2 Art Club!

OBJECTIVES
Reading

• Reading accuracy – Can recognize simple words and phrases related to familar topics if supported
by pictures.
• Reading comprehension – Can understand basic phrases in short, simple texts.

Listening

• Listening comprehension – Can recognize isolated words related to familiar topics, if spoken slowly and
clearly and supported by pictures or gestures.
• Listening comprehension – Can identify everyday objects, people, or animals in their immediate
surroundings or in pictures from short, basic descriptions (e.g., color, size), if spoken slowly and clearly.

Speaking

• Spoken production – Can describe objects in a basic way (e.g. color, size).
• Spoken accuracy and appropriacy – Can use a few basic words and phrases to show politeness.
• Spoken production – Can say how many things there are, up to 10.

Writing

• Written production – Can write some familiar words.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar Culture

coloring pencil The sounds /d/ and /t/ dark There’s an eraser. candy
crayon dog light There are two markers craft
eraser doll mix and three crayons. fold
glue stick door primary colors How many markers are origami
there?
marker table secondary colors piñata
There are ten markers.
paint pot teddy bear Russian dolls
A purple pencil case,
paintbrush ten
please.
pencil case
Here you go.
pencil sharpener
Thank you.
ruler

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M02 English Code TB1 AmE_23169.indd 60 21/07/2020 14:26

 PROJECT: MAKE AN ART STORE
Students will think about and discuss items you can find in an art store. They will sort, count, and label
items, then arrange them in their own art store. As a final step, they will role-play a scene in an art store
with a partner.
Materials: coloring pencils, card, scissors, glue, and items for an art store, e.g., rulers, crayons, paint pots,
markers, books, etc.

EXPERIMENT LAB: MIXING COLORS

Students will learn about colors and how secondary colors are made from mixing primary colors. They will
experiment by trying to mix colors (black, white, and red) to make light and dark colors.
Materials: art paper, red, white and black paints, paintbrushes

Pearson English Portal digital resources

Go to the Pearson English Portal and click on “Resources,” then “Unit 2” for more teaching resources,
including videos and games.

CODING: ALGORITHMS/SEQUENCING
• Students will identify simple problems or errors in a series of steps and correct them to achieve a task or
outcome.
• Students will use logical reasoning to predict the outcome of a series of steps.

MATH
Students will learn how to follow in order numbers 1–10.

VALUES AND SOCIAL-EMOTIONAL LEARNING: CLEAN UP

Students will learn how to clean up after a craft activity.

CREATIVE ACTIVITIES
Make your own picture dictionary.
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.

Draw what’s inside your pencil case. Circle

and complete. Then say.
Students draw a picture of new art item
vocabulary. They label it and tell a partner what paintbrush crayon
they’ve drawn using core language.

Act out the story in groups.

This feature occurs in each Story lab lesson and will help students revisit and produce core language learned
so far in the unit, as well as collaborate with other students in a fun context.

GLOBAL AND CULTURAL CITIZENSHIP: CRAFT AROUND THE WORLD

Students will learn about traditional craft from different countries around the world.

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 How can I make an art store?
OPENER

2 Art Club!
How can I make an art store?

1 Look at the photo. What can you see?

2 Stick the art items on the picture.

3 024
Listen and point. Then
sing along and dance.
SO N G
TIME Ten colors purp
le!
Orange, green, black, Red, brown, yellow,
Pink and white, Purple and blue,
Let’s draw and color, Lots of colors
Let’s read and write. For me and you!
Ten colors, ten crayons!
Ten colors, ten markers! ten!
Ten colors, ten pencils!
Ten colors, ten markers!
Let’s
read!

24 twenty-four twenty-five 25

Lesson flow

Warm up Critical Lesson Presentation Practice Song Objective

thinking objective review

• Monitor Ask students to ask and answer with their

LESSON OBJECTIVE
partner. Listen to students and provide support
I will learn about art club. if needed. Take notes on any general issues with
pronunciation and intonation.
KEY LANGUAGE CRITICAL THINKING
coloring pencils • Ask students How can I make an art store?
crayons Explain that they will make an art store as
markers their final project, then ask them in L1 what
they need to be able to complete the project.
Warm up Write ideas on the board (art items, labels,
• Show students a colored object and ask What storekeeper, customer, etc.).
color is it? (red). Repeat with several objects
around the room, for example, a pencil,
a book, etc.
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 • Involve Next, ask students to think about what
they will learn so that they can complete the
project in English (vocabulary for art items, how to
ask for something, etc.). Ask them to discuss ideas
with their partner.
• Assist Go around the class and ask each student
to share one idea. Write the ideas on the board.
Encourage students to use English, but also accept
ideas in L1.
• Extra Have students draw and color or paint
pictures of their partner. Put the pictures on the
classroom wall to create your own class mural.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn about art club.
• Involve Students will learn to sing a song with
actions about colors and art items. The rhythm,
music, and actions will help both memory and
recall of the new language.
COMMUNICATION
Presentation
1 Look at the photo. What can you see?
• Ask students to look at the photo and guess
what an art club could be. Explain to students
what an art club is in L1. Ask if anyone goes to
an art club, and have them say what they do
there to help other students understand.
• Then ask students to look at the photo and
share their ideas in English. Encourage them to
use words they know, like colors, numbers, and
classroom objects.
• Differentiation Point at the pictures of the
children in the painting and start counting
from the left (one, two, etc.). Have students
point and count with you, then elicit the total
number (six). Ask students to repeat with other
items, for example, the hands on the wall, the
books, etc.
CRITICAL THINKING
Practice
2 Stick the art items on the picture.
(Answers: Students stick the coloring pencils in
or near the box of coloring pencils, the markers
in or near the box of markers, and the crayons
in or near the box of crayons.)
• Ask students to look at the picture and guess
where the stickers can go. Write ideas on the
board, for example, in the boy’s hands, by the
boy’s feet, etc. Ask students questions in L1 to
ensure understanding, and encourage discussion
about the reasons for students’ guesses.
M02 English Code TB1 AmE_23169.indd 63
• Ask students to add their stickers to the picture.
• Assist Look back at the ideas on the board
and discuss any similarities or differences with
students in L1. Encourage students to explain
why they chose to put the art items on the floor
or in the children’s hands.
• Introduce the new vocabulary (coloring pencil,
crayon, marker) and encourage students to say
the words out loud.
• Challenge Show students the art item
flashcards and ask them to show you their
own art items that are the same. Have them
show you where they keep their art items in
the classroom, for example, paint pots in the
cupboard. Ask them to give reasons in L1, for
example, coloring pencils in a pencil case so
they don’t lose them.
Song
3 024 Listen and point. Then sing along and
dance.
• Play audio 024. Have students listen and read
along with the song quietly.
• Play the audio again. Have students sing along
and show them the actions. You may need to
repeat the song with actions a few times for
students to remember.
• Actions are: Orange, green, black, Pink and white,
(count off colors on your fingers) Let’s draw and
color, (pretend to hold a pencil and scribble in
the air) Let’s read and write. (palms together
face up like an open book, head moving left to
right as if reading, then move right hand above
left hand and pretend to write on the open palm
(book)) Ten colors, ten crayons! (clench fists, then
extend all 10 fingers with each “ten” and repeat
throughout chorus) Ten colors, ten markers! Ten
colors, ten pencils! Ten colors, ten markers! Red,
brown, yellow, Purple and blue, (count off colors
on your fingers) Lots of colors For me and you!
(put an open hand on your chest and extend an
open hand to the class).
• Extra Divide the class into two groups to sing the
song. One group sings the verses and the other
group sings the chorus. Swap so that both groups
practice the different parts. You could use the
dance move cards to help guide students.
Objective review
• Revisit the lesson objective. Say Now I know about
art club.
• Involve Encourage awareness of what students
know by eliciting the new vocabulary words and
their actions.
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 What do we need?
VOCABULARY

What do we need? I will learn

4 Listen and number. Draw one more art item. Color
me !
ar t item 027

words.
VOCABULARY

1 025
Listen, point, and repeat.

