Professional Documents
Culture Documents
1 PDF
1 PDF
1. Introduce the situation “The first day of school! The class is listen and circle.
playing the ‘Teacher says’ game...” 2. Teacher: What’s your phone number, Nick?
2. Have students call out the objects and people they can see. Nick: It’s 0167-849-136.
3. Have students listen and read. Teacher: Ok, thanks. (Sound of phone calling) Hello, is this
0167-849-136?
2. Listen and circle. 04 CD1 Nick’s dad: Yes, that’s right.
3. Teacher: What’s your phone number, Jill?
1. Play audio and demonstrate the activity using the example.
Jill: It’s 0737-258-504.
2. Play audio and have students listen and circle.
Teacher: Thanks, Jill. (sound of phone calling) Hello, is this
3. Play audio again and check answers as a whole class.
0737-258-504?
3. Practice the structure. CD1
05
Jill’s mum: Yes, it is….
Phoning Tom’s dad…
1. Draw students’ attention to the structure box. 4. Teacher: Tom, what’s your phone number?
2. Play audio and have students listen. Tom: It’s 0845-052-499. (sound of phone called)
3. Play audio again and have students listen and repeat. Sam: Hello. This is 0845-052-499.
Teacher: Hello, Mr. Brown. This is Tom’s teacher. The bus is
broken….
STRUCTURE Track 05 Sam: What? Oh no. I’m coming…! (Sound of slipping over
What’s your phone number? W: What’s your phone number? and food landing on him)
It’s 0791-306-052. M: It’s 0791-306-052. Sam: Argh!!!
Teacher: Mr. Brown, Mr. Brown. Are you ok? Mr. Brown…?
8 NUMBER: Lesson 1
C Listen. Sing along.
CD1
06
Track 06
What’s your phone number? What’s your phone number?
It’s 0791- It’s 0791-306-052.
306-052.
1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.
"...your" "...yǝr..."
NUMBER: Lesson 1 9
NUMBERS
Theme 1 LESSON 2 Vocabulary:
eleven, twelve, thirteen, fourteen, fifteen,
sixteen, seventeen, eighteen, nineteen,
Review twenty
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board.
3. Write the structure from the previous lesson on the board. How old is/are _______?
4. Have students read the sentences on the board. He's/She's/Name's _______ years old.
5. Have some students come to the front and practice using the They’re _______ years old.
vocabulary and structure in front of the class.
Track 13
How old is she? How old is she?
She’s ten She’s ten years old.
years old.
1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.
4. Play the audio again. Have students listen and repeat with a 14
E Play the “Board race” game. 1. Divide the class into two teams.
2. Have one student from each team come to the front.
He’s seven. How old is he? 3. Whisper “He’s/She’s/They’re _______.” to the two students.
4. Have the students run to the board, write the number and
ask “How old is/are he/she/they?” and have students from
He’s seven their team call out the answer “He’s/She’s/They’re _______
years old.
years old.”
5. First team to answer gets one point.
6. Swap roles and repeat.
NUMBER: Lesson 2 11
NUMBERS
Theme 1 LESSON 3 Vocabulary:
thirty, forty, fifty, sixty, seventy, eighty, ninety,
one hundred
Review
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board. ______ plus ______ is _______.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.
efilA
7776655
4321
12 NUMBER: Lesson 3
C Listen. Sing along.
CD1
20
Track 20
o.
Twenty plus two is twenty-tw Twenty plus two is twenty-two.
Thirty plus th Thirty plus three is thirty-three.
ree is thirty-three.
1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.
1. 20 + 9 = 29 Write.
Twenty plus nine is twenty-nine.
1. Demonstrate the activity using the example.
2. 30 + 2 = ___________
2. Have students read the sums and write the answers.
3. 40 + 4 = ___________ 3. Check answers as a whole class.
Point and say.
4. 50 + 1 = ___________
4. Demonstrate the activity.
5. 60 + 5 = ___________ 5. Divide class into pairs.
6. Have student A point to a sum and have student B practice
1234556677788989034345434
Alfie
6. 70 + 8 = ___________ 5
4 saying it “_______ plus _______ is _______.”
