do in the afternoon?”
What do you want to Group B, you say, “I want to eat lunch.” OK?
do in the (morning)?
T: morning/go swimming
I want to (go to
Group A: What do you want to do in the morning?
the playground). Group B: I want to go swimming.
4 5 6
T: afternoon/eat lunch
morning
• evening/do homework
afternoon • morning/go to the playground
• afternoon/go to a party
7 8 9 • evening/go to the movies
evening
MOVIES
4. Have Student A point and ask and Student B answer.
Practice. 5. Swap roles and repeat.
1. Divide the class into Group A and Group B. 6. Afterwards, have some pairs demonstrate the activity in front
T: I say, “morning/go swimming”. of the class.
Group A, you say, “What do you want to do in the morning?”
Group B, you say, “I want to go swimming.”
What do you What do you want to

want to do in I want to go
do in the morning? I want to go to 1. Demonstrate the activities.
the afternoon? to the park. the playground.
5. Continue until all students have practiced (have students
alternate between morning, afternoon and evening).
TIME: Lesson 3 61
Theme 5
Review
TIME lesson 4
Vocabulary:
January, February, March, April, May, June, July,
August, September, October, November, December
3. Write the structure from the previous lesson on the board. When’s (your) birthday?
4. Have students read the sentences on the board. It’s in (January).

20 Track 20
1 2 3 4 5 6 M: January. M: July.
Sun Mon Tue Wed Thu Fri Sat
Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat M: February. M: August.
M: March. M: September.
M: April. M: October.
7 8 9 10 11 12 M: May. M: November.
M: June. M: December.
Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat

4. Play the“Word Tennis”game. Have one student come to the front
listen and repeat. Point to the flashcards along with the audio.
and play "Tennis" with you.
Repeat several times.
5. As you say a word hit it to the student and have the student
2. Play audio again and have students listen, repeat and point to the
pictures in their books.
6. Divide the class into pairs and have them play with each other. Have
some pairs demonstrate the activity in front of the class.

21
Track 21 - 22
Narrator: The children talk about their birthdays …
The children talk about
their birthdays … Narrator: Look at the pictures. Listen. There is one example.
Happy
birthday Alex.
When’s your
birthday, Sue?
It’s in May. 1. (Sound of car door opening)
Ann: Hi everyone.
Sue: Hello! Happy birthday Alex.
(Sound of front door closing)
Lucy: When’s your birthday, Sue?
Sue: It’s in May.
and circle.
2. Lucy: When’s your birthday, Bill?
Bill: It’s in November.
3. Bill: What about you, Lucy? When’s your birthday?
Lucy: Oh, it’s in January.
1. Review the story from the previous lesson "Grandpa had plans for Bill: January?
the next day.” Lucy: Yeah.
2. Now introduce the situation“The children talk about their 4. Bill: And you, Tom? When’s your birthday?
birthdays …” Tom: It’s in July.
3. Have students call out the objects and people they can see. Ann: Time for cake. (Pause)
4. Have students listen and read. Everyone: Happy birthday to you…
(Sound of Alex blowing CANDLES and falling into
the cake)
1. Play audio and demonstrate the activity using the example. (Sound of everyone gasping in shock)
2. Play audio and have students listen and circle. Bill: Oh! Alex.
Structure
23
Track 23
1. Draw students’ attention to the structure box. When’s your birthday? B: When’s your birthday?
2. Play audio and have students listen. G: It’s in May.
It’s in May.
62 TIME: Lesson 4
24
Track 24
When’s your birthday? When’s your birthday?
It’s in Janu It’s in January.
ary.

25 Track 25
1. Focus on the example sentence and briefly explain the focus. In natural English, “It’s in...” sounds like /ts n/.
feature. B: It’s in May.
3. Play the audio once and draw attention to the pronunciation G: It’s in May.
feature. M: It’s in May.
focus on the feature. 25
Natural English: "It's in..."

D Practice. Point, ask and answer. T: birthday/January

Group A: When’s her birthday?
When's your birthday? It’s in May.
Group B: It’s in January.
T: birthday/February
5 6 12 10
Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat
Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Continue whole class/group/individual drills, with:
• birthday/March
• birthday/April
your his her his • birthday/May
2
• birthday/June
4 1 9 7 • birthday/July
• birthday/August
• birthday/September
• birthday/October
your her his her • birthday/November
Practice. • birthday/December
1. Divide the class into Group A and Group B. Point, ask and answer.
T: I say, “birthday/January”. 2. Demonstrate the activity using the example.
Group A, you say, “When’s your birthday?” 3. Divide the students into pairs.
Group B, you say, “It’s in January.” 4. Have Student A point and ask and Student B answer.
T: I say , “birthday/February”. 5. Swap roles and repeat.
Group A, you say, “When’s his birthday?” 6. Afterwards, have some pairs demonstrate the activity in front
Group B, you say, “It’s in February.” OK? of the class.
E Write a birthday card for your friend. 1. Have students look at the example birthday card.
2. Demonstrate writing a birthday card.
When's your birthday?
It’s in September. Month: _______ 4. Have Student A ask “When’s your birthday?”, have Student B
How do you spell your name?
To: __________ answer “It’s in _____." Then have Student A ask “How do you
N-I-C-K. Nick.
spell your name?”, have Student B answer. Have Student A
Month: September write it on the card.
To: Nick
Happy birthday! 5. Swap roles and repeat.
Happy birthday!
Have a great day! 6. Have students finish their cards with pictures and a message.
Have a great day! 7. Have students swap cards.
From Tom
From ____________ 8. Afterwards, have some students read their cards in front of
the class.
TIME: Lesson 4 63
Theme 5
Review
TIME lesson 5
Content and culture - The Lunar New year (Tet)
Useful language:
1. Write the vocabulary from the previous lesson on the board. eat Tet cake, visit my family, get lucky money, watch
2. Have students read the words on the board. a lion dance, watch the fireworks
3. Write the structure from the previous lesson on the board. What are you going to do in the Lunar New Year?
I’m going to (watch a lion dance).

26 Track 26
1. M: Eat Tet cake.
1 2 3 4 5 2. M: Visit my family.
3. M: Get lucky money.
4. M: Watch a lion dance.
5. M: Watch the fireworks.
eat visit my get watch a watch the
Tet cake family lucky money lion dance fireworks
1. Arrange the flashcards on the board, play audio and have students 3. Change the order of the flashcards, point to them individually and
listen and repeat. Point to the flashcards along with the audio. have students say the words, correct pronunciation when needed.
Repeat several times. 4. Divide the class into two teams. Play the game “Heads
2. Play audio again and have students listen, repeat and point to the up. What's missing?”. Arrange the flashcards on the board
pictures in their books. and remove one card when students are not looking. One

27 Track 27
kim learns about the lunar new year...
Narrator: Kim learns about the Lunar New Year…
1. Vinh: Hooray! It’s nearly Tet!
Kim: What’s that?
Vinh: It’s the Lunar New Year. I’ts great, Kim.
Nam: What are you going to do in the Lunar New Year?
Vinh: I’m going to visit my family.
Narrator: Can you see number 1? This is an example. Now listen and number.
2. Vinh: And I’m going to watch a lion dance.
Kim: A lion dance?
Vinh: Yeah! Boom, boom, boom, boom, boom! (makes sound of
drums.)
1 3. Kim: It sounds fun! What are you going to do in the Lunar New Year, Nam?
Nam: I’m going to eat Tet cake. My mom makes it.
1. Have students look at the pictures and call out what they can see. 4. Kim: Oh! Yummy!
2. Demonstrate the activity using the example. Nam: Yeah and I’m going to watch the fireworks.
3. Play audio and have students listen and number the pictures . 5. Vinh: Me too. But my favorite thing is I’m going to get my lucky money!!!
4. Play audio again and check answers as a whole class. Nam: Yay! I love lucky money!!!
5. Play audio again and have students listen and repeat. Vinh: You are going to love the Lunar New Year, Kim.
Useful language
What are you going to do in the Lunar New Year?
28
I’m going to eat Tet cake.
Track 28
Kim: What are you going to do in the Lunar New Year?
Vinh: I’m going to eat Tet cake.
64 TIME: Lesson 5
READING Read and circle ”True” or “False”.
My Lunar New Year in Vietnam

In Vietnam, we call the Lunar New Year Tet. I love the Lunar New
Year. I’m going to watch a lion dance and I’m going to watch the
fireworks. I’m going to visit all my family and I’m going to eat Tet
cake. Getting lucky money is my favorite part of Tet.
1. The Lunar New Year is called Tet in Vietnam. True False 3. Demonstrate the activity using the example.
2. Vinh is going to visit his teacher. True False 4. Have students look at the text and circle "True" or "False".
3. Vinh is going to watch a dragon dance. True False 5. Check answers as a whole class.
4. Vinh is going to get lucky money. True False
What are you going to do in the Lunar New Year?

I'm going to watch a lion dance.
1 2 3 4 5
watch a visit my eat watch the get

lion dance family Tet cake fireworks lucky money

3. Have Student A ask “What are you going to do in the Lunar New Year?” and Student B answer “I’m going to _______.”
5. Afterwards, have some students demonstrate the activity in front of the class.
WRITING Look at
SPEAKING and write the sentences.
1. I’m going to watch a lion dance.
2. I’m going to _________________________________________________.
3. I’m_________________________________________________________.
4. ____________________________________________________________.
5. ____________________________________________________________.

2. Have students look at the pictures in “Speaking” and write sentences.
TIME: Lesson 5 65
TIME
listening Listen and tick () the box. CD3

29
11 12 1 11 12 1 11 12 1
Example
10
8
2
4
10
8
2
4
10
8
2
4
a
7
6
5
b
7
6
5
c
7
6
5
and tick the box.

1. W: What time is it?
M: It’s half past two.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
1 9 3 9 3 9 3 2
W: It’s what time?
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
a b c a b c
11 12 1 11 12 1 11 12 1
M: Half past two.
3 4
10
8 4
2
3
10
9
2
3
10
8
2
3 2. W: When’s your birthday?

M: It’s in April.
8 4 4
7 5 7 5 7 5
6 6 6
a b c a b c
W: April?
1. Play audio and demonstrate the activity using the example. M: Yes, that’s right.
2. Play audio and have students listen and tick the box. 3. M: When’s your birthday?
3. Play audio again. W: It’s in February.
4. Play audio again and check answers as a whole class. M: It’s when?
W: In February.
Track 29 4. M: What time is it?
Narrator: Look at the pictures. Listen. There is one example. W: It’s eleven o’clock.
M: What time is it? M: Eleven o’clock?
W: It’s eight o’clock. W: Yes, that’s right.
M: Eight o’clock? Narrator: Now listen again.
W: Yes, that’s right.
REading & writing Read the sentences. Choose a word from the box.
Write the correct words next to the letters A – D.
go to a party go swimming go to the playground eat lunch
Example What do you want to do in the evening?

I want to (A) go to a party in the evening.
What do you want to do in the morning?