1 coloring pencil 2 crayon 3 marker 4 eraser

5 ruler 6 pencil sharpener 7 paintbrush

8 paint pot 9 pencil case 10 glue stick

2 026
Look at 1. Listen and say. 5 Read and color activity 4. 6 Make your own picture

3 Join the dots and say.

Complete. dictionary. Draw art words
you know.
MATH 1 It’s a blue marker.
ZONE 2 It’s a yellow eraser.
1 2
1 2 3 4 5
3 It’s a black ruler.
1 2 3
7 4 It’s an orange crayon.

5 It’s a pink glue stick.

8
paintbrush crayon
6 5 4 6 It’s a green paintbrush.
10 9 7 6
7 It’s a red .
26 twenty-six twenty-seven 27

Lesson flow

Warm up Lesson Presentation Practice Math Practice Practice Picture Objective

objective Practice dictionary review

Warm up
LESSON OBJECTIVE
• Review classroom objects and color words. Ask
I will learn art item words. What’s this? (It’s a bag.) What color is it? (It’s
green.). Students then make one sentence (It’s a
KEY LANGUAGE green bag.).

coloring pencil paint pot • Have students sit in a circle and show the first
student a classroom object flashcard and ask
crayon paintbrush
What’s this? The student makes a sentence (It’s a
eraser pencil case
green bag.), then shows the student next to them
glue stick pencil sharpener another object and asks the same question. That
marker ruler student says the first student’s sentence before
they answer (It’s a green bag. It’s a red pencil.).
Continue with each student asking the question
and making two sentences.

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 • Assist Ask students if they know any art item
words. Elicit coloring pencil, crayon, marker, and
paper. Encourage them to share other art item
words they know.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn art item words.
• Involve Students will learn 10 new art item words
that relate to their everyday lives. They will practice
identifying and making sentences about them.
Presentation
1 025 Listen, point, and repeat.
• Point at each of the art items in the photos and
ask students What’s this? (coloring pencil).
• Play audio 025. Students listen, point at the art
items, and repeat the words.
COMMUNICATION
Practice
2 026 Look at 1. Listen and say.
(Answers: 7 paintbrush, 1 coloring pencil,
10 glue stick, 3 marker, 6 pencil sharpener,
4 eraser, 9 pencil case, 5 ruler, 8 paint pot,
2 crayon)
• Ask students to look at the art items in Activity 1
and show them the numbers next to each photo.
• Play audio 026. Students listen and say an art
item for each number they hear.
• Extra Ask students to work with a partner. They
look at the art items in Activity 1, then Student A
says a word and Student B has to say the color.
Practice
MATH ZONE
3 Join the dots and say.
(Answers: 1 pencil sharpener, 2 pencil case)
• Students will review how to follow in order
numbers 1–10.
• Review counting from numbers 1–10. Ask
students to stand in a circle and count them
One, two, three, four. Stop and say Count with
me. Continue counting with students up to 10
and then start again at one. Once students are
confident counting, ask them to only say their
number and count around the circle again.
• Ask students to look at picture 1 and guess
what the art item is. Then have them join the
dots by following the numbers in order to
complete the picture. Check answers with the
class and then have them repeat for picture 2.
M02 English Code TB1 AmE_23169.indd 65
• Differentiation Fast finishers can make their
own join-the-dots picture in their notebooks
and give it to their partner to complete.
Encourage students to make pictures of the
new vocabulary from the unit and to use
numbers 1–10. For more confident students,
you could have them use 1–20!
Practice
4 027 Listen and number. Draw one more art
item.
(Answers: 1 marker, 2 eraser, 3 ruler, 4 crayon,
5 glue stick, 6 paintbrush)
• Tell students to listen and number the art items in
the order they hear them. Play audio 027.
• Monitor Check answers with the class. Play the
audio again if needed.
• Challenge Use flashcards or pictures of the
art items and slowly reveal part of the picture.
Students guess as quickly as possible what the art
items are.
Practice
5 Read and color activity 4. Complete.
(Answers: 1 marker, blue, 2 eraser, yellow,
3 ruler, black, 4 crayon, orange, 5 glue stick, pink,
6 paintbrush, green, 7 own art item, red)
• Students read, then find and color the art items.
• Monitor Watch students and provide support
if needed. Ask individual students to read the
sentences out loud to you.
CREATIVITY
Picture dictionary
6 Make your own picture dictionary. Draw art
words you know.
• Ask students to add to the picture dictionary they
started in Unit 1 – see page 35 for reference.
• Show students the examples in the book, then
write the 10 new art item words on the board.
Ask students to close their Student’s Books and
encourage them to use their imagination to
draw the new words in their notebooks.
• Encourage students to copy the words neatly
under the pictures they draw.
• Differentiation See Unit 1, page 35 for ideas.
Objective review
• Revisit the lesson objective. Say Now I can use art
item words.
• Involve Encourage awareness of what students
can do by eliciting the new vocabulary words and
having students point at the art items on their
desks or in the classroom.
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 Language lab 1
GRAMMAR 1: THERE’S / ARE …

Language lab 1 I will learn

using Ther
to count 4 Read and complete with ’s or are. Then match.
GRAMMAR 1: THERE’S / ARE … e’s /
There are. a

1 There three markers

1 028
Watch and count. and an eraser.
b
There’s an eraser.
There are two markers 2 There a paintbrush
and three crayons. and six paint pots.
c
There is
= There’s
3 There four rulers
and two glue sticks.

2 029
Listen and check .

1 a b 2 a b 5 Count and write the 6 Draw what’s inside

number. Then say using and. your pencil case. Circle and
complete. Then say.
coloring pencils crayons

paint pot eraser

3 Circle four
differences and say. CODE CRACKER

1 2
There’s a ruler
in picture one.

pencil sharpener markers

glue sticks rulers There’s / There are

and .
There are ten markers
and three rulers.
28 twenty-eight twenty-nine 29

Lesson flow

Warm up Lesson Video Presentation Practice Code Cracker Practice Production Production Objective
objective Practice review

• Differentiation Encourage less confident students

LESSON OBJECTIVE
to reply using single words and more confident
I will learn to count using There’s / There are. students to reply using There’s a/an.

KEY LANGUAGE Lesson objective

• Introduce the lesson objective. Say Today I will
There’s an eraser.
learn to count using There’s / There are.
There are two markers and three crayons.
• Involve Students will learn how to say the number
Warm up of art items using There’s/There are and how to
• Put the flashcards for the art items on the board. use and in a sentence. They will practice using the
Ask students to say the words as you point at each new language in different contexts.
picture and elicit the 10 art items.

