Batre a Mearns ca Peener's a 39 sp aa con eere ‘SU PHAM TP H6 CHi MINH ) DTP n SolutionsLe Cue Vocabulary Ceca oy snake, monkey, horse, camel, This is a monkey. These are monkeys. fl hippe, rhino Tha’s © snake, Those ae snakes, anda, gral, lon, dolphin, | Whats this? W's @ ponds. acietais figer, zebra is What's thar? I's @ dolphin, ” 08-21 | crocodile, bat, shark, penguin, What are these? They're. ins. Lad eee clea ea tener eee oes eee 7ef end fe/ CLL: Science. ‘wing, feather, tal fin, fr, claw | Birds have feathers, two wings, and two legs. Focus on: Animal body parts dance, sng, play the keyboard, | 1 can dance paint, draw, act I can't daw. Me an wey hop? Yes, she con./No, she ca hep ore eel avin an, | Eon Beat (eerpeteernvea yer esteyeaa'tl | /p/end/B/) 2. What 1 Can you jump rope? Yes, we can./No, we can't Cando |\iay as gimansay ihe aay erento ean pey et ere i drive a car, ride a bike, What can your mom do? She can drive a car. /e/ Pages 22-35 | ()Nimnosics,playthe drums | What can your Kiends do? They con side bikes CULTURE salad, posta, pancakes, | con make pasta, but | can't make soup. Focus on: Cooking in spring rolls, soup Australic/Vietnam sunny, rainy, snowy, cloudy, What's the weather like today? Word stro: windy, foggy Ws sunny. words ending in -y cdo ars and crafts, fly a kite, Hs windy ioday. Would you I 's windy today. ‘you like to fly a kite with me? a.Weather |(odarancemategereme”” [Yes love 1x/N, harks ae 36-49 | sunglasses, coat, cap, raincoat, | Bring your sunglasses because it's sunny today. Las umbrella, gloves Ok, thank you fol CU: Geography Focus on: Weather around the world hot, cold, warm, cod, freezing, | What do you ke doing when it's hot? stormy like swimming ‘Are you reading a comic book? Yes, Lom. wd Ave you reading a comle book? No, we aren't. We're playing a board gome. playa board gan, do a paz, fread a comic book, eat snacks, toke photos, play video games Tien fo muse, wach telvision, [1s he playing chest? Yes, ei Peep elated ected atl eae ere cetera Jo/ ond /3/ 4, Activities | Shc, ply chess i pages 50-63 | library, stadium, pork, market, | What are you doing? I'm swimming ot the pool Jmol ‘watoe park, swimming pool | What are you doing? We're reading at he library. What's she doing? sil cc i rote, | ingest pe ey skate park, coffees What are hey doing? 'ecus on: Hobbies in They'te playing soccer at the soccer field. Ireland/Vietnam Review (Units 1-4) pages 64-65 ——_—_— SEand Sequence aes Nort Cer ee pa stop, do not enter, turn lef, What does that sign mean? turn right, no parking inmeans "Stop? /s/ seat, behind, next, epposte, | Where's the posk? va S.cetting | nisnot Is not to the bry. Around | go straight, go over, traffic lights, joer, * | How do gto the swimming pool? Corner, bridge, on hel, : If pontine [Te Go sroight Then, ur las onthe ight How do you go to school? by motorbike, by tax, by subway, | go school by motorbike. | go with ny dod ‘on foot, by bus, by train How do you go to the library? I go to the library on foot. I go with my mom. the UK/Vietnam 1 yout fate: big or ain? Has lm, tall, short, big, slim, strong, weak | aed Lees en eon neal hl ‘eyes, ears, mouth, nose, mustache, | My dad has big eyes. pol 6.Deseribing |= ‘My sister dovsn't have a big nose. wert ee re ei a i Word sess: 0-93 | bond Does your brother have short, aly har? ‘wosyllable nouns posse oS, Ke beats feo ees chee ai UL: Art What does your brother look like? oe handsome, prety, ie, young, old es oe ine Focus poe other, doctor, ofce worker, | What does yourfther do? He's @ doco. Kecorywerer former, water | What dees Your mother do? She's on ote worker A ‘Where does your father work? ore hospital retro, ofice, | Ny father works la soe, Ho's a cathe. Jol ond /3:/ ay Ps eet ere ef eT 7. My Family How do you help at home? pages 94-107 Site dy ed hon ee octane eras Af and (of er aoa aL) My brother waters the plants ‘Who pus away groceries? re Tete Ge wenp tates |p gece do Focus on li , ‘ew | My slr pus away groceries. /My sito dos. : take out the trash, wash the dishes | 4) sister and I put away groceres./My sister and | do, home | was tired. hungry, hrs, scared, suprised, | aif wasn't thinly. Ho was hung. silent // pn Lucy and Ben weren't scared. They were excited, ‘Were you at the park yesterday? yesterdoy, lot night, lt Tuesday, | Yes, | wos, an [Eat wosk ot weskond, si monih | Wes Ben at he swimming pool ae! wook? 8. My Friends No, he wasnt midi Where were you lastnight? Iwo et the movi heat movie theater, playground, ae i pages 108-121. | museum, mal, supermarke erento See bore M calc a Where were Alfie and Mai yesterday? They were at the park. How wos your weekend? CULTURE {inyexcting, rekeing ring It was relaxing. | was at the beach with my mom and | Focus on: A weekend in Z brother. South Africa/Vietnam Review (Units 5-8) poges 122-123Introduc ieng.. About the course ‘Made for all kinds of classrooms, teachers, and learners Tigng Anh i-Learn Smart Start isa five-level course for young English learners. It was designed by an experienced team ofinternational and Vietnamese writers and editors. ‘Our lessons make full use of modern teaching techniques. Allof our tasks and activities are appropriate and easy to Use within any style of classroom. Designed to be super easy to prepare and teach ‘One of the primary aims of the course is to reduce teachers workload and keep preparation time to a minimum. Tigng Anhi-Learn Smart Start was designed to make lesson preparation smoother and easier for the teacher by incorporati + Clear and simple tasks ~ The activities have clear Illustrations and short, simple, standardized instructions to make understanding and setting up tasks easy. + Astandard unit/lesson format - Every unit follows assimilar patter of activities. This allows students and teachers to become familiar with the lesson style quickly. + An easy to refer to Teacher's Book -The aim of this course is to put all the information teachers need in avery clear and easily navigable layout. Each lesson page is accompanied by a single teacher's page so that teachers can quickly and easily refer to the task instructions, scripts, and drill patterns in the actual lesson. Italso includes notes on language usage, and/or ‘common issues students may face in the lesson. The approach to learning The Tigng Anh i-Learn Smart Start approach is based on a umber of principles: + Vocabulary is the core of language ~ Grammar is important, but vocabulary carries most of the meanings For lower level and young learners, develo} vocabulary isa primory focus In THéng Anh Learn ‘Smart Start, each unit introduces, practices, recycles, and reviews around 25 new words. Some of these are introduced as part of a focused lexical set at the beginning of a lesson. Some are introduced using pictures to support reading passages in the CLIL/Culture lessons. All this vocabulary may be found at the back of the book along with translations and pronunciation