1 I want to (B)____________________________________
in the morning.
What do you want to do in the afternoon?

2
I want to (C)______________________ in the afternoon.
What do you want to do in the morning?

3
I want to (D)________________________in the morning.

2. Have students look at the pictures, read the statements and write the correct words next to the letters.
4. Afterwards, have some students practice the question/answer pattern.
66
30

Pair 1 vs. Pair 2
11 12 1 11 12 1 11 12 1 11 12 1 We win!
What time is it? 9
10 2
3
10
9
2
3
10 2 10 2
It's (four
9 3 9 3
8
7 5
4 8
7 5
4 8 4 8 4 o'clock).
6 6 7 5 7 5
6 6
What time do you I (get up) at

(get up)? (8 a.m.)
8:00 a.m. 6:00 p.m. 8:00 p.m. 10:00 p.m.
When’s your
birthday? It's in (May).
What do you want

I want to (go
MOVIES
to do (in the
swimming).
morning)?
1. Divide the class into groups of four. Divide the groups into pairs. Have each pair use a different color pen.
2. Have students play rock, paper, and scissors. The winners will go first.
3. Student A from the first team points to a space on the board where they wish to put a mark and asks the related question. Student B
answers. If the answer is correct, that team can put a mark on the space. If incorrect, the next team takes their turn.
4. The winning team is the team that can get three of their own marks in a row horizontally, vertically or diagonally.
Note: Swap students roles after each turn.
i can...
•I can talk about the time and birthdays.

•I can talk about my daily routine.
•I can talk about future plans.
•I can talk about special holidays.
"I can" statements

= Great!
 = OK!
67
Theme 6 lesson 1
Sports and Leisure
Vocabulary:
badminton, hockey, tennis, table tennis,
volleyball, basketball
Review
2. Have students read the words on the board. Can you play (tennis)?
3. Write the structure from the previous theme on the board. Yes, I can./No, I can’t.

31 Track 31
1. M: Badminton.
1 2 3 4 5 6 2. M: Hockey.
3. M: Tennis.
4. M: Table tennis.
5. M: Volleyball.
badminton hockey tennis table tennis volleyball basketball
6. M: Basketball.
1. Arrange the flashcards on the board, play audio and have and have students say the words, correct pronunciation
students listen and repeat. Point to the flashcards along when needed.

32
Track 32 - 33
Narrator: The children talk about sports they can play…
The children talk about sports they can play… 1
1. Grace: Lucy, can you play badminton?
Can you play badminton? Lucy: Yes, I can, Grandma.
2
Yes, I can.
2
2. Alfie: Hey Tom, can you play tennis?
Tom: No, I can’t.
2 3. Grace: Mai, can you play table tennis?
3
Mai: Yes, I can. I love table tennis.
4. Grace: Alfie, can you play basketball?
Alfie: No, I can’t.
2
4 Lucy: What about you, Grandma?
Grace: Watch this!
(SOUND OF BALL SWIRLING)
Children: Wow!
1. Now introduce the situation“The children talk about sports they can
play…” Structure
2. Have students call out the objects and people they can see. Can you play badminton? Yes, I can.
3. Have students listen and read. Can you play tennis? No, I can’t.
2. Listen and () or (). 33 CD3
1. Play audio and demonstrate the activity using the example. Track 34
2. Play audio and have students listen and put a tick or a cross M: Can you play badminton? W: Yes, I can.
in the box. M: Can you play tennis? W: No, I can’t.
3. Practice the structure. 34 CD3

68 SPORTS and lEISURE: Lesson 1

35
Track 35
Can you play badminton? Can you play badminton?
Yes, I can. Yes, I can.

36
Track 36
1. Focus on the example sentence and briefly explain the focus. In natural English, “Can...” sounds like /kәn/.
feature. B: I can run.
3. Play the audio once and draw attention to the pronunciation G: I can run.
feature.
Natural English: "Can..."


Group B, you say, “Yes, I can.”
Can you play soccer?
Yes, I can. T: I say, “tennis/no”.
Group A, you say, “Can you play tennis?”
1 2 3 Group B, you say, “No, I can’t.” OK?
T: badminton/yes
Group A: Can you play badminton?
Group B: Yes, I can.
4 5 6
T: tennis/no
• table tennis/yes
• hockey/no
• volleyball/yes
7 8 9
• soccer/no
• basketball/yes
Practice. 3. Have Student A point and ask, Student B answer.
1. Divide the class into Group A and Group B. 4. Swap roles and repeat for next pictures.
T: I say, “badminton/yes”. 5. Afterwards, have some pairs demonstrate the activity in front
Group A, you say, “Can you play badminton?” of the class.
Can you play volleyball?

Can you play tennis?
Yes, I can. 1. Demonstrate the game.
No, I can’t.
SPORTS and lEISURE: Lesson 1 69

Theme 6 lesson 2 Vocabulary:
Sports and Leisure run, jump, hit, kick, throw, catch
Review Structure:
1. Write the vocabulary from the previous lesson on the board. What can you do?
2. Have students read the words on the board. I can (jump).

37 Track 37
1. M: Run.
1 2 3 4 5 6
2. M: Jump.
3. M: Hit.
4. M: Kick.
run jump hit kick throw catch 5. M: Throw.
6. M: Catch.
3. Change the order of the flashcards, point to them 6. Divide the class into pairs and have them play with each
individually and have students say the words, correct other. Have some pairs demonstrate the activity in front of
pronunciation when needed. the class.

38
Track 38 - 39
The children say what 1
Narrator: The children say what they can do…
they can do… Narrator: Look at the pictures. Listen. There is one example.
What can I can jump.
you do? 1. (dog BARKING)
James: What can you do, Mai?
2 Mai: I can jump. (SOUND OF JUMPING)
wo
of
wo of
James: Good. You can play with the basketball team.
Narrator: Can you see the line? This is an example. Now listen and
draw lines.
3 2. James: What can you do, Tom?
(dog BARKING)
Tom: I can run. (SOUND OF RUNNING)
James: OK. Soccer for you.
4
3. James: What about you, Lucy?
(dog BARKING
Lucy: I can hit the ball. (SOUND OF HITTING THE BALL) See?
1. Review the story from the previous lesson“The children talked about James: Lucy, the volleyball team.
sports they could play.” 4. (dog BARKING)
2. Now introduce the situation“The children say what they can do…” James: Alfie, what can you do?
3. Have students call out the actions and people they can see. Alfie: I can throw the ball. (WHEESH)
4. Have students listen and read. James: Good. Baseball team. OK, Grandma? What can you do?
Grandma: I can do this! Kiai!!!
Kid: Wow!
1. Play audio and demonstrate the activity using the example. (dog BARKING)
3. Play audio again and check answers as a whole class. Structure
What can you do?
40
I can jump.
3. Play audio again and have students listen and repeat. M: What can you do?
W: I can jump.

41
Track 41
What can you do? What can you do?
I can run. I can run.

42 Track 42
1. Focus on the example sentence and briefly explain the focus. B: I can throw a ball.
2. Tell students they must listen and notice the pronunciation G: I can throw a ball.
feature. M: I can throw a ball.
feature.
CD2

Show your tongue for “th” sound
Practice.
D Practice. Point,ask and answer.
T: I say, “What/run”.
What can you do?
Group A, you say “What can you do?”
I can run. Group B, you say, “I can run.”
1 2 3 T: I say, “What/jump”.
Group A, you say “What can you do?”
Group B, you say, “I can jump.” OK?
T: What/run
Group A: What can you do?
Group B: I can run.
4 5 6
T: What/jump
• What/throw a ball
• What/catch a ball
7 8 9 • What/hit a ball
• What/kick a ball
3. Have Student A point and ask, Student B answer.
the class.
E Play the “Three guesses” game. 1. Divide the class into two teams.
2. Have a student from Team A stand in front of the class
What can you do? ? ? facing away from the board.
What can you do? 3. Stick a flashcard on the board.
run run
4. Have another student ask a question relating to the
flashcard.
I can throw? I can run?
5. Have the student from Team A try to guess the answer.
No
Yes.
6. The student has three guesses before the other students tell
them the answer.
7. Have students from each team take turns.

Theme 6 lesson 3
Sports and Leisure
Vocabulary:
play guitar, play piano, play chess, paint,
dance
Review
Structure:
2. Have students read the words on the board. Can you (play chess) well?
3. Write the structure from the previous lesson on the board. Yes, pretty well.
4. Have students read the sentences on the board. No, not very well.
5. Have some students come to the front and practice using the No, I can't (play chess).

43
Track 43
1 2 3 4 5
2 3 1. M: Play guitar.
2. M: Play piano.
3. M: Play chess.
play guitar play piano play chess paint
4. M: Paint.
dance
5. M: Dance.
1. Arrange the flashcards on the board, play audio and have students 4. Play the“Guess”game. Arrange the flashcards on the board and
listen and repeat. Point to the flashcards along with the audio. write a number under each card. Have students look at the flashcards
Repeat several times. for the count of ten. Turn the flashcards over facing the board when
2. Play audio again and have students listen, repeat and point to the the students are not looking.
pictures in their books. 5. Call out a number and have students take turns to guess the face
3. Change the order of the flashcards, point to them individually and down card. Turn the card over after each guess.
B 1. Listen and read. 44

CD3
Track 44 - 45
The children talk about
Narrator: The children talk about what they are good at…
what they are good at… Can you play piano well? Narrator: Look at the pictures. Listen. There is one example.
Yes, pretty well. 1. Grace: Look! She’s playing the piano. (SOUND OF PIANO)
Alfie: Can you play piano well, Lucy?
2
2
Lucy: Me? Yes, pretty well.
434
543
430
989
887
776
655
432
1
efil
A

and number.
2. Tom: My dad can play guitar.
w o o f!
Mai: Can your dad play guitar very well?
o f!
wo Tom: Yes, very well.
1 3. Mai: Look, they’re painting.
Grace: Can you paint well, Mai?
Mai: No, not very well. (SOUND OF PAINTING)
434
1234556677788989034345
Alfie
4. Alfie: Can you dance well, Tom?

2 Tom: No, I can’t. (DOG BARKING)
1. Review the story from the previous lesson "The children said what Tom: Buster! (Running FOOTSTEPS)
they could do.” Lucy: Oh, it’s Daddy! He’s dancing!
2. Now introduce the situation “The children say what they
are good at…”
3. Have students call out the objects and people they can see. Structure
4. Have students listen and read. Can you play guitar well? Yes, pretty well.
2. Listen and number. 45 CD3 Can you play piano well? No, not very well.
46
M: Can you play guitar well?
W: Yes, pretty well.
M: Can you play piano well?
W: No, not very well.

47
Track 47
Can you play guitar well? Can you play guitar well?
Yes, pretty Yes, pretty well.
well.

48
Track 48
In natural English, “Can you...” sounds like /kenjә/.
2. Tell students they must listen and notice the pronunciation B: Can you paint well?
feature. G: Can you paint well?
3. Play the audio once and draw attention to the pronunciation M: Can you paint well?
feature.
Natural English: “Can you…”


Group A, you say, “Can you play guitar well?”
Can you play chess well? Group B, you say, “Yes, very well.”
Yes, very well.
1 2 3
T: I say, “paint/can’t”.
Group A, you say, “Can you paint well?”
Group B, you say, “No, I can’t.” OK?
Yes, very well. 4 5 6
T: play guitar/very well
Yes, pretty well. Group A: Can you play guitar well?
No, not very well.
Group B: Yes, very well.
No, I can’t (play chess).
T: paint/can’t
7 8 9 Continue whole class/group/individual drills, with:
• play piano/not very well
• play chess/pretty well
• dance/very well
Practice. • play tennis/I can’t
• play hockey/not very well
1. T: I say, “play guitar”. You say, “Can you play guitar well?”
T: I say, “paint”. You say, “Can you paint well?” OK? Point, ask and answer.
T: play guitar 3. Divide the class into pairs.
Class: Can you play guitar well? 4. Have Student A point and ask, Student B answer.
T: paint 5. Swap roles and repeat.
2. Divide the class into Group A and Group B. 6. Afterwards, have some pairs demonstrate the activity in front of
T: I say, “play guitar/very well”. the class.
E Play the “Tic, tac, toe” game.
Can you dance well?