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 Video
1 028 Watch and count.
(Answers: 1 pencil sharpener, 4 glue sticks,
7 markers, 1 ruler)
• Play the video Unit 2: The pencil case or audio 028.
Ask students to sit and watch or listen quietly.
• Show students the art items pictures. Tell them to
count the art items they see them in the video or
hear in the audio. Play the video or audio again.
• Assist Pause the video when you see the first art
item and elicit one pencil sharpener. Pause again
when you see the next art item and have students
count and write. Then play the rest of the video.
Presentation
• Show students the grammar box and read the
examples. Ask students to repeat.
• Assist Ask students what they add to the end of
the art item words when there is more than one
(-es/-s). Tell them for the art item words we only
add -es at the end of paintbrushes.
• Show students two different art items and elicit
There’s a pencil. There’s an eraser. Then ask them
to make one sentence using and. Elicit There’s a
pencil and an eraser.
• Show students the tips box and read the examples.
Ask students to repeat.
Practice
2 029 Listen and check . using and with the picture on pages 24–25.
(Answers: 1 b, 2 a)
• Show students one picture at a time and have
them count all the art items they can see.
• Tell students to listen and check the correct
picture. Play audio 029.
Practice CODE CRACKER
3 Circle four differences and say.
(Answers: Picture 1: There are two glue sticks.,
There’s a ruler., Picture 2: There are four
markers., There’s a pencil case.)
• Coding syllabus: Students will identify simple
problems or errors in a series of steps and
correct them to achieve a task or outcome.
• Students will learn how to identify the
differences in the pictures by comparing them
and finding the similarities. Then they will
identify the differences and say what they are.
• Point at the pictures and ask students What is
the same? (There are five paintbrushes.). Elicit
all of the similarities, then ask students What
is different? (In picture 1, there are two glue
sticks.) Ask them to circle the two glue sticks.
M02 English Code TB1 AmE_23169.indd 67
• Students circle the differences. Then they say
them out loud using There’s a/an/There are.
Practice
4 Read and complete with ’s or are. Then match.
(Answers: 1 are, c, 2 ’s, a, 3 are, b)
• Students read and complete the sentences with
’s or are. Then they draw a line between the
sentences and the correct pictures.
COMMUNICATION
Production
5 Count and write the number. Then say using
and.
(Answers: There are 10 markers and three
rulers., There are nine coloring pencils and
a paint pot., There are eight crayons and
an eraser., There’s a pencil sharpener and
four glue sticks.)
• Ask students to look at the top left-hand corner
of the picture and count the number of markers
(10) and the number of rulers (three). Then ask
them to read the example below the picture
(There are ten markers and three rulers.).
• Have students count and write the number
of the other art items. Then ask them to say
sentences out loud using and.
• Differentiation Fast finishers can make sentences
CREATIVITY
Production
6 Draw what’s inside your pencil case. Circle and
complete. Then say.
• Show students the drawing box and ask them
to draw what’s inside their pencil case. Then
they circle the correct words and write the
words for the art items.
• Extra Have students draw other art items in
their notebook and write the sentence There’s/
There are.
• Students take turns to describe their art items
to their partner. Remind them to use words they
know, like colors, numbers, and big/small.
Objective review
• Revisit the lesson objective. Say Now I can count
using There’s / There are.
• Involve Encourage awareness of what students
can do by showing them pictures of art items and
eliciting full sentences (There are five paintbrushes
and two glue sticks.).
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 Story lab
READING

Story lab I will read

about the a story 5
There are yellow, blue,
and red paint pots.
6
Polly!

play hous
READING e.

1 030
Listen and read the story. 2
Wow! There are toys and books.

A rainbow play house

Watch out, Polly! Look! Now there’s green paint!
1 What’s this?
It’s a play house.
8 Look at the rainbow play house!
7

4 What’s this?
Come in!
Well done,
Polly!
The play house is brown.
Let’s decorate it. There’s orange paint
3 Good idea! and purple paint, too!

3 Check the things in the story.

1 2 3 4

It’s a rainbow.

There are coloring

pencils and a glue stick.

Clean up.
Values
4 Describe the play house 5 Act out the story
2 Look at the story. with a partner. in groups.
Draw or .
There’s a
teddy bear. There’s
a book.
30 thirty thirty-one 31

Lesson flow

Warm up Lesson Pre-reading Reading Values Comprehension Comprehension Act out Objective
objective Comprehension review

LESSON OBJECTIVE Lesson objective

I will read a story about the play house. • Introduce the lesson objective. Say Today I will
read a story about the play house.
Warm up
• Involve Students will listen to and read a
• Have students stand up and remind them of the
story about the play house. They will use the
actions for the song on page 25.
information from the pictures and words to
• Play audio 024 and have students sing along and understand the story.
do the actions.
• Monitor Ask more confident students to stand
at the front of class for others to copy. Watch
and listen to students and provide support if
needed. Take notes on any general issues with
pronunciation and intonation.

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 Pre-reading
• Ask students to look at the pictures and make
predictions about what will happen in the story in
L1. Write some ideas on the board. Once you have
read the story together, you can compare these
ideas and discuss any similarities or differences
with students in L1.
Reading
1 030 Listen and read the story.
• Play audio 030 and have students listen and
follow the story in their Student’s Books.
• Monitor Ask students questions to check their
understanding. Point at the play house in frame
1 and ask What’s this? (It’s a play house.) What
color is it? (It’s brown.). Point at the rainbow in
frame 4 and ask What’s this? (It’s a rainbow.).
Point at the rainbow in frame 8 and ask What
color is it? (It’s purple, blue, green, yellow,
orange, and red.). Encourage students to use full
sentences.
• Challenge Have students close their books. Hold
up the story cards one by one and ask students to
retell the story in their own words.
Values
Comprehension
2 Look at the story. Draw or .
(Answers: 1 , 2 ) have them read it as a group. Then have
• Students will learn the value of how to clean up
after a craft activity.
• Ask students what they should do after a craft
activity. Elicit ideas in L1 of how to clean up, for
example, wash the paintbrushes in water and
put the paint pots in the cupboard. Write ideas
on the board.
• Ask students to look at the pictures and draw
on the clean play house and on the
dirty play house.
• Involve Have students discuss why they drew
on the clean play house in L1, for example,
Mom will be happy if the play house is clean.
• Remind students of the value Clean up.
Comprehension
3 Check the things in the story.
(Answers: 1, 3, and 4)
• Ask students to name the art items in the pictures.
Then have them look for them in the story.
• Students check the pictures for the art items they
can see in the story.
M02 English Code TB1 AmE_23169.indd 69
• Monitor Check answers with the class. Encourage
students to point at the art items and count them
if there is more than one.
COMMUNICATION
Comprehension
4 Describe the play house with a partner.
• Students take turns to say one sentence to
describe the play house. Remind them to use
words they know, like classroom objects, toys,
art items, colors, and numbers.
• Assist Watch and listen to students. Provide
support and encouragement when needed. Ask
students to correct each other’s pronunciation
and grammar and to say Good job! when they
give accurate descriptions.
CREATIVITY COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Act out
5 Act out the story in groups.
• Put students in groups of four and ask them
to decide who plays each character. Ensure
students are happy to play the character they
have picked regardless of gender differences.
• Assist Before students act out the story,
them read it again with each student reading
their character’s lines. This will help them to
remember their lines.
• Have each group of students practice
individually before bringing them together
to act out in front of the rest of class.
Encourage students to provide support and
encouragement for each other, and after each
group has acted out the story, have them clap
or say Good job!
• Differentiation Put students in groups of the
same ability and have less confident students
practice acting out the story as it is while more
confident students make changes to the story.
For example, they can change the ending,
change what happens, or extend the story.
Objective review
• Revisit the lesson objective. Say Now I can read
a story about the play house.
• Involve Encourage awareness of what students
can do by asking them to read out loud a few lines
from the story.
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 Phonics lab
D AND T

Title
Phonics lab I will learn
and t soun
the d
Experiment lab I will learn
mixing colo
about
D AND T
GRAMMAR 1 ds. ART AND DESIGN: MIXING COLORS rs.

Watch a video about colors.

1 031
Listen and chant. 1 033
Listen, read, and match.
There are three primary colors: blue, red, and yellow.
Look at the dog, d, d, dog.
There are three secondary colors: green, purple, and orange. c
Open the door, d, d, door.
1 Mix blue and red. What color is it? b
Hello, doll, d, d, doll.
Hello, teddy bears, t, t, teddy bears. 2 Mix red and yellow. What color is it?

Ten teddy bears on the table. 3 Mix yellow and blue. What color is it? a

2 032
Listen and circle the sound. 2 Read, write, and color.
1 2 3 4 EXPERIMENT TIME
CODE CRACKER
How can I make dark and
light colors?
blue red yellow
p / d / t t / d / b d / t / p d / p / t 1 Mix red and white paint.

1 red + = orange 2 Mix red and black paint.