notes, + Motivation and interest are keys to learning — Children love engaging stories, games, and music when studying in their first language. Tiéng Anh i-Learn ‘Smart Start aims to use the same elements to engage their curiosity and make lessons fun, + Using an approach that emphasizes clear and noticeable progress — Success is a powerful motivation, inh-4-i-Learn Smart Start but learning language is a long-term process that takes many years of effort. Learners often have difficulty recognizing the progress they are making, and this can often lead to losing motivation. ("Ive been studying for ‘years, but still can't speak) Tigng Anh i-Learn Smart Start overcomes this by breaking the syllabus into clear, practical, and achievable goals. Key features of the Clear and Noticeable Progress (CNP) approach: 1. Clarify the goals and create a need Each page is intended to fill one class period, and forms partof a single lesson with clear functional, lexical and structural aims. These are clearly stated in the scope and sequence, and are designed to be slightly above the student's current level. 2.Fill theneeds Each stage of the lesson targets a different element of the aims (e.g. relevant vocabulary, grammar, pronunciation. features, controlled practice, etc.) to ensure success with the practical communicative speaking activity at the end of the lesson. 3. Provide evidence of success The final stage of each lesson gives learners an ‘opportunity to utilize all the previous knowledge they have acquired in one ofa variety of consolidating games. The games feature group and pair activities, and directly addresses the lesson aims noted in the Teacher's, book. Progress is monitored by the teacher, who gives assistance as necessary and ensures that learners are able to achieve a successful outcome. Tigng Anh i-Learn Smart Start focuses on all key aspects of pronunciation and systematically developsit from an early age. At Grade 4, students will focus on sounds and word stress — Focus activities draw attention to elements that leamers find challenging such as vowels, consonants, diphthongs and consonant clusters, as well as the way that common muti-syllabic words are stressed, They will hear native speakers pronounce the language naturally, then mimic the sounds. Early learners need lots of listening - Listening is essential not only as a teceptive skill but also pivotal in the development of spoken language proficiency, 1. Listening is vital in the language classroom because itprovides input for the learners, Unless learners can, understand language as presented in the classroom, learning cannot begin. 2. Listening exercises provide teachers with a means for drawing learners’ attention to new forms (vocabulary, grammar, new interaction patterns) of the language. 3. Natural spoken language presents a challenge forearners. Lots of exposure ina relatable contextis essential to build confidence and comprehension. As with first language learning, providing lots of comprehensible listening input helps students build an understanding of the language. Build understanding of the target culture ~ Language isnot just words and grammar. Understanding the culture of the language is essential to communication. Tiéng Anh E-Learn Smart Start features characters living in a North American town. Leaming about the food they eat, the games they play, and the way they interact, helps students understand the way English is actually used. Tiéng Anh 4 i-Learn Smart Start unit and lesson overview Lessons 1-3 Each lesson features a three-page layout with a consistent format. This standardized approach means that students quickly become comfortable with the lesson style and lesson preparation is fast and easy for teachers. Page 1: A. Words - Part 1 uses pictures and flashcards to introduce and practice key vocabulary. Part 2 presents a communicative game to practice the new words. B, Useful language - The teacher uses this to explicitly illustrate the key (grammatical/functional) language. The ‘words in blue show variable elements student can replace with their own ideas. This is followed by a practice activity tohelp students gain understanding of the use of the language. Page 2: Pronunciation - Each tip targets a single phonological feature. Task 1 shows the focus sound/word stress feature, and has students listen and repeat it In Task 2, students are then given a short chant which gives additional focus on the sounds, contextualized within the target language of the lesson, to a fun musical background. Itis understood that not all learners will be able to master each phonological feature immediately. Of course, many learners will take time to master this. However, the most important part of learning pronunciation is to help learners become aware of the target element, and recognize how it differs from that of their first language. This will make iteasier for learners to fully understand natural spoken English and, of course, to improve their own speaking. D. Story ~ Part D in each lesson from 1-3 is an episode in a simple narrative. This uses a consistent set of characters and settings that students can follow and get to know. These stories use attractive comic-style illustrations featuring the characters using the target language in a familiar setting, These activities aim to: + Show the target structure in a familiar context to motivate students. + Review the vocabulary introduced in Part A. + Develop listening skills using a listening task that helps to exemplify the target structure, Students will first listen and follow along with the story. In Part 2, they will listen again and complete a comprehension task. Teachers should confirm the answers, with the class, In Part3, students will role-play the conversation in pais/ groups of three, Page 3: E. Practice — This activity supports students in practicing the key structure/vocabulary and provides a clear practice model to follow. The teacher can encourage students to continue practicing the correct sound and rhythm features. F. Speaking/communicative game - When the students, are comfortable forming the target language, they are given the opportunity to use the structure to say true things about themselves, things around them and/or their ideas and feelings. This task directly reflects the aims, and can be used by the teacher to fully assess the students! ability to produce the target language. Lesson 4:Culture and content Lesson 4 in each unit follows a different format. These lessons focus on a mix of content subjects (e.g. math, science, history, etc) and social studies topics (e.g. cultural traditions, music, food). They feature a balance of four skills (listening, reading, speaking, and writing). Page 1: ‘A. New vocabulary related to the topic is introduced. This, is followed by a communicative game to practice the vocabulary. B, The useful language is explicitly illustrated and reinforced with a controlled