Yes... Yes...
No...
No, not very well. 1. Divide the class into groups of four with two students in each
Pair 1 team.
OK! Our turn. No... No... Yes... 2. Have teams play rock, paper and scissors. The winning team
vs.
We win! chooses a square, asks and answers.
Pair 2 3. Have the teams take turns.
Yes... Yes... No... 4. Swap roles and repeat until the game is finished.

Sports and Leisure watch TV/television, play computer games,
read comic books, skateboard
Review Structure:
1. Write the vocabulary from the previous lesson on the board. Let’s (play computer games).
2. Have students read the words on the board. Yes. I like (playing computer games).
3. Write the structure from the previous lesson on the board. No. I don’t like (playing computer games).

49
Track 49
1 2 3 4 1. M: Watch TV/ television.
2. M: Play computer games.
3. M: Read comic books.
4. M: Skateboard.
watch TV/ play computer read comic
skateboard
television games books
1. Arrange the flashcards on the board, play audio and have students 4.. Play the“Word Tennis”game. Have one student come to the front
listen and repeat. Point to the flashcards along with the audio. and play "Tennis" with you.
Repeat several times. 5. As you say a word hit it to the student and have the student
2. Play audio again and have students listen, repeat and point to the respond with another word and hit it back to you.
pictures in their books. 6. Divide the class into pairs and have them play with each other. Have
3.. Change the order of the flashcards, point to them individually and some pairs demonstrate the activity in front of the class.

50
Track 50 - 51
The children want to do something fun… 1 Narrator: The children want to do something fun…
Let’s read comic books.
1. Lucy: I’m bored.
Yes. I like reading
comic books. Tom: I know! Let’s read comic books.
2 Grace: Yes. I like reading comic books.
(SOUND OF TURNING BOOK PAGE)
3
2. Alfie: Let’s watch TV.
(SOUNDS FROM TV)
Tom: Great. I like watching TV.
4 3. Grace: What can we do, now?
Tom: Let’s play computer games.
(SOUND OF PLAYING COMPUTER GAMES)
Lucy: No. I don’t like playing computer games.
1. Review the story from the previous lesson "The children said
4. Tom: OK, let’s skateboard.
what they were good at.”
Alfie: No. I don’t like skateboarding.
2. Now introduce the situation“The children want to do something
Grace: I do! Watch this!
fun…”
(SOUND OF SKATEBOARDING)
3. Have students call out the activities and people they can see.
Children: Wow!
Structure watch - watching

1. Play audio and demonstrate the activity using the example. Let’s watch TV. read - reading
2. Play audio and have students listen and put a tick or cross Yes. I like watching TV. play - playing
in the box. No. I don’t like watching TV. skateboard - skateboarding

52
Track 52
1. Draw students’ attention to the structure box. M: Let’s watch TV.
2. Play audio and have students listen. W: Yes. I like watching TV.
3. Play audio again and have students listen and repeat. W: No. I don’t like watching TV.

53
Track 53
Let’s watch TV. Let’s watch TV.
Yes. I like Yes. I like watching TV.
watching TV.
1. Play audio and have students listen. 4. Divide the class into two groups. Group A: sings the first part;
2. Play audio and have students point to the pictures in Part A. Group B: sings the second part.

54 Track 54
1. Focus on the example sentence and briefly explain the focus. B: I like reading books.
2. Tell students they must listen and notice the pronunciation G: I like reading books.
feature. B: I don’t like watching TV.
3. Play the audio once and draw attention to the pronunciation G: I don’t like watching TV.
feature.
CD3
focus on the feature. Intonation: ‘like’ vs. ‘don’t like’

“I like reading books.”
“I don’t like watching TV.”

Group B, you say, “Yes. I like watching TV.”
T: I say, “read comic books/no”.
Let’s skateboard. Group A, you say, “Let’s read comic books.”
No, I don’t like
skateboarding. Group B, you say, “No. I don’t like reading comic books.” OK?
T: watch TV/ yes
1 2 3 4 5
Group A: Let’s watch TV.
Group B: Yes. I like watching TV.
T: read comic books/no
• play computer games/no
6 7 8 9 10 • skateboard/yes
• play chess/no
• listen to music/yes
Point and say.
3. Have Student A point and say, e.g. "Let's skateboard". Have
Practice. Student B respond with "Yes..." or "No..."
1. Divide the class into Group A and Group B. 4. Swap roles and repeat.
T: I say, “watch TV/yes”. 5. Afterwards, have some pairs demonstrate the activity in front
Group A, you say, “Let’s watch TV.” of the class.
E Play the “Guess who” game.

Let’s read
comic books.
Yes. I like reading 1. Demonstrate the game.
comic books. 2. Have one student face away from the class and say: “Let’s read comic
Mai?
books.”
That’s right.
3. Have another student answer e.g.“Yes. I like reading comic books.”
4. Have the student facing the board turn around and guess who said the
sentence.
5. Choose another student to take a turn.

Theme 6 lesson 5
Sports and Leisure
Value - Be healthy
Useful language:
healthy, sack race, relay race, capture the flag
Review Which game is your favorite?
1. Write the vocabulary from the previous lesson on the board. I love (sack race) because I like
2. Have students read the words on the board. (jumping).

55
Track 55
1 2 3 4
1. M: Healthy .
2. M: Sack race.
3. M: Relay race.
4. M: Capture the flag.
healthy sack race relay race capture the flag
1. Arrange the flashcards on the board, play audio and have 3. Change the order of the flashcards, point to them individu-
students listen and repeat. Point to the flashcards along with ally and have students say the words, correct pronunciation
the audio. Repeat several times. when needed.
2. Play audio again and have students listen, repeat and point to 4. Divide the class into two teams. Play the game “Heads
the pictures in their books. up. What's missing?”. Arrange the flashcards on the board

56
Track 56
Narrator: Fun at the Phu Dong Sports Games…
1
Fun at the Phu Dong Sport Games… Narrator: Look at the pictures. Listen. There is one example.
Which game is
your favorite? 1. Phong: This is the Phu Dong Sport Games, Kim.
I love soccer because
2 Kim: Mr. Phong, which game is your favorite?
I like kicking the ball. Phong: I love soccer because I like kicking the ball.
3
and draw lines.
2. Kim: Which game is your favorite, Nam?
4 Nam: I love the relay race because I like running.
3. (SOUND OF CROWD CHEERING)
Nam: Vinh, what about you?
5
Vinh: I love capture the flag because I like running.
Nam: Yeah, it's exciting!
4. (SOUND OF CROWD CHEERING)
Vinh: And you, Mom, which game is your favorite?
1. Have students call out the sports and people they can see. Mom: Oh, I love volleyball because I like hitting the ball.
2. Play audio and demonstrate the activity using the example. 5. (SOUND OF CROWD CHEERING)
3. Play audio and have students listen and draw lines. Phong: What about you, Kim? Which game is your favorite?
4. Play audio again and check answers as a whole class. Kim: I love the sack race because I like jumping.
Vinh: Yes, I love it, too!

57

Useful language
Track 57
Which game is your favorite?
I love soccer because I like kicking G: Which game is your favorite?
the ball. B: I love soccer because I like kicking the ball.

READING Read and put a tick () or a cross () in the box.
Dear Mom,
I went to the Phu Dong Sport Games. It was really fun there. I love sack race because
I like jumping. Vinh loves capture the flag because he likes running. In Vietnam, kids
do exercise and play sports at school to be healthy. 1. Have students read the passage.
Love, Kim.
2. Read the passage as a whole class.
1. Kim went to the Phu Dong Sport Games. 3. Demonstrate the activity using the example.
2. Kim’s favorite game is the relay race. 4. Have students read the statements and put a tick or a cross
3. Vinh’s favorite game is the sack race. in the box.
4. Vietnamese kids do exercise at school. 5. Check answers as a whole class.
Which game is your favorite? running

I love the sack race because I like jumping.
catching
1 2 3 4 5 jumping
hitting
kicking
throwing

WRITING Look at
1. I love sack race because I like jumping.
2. I love ________________ because I like ______________________.
3. I love ________________ because __________________________.
4. ________________________________________________________.

2. Have students look at the pictures in “Speaking” and write the sentences.

lesson 6 Review and Practice
Theme 6
Sports and Leisure
58
Example
1 2 3 4
Track 58
James: What can you do, Mai?
Mai Tom Jill Bill Nick Mai: Watch me. (RUNNING FOOTSTEPS) I can run.
and draw lines.
throw jump run kick catch 1. James: What about you, Tom? What can you do?
Tom: I can jump. (Sound of jumping)
1. Play example audio and demonstrate the activity using the 2. James: Next, what can you do, Jill?
example. Jill: I can throw. (Sound of throwing something)
2. Play audio and have students draw lines. 3. James: And… what can you do, Bill?
3. Play audio again. Bill: I can kick . (Sound of doing martial arts)
4. Play audio again and check answers as a whole class. 4. James: What can you do, Nick?
Nick: I can catch the ball.
REading & writing Look and read. Write one-word answers.
Sam
Alex
Tom
?
Alfie
Example
Tom can play guitar pretty well.
Questions
1. Alfie can play ____________.
2. Sam can ____________ pretty well.
3. Alex can’t play ___________.

2. Have students look at the pictures, read the statements and write the answers.
4. Afterwards, have some students read their answers to the class.

59
1. Have students turn their Student’s Book to page103.

Game Play the “Tic, tac, toe” game.
Pair 1 vs. Pair 2

OK! Our turn.
Can you play Yes, I can.

(badminton)?
I love (capture the

Which game is
flag) because
your favorite?
I like (running).
Let’s
(read a book). (Yes). (I like)
(reading books).
We win!
1. Divide the class into groups of four. Each group has two teams with two students in each team.
2. Have teams play rock, paper, scissors. The winning team chooses a square, asks and answers.
4. Swap roles and repeat until the game is finished (rock, paper, scissors is played each turn).
i can...
•I can talk about what I can do.

•I can talk about how well I can do something.
•I can talk about what I like to do.
•I can talk about why I like to do something.
"I can" statements

= Great!
 = OK!

Theme 7 lesson 1
Review The World Around US
Vocabulary:
Vietnam, the UK, the USA,
China, Australia, Canada
3. Write the structure from the previous theme on the board. This is (Jack). (He)'s from (the UK).
4. Have students read the sentences on the board. Hello, (Jack). Nice to meet you.

01
1 2 3 4 5 6 Track 01
1. M: Vietnam.
2. M: The UK.
Vietnam The UK The USA China Australia Canada 3. M: The USA.
4. M: China.
1. Arrange the flashcards on the board, play audio and have 5. M: Australia.
students listen and repeat. Point to the flashcards along 6. M: Canada.
2. Play audio again and have students listen, repeat and point 4. Divide the class into two teams. Play the game “Heads
to the pictures in their books. up. What's missing?”. Arrange the flashcards on the board
3. Change the order of the flashcards, point to them individually and remove one card when students are not looking. One
and have students say the words, correct pronunciation student from each team calls out the missing flashcard.
when needed.