3 Trace and say the sounds and words. Then write the sound. 3 Mix black and white paint.

4 Record your results.

2 + yellow = green
t
d t
d red + white =
d
3 blue + = purple red + black =
t
d d
t black + white =

32 thirty-two thirty-three 33

Lesson flow

Warm up Lesson Chant Presentation Practice Practice Objective

objective review

Warm up
LESSON OBJECTIVE
• Show students the flashcards for words they know
I will learn the d and t sounds. that begin with d or t (doll, door, table, teddy
bear, train) and ask them to say the word out
KEY LANGUAGE loud.

The sounds /d/ and /t/ • Then show students the same flashcards and ask
them to say the initial sound of the words /d/ or /t/.
dog table
doll teddy bear • Have students work with a partner and take turns
to say or point at a word for their partner to reply
door ten
with /d/ or /t/.
• Differentiation Fast finishers can try to think of
other words with the /d/ and /t/ sounds.

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 Lesson objective COMMUNICATION
• Introduce the lesson objective. Say Today I will Practice
learn the d and t sounds. 3 Trace and say the sounds and words. Then
write the sound.
• Involve Students will learn the sounds /d/ and /t/
(Answers: Students follow the paths and write
through words that start with those sounds. The
the letter.)
chant they learn will help them remember and
recall the sounds through rhythm and context. • Point at the first picture and ask students to say
the sound and the name of the object (/t/ teddy
COMMUNICATION bear). Have them follow the path and say the
Chant sound of each letter they pass. At the end, ask
them to say the sound and the name of the
1 031 Listen and chant.
object (/t/ table) and then write the letter. They
• Play audio 031. Have students listen and read repeat for the second path.
along with the chant quietly.
• Differentiation Fast finishers can work with their
• Play the audio again. Have students chant partner and look at the chant. They can take
along and encourage them to emphasize the turns to point at a word or letter and say the
/d/ and /t/ sounds. sounds and names of the objects.
• Extra Divide the class into two groups and ask • Monitor Watch students and provide support if
one group to chant the /d/ letters and words, needed. Take notes on any general issues with
and the other group to chant the /t/ letters and writing d and t the right way around.
words. Swap so that both groups practice the
different sounds.
Objective review
• Revisit the lesson objective. Say Now I know the
Presentation
d and t sounds.
• Write the letters d and t on the board. Point at
• Involve Encourage awareness of what students
each and ask students to say the sounds.
know by eliciting words with the /d/ and /t/
• Assist Play the Phonics Pronunciation video. Ask sounds.
students to sit and watch quietly. Play it again and
ask students to copy what they see and hear.
• Challenge Ask students which words in the
chant start with the /d/ or /t/ sound. Give weaker
students an opportunity to answer. Then ask
students if they know any other words that start
with the /d/ or /t/ sounds.

Practice
2 032 Listen and circle the sound.
(Answers: 1 t, 2 d, 3 t, 4 d)
• Play audio 032. Have students listen carefully and
circle the correct letter below each picture.
• Monitor Check answers with the class. Play the
audio again if needed.

71

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 Experiment lab
ART AND DESIGN: MIXING COLORS

Title
Phonics lab I will learn
and t soun
the d
Experiment lab I will learn
mixing colo
about
D AND T
GRAMMAR 1 ds. ART AND DESIGN: MIXING COLORS rs.

Watch a video about colors.

1 031
Listen and chant. 1 033
Listen, read, and match.
There are three primary colors: blue, red, and yellow.
Look at the dog, d, d, dog.
There are three secondary colors: green, purple, and orange. c
Open the door, d, d, door.
1 Mix blue and red. What color is it? b
Hello, doll, d, d, doll.
Hello, teddy bears, t, t, teddy bears. 2 Mix red and yellow. What color is it?

Ten teddy bears on the table. 3 Mix yellow and blue. What color is it? a

2 032
Listen and circle the sound. 2 Read, write, and color.
1 2 3 4 EXPERIMENT TIME
CODE CRACKER
How can I make dark and
light colors?
blue red yellow
p / d / t t / d / b d / t / p d / p / t 1 Mix red and white paint.

1 red + = orange 2 Mix red and black paint.

3 Trace and say the sounds and words. Then write the sound. 3 Mix black and white paint.

4 Record your results.

2 + yellow = green
t
d t
d red + white =
d
3 blue + = purple red + black =
t
d d
t black + white =

32 thirty-two thirty-three 33

Lesson flow

Warm up Lesson Video Pre-reading Reading Code Cracker Experiment Objective

objective Practice time review

Warm up
LESSON OBJECTIVE
• Put the flashcards for colors on the board. Ask
I will learn about mixing colors. students to say the words as you point at each
picture and elicit the 10 colors.
KEY LANGUAGE • Have students sit in a circle and give every other
dark student a color flashcard. Then ask them to say
the color on their flashcard and then pass it to the
light
student on their left. If the student says the wrong
mix
color, they must leave the circle with the flashcard.
primary colors If a student receives a second flashcard before
secondary colors they have passed on the first flashcard, they must
also leave the circle with one of the flashcards.
Continue until there are no flashcards or only one
student left.

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 Lesson objective
• Introduce the lesson objective. Say Today I will
learn about mixing colors.
• Involve Students will learn how to categorize
colors and what happens when you mix different
colors.
Video
• Go to the Pearson English Portal and click on
“Resources,” then “Unit 2” for more teaching
resources about this topic, including a video
about colors.
Pre-reading
• Assist Ask students to name the primary and
secondary colors. Use L1 to check understanding.
• Ask students what they think happens when you
mix two colors. You could provide suggestions, for
example, red and yellow, red and black, red and
white. Encourage students to share ideas and write
them on the board.
Reading
1 033 Listen, read, and match.
(Answers: 1 c purple, 2 b orange, 3 a green)
• Play audio 033 and have students listen and follow
in their Student’s Books.
• Point at each primary color and ask students What
color is it? Elicit answers (red, yellow, blue). Then
point at each secondary color and ask students
What color is it? Elicit answers (orange, purple,
green).
• Show students the outline of the circles and where
they overlap. Then show students the blue circle,
the red circle, and the section where they overlap,
and ask What color is it? (purple). Have students
complete the activity.
• Extra Point at the middle of the three circles
and ask students What color is it? (brown). Have
students draw and label their own mixing color
circles with coloring pencils or crayons. If you use
paints, you can have students mix the colors and
compare the color they get.
• Challenge Have students sort their crayons or
coloring pencils into primary and secondary colors.
Then get them to check with their partner.
• Digital literacy Discuss with students how to
search on the internet to find out how rainbows
are made. Show them how to use a search engine
and look for reliable websites, for example, type
in How are rainbows made? Then go through
the list of results and make suggestions as to the
most reliable sources, for example, government
websites, educational websites, etc.
M02 English Code TB1 AmE_23169.indd 73
Practice CODE CRACKER
2 Read, write, and color.
(Answers: 1 yellow, 2 blue, 3 red)
• Coding syllabus: Students will use logical
reasoning to predict the outcome of a series
of steps.
• Have students read and look at the color sums.
Remind them to look back at the color circles
in Activity 1 before deciding which color is
missing. Students color the paint splats and
then write the color word underneath.
• Differentiation Have students write the color
sum for the color in the middle of the three
circles. They can color in paint splats and write
the color words underneath.
Experiment time
How can I make dark and light colors?
• Materials for the experiment (per pair or group):
paper for painting, paintbrushes, and paints (red,
white, and black).
• Assist Before you start, read the instructions with
students. You can check their understanding by
asking What do you need? (paper, paintbrushes,
paints) How can you do the experiment? (mixing
different colored paints).
• Show students a gray object in the classroom and
teach them gray. Have them show you a gray art
item on their desks to ensure understanding.
• Go through an example with students. Put some
paper on the board, then paint a red circle and an
overlapping white circle. Point at the red circle and
ask What color is it? (red). Repeat for the white
circle and the overlapping pink section.
• Students can work with a partner or in small
groups. They guess the results first, then do the
experiment and record the results. Remind them to
take turns to paint the circles.
• Monitor Check answers with the class and discuss
any similarities and differences.
• Challenge Have students try the experiment with
other colors mixed with black and white paint.
Encourage them to guess the results first.
Objective review
• Revisit the lesson objective. Say Now I know about
mixing colors.
• Involve Encourage awareness of what students
know by showing them pictures of colors and
asking Primary or secondary? Then show them two
colors and say Mix the colors. What color is it?
73
21/07/2020 14:26
 Language lab 2
GRAMMAR 2: HOW MANY …?