practice exercise. Page 2: C. The FOCUS ON section features a reading activity that focuses on either a CLIL (Content Language Integrated Learning) topic focused on a school subject, or on cross-cultural differences between Vietnam and an English speaking country. The second task features audio for the reading task, which students can listen to as they read along, to give them more exposure to the sound of the words. D. Thisis listening exercise that follows up on the CLIL or cultural content in Part €. it recycles the language and concepts introduced in Part C and develops listening comprehension skill. Page 3: E. This part features a reading passage that extends the content in Part C and Part D and presents a model for the ‘writing task in F. As with Part ¢, the second task features audio for the reading task, which students can listen to as, they read along, to give them more exposure to the sound of the words. F. Thisis a scaffolded writing task that presents a framework for students to write about their own ideas and experiences. G. Thisis a speaking follow-up to Part F. Students will talk in pairs/small groups about their own ideas on the topic Using the model they prepared in their writing. Weaker students can read out what they wrote, but stronger students should be encouraged to expand on their answers and ask questions.Lesson 5: Review and Practice Regular review and recycling of lesson content are essential. These pages have a number of key aims: + To give practice in listening, reading, and writing skills using language and topics from the unit. «To finish the unit with a communicative game that reinforces and gives practice with the key language and skills found in the unit. To review all lesson content and give students a chance to self-analyze their ability using the "What can you do?" statements at the end of the unit. Each lesson features the following: Receptive skills practice —This includes one Listening and ‘one Reading/Writing focus. Writing skill practice - This follows the topic, and reviews the writing skills and activities covered in the unit. Games and communicative activities - The final speaking task of the unit is focused on free (but guided) production of the structures and vocabulary covered in the unit. These activities are often in the form of an interactive game and provide an effective review of the unit for the students. It also allows teachers to evaluate students’ ability to handle the 'What can you do?" aims of the unit. "What can you do?" Student use "Ican..."sentences to show how confident they are with the target ability by marking either the smiley face (showing ability and confidence) or the frown face (more practice needed). These also help parents understand what their children have been learning in the lessons and how well they are doing. Term tests - Tests are included after Units 4 and 8 to review the contents of Units 1-4 and 5-8 These include activities to assess and reinforce students understanding of the vocabulary, grammar, communication patterns, as well as the Listening, Reading, and Writing skills covered in those units. Use pencils and erasers Tigng Anh i-Learn Smart Start Student's Book has been designed to be reusable. For this to be possible, students must be encouraged to use pencils and erasers for tasks that require writing directly onto the book. Smart Start icon key @\__| Playaudio for SB/WB.CD1 Track 10. © _| have students practice with their friends. @ _| Have students use their pencils and erasers. Have students act the roles. Encourage them | | to make eye contact and show appropriate body language and emotions. Welcome to Smart Start! ( is is Tom. He's 10. Hees soccer and. skateboarding, This is Lucy. She's 1 She is Tom's sister | She loves animals ‘Ann Brown Ziggy ‘Som Browneo 2 ww - < = b This is Alfie He is Tom's friend. He lives with the Brown family. He has a spaceship and a funny pet! His pet's name is Bean. Find him in every unit! Play the "Where's Bean?" game! Alfie hasa pet named Bean who came with him to Earth. Bean ran away and now is hidden somewhere in every unit. Children will enjoy finding him and teachers can use this to practice language like: + Questions: "Where is Bean?” +Pronouns/simple prepositions/nouns: “He ison thetable/under the bed” + Adverbs (position): 'Here/there he is” seteLESSON}1 Aim: © Vocabulary: Sentence patterns: Students will beable to point outand snake, monkey horse, Thisisamonkey. | That's asnake. say different animals. camel, hippo,thino | These are monkeys. | Those are snakes. DD 1. Listen and point. Repeat. @ LAs ‘ma monkey hese hippo rhino 1. Arrange the flashcards on the board, play audio, and point to ‘each flashcard. 2.Play audio again and have students point to the pictures in their books. 3.Play audio again and have students listen and repeat. 2.Play Flashcard peek. 1. Have one student come to the front ofthe class. 2. Hold one flashcard facing your body so no one can see it. 3.Very quickly show the flashcard to the student and hide itagain. 4 Fr the sulrt guenseaureartenhe‘Resheor 5. Repeat with other students and flashcards. ‘These are monkeys. Tracko3 ta ey " he BrThisisa monkey. That sales thowe ate ches. B: These are monkeys. e B:That'sa snake. B: Those are snakes. 1. Have students look at the useful language. 2. Explain that we often use this to identify 200 animals. 3. Play audio. Have students listen to the useful language. 4. Have students practice the useful language. 5. Have students practice using vocabulary from Part A. 2. Look and put a (/) ora() @. Practice. 1. Demonstrate the activity using the example. 2. Have students look and put a tick or across. ee eee 3. Divide the class into pairs. Have pairs check each other's work. o vos A e & 4.Have some students share their answers with the class. 5, Have pairs practice saying the sentences. © issamina, (5) L ‘ © Trove oe sates (V7 a7 © ten ovtgee Po % yf1. Listen and repeat. 1. Draw attention to the /h/ sound. 2 Briefly explain and demonstrate the sound. 3-Play audio. Have students listen and notice the sound 4 Play audio. Have students listen and repeat. 2. Chant. 1. Write the words or put up the flashcards on the board, 2-Play audio, Have students listen to the chant. 3.Point to a word or picture on the board, say the sound and, ‘word (e.g, horse), and have students listen and repeat. Follow the same procedure with the other word. 4 Play audio. Have students listen and clap along with the sound and words as they hear them in the chant. 5.Play audio, Have students listen and chant. Track oa Uh, Ih, horse 7th, hippo Track 0500 This isa horse. These are hippos. That'sa hippo. Those are horses. Hippos, horses, hippos, horses. 6. (Optional) Elicit other words with the same sound, write ‘them on the board, and have students doa similar chant those words. DD 1. Look and listen. 