02
Track 02-03
The children make some new friends… 1 Narrator: The children make some new friends…
This is Jack. He’s Narrator: Look at the pictures. Listen. There is one example.
from the UK. Hello, Jack. Nice
to meet you. 1. (SOUND OF WAVES) Tom: This is Jack. He’s from the UK.
Lucy: Hello Jack. Nice to meet you. I’m Lucy.
2
Jack: Yeah, nice to meet you, too.
and circle.
2. (SOUND OF WAVES)
3
Jack: Lucy. This is Julie. She’s from Canada.
Lucy: Hi Julie.
Julie: Hello Lucy.
4 3. (SOUND OF WAVES)
Jack: And this is Linh. She’s from Australia.
Linh: Hello. What’s your name?
1. Now introduce the situation“The children make some new friends…” Lucy: I’m Lucy. Nice to meet you, Linh.
2. Have students call out the countries' flag and people they can see. 4. (SOUND OF WAVES) Jack: This is Bobby. He’s from the USA.
3. Have students listen and read. Lucy: Hello Bobby. I’m Lucy.
Bobby: Hi Lucy. (Sound of waves crashing and a big
splash) (LAUGHTERS)
Lucy: And this is Alfie. He’s from Alpha.(SOUND OF LICKING)

Structure
04
This is Jack. He’s from the UK.
1. Draw students’ attention to the structure box. Hello, Jack. Nice to meet you.
3. Play audio again and have students listen and repeat. Track 04
W: This is Jack. He’s from the UK.
M: Hello Jack. Nice to meet you.
80 THE WORLD AROUND US : Lesson 1
05
Track 05
This is Vinh. He’s from Vietnam.
This is Vinh. He’s from Vietnam. Hello, Vinh. Nice to meet you.
Hello, Vinh. N
ice to me
et you.
1. Play audio and have students listen. 4. Divide the class into two groups. Have Group A and Group B
2. Play audio and have students point to the pictures in Part A. take turn singing the sentences.
 Pronunciation tip CD4 Track 06

06
In natural English, “Nice to meet you” sounds like /na stәmi:tt ә/.
Listen.
B: Nice to meet you.
feature.
G: Nice to meet you.
M: Nice to meet you.
feature.
focus on the feature. PRONUNCIATION TIP 06
CD4
Natural English: “Nice to meet you.”

Track 07
D Listen and draw lines. Practice. Point and say. CD4
07
Listen and draw lines. 1. M: This is Jack. He’s from the UK.
1. Have students look at the pictures and call out the people and W: Hello Jack. Nice to meet you.
countries they can see. Narrator: Can you see the line? This is an example. Now listen and
2. Play audio and demonstrate the activity using the example. draw lines.
3. Play audio and have students listen and draw lines. 2. W: This is Peggy. She’s from Canada.
4. Play audio again an check answers as a whole class. M: Hello Peggy. So, you’re from Canada. Cool! Nice to meet you.
Practice. 3. M: This is Nhung. She’s from Vietnam.
5. T: I say, “Bobby/he/the USA” You say, “This is Bobby. He’s from W: Wow! Vietnam! Nice to meet you.
the USA.” 4. M: This is my friend, Harry. He’s from China.
T: I say, “Linh/she/Australia” You say, “This is Linh. She’s from W: Hi Harry. Nice to meet you.
Australia.” OK? 5. M: This is Steve. He’s from the USA.
T: Bobby/he/the USA W: Hi Steve. Nice to meet you.
Class: This is Bobby. He’s from the USA. 6. M: This is Patty. She’s from Australia.
T: Linh/she/Australia W: Hi Patty. Nice to meet you.
Class: This is Linh. She’s from Australia.
6. Divide the class into Group A and Group B. Continue whole class/group/individual
T: I say, “Bobby/he/the USA”. drills, with:
Group A, you say, “This is Bobby. He’s from the USA.” •Peggy/she/Canada •Nhung/she/Vietnam •Harry/he/China
Group B, you say, “Hello Bobby. Nice to meet you.” Point and say.
T: I say, “Linh/she/Australia”. 7. Demonstrate the activity using the example.
Group A, you say, “This is Linh. She’s from Australia.” OK? 8. Divide the class into pairs.
Group B, you say, “Hello Linh. Nice to meet you.” 9. Have Student A point and Student B say.
T: Linh/she/Australia 10. Have students swap roles and repeat.
Group A: This is Linh. She’s from Australia. 11. Afterwards, have some pairs demonstrate the activity in front
Group B: Hello Linh. Nice to meet you. of the class.
T: Bobby/he/the USA
E Pick a country. Play the "Memory chain" game.
2. Divide the class into groups of four or five.
Hi. I’m Tom. I’m from China.
He’s Tom. He’s from
3. Have students choose a country.
China. I’m Nick. I’m
from Vietnam.
He’s Tom. He’s from China.
He’s Nick. He’s from Vietnam. 4. Have Student A say “Hi. I’m (Tom). I’m from (China).”
I’m Mai. I’m from Australia.
5. Have Student B say “(He)’s(Tom). He’s from (China). I’m (Nick). I’m
from (Vietnam).”
6. Have Student C repeat after Student B and introduce themselves.
7. Continue until all students have taken a turn. If the students make
mistakes, they start the chain again.
Tom Nick Mai
THE WORLD AROUND US: Lesson 1 81

Theme 7 lesson 2
Vocabulary:
swim, read, play, make a sandcastle,
look for shells
3. Write the structure from the previous lesson on the board. What do you want to do?
4. Have students read the sentences on the board. I want to (read).

08
1 2 3 4
Track 08
3 5
2 1. M: Swim.
2. M: Read.
3. M: Play.
swim read play
make a look 4. M: Make a sandcastle.
sandcastle for shells 5. M: Look for shells.
students listen and repeat. Point to the flashcards along with 4. Play the “Word Tennis” game. Have one student come to the
the audio. Repeat several times. front and play "Tennis" with you.
2. Play audio again and have students listen, repeat and point to 5. As you say a word hit it to the student and have the student
the pictures in their books. respond with another word and hit it back to you.
3. Change the order of the flashcards, point to them individually 6. Divide the class into pairs and have them play with each
when needed. the class.

09
Track 09-10
Narrator: Sam asks everyone what they want to do…
Sam asks everyone what they want to do… 1
1. Sam: OK. Let’s make a sandcastle!
Lucy: Oh Dad! No, thanks.
What do you
want to do, Lucy? 2
Sam: So what do you want to do, Lucy?
I want to look
for shells.
Lucy: I want to look for shells.
and tick the box.
3 2. Sam: Sandcastle, Ben?
Ben: No thanks, Daddy.
45434
12345566777889890343
Alfie
Sam: What do you want to do?

Ben: I want to play with Mommy.
4
3. Sam: Hmm. Alfie, what do you want to do?
Alfie: I want to swim.
Tom: Yeah. Me too!
4. Sam: Alex, what do you want to do?
1. Review the story from the previous lesson "The children made some Alex: Sandcastle!
new friends". Sam: OK! (Sound of huffing and digging)
2. Now introduce the situation“Sam asks everyone what they want to Sam: Arrgh! A crab! Ouch! My nose!!!
do…”
3. Have students call out the activities and people they can see.
Structure
2. Listen and (). 10 CD4
What do you want to do?
1. Play audio and demonstrate the activity using the example. I want to make a sandcastle.
2. Play audio and have students listen and tick.
11
Track 11
M: What do you want to do?
W: I want to make a sandcastle.
82 THE WORLD AROUND US: Lesson 2

12 Track 12
I want to I want to swim.
swim.

13 Track 13
1. Focus on the example sentence and briefly explain the focus. In natural English, “What do you want to do” sounds like
2. Tell students they must listen and notice the pronunciation /wәdәjәw nәdu:/.
feature. Listen.
3. Play the audio once and draw attention to the pronunciation B: What do you want to do?
feature. G: What do you want to do?
4. Play the audio again. Have students listen and repeat with a M: What do you want to do?
CD4
Natural English: “What do you want to do?”


14
Listen and circle. Track 14

1. H
ave students look at the pictures and call out the activities Narrator: Look at the pictures. Listen. There is one example.
they can see. 1. M: What do you want to do?
2. Play audio and demonstrate the activity using the example. W: I want to make a sandcastle.
3. Play audio and have students listen and circle. Narrator: Can you see the circle? This is an example. Now listen
4. Play audio again and check answers as a whole class. and circle.
Practice. 2. W: It’s a beautiful day. What do you want to do?
5. Divide the class into Group A and Group B. M: I want to play soccer.
T: I say, “do/swim”. W: Great idea. I want to play soccer too.
Group A, you say, “What do you want to do?” 3. M: What do you want to do?
Group B, you say, “I want to swim.” OK? W: I want to play chess.
T: I say, “do/play soccer”. M: Chess?
Group A, you say, “What do you want to do?” W: Yes, that’s right.
Group B, you say, “I want to play soccer.” 4. W: What do you want to do?
T: do/swim M: I want to read.
Group A: What do you want to do? W: Yeah, me too.
Group B: I want to swim.
T: do/play soccer
Continue whole class/group/individual Point, ask and answer.
drills, with: 6. Demonstrate the activity using the example.
• do/make a sandcastle 7. Divide the class into pairs.
• do/look for shells 8. Have Student A point and ask and Student B answer.
• do/play computer games 9. Afterwards, have some pairs demonstrate the activity in front
• do/play guitar of the class.
• do/read

E Play the “Three guesses” game. 2. Have a student from Team A stand in front of the class
facing away from the board.
What do you
I want to look for What do you
I want to make a
3. Stick a flashcard on the board.
want to do? want to do?
shells. sandcastle. 4. Have another student ask a question relating to the
? ? flashcard.
5. Have the student from Team A try to guess the answer.
No.
sandcastle sandcastle
6.The student has three guesses before the other students tell
Yes. them the answer.
7. Have students from each team take turns.

Theme 7 lesson 3
Vocabulary:
go to the park, have a picnic, fly a
kite, play tag, climb a tree
3. Write the structure from the previous lesson on the board. Do you want to (have a picnic)?
4. Have students read the sentences on the board. Sure, OK./No, thanks.

15 Track 15
1. M: Go to the park.
1 2 3 4 5
2 3 2. M: Have a picnic.
3. M: Fly a kite.
4. M: Play tag.
go to have a
fly a kite play tag
5. M: Climb a tree.
climb a tree
the park picnic
1. Arrange the flashcards on the board, play audio and have 4. Play the “Guess” game. Arrange the flashcards on the board
students listen and repeat. Point to the flashcards along and write a number under each card.
with the audio. Repeat several times. 5. Have students look at the flashcards for the count of ten.
2. Play audio again and have students listen, repeat and point Turn the flashcards over to face the board when the
to the pictures in their books. students are not looking.
3. Change the order of the flashcards, point to them individually 6. Call out a number and have students take turns to guess
and have students say the words, correct pronunciation the face down card. Turn the card over after each guess.
when needed.

16 Track 16-17
Narrator: The family go to the park…
The family go to the park …
1
Do you want to
Sure, OK.
1. Sam: Hi kids. It’s a beautiful day. Do you want to go to
go to the park?
the park?
Children: Sure, OK!
2
2. Tom: Look, Alfie. Some kites!
3
(Sound of birds in the trees)
Alfie: Yeah!
4
Tom: Do you want to fly a kite, Alfie?
Alfie: Um. No thanks, Tom.
3. Ann: Do you want to have a picnic?
5 Tom and Lucy: Yay! Sure. We’re hungry!
4. Lucy: Hey Alfie! Do you want to play tag?
Alfie: Oh, no thanks, Lucy.
1. Review the story from the previous lesson "Sam asked everyone what Lucy: Come on, Tom! (laughing)
they wanted to do.” 5. Alfie: Tom! Look at me! Do you want to climb a tree?
2. Now introduce the situation“The family go to the park …” Tom: Uh, no thanks. Alfie!
3. Have students call out the activities and people they can see. Alfie: No!!! (buzzing Sound)
Structure
2. Play audio and have students listen and put a tick or a cross
Do you want to go to the park? Sure, OK.
in the box. Do you want to have a picnic? No, thanks.
3. Practice the structure. 18 CD4
Track 18
1. Draw students’ attention to the structure box. M: Do you want to go to the park?
2. Play audio and have students listen. W: Sure, OK.
3. Play audio again and have students listen and repeat. M: Do you want to have a picnic?
W: No, thanks.
19
Track 19
Do you want to go to the park?
Do you want to go to the park?
Sure, O
Sure, OK.
K.