Language lab 2 I will ask ab

items usin out ar t Being polite I will ask an
answer po d
g How man litely.
GRAMMAR 2: HOW MANY …? y. COMMUNICATION

1 034
Listen and number. 1 Watch. Who says
035

How many markers are there? Thank you? Check .

There are ten markers.
2 Listen and read. Then
036
Alexander Sara
color the pencil cases.
1 How many pencil cases are there?
3 Look and draw or .
Ask and answer.
1

2 Read and match. Then a

count and say. b Three markers.

1 How many paintbrushes are there? Here

you go.
There are two pencil cases. There’s a
2 How many crayons are there? purple pencil case and a blue pencil case!

3 How many paint pots are there? c

2

3 Play Remember the 2

Two markers, please.
picture with a partner. A purple pencil
case, please.

How many Here you go.

paintbrushes 3
are there? Here you go.

There are four Thank you.

paintbrushes.
Thank you.

34 thirty-four thirty-five 35

Lesson flow

Warm up Lesson Presentation Practice Practice Production Objective

objective review

• Ask students to stand in a circle and say Count

LESSON OBJECTIVE
with me. Count the students from 1–10 and then
I will ask about art items using How many. count back down from 10–1. Once students are
confident counting, ask them to only say their
KEY LANGUAGE number and count around the circle again.

How many markers are there? Lesson objective

There are ten markers. • Introduce the lesson objective. Say Today I will
ask about art items using How many.
Warm up
• Review numbers 1–10 with students. Have them • Involve Students will learn how to ask about art
count from 1–10 and then back down from 10–1. items using How many (markers) are there? and
• Assist Show students how to count with their how to give answers using There are and numbers
fingers and thumbs to give them confidence as 1–10. They will practice using the new language in
they count. different contexts.
74

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 Presentation
COMMUNICATION
• Show students the grammar box and read the
Production
examples. Ask students to repeat.
3 Play Remember the picture with a partner.
• Ask students why we say there are or there is. Elicit
that we use are when there are more than one, • Ask two students to read the examples in the
and is when there is only one. speech bubbles. Then ask students what other
art items they can see in the picture (crayons,
• Assist Show students three markers and ask
coloring pencils, paint pots, etc.).
How many markers are there? Use your thumb
and fingers to count to four. Elicit There are four • Explain to students that this is a memory
markers. Next, show students one marker and ask game, so they need to look at the picture and
How many markers are there? Use your thumb remember the number of items there are. Tell
to count to one. Elicit There’s one marker. Repeat them they have one minute to look at the
with different numbers of markers, encouraging picture.
students to produce full sentences. • After one minute, ask students to close their
• Extra Have students turn to pages 24–25 and ask books and play the game with their partners.
How many students are there? (There are three They ask and answer using How many
students.). Ask students to ask and answer with (paintbrushes) are there? There are (four
their partners and encourage them to use full paintbrushes). Encourage them to say full
sentences. questions and sentences.
• Monitor Listen to students and provide support
Practice if needed. Take notes on any general issues
1 034 Listen and number. with pronunciation and intonation.
(Answers: 4 markers, 1 eraser, 2 rulers) • Differentiation Fast finishers can look at the
• Tell students to listen and write the number of art picture again for one minute and ask about
items. Play audio 034. other objects in the picture, for example, the
window, the fruit, etc.
• Monitor Check answers with the class. Play the
audio again if needed. • Challenge Students can play the game with
objects on their desks and in the classroom.
COMMUNICATION They can repeat the steps above. To make the
Practice game more challenging, you could reduce the
time they have to remember the objects or add
2 Read and match. Then count and say.
more objects for them to remember.
(Answers: 1 c There are four paintbrushes.,
2 a There are five crayons., 3 b There is one
Objective review
paint pot.)
• Revisit the lesson objective. Say Now I can ask
• Ask students to read the first sentence and elicit about art items using How many.
Picture c. Then have them count the number
• Involve Encourage awareness of what students
of paintbrushes and elicit There are four
can do by showing them different numbers of art
paintbrushes.
items and asking How many (markers) are there?
• Have students complete the activity on their to elicit full sentences (There are (three markers).).
own and then say and check answers with
their partners.
• Digital literacy Discuss with students how to
search on the internet to find pictures of a mix
of different art items they know. Show them
how to use a search engine for images using
AND and OR, for example, type in art items OR
paintbrushes AND paint pots. Then have them
work with a partner and ask and answer about
the pictures using How many (paintbrushes) are
there? There are (six paintbrushes).

75

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 Being polite
COMMUNICATION

Language lab 2 I will ask ab

items usin out ar t Being polite I will ask an
answer po d
g How man litely.
GRAMMAR 2: HOW MANY …? y. COMMUNICATION

1 034
Listen and number. 1 Watch. Who says
035

How many markers are there? Thank you? Check .

There are ten markers.
2 Listen and read. Then
036
Alexander Sara
color the pencil cases.
1 How many pencil cases are there?
3 Look and draw or .
Ask and answer.
1

2 Read and match. Then a

count and say. b Three markers.

1 How many paintbrushes are there? Here

you go.
There are two pencil cases. There’s a
2 How many crayons are there? purple pencil case and a blue pencil case!

3 How many paint pots are there? c

2

3 Play Remember the 2

Two markers, please.
picture with a partner. A purple pencil
case, please.

How many Here you go.

paintbrushes 3
are there? Here you go.

There are four Thank you.

paintbrushes.
Thank you.

34 thirty-four thirty-five 35

Lesson flow

Warm up Lesson Video Practice Production Objective

objective review

Warm up
LESSON OBJECTIVE
• Show students two pencil cases of different colors
I will ask and answer politely. and ask How many pencil cases are there? (There
are two pencil cases.). Then ask How many (green)
KEY LANGUAGE pencil cases are there? (There’s one green pencil
case.). Repeat with different numbers of objects of
A purple pencil case, please.
the same color, for example, three red books, six
Here you go. white erasers, etc.
Thank you.
• Ask students to ask and answer with their partner
about objects on their desks or in the classroom.
Encourage them to use classroom objects and
other words they know in English, too.

76

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 Lesson objective COMMUNICATION
• Introduce the lesson objective. Say Today I will Production
ask and answer politely. 3 Look and draw or . Ask and answer.
(Answers: 1 , 2 )
• Involve Students will learn how to ask and answer
about objects politely using here you go, please, • Ask students what words they can use in
and thank you. They will gain confidence using the English to be polite. Remind them to look at the
new language through real-life conversations. scene in Activity 2 if they don’t know. Elicit here
you go, please, and thank you.
Video • Ask students to look at the pictures and draw
1 035 Watch. Who says Thank you? on the picture they think shows a polite
Check . scene and on the picture they think doesn’t
(Answer: Alexander) show a polite scene.
• Play the video Unit 2: The pencil case or audio 035. • Have students work with a partner and take
Ask students to sit and watch or listen quietly. turns to role-play the polite scene.
• Play the video again and pause after the words • Differentiation Have students role-play the
thank you. Have students check the box next to scene using different art items or other objects
the boy. they can find in the classroom. Remind them
to be polite, and encourage more confident
• Assist Ask students in L1 what they think thank
students to use the color words for the
you means. Then ask them when they could use
objects, too!
thank you. Give students an example of a student
giving their coloring pencils to another student • Monitor Listen to students and provide support
who doesn’t have any. if needed. Take notes on any general issues
with pronunciation and intonation.
• Challenge Ask students to work with their partner
and think of a scene where they could use the
words thank you. Have them role-play the scene in Objective review
front of the class. • Revisit the lesson objective. Say Now I can ask and
answer politely.
Practice
• Involve Encourage awareness of what students
2 036 Listen and read. Then color the pencil can do by asking for or giving them art items or
cases. other objects, and saying or eliciting here you go,
(Answers: Frame 1: one pencil case colored purple, please, and thank you.
the other blue, Frame 2: the pencil case the girl
is pointing at colored purple, Frame 3: the pencil
case being passed to the girl colored purple)
• Play audio 036 and have students listen and
follow in their Student’s Books.
• Monitor Ask students questions to check their
understanding. Point at frame 1 and ask What
can you see? (an art store, a girl, art items, pencil
cases). Point at a pencil case in frame 2 and
ask What does the girl want? (the purple pencil
case). Point at the girl in the third picture and ask
What does the girl say? (Thank you.). Encourage
students to use full sentences.
• Have students color the pencil cases in the scene.
Then check answers with the class.
• Extra Have students work in groups of three and
role-play the scene. They can take turns to be each
of the three characters.