1. Introduce the situation: "Let's watch TV... 2. Have students look at the story and ask these questions: + Who can you see? (Alfie and Tom) + What are they doing? (watching TV) + How many monkeys can you see? (one) 3.Play audio. Have students look and listen 2 Listen and write. © @ 1. Play audio and demonstrate the activity using the example, 2.Play audio and have students listen and 3 Play audio again and check answers as a whole class. 3. Role-play. 1. Divide the class into pairs 2. Have students practice saying the sentences with their partners. 3. Have some pairs demonstrate the activity in front of the class. ‘Ab, at's wath Tan: OF What do you want to wach? ‘A: lats wath somaing bow ain Ten: Great deat ‘be: Oh ok, Wow! Jon: Tars0 (1) —_monkoy Ten: Do you ie owe nina, Alle Abe: Ye, Leo Thay ro “on Tot Ae: ‘Af: Tat water los nic, Ten Yoh, ‘Ab: Ad hese arial lec hop. “on: Yoh. These 3} — hos — Bo: Coo “en: Wow, Now te ae many enn, Bera ka hat ne Tea: Un ‘fe: tok nd As: wont one “ea: Urigh No way! Thats eae Track 06 Narrator: Let's watch TV.. 1.Alfie: Tom, let's watch TV. Tom: OK. What do you wantto watch? Alfie: Let's watch something about animals. Great idea! Tom: That'sa monkey. 2.Tom: Do you like those animals, Alfie? Alfie: Yes, Ido. Theyre great. Alfie: OK. 3. Alfie: That water looks nice. Tom: Yeah. Alfie: And these animals look happy. Tom: Yeah. These are rhinos. Alfie: Cool, 4.Tom: Wow. Now there are many animals. Alfie: relly lke that one. Tom: Umm. Alfie: It looks fiendly. Tom: Umm. Alfie: want one. Tom: Urrrgh. No way! That's a snake, Track 070 Narrator: Lets watch TV... Look atthe pictures, Listen. There is one example. 1.Alfie: Tom, let's watch TV. Tom: OK. What do you want to watch? Alfie: Let's watch something about animals. Tom: That's monkey. ‘Narrator: Can you see the answer? This isan example. ‘Now listen and write, 2.Tom: Do you like those animals Alfie? Alfie: Yes, Ido. They're great. Tom: Those are horses. Alfie: OK. 3. Alfie: That water looks nice. Tom: Yeah, Alfie: And these animals look happy. Tom: Yeah. These are rhinos. Alfie: Cool. 4.Tom: Wow. Now there are many animals. ‘Alfie: [really lke that one. Tom: Umm, Alfie: I looks friendly. Tor: Umm. Alfie: want one. Tom: Ungh. No way! That'sa snake.1. Divide the classinto pairs. 2. Demonstrate the activity using the speech bubbles. 3. Have Student A point and say. 4, Swap roles and repeat. 5. Afterwards, have some pairs demonstrate the activity in front of the class. Practice (optional). 1. Divide the class into two teams. 2 Showa flashcard to the class and say “this? “that, “these? or'those 3. Have Team A say the sentence and Team B repeat. 4, Swap roles and repeat. eg. (Teacher shows flashcard "hippo Teacher: that” “Team A: “That's hippo: hat's a hippo {Play the Find the animals game. 1. Demonstrate the activity using the example. 2. Divide the class into pairs. 3. Have Student A look at the picture, point, and say what animals they see while Student 8 listens, 4. Have students swap roles and repeat.LESSON(2} Aim: Vocabulary: Sentence patterns: Students will be able to ask and panda, giraffe lion, What's this? | What's that? answer about an animal. dolphin tiger zebra It'sapanda, | It'sa dolphin. Review 1. Write the vocabulary from the previous lesson onthe board. _ 4. Have students read the sentences on the board. 2.Have students read the words on the board. 5, Have some students practice using the vocabulary and 3. Write the useful language from the previous lesson on the board. _useful language in front of the class. YD 1 Listen and point. Repeat. & Sie c.>e gkofle lion dolphin. tiger zebra 1. Arrange the flashcards on the board, play audio, and point to each flashcard. 2.Play audio again and have students point to the pictures in their books. 3.Play audio again and have students listen and repeat. 2. Play Guess. 1. arrange the flashcards on the board and write a number under each card. 2. Have students look at the flashcards for the count often. 3.Turn the flashcards over to face the board when the students, are not looking. 4,Call out a number and have students take turns to guess the face-down card. Turn the card over after each guess. (LD 1. uisten and practice. A open (@ Track 09. ¥. yhat's this? i res == nun @ ‘It's a dolphin. 1. Have students look at the useful language. 2. Explain that we often use this toaskand answer questions. ygygp————_$_$_$____ about zoo animals. ‘We ute "thi ord "fatto tok about smathing forth first ine, by 3. Play audio. Have students listen to the useful language. Indicating how fr ot clot ts othe speaker. Whon wa answer, wo 4. Have students practice the useful language. use ti because we cred know what he person is king bout 5. Have students practice using vocabulary from Part A. rd eel pt 2. Look and write @. Practice. OD A Whots ther © A whats tier 1. Demonstrate the activity using the example. Bite ita. itso panda 2.Have students look and write. 3. Divide the cass into pair. Have pairs check each other's work, © *Whe"s ha? Oxvenen | 4, Have some students share their answers with the class. nee | ae 5. Have pairs practice saying the sentences. OA whats tor? € & whats af, wie1. Listen and repeat. 1. Draw attention to the intial/final/medial f/ sound. 2.Briefly explain and demonstrate the sound. 3 Play audio. Have students listen and notice the sound. 4.Play audio. Have students listen and repeat. 2. Chant. 1. Write the words or put up the flashcards on the board. 2.Play audio. Have students listen to the chant. 3.Point to a word or picture on the board, say the sound and, word (e.g, gitaffe), and have students listen and repeat. Follow the same procedure with the other word. 4. Play audio. Have students listen and clap along with the sound and words as they hear them in the chant. 5.Play audio. Have students listen and chant. 6. (Optional) Elicit other words with the same sound, write them on the board, and have students do a similar chant with those words, Track 100 MH, giraffe M.A, dolphin Track 1100 Who likes dolphins? We like dolphins! Who likes giraffes? We like giraffes! We all love friendly animals. DD 1. Look and listen. A 1. Introduce the situation: "At the 200." 2 Have students lookat the story and ask these questions: +Who can you see? (Alfie, Tom, Lucy) + What is Alfie doing? (looking ata giraffe) = How many tigers can you see? (one) 3.Play audio, Have students look and listen. 2. Listen and circle. AO 1. Play audio and demonstrate the activity using the example. 2.Play audio and have students listen and circle. 3. Play audio again and check answers as a whole class. 3. Role-play. 1. Divide the class into pairs. 2. Have students practice saying the sentences with their partners. 3. Have some pairs demonstrate the activity in front ofthe class. ‘Ai: Whats, oy? 1 tay (G58, AB ‘Ae haha ike ‘Ai: Whats, on? ) 2 Tots (2) hon, AB. ‘Alu: Wow! hos ig eth ‘Ale What a, ey? 3) Lucy: ts (9) br, A ‘be: ks 3 hap. ‘Ae: Wha is, To? Ton: ¥0 (4 hAESEBD, Ate ‘Ale: Wek 0 fy. Tem: Do you have enim on your plane, Ao? Ali: Look show youl lacy Tor gh 1. Alfie: What's this, Lucy? Lucy: tts. giraffe, Ale. Alfie: Hahaha. like it 2.Alfie: What's that, Tom? Tom:It'satiger, Alfie. Alfie: Wow! it has big teeth. 