20 Track 20
In natural English, “Do you want to” sounds like /jәw nә/.
Listen.
B: Do you want to play tag?
feature.
G: Do you want to play tag?
M: Do you want to play tag?
feature.
Natural English: “Do you want to…”


21 Track 21
Listen and circle. Narrator: Look at the pictures. Listen. There is one example.
1. H ave students look at the pictures and call out the objects 1. M: Do you want to fly a kite?
and people they can see. W: Hmm, no thanks.
2. P lay audio and demonstrate the activity using the example. Narrator: Can you see the circle? This is an example. Now listen
3. P lay audio and have students listen and circle. and circle.
4. P lay audio again and check answers as a whole class. 2. W: It’s a beautiful day. Do you want to go to the beach?
Practice. M: Sure, OK. That’s a great idea.
5. T: I say “park”. You say, “Do you want to go to the park?” 3. M: Come here! Do you want to climb a tree?
T: I say “picnic”. You say, “Do you want to have a picnic?” OK? W: Hmm, no thanks.
T: park 4. W: Are you hungry? Do you want to have a picnic?
Class: Do you want to go to the park? M: Sure, OK.
T: picnic 5. M: Do you want to play tag?
Class: Do you want to have a picnic? W: Oh, no thanks!
Continue whole class/group/individual drills, with: 6. W: It’s so hot! Do you want to go to the park?
• fly a kite M: Sure, OK!
• play tag
• climb a tree Continue whole class/group/individual
6. Divide the class into Group A and Group B. drills, with:
T: I say, “park/sure”. • fly a kite/sure
Group A, you say, “Do you want to go to the park?” • play tag/no
Group B, you say, “Sure, OK.” • climb a tree/sure
T: I say, “picnic/no”. Point, ask and answer.
Group A, you say, “Do you want to have a picnic?” 7. Demonstrate the activity using the example.
Group B, you say, “No, thanks.” OK? 8. Divide the class into pairs.
T: park/sure 9. Have Student A point and ask and Student B answer.
Group A: Do you want to go to the park? 10. Swap roles and repeat.
Group B: Sure, OK. 11. Afterwards, have some pairs demonstrate the activity in front
T: picnic/no of the class.
E Play the “Tic, tac, toe” game. 1. Divide the class into groups of four with two students in
each team.
Pair 1 vs. Pair 2
2. Have the teams play rock, paper, scissors. The winning team
Do you want to play tag? No, thanks. chooses a square, asks and answers.
OK! Our turn. 3. Have the teams take turns.
We win!
a whole class.

The World Around US

plant some seeds, pick up the trash, clean the
pond, water the plants, help someone
Review Structure:
What did you do yesterday?
I (planted some seeds).

22
Track 22
1 2 3
3
4 5 1. M: Plant some seeds.
2
2. M: Pick up the trash.
3. M: Clean the pond.
4. M: Water the plants.
plant some pick up clean the water the help 5. M: Help someone.
seeds the trash pond plants someone
1. Arrange the flashcards on the board, play audio and have when needed.
3. Change the order of the flashcards, point to them individually 6. Divide the students into pairs and have them play with each
the class.

23
Tom tells Nick what he did yesterday… 1 Track 23-24

What did you
Narrator: Tom tells Nick what he did yesterday…
do yesterday? Narrator: Look at the pictures. Listen. There is one example.
I helped my dad. 1. Nick: What did you do yesterday, Tom?
Tom: Hmm. I helped my dad in the garden.
and number.
2. Nick: So what did you do?
Tom: I planted some seeds.
3. Tom: And Alfie, he cleaned the pond.
Nick: Ugh!
Tom: Yes, Nick. The pond was yucky.
4. Tom: Lucy picked up the trash.
Nick: The trash?
Tom: Yeah, a lot of trash.
1. Review the story from the previous lesson "The family went to 5. Tom: Ben helped too.
the park." Nick: What did Ben do?
2. Now introduce the situation“Tom tells Nick what he did yesterday…” Tom: Ben watered the plants.
3. Have students call out the objects and people they can see. Nick: Wow. That was hard work. What about your dad?
4. Have students listen and read. Tom: My dad? He played a video game!
2. Listen and number. 24 CD4 Nick: Cool!
3. Play audio again and check answers as a whole class. Structure Track 25
What did you do yesterday? M: What did you do yesterday?
W: I planted some seeds.
25
I planted some seeds.
3. Play audio again and have students listen and repeat. plant planted water watered
pick picked help helped
clean cleaned

26
Track 26
What did you do yesterday? What did you do yesterday?
I planted so I planted some seeds.
me seeds.

27 Track 27
1. Focus on the example sentence and briefly explain the focus. In natural English, the sound of ‘ed’ changes:
2. Tell students they must listen and notice the pronunciation picked – /t/ watered – /d/ planted – / d/
feature. Listen.
3. Play the audio once and draw attention to the pronunciation B: picked, watered, planted
feature. G: picked, watered, planted
4. Play the audio again. Have students listen and repeat with a M: picked, watered, planted
CD4
Natural English: The sound of "-ed."

D Listen and tick () the box. Practice. Point, ask and answer. CD4
28
Listen and tick the box.

1. H
ave students look at the pictures and call out the people
and activities they can see. Track 28
2. P
lay audio and demonstrate the activity using the example. Narrator: Look at the pictures. Listen. There is one example.
3. P
lay audio and have students listen and tick the box. 1. G: What did you do yesterday?
4. P
lay audio and check answers as a whole class. B: I helped my dad.
Practice. Narrator: Can you see the tick? This is an example. Now listen and
5. D
ivide the class into Group A and Group B. tick the box.
T: I say, “yesterday?/helped dad”. 2. B: What did you do yesterday?
Group A, you say, “What did you do yesterday?” G: I watered the plants.
Group B, you say, “I helped my dad.” OK? 3. G: What did you do yesterday?
T: I say, “yesterday?/planted seeds”. B: I cleaned the pond.
Group A, you say, “What did you do yesterday?” 4. B: What did you do yesterday?
Group B, you say, “I planted some seeds.” G: I planted some seeds.
T: y esterday/helped dad
Group A: What did you do yesterday?
Group B: I helped my dad. Point, ask and answer.
T: y esterday/planted seeds 6. Divide the class into pairs.
Continue whole class/group/individual drills, with: 7. Have Student A point and ask and Student B answer.
• yesterday/picked up the trash 8. Swap roles and repeat.
• yesterday/cleaned the pond 9. Afterwards, have some pairs demonstrate the activity in front
• yesterday/watered the plants of the class.
• yesterday/helped brother
E Play the “Pretend” game.
What did you do yesterday? You planted some seeds. 1. Divide the class into pairs or small groups.
2. Have the class ask “What did you do yesterday?” and then
That’s right!
have one student act out an activity.
3. Have the other students take turns to guess the answer
“You _______.”

Theme 7 lesson 5
Social studies - Beautiful Vietnam
Useful language:
mountains, waterfalls, old houses,
2. Have students read the words on the board. big rocks, pagodas
3. Write the structure from the previous lesson on the board. Where do you want to go?
4. Have students read the sentences on the board. I want to go to (Hue) and see the
5. Have some students come to the front and practice using the (pagodas).

29 Track 29
1. M: Mountains.
1 2 3 4 5 2. M: Waterfalls.
3. M: Old houses.
4. M: Big rocks.
5. M: Pagodas.
mountains waterfalls old houses big rocks pagodas
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play "Tennis" with you.
students listen and repeat. Point to the flashcards along 5. As you say a word hit it to the student and have the student
with the audio. Repeat several times. respond with another word and hit it back to you.
2. Play audio again and have students listen, repeat and point 6. Divide the class into pairs and have them play with each
to the pictures in their books. other. Have some pairs demonstrate the activity in front of
3. Change the order of the flashcards, point to them individually and the class.

30 Track 30
Narrator: Vinh’s family want to go on holiday…
Vinh’s family want to go
on holiday…
1. Lan: Let’s plan our holiday. Where do you want to go, Vinh?
Vinh: Mmm. I want to go to Da Lat and see the waterfalls.
Lan: The waterfalls are very pretty.
and draw lines.
2. Vinh: What about you Mommy? Where do you want to go?
Lan: Oh, I want to go to Hoi An and see the old houses.
Vinh: Old houses?
Lan: Yes, they’re beautiful.
3. Vinh: And Daddy. Where do you want to go?
Vinh Lan Phong Kim
Phong: I want to go to Sa Pa and see the mountains.
Vinh: And the snow!
Phong: Yes, I want to see the snow on the mountains.
4. Phong: And little Kim. Where do you want to go?
Kim: Hmm. I want to go to Ha Long Bay and see the big rocks
kissing.
1. Have students call out the places.
Vinh: They’re not really kissing, Kim. Ha ha. (Laughing)
5. Lan: Hue is beautiful, too. I want to see the Pagodas in Hue.
Vinh: Oh mom! Now we don’t know where to go!!!
Phong: I know. Why don’t we go to the beach?

31 Track 31
1. Have students look at the useful language box. M: Where do you want to go?
2. Have students listen to audio and repeat. W: I want to go to Sa Pa and see the mountains.
Useful language
Where do you want to go?
I want to go to Sa Pa and see the mountains.
1. Have students read the passage.

2. Read the passage as a whole class.
4. Have students read the statements and circle True for a
correct statement and circle False for an incorrect statement.
I want to go to Hue and see the pagodas.
1 2 3 4 5
Hue Da Lat Ha Long Bay Hoi An Sa Pa

pagodas waterfalls big rocks old houses mountains
1. Demonstrate the activity using the example. 4. Swap roles and repeat.
2. Divide the class into pairs. 5. Afterwards, have some students demonstrate the activity in
3. Have Student A point and ask and have Student B answer. front of the class.
WRITING Look at
1. I want to go to _______________ and see the _____________________.
2. I want to ____________________________________________________.
3. I want ________________________ and __________________________.
1. Demonstrate the activity by using the example.

2. Have students look at "Speaking" and write the sentences related to the pictures.

The World Around US

32
Example W: He’s from Vietnam.

1 2 3 4 M: Nice to meet you, Vinh.
and draw lines.
1. M: Who’s this?
Vinh Bobby Jack Linh Julie
W: This is Bobby. He’s from the USA.
M: The USA?
W: Yes, that’s right.
M: Nice to meet you, Bobby.
2. M: Who’s this?
W: Oh, this is Jack. He’s from the UK.
M: He’s from where?
1. Have students look at the picture and call out the countries' W: He’s from the UK.
flag and people they can see. M: Nice to meet you, Jack.
2. Play example audio and demonstrate the activity using the 3. M: Who’s this?
example. W: This is Linh. She’s from Australia.
3. Play audio and have students listen and draw lines. M: Australia?
4. Play audio again. W: Yes, that’s right.
5. Play audio again and check answers as a whole class. M: Nice to meet you, Linh.
4. M: Who’s this?
Track 32 W: This is Julie. She’s from Canada.
Narrator: Look at the pictures. Listen. There is one example. M: From where?
M: Who’s this? W: She’s from Canada.
W: This is Vinh. He’s from Vietnam. M: Oh, great. Nice to meet you, Julie.
M: He’s from where? Narrator: Now listen again.
READING Look and read. Put a tick () or a cross () in the box.
Example 1
I want to play soccer. I want to look for shells.
2 3
I want to make a sandcastle. I want to have a picnic.