77

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 Project and Review
MAKE AN ART STORE

PROJECT AND REVIEW Step 3 Step 4

Make an art store
Create Show and tell
Step 2
Step 1
How can I create my store? Role-play a store scene.

Plan Arrange items in

Research your store. How many markers are there?
How can I sort my store?
Make a sign.
What can I put in my store? There are two markers.
Sort the items for your
store by size, color
Research items you need to
or material.
make art and crafts.
Count the items.
Find the items for your store.
Label the items. Two markers,
please.

Here you go.

glue stick
paint pots Thank you.
markers
blue pencils
.
rulers coloring Now I can ..
How many rulers are there? pencils
… use art item

There are four rulers. Store words.

… count items
markers using There’s /
crayons There are.

… ask about
art items using
How many.
plastic rulers Make a picture with
… ask and answer
your art store items. about items
politely.

36 thirty-six thirty-seven 37

Lesson flow

Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review

• Ask students to work in pairs and make a list of

LESSON OBJECTIVE
primary and secondary colors. Then ask them
I will make an art store. to write the primary colors that mix to make
secondary colors. Encourage them to discuss in L1,
Warm up with the aim of making a decision together.
• Ask students to look at their picture dictionary and • Monitor Check answers with the class and discuss
review the new words from the unit. Have them any similarities and differences.
work with a partner and make sentences using
There are (three markers)./There’s (a glue stick). Lesson objective
• Ask students what they need to make arts and • Introduce the lesson objective. Say Today I will
crafts. Elicit art items and write them on the board. make an art store.
Then have students ask and answer about what
they can see on their desks and in the classroom
with a partner using How many (crayons) are
there? There are (seven crayons).
78

M02 English Code TB1 AmE_23169.indd 78 21/07/2020 14:26

 • Involve Students will learn how to make an art
store. They will use the language learned from the
unit to understand how to complete their project
and role-play a scene with their partner.
Step 1
Research
• Remind students of different types of arts and
crafts, for example, collage, painting, model
making. Ask students to think about art items and
other objects they need to make arts and crafts.
Have them make a list in their notebooks and
compare with their partner.
• Ask students to work in pairs or groups and to find
and collect items from their lists from their desks,
their bags, or in the classroom. When students give
or ask for items, encourage them to use language
learned from the unit, for example, here you go,
please, and thank you.
Step 2
Plan
• Ask students to think about how they can group
their items, and show them pictures of art stores
where items are organized differently. Ask students
why they think this is useful and write ideas on
the board, for example, so you can find what you
want, to make the store look attractive.
• Assist Ask students questions to encourage them
to think of different ways to organize their items.
Point at an item on their list and ask What’s this?
What color is it? Is it big or small? What’s it made
of? How many are there?
• Have students sort their items, count them,
and then make a label for each group of items.
Encourage students to include adjectives like colors
and big or small on the labels.
Step 3
Create
• Materials for the project (per art store): coloring
pencils, card, scissors, glue, and items for an art
store, e.g., rulers, crayons, paint pots, markers,
books, etc.
• Ensure each pair or group of students has the
space, tools, and materials needed to make their
art store. Have students make a sign for their art
store by choosing a name, for example, David and
Kelly’s Store or Art for Fun, and then making a sign
from card and coloring pencils.
• Students will need a table to organize their art
items on. Ensure every pair or group has the space
they need and enough items to fill the space. Then
have students arrange the items in their store and
put their sign at the front or above their store.
M02 English Code TB1 AmE_23169.indd 79
COLLABORATION
Step 4
Show and tell
• Working together, students take turns in role-
playing a store scene. They can ask about the
color and number of any of the items in the
art store and then ask for them. Encourage
students to use full sentences and be polite.
• Extra Organize a class show and ask students
to come to the front to role-play their art store
scene for the rest of the class.
At home
Make a picture with your art store items.
• Have students use the items from their art store to
create a picture. It could be a collage, painting, or
drawing. They can show their family the finished
picture and tell them how they made it.
• Challenge Have students make a different store
and role-play the scene. They could make a toy
store, or another store if they want to learn new
English words to use!
Now I can …
• Show students the Now I can … box and read the
examples. Ask students to repeat and then check
understanding in L1.
• Involve Students think about how they feel about
these statements. See Unit 1, page 49 for ideas.
• Monitor Have students choose the statement they
are the most confident about. Then have students
tell the rest of the class. Make notes of the
statements that the fewest students choose and
make sure you review the content in the future.
Objective review
• Revisit the lesson objective. Say Now I can make
an art store.
• Involve Encourage awareness of what students
can do by engaging in a role-play with them at
their art store, for example, How many are there?
(There are two markers.) Two markers, please.
(Here you go.) Thank you.
Assessment pack
• For grammar and vocabulary assessment, now go to
your Practice and Unit Tests in the Assessment Pack.
Pearson English Portal games
Go to the Pearson English Portal and click on
“Resources,” then Games for a class game.
79
21/07/2020 14:26
 1 Checkpoint
UNITS 1 AND 2

1 Checkpoint UNITS 1 AND 2

2 Read and follow. Then draw the arrows.
1 It’s an eraser. 2 It’s a doll.

1 037
Listen and follow. Say the number.
There are two glue sticks.

There are five paint pots.

There are two cars.

It’s a ruler.

It’s a train. There are two coloring pencils.

It’s an airplane. It’s a pencil case.

There are two boats. There’s one pencil sharpener.

3 Follow the arrows and write.

1 It’s bus. 2 There are markers.

an eraser. a ruler.

There two glue There are two .

sticks.
There three teddy
There are five . bears.

are six crayons. a paint brush.

There are It’s octopus.

building blocks.

4 Ask and answer.

What’s this?

It’s an eraser. How

many balls are there?

There are four balls.

1 2 3 4

38 thirty-eight thirty-nine 39

Lesson flow

Warm up Lesson Listening Reading Writing Speaking Objective

objective review

• Extra Choose either the Unit 1 or Unit 2 story and

LESSON OBJECTIVE
I will review Units 1 and 2.
Warm up
• Ask students to look at their picture dictionary and
review the new words from Units 1 and 2. Have
them work with a partner and ask and answer
using What’s this? (It’s a paint pot.).
• Then have students look at pages 13 and 28, and
ask and answer with a partner using How many
(trains) are there? There are (three trains).
80
ask students to reread the story quietly. Give them
time to read it on their own. Next, ask them to
close their Student’s Books and hold up the story
cards one by one. Then you can ask students to
retell the story in their own words.
• Challenge Write anagrams of toy and art item
words on the board, for example, i t n r a (train).
Have students work in pairs to solve the anagrams,
then check answers as a class, and have students
spell out the words.
Lesson objective
• Introduce the lesson objective. Say Today I will
review Units 1 and 2.