3. Alfie: What's that, Lucy? Lucy: tts a panda, Alf. Alfie: I looks so happy. 4. Alfie: What's this, Tom? Tom: t'sa dolphin, Alfie. Alfie: It]ooks so friendly. Tom: Do you have animals on your planet, Alfie? Alfie: Look, Illshow you! Lucy & Tom: Unrrgh! Track 13-0. Narrator: At the 200. Look atthe pictures. Listen. There is one example. 1. Alfie: What's this, Lucy? Lucy: tts. giraffe, Alfie. Alfie: Hahaha. like it. "Narrator: Can you see the circle? Thisis an example. ‘Now, listen and circle. Alfie: Wow! it has big teeth. 3. Alfie: What's that, Lucy? Lucy: tsa panda, Alf. Alfie: Itlooks so happy. 4. Alfie: What's this, Tom? Tom: t'sa dolphin, Alfie. Alfie: It]ooks so friendly. Tom: Do you have animals on your planet, Alfie? Alfie: Look. Illshow you! Lucy & Tom: Urrgh!(©) Point, ask, and answer. 1. Divide the class into pairs. 2. Demonstrate the activity using the speech bubbles. 3. Have Student A point and ask, have Student B answer. 4, Swap roles and repeat. 5. Afterwards, have some pairs demonstrate the activi front of the class. Practice (optional). 1. Divide the class into two teams. 2 Showa flashcard to the class and say “this' or “that” 3. Have Team A ask the question and Team B answer. 4. Swap roles and repeat. eg. (Teacher shows flashcard ‘panda") ‘Teacher: "that" Team A:"What's that?” Team B:"It'sa panda” ED Play Tic, tac, toe. 1. Divide the class into groups of four with two pairs in each group. 2.Have pairs play rock, paper, scissors to see which pair goes first. 3. Have the winning pair choose a space, then askand answer Using the picture. ‘4. Have the pair mark that space as theirs if they use the useful language correctly. 5. Have pais take turns. 6.The pair that gets three spaces in a horizontal, vertical, or diagonal line wins the game.Aim: ‘Students will be able to ask and answer about a group of animals. | kangaroo, elephant Vocabulary: Review 1, Write the vocabulary from the previous lesson on the board. 2.Have students read the words on the board. 3. Write the useful language from the previous lesson on the board. LD 1. tisten and point. Repeat. @ Gg @ & PA 1. Arrange the flashcards on the board, play audio, and point to each flashcard. 2.Play audio again and have students point to the pictures in their books. 3.Play audio again and have students listen and repeat. 2. Play Board race. |. Have students look at the example. 2. Divide the class into teams and have one student from each team stand a distance from the board. 3. Stick two flashcards on the board and then say one of the new words aloud. 4. Have the students race to the board, touch that flashcard, and repeat the new word. (LD 1. usten and practice. M Bay weenie peje pagin Qh Meta 1. Have students lookat the useful language. 2. Explain that we often use this to ask about groups of animals. 3. Play audio. Have students listen to the useful language. 4. Have students practice the useful language. 5. Have students practice using vocabulary from Part A. 2. Look and (/) the box @. Practice. 1, Demonstrate the activity using the example. 2. Have students look and tick the correct boxes. 3. Divide the class into pairs. Have pairs check each other's work. 4. Have some students share their answers with the class. 5. Have pairs practice saying the sentences. @ They're bots. crocodile, bat, shark, penguin, LESSON(3) Sentence patterns: What are these? 5 Theytepenguins. What are those? ‘They're bats, 4, Have students read the sentences on the board. 5, Have some students practice using the vocabulary and useful language in front of the class, 6.M:elephant 5.The frst student to touch the flashcard and say the word correctly gets a point for their team. 6. Continue with other students. Track 150 B: What are these? G:Theyrepenguins. B: What are those? > AW a ae? vison * tai 4 8: Theyre penguin. (_) Terr Teyenen ) Wht ow? - A Whe te? li Tepe nga 2. engi A) eye const [_] or Theyntan, AW ths? Olgas) A Wht re ton? Othe engaoor_] © hepa) DE 71. Listen and repeat. /® 1. Draw attention to the /a/ and /e/ sounds. 2 Briefly explain and demonstrate the sounds. 3.-Play audio. Have students listen and notice the sounds. 4 Play audio. Have students listen and repeat. 2. Chant. 1. Write the words or put up the flashcards on the board. 2 Play audio, Have students listen to the chant. 3.Point to a word or picture on the board, say the sound and word (e.g. /e/, kangaroo), and have students listen and repeat. Follow the same procedure with the other sound and words. 4. Play audio, Have students listen and clap along with the sounds and words as they hear them in the chant. 5. Play audio. Have students listen and chant. 6. (Optional) Elicit other words with the same sounds, write them on the board, and have students do a similar chant with, those words. Track 160 /o, /e/, kangaroo Jo, /e/, crocodile Ze, fel, elephant Ze, fel, penguin Track 1700 What are these? They're kangaroos. What are those? They/te crocodiles. What arethese? They'e elephants. What are those? They'te penguins. DD 1 Look and listen. @ 1. Introduce the situation: "Alfie learns about more animals. 2. Have students look at the story and ask these questions: + Where are Alfie and Tom? (still at the zoo), = What can you see? (sharks, dolphins, elephants, crocodiles, penguins, fish, kangaroos, giraffes) What animal is Alfie talking to? (a kangaroo) 3 Play audio and have students look and listen. 2.Listen and write. @ 1. Play audio and demonstrate the activity using the example. 2.Play audio and have students listen and write, 3.Play audio again and check answers as a whole class. 3. Role-play. 1. Divide the class into pairs. 2 Have students practice saying the sentences with thelr partners. 3. Have some pairs demonstrate the activity n front of the class. ‘Ae: Thi 200 2 gl thon 32 any ermal Tom: Yeh Thi 200 gua. ‘be: What ore tov? Tom: Thy (i) —sophans ‘ie Wow. ike he sa animal, Ta: Mo, Ae: Whot ore tore? Tom They (2} sha Ai: went oe ‘Ae: Hin, What re tha? Tom: Thy 8] pan Ale: They lok realy eoo Tea: Yah, hey do ‘i: Tavern tok ny, Tom: Hohe, yea, Ae: Yon, what oe hee? Tom: They're 4] kangaroos Ale: Coa las lay wh ar, Tee: Un Ale Him Ale. Wha you name? Track 1800 Narrator: Alfe learns about more animals... 1. Alfie: This 200 isso bia! thas 50 many animals. Tom: Yeah. This 00 is great. Alfie: What are those? Tom: They'e elephants. 2.Alfie: Wows ike the sea animals. Tom: Me too. Alfie: What are those? Tom: They're sharks. Alfie: want one. 3. Alfie: Hmm, Whatare these? Tom: Theyre penguins. Alfie: hey look really cool. Tom: Yeah they do. 4. Alfie: These animals look funny, too. Tom: Haha, yeah. Alfie: Yeah, what are these? Tom: Theyre kangaroos. Alfie: Cool! Lets play with them. Tom: Umm. Alfie: Hi I'm Alfie. What's your name? Track 19. Narrator: Alfie learns about more animals... Lookat the plctures Listen. There sone example 1. Alfie: This 00 50 bia! It has so many animal. Tom: Yeah, This 00 is great. Alfie: What are those? Tom: Theyre elephants. Narrator:Can you see the answer? This isan example. ‘Now listen and write. 