1. Demonstrate the activity using the example. 3. Check answers as a whole class.
2. Have students look at the pictures, read the statements and 4. Afterwards, have students give a new true statement for
put a tick () or a cross () in the box. each of the false statement.

33

Pair 1 vs. Pair 2

2. Divide the class into groups of four, with two students in each
team.
Jim
Da Lat
3. Have teams play rock, paper, scissors. The winning team goes
forward two spaces and the losing team goes forward
Go ahead
2 spaces
one space.
4. Have students match the symbol to the structure and ask and
Mike answer or practice (if the question or answer is incorrect, that
5. Swap roles and repeat until the game is finished (rock, paper,
scissors is played each turn).
Peggy 6. Before the end of the lesson, check answers as a whole class.
Julie
This is (Jim). (He's) from the UK.
Do you want to (fly a kite)?

What did you do yesterday? loser: move 1 space
i can...
•I can introduce myself and say where I'm from.

•I can talk about what I want to do.
•I can talk about what I did in the past.
•I can talk about famous places and things I want to see.
"I can" statements

= Great!
 = OK!

Theme 8
Review
WORK sson 1
leVocabulary:
doctor, nurse, driver, cleaner, hospital
Structure:
1. Write the vocabulary from the previous theme on the board. What’s (her) job?
2. Have students read the words on the board. (She)’s a (cleaner). (She) (cleans the hospital).
3. Write the structure from the previous theme on the board.

34
Track 34
1 2 3
3
4 5 1. M: Doctor.
2
2. M: Nurse.
3. M: Driver.
4. M: Cleaner.
doctor nurse driver cleaner hospital 5. M: Hospital.

students listen and repeat. Point to the flashcards along with 4. Have one student come to the front and play "Tennis" with you.
the audio. Repeat several times. 5. As you say a word hit it to the student and have the student
2. Play audio again and have students listen, repeat and point to respond with another word and hit it back to you.
the pictures in their books. 6. Divide the class into pairs and have them play with each other.
3. Change the order of the flashcards, point to them Have some pairs demonstrate the activity in front of the class.

35
Track 35-36
Tom’s Uncle Tony works at a hospital …
Narrator: Tom’s Uncle Tony works at the hospital…
1. Alfie: So, this is a hospital?
Tom: Yes, Alfie. My Uncle Tony works here.
Alfie: What’s his job?
Tom: He’s a doctor. He helps sick people.
(sound of COUGHING)
Narrator: Can you see the number 1? This is an example. Now
What’s his job? listen and number.
2. Alfie: Who’s that man? What’s his job?
(SOUND OF AMBULANCE)
Tom: He’s a driver. He drives the ambulance.
He’s a doctor. He
helps sick people. 3. Alfie: And her? What’s her job?
1
(sound of CLEANING)
Tom: She’s a cleaner. She cleans the hospital.
1. Now introduce the situation“Tom’s Uncle Tony works at a hospital...” 4. Alfie: What’s her job?
2. Have students call out the objects and people they can see. Tom: She’s a nurse. She helps the doctor.
3. Have students listen and read. (sound of MACHINE)
Boy: Argh! What’s that?

Structure
3. Play audio again and check answers as a whole class. What’s his job?
He’s a doctor. He helps sick people.
37

2. Play audio and have students listen. W: What’s his job?
3. Play audio again and have students listen and repeat. M: He’s a doctor. He helps sick people.
92 WORK: Lesson 1
38
Track 38
What’s his job? What's his job?
He’s a docto He's a doctor. He helps sick people.
r. He hel
ps sick people.

39 Track 39
1. Focus on the example sentence and briefly explain the focus. In natural English, “He is a...” sounds like /hi:zә/.
2. Tell students they must listen and notice the pronunciation “She is a” sounds like / i:zә/.
feature. Listen.
3. Play the audio once and draw attention to the pronunciation B: He’s a cleaner. She’s a doctor.
feature. G: He’s a cleaner. She’s a doctor.
Natural English: "He/She is a..."

D Listen and tick () the box.

Practice. Point, ask and answer. CD4
40
Listen and tick () the box.

1. Have students look at the pictures and call out the jobs they
Track 40
can see.
1. Alfie: What’s his job?
3. Play audio and have students listen and tick the box.
Tom: He’s a driver. He drives the ambulance.
4. Play audio again and check answers as a whole class
Practice. tick the box.
5. Divide the class into Group A and Group B. 2. Alfie: What’s her job?
T: I say, "his/job/doctor/helps sick people". Tom: She’s a cleaner. She cleans the room.
Group A, you say, "What's his job?" 3. Alfie: What’s his job?
Group B, you say, "He's a doctor. He helps sick people." Tom: He’s a doctor. He helps sick people.
T: I say, "her/job/nurse/helps the doctor". 4. Alfie: What’s his job?
Group A, you say, "What's her job?" Tom: He’s a teacher. He teaches the class.
Group B, you say, "She's a nurse. She helps the doctor."
T: his/job/doctor/helps sick people
Group A: What's his job? Point, ask and answer.
Group B: He's a doctor. He helps sick people. 6. Divide the class into pairs.
T: her/job/nurse/helps the doctor 7. Demonstrate the activity using the example.
Continue whole class/group/individual drills, with: 8. Have Student A point and ask and Student B answer.
• his/job/cleaner/cleans the hospital 9. Swap roles and repeat.
• her/job/driver/drives the ambulance 10. Afterwards, have some pairs demonstrate the activity in front
• his/job/teacher/teaches the students of the class.
E Play the “Pretend” game.

1. Divide the class into pairs or small groups.
What’s his job? He’s a cleaner. 2. Have one student ask “What’s his job?” and have another
He cleans the hospital.
student make actions to show the job.
That’s right!
3. Have the other students take turns to guess the answer, e.g.
“He’s a cleaner.”
WORK: Lesson 1 93
Theme 8
Review
WORK lesson 2
Vocabulary:
firefighter, hose, builder, hammer,
artist, paintbrush
2. Have students read the words on the board. What does (an artist) use?
3. Write the structure from the previous lesson on the board. (An artist) uses a (paintbrush).

41
Track 41
1. M: Firefighter.
1 2 3 4 5 6 2. M: Hose.
3. M: Builder.
4. M: Hammer.
firefighter hose builder hammer artist paintbrush 5. M: Artist.
6. M: Paintbrush.
3. Change the order of the flashcards, point to them individually and down card. Turn the flashcard over after each guess.

42
Track 42-43
1
Alfie learns what people
use for work…
paintbrush
Narrator: Alfie learns what people use for work…
What does a
builder use? 1. (SOUND OF BANGING WITH A HAMMER)
2
Tom: Hi Uncle Rick!
A builder uses hose
a hammer. Rick: Hi Tom! (BANG BANG BANG)
Tom: He’s a builder.
3 Alfie: What does a builder use?
hammer Tom: A builder uses a hammer.
Narrator: Can you see the line? This is an example. Now, listen
4 and draw lines.
board 2. Alfie: Your mom is a teacher. What does a teacher use?
Tom: A teacher uses a board.
1. Review the story from the previous lesson "Tom’s Uncle Tony worked 3. Tom: My Uncle Paul is a firefighter.
at a hospital .” Alfie: A firefighter? What does a firefighter use?
2. Now introduce the situation “Alfie learns what people Tom: A firefighter uses a hose.
use for work…” 4. Tom: Aunt Sally is an artist.
3. Have students call out the objects and people they can see. Alfie: Really? What does an artist use?
4. Have students listen and read. Sally: Alfie, an artist uses a paintbrush.
Alfie: Oh, can I try?
(SOUND OF MIXING AND FAST PAINTBRUSH STROKES)
1. Play audio and demonstrate the activity using the example. Sally: Wow! Alfie! You should be an artist!
3. Play audio again and check answers as a whole class. Structure
3. Practice the structure. CD4 What does a builder use?
44
A builder uses a hammer.
Track 44
W: What does a builder use?
M: A builder uses a hammer.
94 WORK: Lesson 2
45
Track 45
What does a firefighter use?
What does a firefighter use?
A firefigh A firefighter uses a hose.
ter uses a hose.

46
Track 46
1. Focus on the example sentence and briefly explain the focus. B: What does a builder use?
2. Tell students they must listen and notice the pronunciation G: What does a builder use?
feature. M: What does a builder use?
feature.
46
Intonation:
What does a builder use?
What does an artist use?

Group B, you say, “A firefighter uses a hose.” OK?
An artist uses a paintbrush. T: I say, “teacher/board”.
Group A, you say “What does a teacher use?”
1 2 3 Group B, you say, “A teacher uses a board.”
firefighter T: firefighter/hose
Group A: What does a firefighter use?
builder Group B: A firefighter uses a hose.
T: teacher/board
4 5 6
artist • builder/hammer
• artist/paintbrush
teacher • teacher/pen
Practice. 4. Have Student A point and ask, Student B answer.
T: I say, “firefighter/hose”. 6. Afterwards, have some pairs demonstrate the activity in front of
Group A, you say “What does a firefighter use?” the class.
E Play the “Board race” game.

What does a firefighter use? 2. Stick two flashcards on the board e.g. hose and hammer.
3. Have one student stand in front of the class and ask a
question e.g. “What does a firefighter use?”
A firefighter uses a hose! 4. Choose one student from each team to race to the correct
flashcard and answer the question.
5. Choose two more students to take a turn.
WORK: Lesson 2 95
Theme 8
Review
WORK lesson 3
Vocabulary:
using a computer, building a model, drawing a
bridge, talking on the phone
2. Have students read the words on the board. What (is she) doing? (She's) (using a computer).
3. Write the structure from the previous lesson on the board. What (are you) doing? (I'm) (drawing a bridge).

47
Track 47
1 2 3 4 1. M: Using a computer.
2 3
2. M: Building a model.
lA
ei f 2 1
43
55
66
77
87
98
98
30 4
43
45
43
2 3. M: Drawing a bridge.
4. M: Talking on the phone.
1234556677788989034345434
CRAZY BRIDGE
using a building drawing talking on

computer a model a bridge the phone
1. Arrange the flashcards on the board, play audio and have 4. Divide the class into two teams. Play the game “Heads
students listen and repeat. Point to the flashcards along with up. What's missing?”. Arrange the flashcards on the board
the audio. Repeat several times. and remove one card when students are not looking. One
2. Play audio again and have students listen, repeat and point to student from each team calls out the missing flashcard.
the pictures in their books.
and have students say the words, correct pronunciation when
needed.

48
Track 48-49
Sam is working. Alex tries to help… Narrator: Sam is working. Alex tries to help…
What are you doing? I’m using a Narrator: Look at the pictures. Listen. There is one example.
computer.
1. (SOUND OF DOOR OPENING, CLOSING)
Tom: Hi Dad!
Alfie: What are you doing?
Sam: I’m using a computer.
1
(SOUND OF TYPING ON KEYBOARD)
and number.
2. Alfie: What’s he doing, Tom?
Tom: Oh, he’s drawing a bridge.
(Sound of scribbling)
3. (SOUND OF OBJECTS BEING MOVED AROUND)
Sam: What’s Alex doing?
1. Review the story from the previous lesson "Alfie learned what people Tom: He’s building a model. Wow!
use for work.” 4. Alfie: What’s Sam doing?
2. Now introduce the situation“Sam is working. Alex tries to help…” (SOUND OF TALKING ON THE PHONE)
3. Have students call out the objects and people they can see. Tom: He’s talking on the phone.
4. Have students listen and read. Everyone: Wow! Look at Alex’s bridge! Good job Alex!
2. Listen and number. 49 CD4 Alex: HA HA!
2. Play audio and have students listen and number. Structure
What are you doing? I’m using a computer.
3. Play audio again and check answers as a whole class. What’s Sam doing? He’s building a model.
50

2. Play audio and have students listen. M: What are you doing?
3. Play audio again and have students listen and repeat. W: I’m using a computer.
M: What’s Sam doing?
W: He’s building a model.
96 WORK: Lesson 3
51
Track 51
What are you doing? What are you doing?
I’m using
the computer.
I’m using the computer.