M02 English Code TB1 AmE_23169.indd 80 21/07/2020 14:26

 • Involve Students will review all of the language
learned in Units 1 and 2. They will consolidate
their knowledge in a series of activities to test all
four skills.
Listening
1 037 Listen and follow. Say the number.
(Answer: 3)
• Ask students to look at the pictures and listen
carefully. Explain that they will hear questions and
answers or sentences about some of the pictures
starting from the top and moving down. Tell them
to follow the path of the pictures they hear about.
Then have them say the number below the picture
at the bottom.
• Play audio 037. Students listen carefully and follow
the path of the pictures.
• Monitor Check answers with the class. Play the
audio again if needed. You could pause the
audio after each sentence to check students are
following the correct path.
• Challenge Have students work in groups of three.
One student makes sentences about the pictures
in a path from the top to the bottom of the page.
The second student follows the path and says the
number at the bottom. The third student listens
and corrects any mistakes in the language used.
The three students swap roles and repeat this two
more times.
Reading
2 Read and follow. Then draw the arrows.
(Answers: 1 down arrow, down arrow, right
arrow, down arrow, down arrow, 2, 2 down
arrow, left arrow, down arrow, down arrow, down
arrow, 3)
• Students read the sentences and follow the path
of the pictures described in Activity 1. They add
an arrow in the box to show which direction they
move from one picture to the next.
• After students read the final sentences, they say
the number below the final picture in the path.
• Monitor Check answers with the class. Show
students the path on the board by circling the
answers and drawing arrows between them.
• Differentiation Fast finishers can write their own
paths in their notebook and give it to their partner
to find the answer.
Writing
3 Follow the arrows and write.
(Answers: 1 a, It’s, are, paint pots, There, five,
2 three, It’s, cars, are, There’s, an)
• Students read and complete the sentences by
following the path the arrows make for the
pictures described in Activity 1.
M02 English Code TB1 AmE_23169.indd 81
• Assist Tell students to read carefully because most
of the missing words are part of the sentence
structure, but there is one word in each question
that is an object!
• After students complete the sentences, they can
say the number below the final picture in the path.
• Monitor Check answers with the class. Show
students the path on the board by circling the
correct answers and drawing arrows between
them.
• Differentiation Fast finishers can write their own
paths with missing words in their notebook and
give it to their partner to find the answer.
COMMUNICATION
Speaking
4 Ask and answer.
• Ask two students to read the examples in the
speech bubbles. Then explain to students that
they can ask and answer about any of the
pictures in Activity 1. Encourage them to use
numbers, colors, and other adjectives like big
and small.
• Monitor Watch students and provide support if
needed. Ask individual students questions and
listen to their answers. Then have them ask you
questions. Take notes on any general issues
with pronunciation and intonation.
• Extra Have students ask and answer about
objects around the classroom. Encourage more
confident students to ask about words they
don’t know in English and look them up in the
dictionary.
Objective review
• Revisit the lesson objective. Say Now I know Units
1 and 2.
• Involve Encourage awareness of what students
know by eliciting the new language from Units
1 and 2 and asking and answering about the
pictures on page 38.
• Have students go to the Progress Chart in their
Workbooks and stick on their Now I can stickers.
Assessment pack
• For grammar and vocabulary assessment, have
students complete the Checkpoint Test in the
Assessment Pack.
• For skills assessment and GSE, have students
complete the Progression Test in the Assessment
Pack.
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 Craft around the world
CULTURE

Craft around the world

CULTURE
3 Match the art items to the craft. Number and say.

1Look at the pictures. 1 Origami

What toys can you see? I fold the paper.

2 038
Listen and read.
Look! It’s a

4
paper boat.
Make an origami boat.
1 Take a triangle of paper.
Fold the paper down.
2 Russian dolls
2 Fold the paper up twice.
It’s a big doll.
There are small 3 Turn the paper over.
dolls inside. Look! A boat!

Fun Fact! 4 Color your boat.

Most Russian dolls have

6 small dolls inside but
some have 30!

My Culture
3 Piñata paint pots: red,
Find out about craft in
black, yellow
I stick blue and your country.
yellow paper. It’s paintbrushes
a llama! There’s 5 What do you need to make the craft?
candy inside! Write the words.
It’s made of

6 Describe the craft.

wood. It’s small.
It’s black, red,
and yellow.

40 forty forty-one 41

Lesson flow

Warm up Lesson Pre-reading Reading Comprehension Production My Culture Production Production Objective
objective review