2. Alfie: Wow. ike the sea animals. Tom: Metoo. Alfie: What are those? Tom: Theyre sharks. Alfie: want one. 3. Alfie: Hmm, What are these? Tom: Theyre penguins. Alfie: They look really cool. Tom: Yeah, they do, 4.Allfe: These animals look funny, too. Tom: Haha, yeah. Alfie: Yeah, what are these? Tom: Theyre kangaroos. Alfie: Cool! Lets play with them. Tom: Umm, Alfie: Hi 'm Alfie. What's your name?3) Point, ask, and answer. 1. Divide the classinto pairs. 2. Demonstrate the activity using the speech bubbles. 3. Have Student A point and ask, have Student B answer. 4, Swap roles and repeat. 5. Afterwards, have some pairs demonstrate the activity in front of the class. Practice (optional). 1. Divide the classinto two teams. 2 Show flashcard and say “these” or “those” 3. Have Team Aask the question and Team B answer. 4, Swap roles and repeat. eg. (Teacher shows flashcard ‘penguin’) +Teacher:"these" +Team A:"What are these?" + Team B: "They/te penguin: {ED Play the Find the animals game. 1. Demonstrate the activity using the example. 2. Divide the class into pairs. 3. Have Student A look at the picture, point, and askabout a group of animals they see 4, Have Student B answer the question. 5.Have students swap roles and repeat.Aim: Vocabulary: Sentence pattern: Students will be able to talk about body wing, feather, tall, | Birds have feathers, two wings, and parts of animals. fin,fur,daw = twolegs. Review 1.Write the vocabulary from the previous lesson on the board. 4, Have students read the sentences on the board. 2. Have students read the words on the board. 5. Have some students practice using the vocabulary and 3. Write the useful language from the previous lesson on the board. useful language in front of the class. LY 1. tisten and point. Repeat. A 0} 2 3) 0. is) =0. ee Track 2000 footer fin fue low 1. Arrange the flashcards on the board, play audio, and point &M:claw to each flashcard. " 2 Play audio again and have students point to the pictures in their books. 3.Play audio again and have students listen and repeat. 2. Play Heads up. What's missing? 1. Divide the class into two teams. 2. Arrange the flashcards on the board and remove one card when students are nat looking. 3. One student from each team calls out the missing flashcard, DD 1 usten and practice. A Track 2100 ids have feathers, hwo wings, B:Birds have feathers, two wings, and two legs. @ ‘ond two legs 1. Have students look at the useful language. 2. Explain that we often use this to talk about body parts of animals, birds, and fish. 3.Play audio. Have students listen to the useful language. 4. Have students practice the useful language. 5. Have students practice using vocabulary from Part A. 2. Look and write @. Practice. 1. Demonstrate the activity using the example. 2-Have students look and write. 3 Divide the class into pairs. Have pais check each other's work. 4. Check the answers as a whole class. 5. Have pairs practice saying the sentences.ED 1. Read and circte.O 1. Have students read the text individually. 2.Read the text asa whole class. 3. Demonstrate the activity using the example. 4. Have students read and circle. 5. Check answers as a whole class. 2. Listen and read. @) Play the audio and have students listen and read. BODY PART OF BIRDS AND FSH chav etre wings, and wo lags, Lt f dss tar wings By Penguin ar black end wie bid. Penguins we hl wings avin. Mey fab hav fs. They th fis to ain. Ll of aks ae big. They ve in wa eee pea 2. Pangea oro birds | 3. Regus we tar Caos on. 4 Many a etc. Slo of hrs oe lack ond whi SB. DD 1. Look and listen. A 1. Have students lookat the script and pictures and ask these questions: + What can you see? (a bat, dolphins, parrots) = What do they look ike? (Answers may vary) 2 Play the audio and have students look and listen. 2 Listen and write. © @ 1. Have students lookat the sentences. 2-Play audio and demonstrate the activity using the example. 3 Play audio and have students listen and we, 4-Play audio again and check answers as a whole class. 3.Role-play. 1. Divide the class into pairs. 2.Have students practice saying the sentences with their partners. 3. Have some pairs demonstrate the activity in front ofthe class Bats re ted, owe, oI) gay Bat ave fu, two wings and We (2) — age. Thay se thir wings, ‘Many dlphns ore gray or whit. Delphins have fins They we he (9} fina 0 oi Pars have difret cols. They hove feathers, a wings ad og. They we thel wing tf (4) sous Track 23-0. Narrator: Bats B: Bats ae red, brown, or gray. Bats have fur, two wings, and two legs. They use their wings to fy Narrator: Dolphins 8: Many dolphins are gray or white. Dolphins have fins. They use theirfins to swim. Narrator: Parts B: Parrots have different colors. They have feathers, claws, two wings, and two legs. They use their wings to fly. Track240y ‘Narrator: Listen and write. There is one example. Bats B: Bats are red, brown, or gray. ‘Narrator: Can you see the answer? This isan example. Now. listen and write, B:Bats have fur two wings, and two legs. They use their wings 8: Many dolphins are gray or white. Dolphins have fins. They use theirfins to swim. Narrator: Parrots B: Parrots have different colors. They have feathers, claws, two wings, and two legs. They use their wings to fly.(GL) 1 Read and fill inthe blanks. @ 1. Have students read the text individually 2.Read the text as a whole class. 3. Demonstrate the activity using the example. 4 Have students read and fill in the blanks. 5. Check answers as a whole class. 2007 PARTS OF ANDMALS Tiger ee big. They hve ur, orgs, anda. Gatos a gon al They ao hve four asad ata. Tigo ond giles ter lag to walk cond un Menkes oe smal and hve fr. The Ue hi ams, gs, i io tor fom eno Ho. 2. Listen and read. @ Play the audio and have students listen and read. | ger ond ges re __big 2.Tgerhave 2 fac for gy nd | eee ae ee i 4 Manieya ore snl ond hae BB Motleys we trams gy ante ove from ne GD Look at HAD anc HW. write about two animals you know. @ 1. Have students read the text in Part Cand Eagain, 2. Have students write 20-30 words about two ar als they know. ore . They have They use their to ore They have They use their to (ED Talk about the animals you know. 1. Divide the class into pairs. 2. Have pairs talk about the two or three animals they know. 3. Afterwards, have some pairs talk about the animals they know in front of the class.Aim: ‘Students will review pointing out and saying different animals, asking and answering about an animal, ora group of animals. ELD listenand(/) the box. AB © Wiretcan hye? eae © Ware boy aking 0” We cil rey ing tou? fas BSc © Wich aia ra they ting chow?) What can hy sea? Soe e868 1. Have students lookat the pictures and call out the animals they can see. 2.Play audio and demonstrate the activity using the example. 