52
Track 52
1. Focus on the example sentence and briefly explain the focus. B: He’s drawing a bridge.
2. Tell students they must listen and notice the pronunciation G: He’s drawing a bridge.
feature. M: He’s drawing a bridge.
feature.
52
focus on the feature. The sound of ‘dge’
He’s drawing a bridge.

Practice.
What’s Alfie doing? T: I say, “you/building/model”.
He’s building a model.
Group A, you say, “What are you doing?”
1 2 3 4 Group B, you say, “I’m building a model.” OK?
T: I say , “he/drawing/bridge”.
Group A, you say, “What’s he doing?”
2
21
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87
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43
43
45
43
1234556677788989034345434
Alfie
2 Group B, you say, “He’s drawing a bridge.”
CRAZY BRIDGE
T: you/building/model
Alfie Tom Ann Lucy Group A: What are you doing?
Group B: I’m building a model.
5 6 7 8 T: he/drawing/bridge
• she/using/computer
• Sam/drawing/bridge
• they/talking/phone
Grace Ben Bill and Sue Nick Point, ask and answer.
6. Afterwards, have some pairs demonstrate the activity in front
of the class.
E Play the “Teacher says” game. 1. Demonstrate the game and actions for the vocabulary.
2. Have the class stand up.
3. Play the role of “Teacher”, and give commands to the class.
Teacher says:
"You are talking on the phone!"
“You're building a model!” 4. Start some commands with the phrase “Teacher says…”
5. If the command starts with “Teacher says”, students do
the action.
6. If the command does not start with “Teacher says”, students do
not do the action.
7. Have students take turns to be “Teacher” (review actions from
previous themes. E.g. driving a car, touch your face, etc..).
WORK: Lesson 3 97
Theme 8
Review
WORK lesson 4 Vocabulary:
pilot, soccer player, singer, police officer
Structure:
What do you want to be?
1. Write the vocabulary from the previous lesson on the board. I want to be a (singer).

53
Track 53
1. M: Pilot.
1 2 3 4
2. M: Soccer player.
3. M: Singer.
4. M: Police officer.
pilot soccer player singer police officer
3. Change the order of the flashcards, point to them individually and down card. Turn the flashcard over after each guess.

54
Track 54-55
The children talk about future jobs… It's alfie's cousin!
Narrator: The children talk about future jobs…
1
What do you Narrator: Look at the pictures. Listen. There is one example.
want to be?
1. Alfie: Hey, Tom! What do you want to be when you grow up?
Tom: Hmmm… I want to be a pilot!
I want to
be a pilot. 2
2 Alfie: A pilot! Cool!
2
and circle.
3 2. Alfie: What about you, Lucy? What do you want to be?
Lucy: I want to be a singer. La, la, la!
3. Alfie: And Mai, what do you want to be?
4
Mai: I want to be a police officer.
4. Alfie: What do you want to be, Nick?
Nick: I want to be a soccer player.
1
432
6 55
efilA
776
887
989
430
2 (Sound of spaceship landing)

543
434
1. Review the story from the previous lesson "Sam was working. Alex Alfie: Hey! This is my cousin.
tried to help.” Beta: Hi guys! Let’s play space soccer!
2. Now introduce the situation“The children talk about future jobs…” The children: Yay!
3. Have students call out the jobs and people they can see. (Splat!)
4. Have students listen and read. Sam: Argh! (Sound of CHILDREN LAUGHING)
Beta: Sorry! Gotta go! Bye!

2. Play audio and have students listen and circle. Structure
3. Play audio again and check answers as a whole class. What do you want to be?
I want to be a pilot.
56

3. Play audio again and have students listen and repeat. B: What do you want to be?
G: I want to be a pilot.
98 WORK: Lesson 4
57
Track 57
What do you want to be? What do you want to be?
I want to I want to be a pilot.
be a pilot.

58
Track 58
1. Focus on the example sentence and briefly explain the focus. In natural English, “...want to be...” sounds like /w nәbi:/.
feature. B: I want to be a pilot.
3. Play the audio once and draw attention to the pronunciation G: I want to be a pilot.
feature. M: I want to be a pilot.
Natural English: “ …want to be…”

What do you
want to be? I want to be a police office.
1 2 3 4
Group B, you say, “I want to be a soccer player.”
T: I say, “be/police officer”.
Group A, you say “What do you want to be?”
Group B, you say, “I want to be a police officer.” OK?
T: be/soccer player
police officer singer pilot doctor Group A: What do you want to be?
Group B: I want to be a soccer player.
5 6 7 8
T: be/police officer
• be/singer • be/teacher • be/artist
• be/pilot • be/doctor • be/firefighter
builder soccer player teacher nurse Point, ask and answer.
Practice.
T: I say, “be/soccer player”. 6. Afterwards, have some pairs demonstrate the activity in front of
Group A, you say “What do you want to be?” the class.
What do you
What do you want to be?
want to be? I want to be a pilot. I want to be a doctor. 1. Demonstrate the game.
WORK: Lesson 4 99
Theme 8
Review
WORK lesson 5 Social studies - Going shopping
Useful language:
dong, dollars, one thousand, candy, coffee,
postcard
1. Write the vocabulary from the previous lesson on the board. How much is the (candy)?
2. Have students read the words on the board. It’s (10,000) dong.

59 Track 59
1. M: Dong.
1 2 3 4 5 5
2. M: Dollars.
3. M: One thousand.
4. M: Candy.
dong dollars one thousand candy coffee postcard 5. M: Coffee.
6. M: Postcard.
students listen and repeat. Point to the flashcards along with 4. Have one student come to the front and play "Tennis" with
the audio. Repeat several times. you.
2. Play audio again and have students listen, repeat and point to 5. As you say a word hit it to the student and have the student
the pictures in their books. respond with another word and hit it back to you.
3. Change the order of the flashcards, point to them 6. Divide the class into pairs and have them play with each other.
individually and have students say the words, Have some pairs demonstrate the activity in front of the class.
correct pronunciation when needed.
listening Listen and write the numbers. CD4

60
Kim goes shopping at the market…

Track 60
Narrator: Kim goes shopping at the market…
1. Kim: Let’s go shopping! I have 20 dollars.
Vinh: Oh, Kim. We use dong in Vietnam.
Kim: Oh, OK.
(SOUND OF A BUSY MARKET)
__,000 VND
It’s 20,000 Kim: How much is the candy, please?
dong.
Clerk: It’s 20,000 dong.
__,000 VND Narrator: Can you see the number? This is an example. Now
listen and write the numbers.
How much is
the candy?
2. Kim: Excuse me, how much is the coffee?
20,000 VND __,000 VND 3. Kim: OK. How much is the hand fan?
4. Kim: How much is the postcard?
1. Have students call out the objects and people they can see. Clerk: It’s 10,000 dong.
2. Play audio and demonstrate the activity using the example. Kim: OK! Here you are.
3. Play audio and have students listen and write the numbers. Clerk: Thank you.
4. Play audio again and check answers as a whole class. Kim: Now, I’m going to write my mom a postcard!

61

Structure Track 61
How much is the candy? M: How much is the candy?
It’s 20,000 dong. M: It’s 20,000 dong.
100 WORK: Lesson 5

Kim goes shopping at the market. She sees some candy that is 20,000
dong. A book is 50,000 dong. A hand fan costs 25,000 dong. Kim 1. Have students read the passage.
buys two postcards that are 20,000 dong. 2. Read the passage as a whole class.
The note says…
1. The candy is 20,000 dong. True/False
4. Have students read the statements and circle True
2. A book is 40,000 dong. True/False
for a correct statement or circle False for an incorrect
3. A hand fan is 25,000 dong. True/False
statement.
4. Two postcards are 30,000 dong. True/False
SPEAKING Point ask and answer.
How much is a book? It's 15,000 dong.
BOOK
1 JUICE
2 3 4
BALL
20,000VND
T-SHIRT
15,000VND 60,000VND 50,000VND
Point and say.

WRITING Look at
SPEAKING and write a letter.
Dear Mom, License

16:50
I had so much fun today. I went to the Jul
market.
24 No. 568
2015
A book was ________________
15,000 dong.
A box of juice was _______________ _____________.
A T-shirt ___________ ___________ ______________.
___________ ___________ ___________ ____________
___________.
See you soon!
Love, Kim.
1. Demonstrate the activity by using the example.

2. Have students look at the pictures in the speaking part and write related sentences.
WORK: Lesson 5 101

Theme 8
WORK lesson 6 Review and Practice
listening Listen and tick () the box. CD4

62
Track 62
Example A B C B: What does a firefighter use?
G: A firefighter uses a hose.
B: Ah, right. A firefighter uses a hose.
A B C A B C and tick the box.
1. G: What do you want to be?
1 2
B: I want to be a pilot.
A B C A B C
G: Yes, you’ll be a good pilot.
2. G: What’s his job?
3 4 B: He’s a doctor. He helps sick people.
G: A doctor?
efilA
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766
877
8 98
309 4
543
434
1234556677788989034345434
CRAZY BRIDGE
B: Yes, that’s right.

3. B: What’s she doing?
G: She’s using a computer.
B: A what?
2. Play audio and have students listen and tick the correct box.
G: A computer.
3. Play audio again.
4. B: What do you want to be?
G: I want to be a singer.
B: A singer?
G: Yes, I love singing.
REading & writing Read the sentences. Choose a word from the box.
Write the correct words next to the letters A-D.
driver firefighter talking on the phone drives the ambulance board
Example
1
What does a teacher use? What do you want to be?

board
A teacher uses a _________. I want to be a (A) __________________.
2 3
What’s his job? What’s she doing?

He’s a (B) _______. He (C) __________ She’s (D) _______________________
_________________________________. _______________________________.
1. Demonstrate the activity using the explame.
2. Have students look at the pictures, read the statements and write the answers.
4. Afterwards, have some students read their answers to the class.
102 WORK: Lesson 6

63

What's (her)
job? (She)'s a nurse.
Pair 1
What does vs.
(A firefighter)
(a fire fighter)
use?
uses (a hose). Pair 2
What's (he) (He)'s (drawing

doing?
2
21
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43
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65
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87 8
89
09
a bridge).
43
43
45
43
We win!
1234556677788989034345434
Alfie
CRAZY BRIDGE
What do you
I want to be
want to be?
a (pilot).
1. Divide the class into groups of four. Divide the groups into pairs. Have each pair use a different color pen.
2. Have students play rock, paper, and scissors. The winners will go first.
3. Student A from the first team points to a space on the board where they wish to put a mark and asks the related question. Student B
answers. If the answer is correct, that team can put a mark on the space. If incorrect, the next team takes their turn.
4. The winning team is the team that can get three of their own marks in a row horizontally, vertically or diagonally.
Note: swap roles after each turn.
i can...
•I can talk about people's jobs.