• Have students look at page 38 and ask and answer

LESSON OBJECTIVE
with a partner using What’s this? It’s an (eraser).
I will learn about toys around the world. How many (balls) are there? There are (four balls).
• Extra Choose either the Unit 1 or Unit 2 video or
KEY LANGUAGE audio and ask students to watch the video or listen
quietly. Play the video or audio 022 or 035. Ask
candy origami
students questions to check their understanding,
craft piñata for example, What can you see/hear? (Sara,
fold Russian dolls Alexander, toys, art items) Who says thank you /
I don’t know? (Alexander / Sara).
Warm up • Challenge Start drawing a toy or art item on the
• Ask students to look at their picture dictionary and board. Draw it slowly and have students try to
review the new words from Units 1 and 2. Have guess as quickly as possible what the toys and art
them work with a partner and make sentences items are. More confident students could draw the
using It’s a (red doll). There are (six crayons). objects for other students to guess, too!
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 Lesson objective
• Introduce the lesson objective. Say Today I will
learn about toys around the world.
• Involve Students will learn about toys around the
world and make their own toy, too! They will have
an insight into other cultures and their similarities
and differences.
Pre-reading
1 Look at the pictures. What toys can you see?
• Have students look at the pictures and ask What
can you see? (a paper boat, a big doll, a llama).
Write some ideas on the board and pre-teach
the animal: llama. Once you have read the text
together, you can compare these ideas and discuss
any similarities or differences with students in L1.
Reading
2 038 Listen and read.
• Play audio 038 and have students listen and
follow the text in their Student’s Books.
• Monitor Ask students questions to check their
understanding. Point at the paper boat and ask
What’s this? (It’s a paper boat.) What color is it?
(It’s blue.). Point at the doll and ask What’s this?
(It’s a big doll.) What color is it? (It’s green, red,
and yellow.). Point at the llama and ask What’s
this? (It’s a llama.) What color is it? (It’s blue,
green, orange, and yellow.). Encourage students
to use full sentences.
• Challenge Ask students to think of a traditional
toy from their country. You could brainstorm this
as a class and write ideas on the board. Then ask
students to draw the toy in their notebook and
add labels.
• Assist Take time to check students’ work and add
any words they can’t spell or don’t know in English
to the board.
CRITICAL THINKING
Comprehension
3 Match the art items to the craft. Number and
say.
(Answers: 2 It’s a doll., 1 It’s a boat.,
3 It’s a llama.)
• Have students look at picture 1 and ask them
What can you see? (paintbrushes and paint
pots). Explain that they need to match the
picture to a toy in Activity 1 and ask What do
you need paint and paintbrushes to make?
(Russian dolls).
• Have students complete the activity with a
partner.
M02 English Code TB1 AmE_23169.indd 83
CREATIVITY
Production
4 Make an origami boat.
• Students make a paper boat. In the back of the
Student’s Books, there is a press-out for this
activity.
• Students press out the square and fold it in half
so that it makes a triangle with blue on one
side and yellow on the other. Then they fold
the top point on the blue side to the middle of
the bottom of the triangle. Next, students fold
up the bottom two corners to make a diamond.
Then they fold up the bottom point of the
diamond to the center. When they turn their
press-out over, they will have a paper boat!
• Assist You could make the boat at the front of
class and have students follow you to ensure they
know what to do. More confident students could
follow the instructions in the book on their own.
MY CULTURE
Find out about craft in your country.
Production
5 What do you need to make the craft? Write the
words.
• Ask students to choose one traditional craft from
their country and write what they need to make it
in their notebooks.
• Differentiation Have students draw and label the
craft in their notebooks. You could have students
make the craft in class, or at home.
• Digital literacy Show students how to use the
internet to find information and pictures about
traditional craft. Remind them to only look at
reliable websites. Have them choose a craft that
they did not know about before and make notes
and draw a picture in their notebooks.
COMMUNICATION
Production
6 Describe the craft.
• Show students the example in the speech
bubble and ask them to use the words from
Activity 5 to describe the craft to their partner.
• Extra Have students describe their craft to the
class. Have a class vote on the most interesting
and most unusual craft.
Objective review
• Revisit the lesson objective. Say Now I know about
toys around the world.
• Involve Encourage awareness of what students
know by asking them to read from the text.
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 Workbook answer key and notes
UNIT 2: ART CLUB!
1 012 Listen to the song and color in order.
(Answers: orange, green, black, pink, white, red,
brown, yellow, purple, blue)
• In this coding activity, students color the crayons in
the same order as the song.
2 Read and write the numbers.
(Answers: 1 4 + 2 = 6 crayons, 2 2 + 1 = 3 markers,
3 5 + 3 = 8 coloring pencils)
• In this math activity, students learn to count and
add numbers from 1–10.
3 Match, write, and say.
(Answers: 1 crayon, 2 marker, 3 coloring pencil)
What do we need?
1 Write the words.
(Answers: 1 pencil sharpener, coloring pencil,
2 marker, crayon, 3 pencil case, paintbrush)
2 Look and write.
(Answers: 1 coloring pencil, 2 marker, 3 paint
pot, 4 ruler, 5 paintbrush, 6 pencil case, 7 crayon,
8 eraser, 9 pencil sharpener, 10 glue stick)
3 013 Look, listen, and match. Then ask and
answer.
(Answers: 1 rubber band, 2 stapler, 3 notebook)
• New vocabulary is presented and practiced in this
activity to stretch students who are able to take on
more (notebook, rubber band, stapler).
Language lab 1
1 Read and circle.
(Answers: 1 There are, 2 There’s, 3 There’s,
4 There are)
2 Look and complete. Then write T (True) or F (False).
(Answers: 1 There are, T, 2 There are, T, 3 There’s,
F, 4 There’s, T, 5 There are, F, 6 There’s, T,
7 There’s, T, 8 There are, F)
3 Count the items in your pencil case. Then tell
your partner.
• Students count the different types of art items in
their pencil case and tell their partner how many
they have of each.
Story lab
1 Make your story book. page 99
(Answers: Frame 1: What’s, It’s, Frame 2: are,
Frame 3: brown, coloring pencils, Frame 4: this,
Frame 5: paint pots, Frame 6: there’s, Frame 7:
paint, Frame 8: rainbow)
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M02 English Code TB1 AmE_23169.indd 84
• In this coding activity, students learn to arrange
the pages in the same order as the story.
• Students cut out the pages from their Workbooks
along the cut lines to create three strips of paper.
Then they fold each strip along the fold lines.
Ask students Do you remember the story? and
have them put the pages in the correct order and
number them. Then ask them to complete the
speech bubbles.
• For students who don’t remember the story, play
audio 030 or encourage them to look back at their
Student’s Books, pages 30–31.
• Have students draw a picture on the front cover
to show what the story is about. Then have them
read and review the story, choosing their favorite
character and page. They can color in the stars to
show how much they liked the story.
• Students can use their storybooks to retell the
story to their families and friends.
2 Look and complete.
(Answers: 1 green, 2 purple, 3 yellow)
3 Design your own play house. Then say.
• Students can design their own play house on
paper, using building blocks, cardboard boxes, or
by making a model from recycled materials.
Phonics lab
1 014 Look, listen, and circle d or t. Then say.
(Answers: 1 The duck talks to the tiger., 2 The
turtle is named Daisy.)
2 Write d or t. Then say.
(Answers: 1 t, 2 d, 3 t)
3 015 Listen and write the missing letters. Then
read and draw.
(Answers: 1 There are ten teddy bears., 2 There’s
a dog and a doll.)
Experiment lab
1 Look and label. Then circle P for primary colors
or S for secondary colors.
(Answers: 1 red, P, 2 orange, S, 3 yellow, P,
4 green, S, 5 blue, P, 6 purple, S)
Experiment time
1 Complete the chart.
• In this coding activity, students learn how to
complete the chart with the results from the
experiment in the Student’s Book.
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 • Discuss with students the importance of recording
results during experiments in L1. Then have
students complete the chart with the colors they
used and the results of their experiment.
2 Write your report.
(Answers: Results will vary: red + white should
produce pink, red + green should produce brown,
black + white should produce gray. Whether the
color is light or dark will depend on the shade of
each color.)
• Students use the information in the chart in
Activity 1 to write their report.
• Have students read the example report. Ask
questions to check understanding: What colors
do we mix to make pink? (red and white) Is pink a
light or dark color? (It’s a light color.). Explain to
students that if they mix a lot of red with a little
bit of white, it could be a dark color.
Language lab 2
1 Read and match.
(Answers: ​1 There are five erasers., ​2 There are
three paint pots., ​3 There's one pencil case.)
2 Order and write. Then complete.
(Answers: ​1 How many paint pots are there? five, ​
2 How many markers are there? are four, ​3 How
many pencil sharpeners are there? There’s one)
• In this coding activity, students learn to put the
words in order to make questions, and then
answer the questions.
3 Guess the number of building blocks. Then check
with your partner.
• In this math activity, students learn to estimate the
number of blocks between 1–10, before counting
to check if their estimate was correct.
Being polite
1 016 Listen and number. Then say.
(Answers: 3, 2, 1)
2 017 Listen and draw or . 1 Look, read, and circle.
(Answers: Students draw ​1 smiley face, ​2 sad face, ​
3 smiley face)
3 Role-play a toy store.
• Students set up their own toy store and role-play
being a salesclerk and customer with their partner.
Remind them to be polite.
PROJECT AND REVIEW
1 Complete for your art store.
• Students think about the project they completed in
their Student’s Books and write the number of art
items they have in their art store.
M02 English Code TB1 AmE_23169.indd 85
2 Complete your project report.
• Students can use the information in Activity 1 to
complete their report.
• Have students read the example report. Ask questions
to check understanding: How many markers are
there? (There are four markers.) How many pencil
cases are there? (There’s one pencil case.).
• Students can take a photo of their art store and
add it to their report.
3 Present your report to your family and friends.
• Students describe what they did and how they did
it to their family and friends.
4 Count and write.
(Answers: coloring pencils 5, paint pots 1, glue
sticks 1, crayons 8, erasers 4, markers 2)
5 Look at 4. Ask and answer.
• Students ask and answer using the new grammar
structures from the unit.
6 Read and circle. Then complete.
(Answers: Primary, There are, pencil case, four,
Secondary, paintbrush, purple, There’s)
1 CHECKPOINT
1 Read and match.
(Answers: ​1 sharpener, ​2 bear, ​3 pot, ​4 blocks, ​
5 stick)
2 Draw a path and color.
• Students draw a path through the maze from Start
to End. Explain that they can choose any path
they want, but they should draw from left to right
passing each of the different groups of words and
pictures only once.
3 Look at 2. Complete and draw.
• Students look at the path they drew in Activity 2
and answer the questions about the items their
path passes.
CRAFT AROUND THE WORLD
(Answers: ​1 book, ​2 airplane, ​3 car, ​4 llama)
2 Look at 1. Ask and answer.
• Students look at the pictures in Activity 1 and ask
and answer using What’s this?
3 Count, circle, and write. Then check with your
partner.
(Answers: ​1 There are, dolls,  ​2 There are, paint
pots, ​3 There are, paintbrushes, ​4 There's,
airplane/glue stick, ​5 There are, rulers, ​6 There's,
glue stick/airplane)
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