3.Play audio. Have students listen and tick the box. 4. Play audio again and check answers as a whole class. Track 26.0. Narrator: Look atthe pictures, Listen. There is one example. 1 Narrator: What can they see? G:Oh, Kevin! Look! LD Look and read. Put a(/) ora(x).@ 1. Demonstrate the activity using the example. 2. Have students look at the pictures, read each statement, and puta tickin the box if the statement is true, oF across in the box ifthe statement is false. 3. Check answers as a whole class. 4. Afterwards, have students give anew true statement for each of the false statements. 1 Who oe th? Beye Bop cd REVIEW/AND, PRACTICE| B: Huh? Oh, wow! G:That'sa crocodile! ‘Narrator:Can you see the tick? Thisisan example. Now listen and tick the box. 2.Narrator: What s the boy looking at? B:Mary, whatare those? 5: They're lions, John. You knowthat. B: No, not the lions. Imean those. Can you seethetall animals? G:Oh! Theyregiratfes! 3. Narrator: Which animal are they talking about? B: Hey! Look at these animals. Theyre swimming. G:Oh wow. What are these? B: Theyre dolphins. :0h, cool. 4. Narrator: Which animal are they talking about? B: Wow. The 200 s really fun. G: Yeah itis. Hey, what's this? B: t'sapenguin. 5.Narrator: What can they see? B: Hey, Kim, Look! Can you see it? G:Oh, what's that? Is thata bird? B:No,itsabat. G:Abat! Cool! ‘Narrator: Now, listen again. AWhats his? w A: What ate those? Ween phon 8: Toy png ic be Jv) These ino Dd raw your two favorite animals and write about them. @ Sample answer: These are bate . They have twowings They use their wings to fy . These are gers . They have four legs They use their eg to wand jumpDD Play connect three. 1. Divide the class into groups of four with two pai ‘each group. 2.Have pairs play rock, paper, scissors to see which pair goes first. 3. Have the winning pair choose a space, match the symbol to the useful language, then ask and answer. 4, Have the pair mark that space as theirs if they use the useful language correctly. 5. Have pairs take turns. 6.The pair that gets three spaces in a horizontal, vertical, of diagonal line wins the game. Tiss gira A: What's this? ie @ on dahon A: What er those? © 0: thy'te zoos * I can point out and say different animals. | can ask and answer about an animal. * can ask and answer about a group of animals. 1. Read the statements and give an example for each. 2 Inpals, have students ve afew more examples ofeach aim, then briefly practice. 5. Askstudents to circle the nappy or sad face to show if they can perform the tasks @=Yesican fo, can't. For students who circle sad faces, recommend that they review the unit at home, or do the Workbook or Activity Multi-ROM (ifthey have it)LESSON}1 Aim: Vocabulary: Sentence patterns: Students will be able to talkabout things | dance, sing, playthe keyboard, | Ican dance. they canor cantt do. paint draw, act leant draw. {LD 1 Listen and point. Repeat. 1. Arrange the flashcards on the board, play audio, and point toeach flashcard. 2.Play audio again and have students point to the pictures in thelr books. 3.Play audio again and have students listen and repeat. 2 Play Guess. 1. Arrange the flashcards on the board and writea number, under each card. 2.Have students look at the flashcards for the count of ten. 3.Tum the flashcards over to face the board when the students are not looking. 4. Call out a number and have students take turns to guess, the face-dowmn card. Turn the card over after each guess. WD 1 Listen and practice. @ rae = a Nean't draw. 1. Have students lookat the useful language box. 2. Explain that we use this to say what we can or car't do. 3 Play audio, Have students listen to the useful language. 4. Have students practice the useful language. 5. Have students practice using vocabulary from Part A. 2. Look and (¥/) the box @. Practice. 1, Demonstrate the activity using the example. 2. Have students look and tick the correct boxes. 3. Have paits check each other's work. 4. Have some students share their answers with the class. 5. Have pairs practice saying the sentences. cn sng oO cotton WF w oa Oo Icon pin ean ng.1. Listen and repeat. 1.Drawattention to the initial /k/ sound. 2 Briefly explain and demonstrate the sound. 3 Play audio, Have students listen and notice the sound, 4 Play audio. Have students listen and repeat. 2. Chant. @ 1.Write the words or put up the flashcards on the board, 2 Play audio, Have students listen to the chant. 3.Point to a word or picture on the board, say the sound and, word (e.9. //, can), and have students listen and repeat Follow the same procedure with the other word. 4 Play audio, Have students listen and clap along with the sound and words as they hear them in the chant. Track 2900 /ki,/kt, can 1Ki, Ki, keyboard Track 3000 Hecan play the keyboard, {can play the keyboard, too. ‘She can catch the ball. can catch the ball, too! 5. Play audio. Have students listen and chant. 6. Optional) Elicit other words with the same sound, write them on the board, and have students doa similar chant with those words. WDD 1. look and listen. 1. Introduce the situation: “There isa talent show.” 2. Have students lookat the story and ask these questions: + Where are they? (at school) + Who is talking? (Alfie, Nick, Tom, and Mai) 3. Play audio, Have students look and listen, 2.Usten and number. @ 1. Play audio and demonstrate the activity using the example. 2 Play audio and have students listen and number. 3 Play audio again and check answers asa whole class 3.Role-play. 1. Divide the class into pairs 2. Have students practice saying the sentences with their partner. 3. Have some pairs demonstrate the activity in front of the class. On Of OF 0) Tem: There's alle show on Frey.) ser ‘Moi Hm gn wantto tal let Fo, Tom: Greet deo, Mal { Mot: What beat you, Tom? Tom: Hm. Wel. Neon 2 Mot: Thats OK Tom: Oh, leon sig Mot Tots grat ‘Ae: What abou you, Nik? Neck: Leon — (31 — realy wal ie: Co, [Neck Yoo, sound good. Nick And you, Ala? Ali: don know | on do mock ean ang con! Ll [Nick Youcan do es figs, Ae Ai: Hr, an do this Nek All Track310 Narrator: There isa talent show. 1. Tom: There's a talent show on Friday. Alfie: Yay! ‘Mai: Hmm. [can play the keyboard. | want to do itat the talent show. Tom: Great idea, Mall 2.Mai: What about you, Tom? Tom: Hmm. Well. can't dance. Mai: That's OK. Tom: Oh, [can sing. Mai: That's great. 3.Alfie: What about you, Nick? ‘Nick: can sing really wel. Alfie: Cool. Nick: Yeah, sounds good. 4.Nick: And you, Alfie? Alfie: don't know. can't do much. can't sing. Ican'tpaint. Nick: You can do lots of things, Alfie. ‘Alfie: Hmm, Ican do this. Nick: Alfie! Track 3200 Narrator: There isa talent show. Look atthe pictures. Listen. There is one example. 