•I can talk about my family members' jobs.
•I can talk about what I want to do when I grow up.
•I can ask about how much things cost and write a letter.
"I can" statements

= Great!
 = OK!
WORK: Lesson 6 103

Word List
A dance T6L3 hungry T4L5
doctor T8L1 hot T4L5
Vocab Theme/Lesson driver T8L1 hit T6L2
art T2L2 drawing a bridge T8L3 healthy T6L5
arm T3L1 dong T8L5 have a picnic T7L3
a.m. T5L1 dollars T8L5 help someone T7L4
afternoon T5L3 hose T8L2
April T5L4 E hammer T8L2
August T5L4 eight T1L1
hockey T6L1
Australia T7L1 eleven T1L2
hospital T8L1
artist T8L2 eighteen T1L2
eighty T1L3 I
B English T2L2 in front of T2L1
beef T1L5 eye/eyes T3L2
behind T2L1 ear/ears T3L2
J
between T2L1 juice T1L5
elephant T3L5
buy flowers T2L5 jeans T4L3
eat breakfast T5L2
buy a cake T2L5 jacket T4L3
eat lunch T5L2
body T3L1 January T5L4
eat dinner T5L2
bigger T3L4 June T5L4
evening T5L3
bear T3L5 July T5L4
eat Tet cake T5L5
blouse T4L1 jump T6L2
boots T4L4 F
four T1L1
K
badminton T6L1
kick T6L2
basketball T6L1 five T1L1
big rocks T7L5 fourteen T1L2 L
builder T8L2 fifteen T1L2 listen to music T2L4
building a model T8L3 forty T1L3 leg T3L1
fifty T1L3 lip/lips T3L3
C Friday T2L3 look for shells T7L2
circle T1L4 foot T3L1
chicken T1L5 face T3L3 M
chocolate T1L5 February T5L4 milk T1L5
chin T3L3 fly a kite T7L3 music T2L2
cheek/cheeks T3L3 firefighter T8L2 math T2L2
clothes T4L1 Monday T2L3
cap T4L2 G make a card T2L5
cold T4L5 give a gift T2L5 mouth T3L2
catch T6L2 glasses T4L4 monkey T3L5
capture the flag T6L5 gloves T4L4 morning T5L3
China T7L1 go to the playground T5L3 March T5L4
Canada T7L1 go to the movies T5L3 May T5L4
climb a tree T7L3 go to a party T5L3 make a sandcastle T7L2
cleaner T8L1 get lucky money T5L5 mountains T7L5
candy T8L5 go to the park T7L3
coffee T8L5 get up T5L2 N
clean the pond T7L4 go to bed T5L2 nine T1L1
nineteen T1L2
D H ninety T1L3
draw pictures T2L4 head T3L1 next to T2L1
do exercise T2L4 hand T3L1 nose T3L2
dress T4L1 hair T3L2 November T5L4
do homework T5L2 hat T4L3 nurse T8L1
December T5L4 handbag T4L4
104
O smell T3L5 watch a lion dance T5L5
one T1L1 shirt T4L1 watch the fireworks T5L5
one hundred T1L3 shorts T4L1 watch TV/television T7L4
one thousand T8L5 skirt T4L1 water the plants T7L5
oval T1L4 socks T4L2 waterfalls T7L5
(nine) o’clock T5L1 shoes T4L2 X
October T5L4 sneakers T4L2
old houses T7L5 sweater T4L3 Y
scarf T4L3 Z
P slippers T4L5
Physical Education (P.E.) T2L2 zero T1L1
September T5L4
pants T4L2 skateboard T6L4
p.m. T5L1 sack race T6L5
play guitar T6L3 swim T7L2
play piano T6L3 soccer player T8L4
play chess T6L3
singer T8L4
paint T6L3
play computer games T6L4 T
play T7L2 two T1L1
play tag T7L3 three T1L1
plant some seeds T7L4 triangle T1L4
pick up the trash T7L4 tofu T1L5
pagodas T7L5 Tuesday T2L3
paintbrush T8L2 Thursday T2L3
pilot T8L4 take tests T2L4
police officer T8L4 tongue T3L3
postcard T8L5 tooth/teeth T3L3
pajamas T4L3 taller T3L4
thinner T3L4
Q
taste T3L5
R touch T3L5
rectangle T1L4 T-shirt T4L2
rice paper T1L5 tennis T6L1
read books T2L4 table tennis T6L1
run T6L2 throw T6L2
read comic books T6L4 the UK T7L1
relay race T6L5 the USA T7L1
read T7L2 talking on the phone T8L3
S U
six T1L1 under T2L1
seven T1L1 using a computer T8L3
square T1L4
star T1L4 V
starfruit T1L5 Vietnamese T2L2
Saturday T2L3 Vietnam T7L1
Sunday T2L3 visit my family T5L5
spell words T2L4 W
sing a song T2L5 Wednesday T2L3
shorter T3L4 watch T4L4
smaller T3L4 wardrobe T4L5
see T3L5 wedding T4L5
105
Flashcards
Theme 1: NUMBERS 38 Friday 77 elephant 114 eat dinner
39 Saturday 78 tapir 115 do homework
Lesson 1 40 Sunday 79 spider 116 go to bed
1 zero
2 one Lesson 4 Theme 4: Clothes Lesson 3
3 two 41 draw pictures 117 morning
Lesson 1
4 three 42 read books 118 afternoon
80 shirt
5 four 43 spell words 119 evening
81 shorts
6 five 44 take tests 120 go to the movies
82 dress
7 six 45 listen to music 121 go to the playground
83 skirt
8 seven 46 do exercise 122 go to a party
84 blouse
9 eight
Lesson 5 85 clothes Lesson 4
10 nine
47 give a gift 123 January
Lesson 2
Lesson 4 48 buy flowers 124 February
86 pants
11 square 49 make a card 125 March
87 socks
12 circle 50 sing a song 126 April
88 T-shirt
13 triangle 51 buy a cake 127 May
89 shoes
14 rectangle 128 June
Theme 3: Body and face 90 sneakers
129 July
15 star
Lesson 1 91 cap
16 oval 130 August
52 head Lesson 3 131 September
Lesson 5 53 body 132 October
92 jeans
17 milk 54 arm 133 November
93 jacket
18 juice 55 hand 134 December
94 hat
19 water 56 leg 95 scarf
20 chicken 57 foot Lesson 5
96 sweater
21 beef 135 eat Tet cake
Lesson 2 97 pajamas
22 chocolate 136 visit my family
58 hair Lesson 4 137 get lucky money
59 nose 98 glasses 138 watch a lion dance
Theme 2: School 60 eye/eyes 139 watch the fireworks
99 watch
Lesson 1 61 ear/ears 100 handbag
62 mouth Theme 6: SPORTS AND
23 under 101 boots
LEISURE
24 behind Lesson 3 102 gloves
25 next to 63 face Lesson 1
Lesson 5
26 between 64 tongue 140 badminton
103 hungry
27 in front of 65 chin 141 hockey
104 thirsty
66 tooth/teeth 142 tennis
105 hot
67 cheek/cheeks 143 table tennis
Lesson 2 106 cold
68 lip/lips 144 volleyball
28 math
Theme 5: TIME 145 basketball
29 English Lesson 4
30 music 69 taller Lesson 1 Lesson 2
31 P.E. 70 shorter 107 a.m. 146 run
32 Vietnamese 71 bigger 108 p.m. 147 jump
33 art 72 smaller 109 (nine) o’clock 148 hit
73 thinner 110 half past (seven) 149 kick
Lesson 3
150 throw
34 Monday Lesson 5 Lesson 2 151 catch
35 Tuesday 74 bear 111 get up
36 Wednesday 75 monkey 112 eat breakfast Lesson 3
37 Thursday 76 tiger 113 eat lunch 152 play guitar
106
153 play piano Theme 8: WORK
154 play chess
155 paint Lesson 1
156 dance 191 doctor
192 nurse
Lesson 4 193 driver
157 watch TV/television 194 cleaner
158 play computer games 195 hospital
159 read comic books
160 skateboard Lesson 2
196 firefighter
Lesson 5 197 hose
161 healthy 198 builder
162 sack race 199 hammer
163 relay race 200 artist
164 capture the flag 201 paintbrush
Theme 7: THE WORLD Lesson 3
AROUND US 202 using a computer
203 building a model
Lesson 1 204 drawing a bridge
165 Vietnam 205 talking on the phone
166 the UK
167 the USA Lesson 4
168 China 206 pilot
169 Australia 207 soccer player
170 Canada 208 singer
209 police officer
Lesson 2
171 swim Lesson 5
172 read 210 dong
173 play 211 dollars
174 make a sandcastle 212 one thousand
175 look for shells 213 candy
214 coffee
Lesson 3 215 postcard
176 go to the park
177 have a picnic
178 fly a kite
179 play tag
180 climb a tree
Lesson 4
181 plant some seeds
182 pick up the trash
183 clean the pond
184 water the plants
185 help someone
Lesson 5
186 mountains
187 waterfalls
188 old houses
189 big rocks
190 pagodas
107

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GRADE 4

Nguyễn Phương Thảo Kerry Murphy George Seale

Project Manager: Grant Trew

3. Body and Face

2 people are wearing. about possession. about possession. state.

6. Sports and Leisure

7. The World Around Us

A Listen, point and say. CD1

B 1. Listen and read. CD1

focus on the feature. Natural English: "...your..."

D Listen and write. Ask and answer. CD1

What’s your phone number?

E Play the “Magic finger” game. 1. Demonstrate the game.

A Listen, point and say. CD1

 Pronunciation tip CD1

D Listen and circle. Practice. Point, ask and answer. CD1

E Play the "Tic, tac, toe" game.

A Listen, point and say. CD1

B 1. Listen and read. CD1

8 tickets plus 12 tickets

2. Tom: Hey, Ben. How many tickets do you have?

1. Play audio and demonstrate the activity using the example.

3. Practice the structure. CD1

1. Draw students’ attention to the structure box.

 Pronunciation tip CD1

Word stress: 30-90

Continue whole class/group/individual

Practice. Point and say.

E Play the "Snake racing" game.

Twenty eight plus

B 1. Listen and read. CD1

THE CHILDREN VISIT LUCY'S ART CLASS...

I can see Lucy: Thank you.

3. Tom: How many squares can you see?

4. Tom: How many stars can you see, Alfie?

2. Listen and write the numbers. 24 CD1

 Pronunciation tip CD1 Track 27

focus on the feature. Natural English: "...can..."

D Count. Practice. Ask and answer. T: circles

1. Demonstrate the game.

Look (10 seconds) Speak

New words Listen, point and say. CD1

3. Change the order of the flashcards, point to them individually and

listening Listen and put a ( ) or a ( ) in the box. CD1

 Useful language CD1

1. Have students look at the useful language box.

Dinner time at Vinh’s house

SPEAKING Ask and answer.

1. Demonstrate the activity using the example.

WRITING Ask your friends and write their answers.

1. Demonstrate the activity.

listening Listen and draw lines. CD1

1. G: What’s his name?

twelve 1. Demonstrate the activity using the example on the board.

1. Have students turn their Student’s Book to page 102.

Game Play the board game.

Pair 1 vs. Pair 2

69 1. Demonstrate playing the game.

winner: move 2 spaces

•I can count from 1-10 and give my phone number.

"I can" statements

A Listen, point and say. CD1

B 1. Listen and read. CD1

Alfie: OK, Tom.

3. Change the order of the flashcards, point to them individually and

twelve 1. Demonstrate the activity using the example on the board.

1. Have students look at the picture, demonstrate writing "Yes"