1.Tom: There'sa talent show on Friday. Alfie: Yay! ‘Mai: Hmm. Ican play the keyboard. | want to do itat the talent show. Tom: Great idea, Mai! Narrator: Can you see the number? This an example. ‘Now, listen and number. 2.Mai: What about you, Tom? Tom: Hmm, Well. can't dance. ‘Mai: That's OK. Tom:Oh, lean sing. Mai: That's great. 3. Alfie: What about you, Nick? "Nick: can sing really wel. Alfie: Cool. ‘Nick: Yeah, sounds good. 4.\Nick: And you, Alfie? Alfie: don't know. can't do much. (can't sing. Ican'tpaint. Nick: You can do lots of things, Afi. Alfie: Hmm, Ican do this. Nick: Alfie!LD Point and sar 1. Divide the cass into pais. ATER conto 2. Have students take turns pointing at a picture and saying a sentence. 3. Afterwards, have some pairs demonstrate the activity infront ofthe class. Practice (optional). 1. Showa flashcard to the class and say "yes" or "no" 2 Have students practice the structure 3. Repeat with other flashcards. G eg. (Teacher shows flashcard ‘paint.") Teacher: "yes" “Cass"Tcan pain iv Play the Chain game. Give true answers. 1. Have students look at the example. 2. Divide the classinto groups. 3 Have the students stand up. a (eater) 4 Have Student A tun to Student Band say a sentence. 5. Nex, have Student B turn to Student C and say a sentence. oS q 5 6-Continue untill students have practiced. 7. Have some groups demonstrate the activity in front of the class.Aim: Students will be able to ask about what others can or can't do. hop, fly, jump (rope), sivim, run, climb (a tree) Review 1. Write the vocabulary from the previous lesson on the board. 2. Have students read the words on the board. 3. Write the useful language from the previous lesson on the board. QD 1. Listen and point. Repeat. A 1. Arrange the flashcards on the board, play audio, and point ‘toeach flashcard. 2. Play audio again and have students point to the pictures in thelr books, 3.Play audio again and have students listen and repeat. 2. Play Heads up. What's missing? 1. Divide the classinto two teams. 2. Arrange the flashcards on the board and remove one card when students are not looking. 3. One student from each team calls out the missing flashcard. WD 1 tisten and practice. A Ys, hoy con / No ey an 1. Have students look at the useful language. 2. Explain that we often use this to askand answer questions about what we and others can and can't do. 3. Play audio. Have students listen to the useful language. 4. Have students practice the useful language. 5, Have students practice using vocabulary from Part A. 2. Look and write @. Practice. 1, Demonstrate the activity using the example. 2.Have students look and write. 3, Divide the class into pairs. Have palrs check each other's work. 4, Have some students share their answers with the class. 5. Have pairs practice saying the sentences. LESSON(2} ‘Sentence patterns: Can Lucy hop? Gan Tom and Ben swim? Can youjump rope? Yes, she can,/No, she can't Yes, they can./No, they can't. Yes, we can,/No, we can't 4. Have students read the sentences on the board. 5. Have some students practice using the vocabulary and Useful language in front of the class. Track 33.0 1.M:hop 2M:fly 3.M:jump rope 4.M:swim S.M:run 6.M: climb atree Track 3400 Bi:Can Lucy hop? Gi: Yes, she can/No, she can't. BI: an Tom and Ben swim? 2: Yes, they can/No, they cant. Bs Can you jump rope? 1828 B3:Yes, wecan/No, we cant dite: Con youn? dite con Chatta_ton 2 A aaah i nen = Mat No, sy cant Tom: Yes sho con1. Listen and repeat. 2 1. Draw attention to the /p! and /b/ sounds. 2 Briefly explain and demonstrate the sounds. 3 Play audio. Have students listen and notice the sounds. 4.Play audio, Have students listen and repeat. 2. Chant. 1. Write the words or put up the flashcards on the board. 2.Play audio. Have students listen to the chant. 3.Point to a word or picture on the board, say the sound and, word (e.g. /a/, rope), and have students listen and repeat. Follow the same procedure with the other sound and words. 4. Play audio. Have students listen and clap along with the sounds and words as they hear them in the chant. Track 350 ‘i, /pl, rope ‘p/./ot, hop 20, fbf, Ben, 20, fo keyboard Track 3600 Who can hop? = Ben can hop! Who can jump rope? = Ben can jump rope! Who can play the keyboard? ~ Ben can playthe keyboard! 5.Play audio. Have students listen and chant. 6. Optional) Elicit other words with the same sounds, write them on the board, and have students do a similar chant with those words. DD 1 took and listen. A 1. Introduce the situation: "At the park. 2. Have students look at the story and ask these questions: Who can you see? (Mai, Afi, Lucy, Tom, Charlie) What is Lucy doing? (playing hopscotch) + What are the children doing? (jumping, running, playing) 3.Play audio. Have students look and listen . Listen and write. 2 @ 1. Play audio and demonstrate the activity using the example. 2.Play audio and have students listen and write. 3.Play audio again and check answers as a whole class, 3. Role-play. fy@F 1 Divide the class into pairs. 2. Have students practice saying the sentences with their partners. 3. Have some pairs demonstrate the activity infront of the class ‘Mak tsa ree dey today, All ‘Ale: Yos, ts: Ob, look Thos cy, ‘Mat Oh, yeh, She's playing hope ‘Ale: Con she (1) nop? Mat Yea he oan, Lok Ale Celt ‘Mak Theres Tm. Hes wearing wim thers Ale: Hi, Tom Tom: Oh. hi Ale, ‘Ae: Tom, con you sin? Te: (2s | ‘Mat Lock, Alo. Toy ars jnping ‘ope, Bod hee Charl ‘Alle: Cel. Can be jmp tape? Mat (9) ob con't Chat: Oop, ‘Ale: Oh ol Are you OK, Chatie? Chore Yer, m OK ‘Alle: Macon you an your Wands (a Mak Wat No, Alia, we cant ‘Ale: Realy? can. Wech! Mak We, At Track 37 Narrator: At the park. 1.Mai:t'sa niceday today Alf. Alfie: Yes, itis. Oh, look! There's Lucy. ‘Mai: Oh, yeah. She's playing hopscotch. Alfie: Can she hop? ‘Mai: Yes, she can. Look. Alfie: Cool! .2.Mai: There's Tom. He's wearing swim shorts. ‘Alfie: Hi Tom. Tom: Oh, hi, Alfe. Alfie: Tom, can you swim? Tom: Yes, Ican. 3. Mai Look, Alfie. They are jumping rope. And there's Charlie! Alfie: Cool. an he jump rope? ‘Mai: No, he can't! Charlie: Oops. Alfie: Oh no! Are you OK, Charlie? Charrie Yes,'m OK. 4. Alfie: Mai, can you and your friends fy? ‘Mai: What? No, Alfe, we cant! Alfie: Really? can, Watch! Mai: Wow, Alfie! Track 380 ‘Narrator: At the park. Look atthe pictures. Listen. There is one example. 1.MaiIt'sa niceday today, Alf. Alfie: Yes, itis. Oh, look! There's Lucy. ‘Mai: Oh, yeah. She's playing hopscotch. Alfie: Can she hop? Mai: Yes, she can. Look. Alfie: Cool! ‘Narrator: Can you see the answer? Thisis an example. Now listen and write, 2. Mai: There's Tom. He's wearing swim shorts. ‘Alfie: Tom. Tom: Oh, hi, Alfie. Alfie: Tom, can you swim? Tom: Yes, lean. 3.Mai: Look, Alfie. They arejumping rope. And there's Charlie! Alfie: Cool. an he jump rope? ‘Mai: No, he can't! Chartie: Oops. Alfie: Oh no! Are you OK, Charlie? Charlie: Yes, 'm OK. 4. Alfie: Mai, can you and your friends fy? Mai: What? No, Alfie, we can't! Alfie: Really? | can, Watch! ‘Mai: Wow, Alte!