6
Alfie
4345434
NUMBER: Lesson 3 13
NUMBERS
Theme 1 LESSON 4 Vocabulary:
square, circle, triangle, rectangle, star,
oval
Review
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board. How many _______ can you see?
3. Write the structure from the previous lesson on the board. I can see ________ ________.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.
Track 22
A Listen, point and say. CD1
22
1. W: Square.
1 2 3 4 5 6 2. W: Circle.
3. W: Triangle.
4. W: Rectangle.
square circle triangle rectangle star oval 5. W: Star.
6. W. Oval.
1. Arrange the flashcards on the board, play audio and have pronunciation when needed.
students listen and repeat. Point to the flashcards along 4. Play the “Word Tennis” game. Have one student come to the
with the audio. Repeat several times. front and play "Tennis with you.
2. Play audio again and have students listen, repeat and point 5. As you say a word hit it to the student and have the student
to the pictures in their books. respond with another word and hit it back to you.
3. Change the order of the flashcards, point to them 6. Divide students into pairs and have them play with each
individually and have students say the words, correct other. Have some pairs demonstrate in front of the class.
88
89
09
efi
43
43
45
43
12345566777889890343454
Alfie
I can see
six circles. Alfie: I can see six circles.
Narrator: Can you see the number? This is an example. Now
3
listen and write the numbers.
2. Alfie: Tom, Look! How many triangles can you see?
Tom: I can see eight triangles.
3. Tom: How many squares can you see?
4 Alfie: Hmm, I can see ten squares.
1234556677788989034345434
Alfie
Art teacher: Hello, little blue boy. Can we paint you? (French accent)
1. Review the story from the previous lesson "Tom and his Alfie: Yes, you can!
friends met an alien in the playground."
2. Now introduce the situation "Tom is asking Alfie where he
is from…"
3. Have students call out the objects and people they can see. STRUCTURE
4. Have students listen and read.
How many circles can you see?
2. Listen and write the numbers. 24 CD1 I can see six circles.
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and write the numbers.
3. Play audio again and check answers as a whole class. Track 25
M: How many circles can you see?
3. Practice the structure. CD1
25
M: I can see six circles.
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
14 NUMBER: Lesson 4
C Listen. Sing along. CD1
26
Track 26
e?
How many squares can you se How many squares can you see?
I can see I can see six squares.
six quares.
1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.
4. Play the audio again. Have students listen and repeat with a "Can…" "kǝn…"
focus on the feature.
1. Demonstrate the activity using the example. Draw four stars on the
E Play the “Picture this!” game. Ask and answer.
board. Then ask and answer with the class.
stars squares rectangles circles triangles ovals 2. Divide the class into two teams. Have them play rock/scissors/paper.
I can see four stars.
3. The team that wins goes first, choose a student to come draw
How many stars can you see? on the board. Write down and show the student what will be drawn.
4. After drawing have the student ask their team “How many
_______ can you see?” If the team answers with the correct
I can see four stars. number, award one point.
5. Swap roles and repeat.
6. The teacher can use any nouns students have already learned as
well as the nouns in the box on the page.
NUMBER: Lesson 4 15
NUMBERS
Theme 1 LESSON 5 Vocabulary:
rice paper, tofu, fat cake, flag, starfruit
Structure:
Review
The _______ is a/an ________.
1. Write the vocabulary from the previous lesson on the board. The _______ are ________s.
2. Have students read the words on the board.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.
WRITING Look at
SPEAKING and write the sentences.
3. The tofu__________________________________________________.
4. _________________________________________________________.
NUMBER: Lesson 5 17
NUMBERS
Theme 1 LESSON 6 Review and Practice
READING & WRITING Look at the pictures. Look at the letters. Write the words.
Example
1. Demonstrate the activity using the example on the board.
twelve elwetv
Write the mixed up letters on the board, then write the
word “twelve” next to the letters, cross out each letter once
1 wtnyte–rfuo they have been put in the correct order.
2. Have students look at the mixed up letters and the pictures
of numbers. Have students spell the numbers in the spaces
2 yffit–sxi provided.
3. Check answers as a whole class.
4. Afterwards, have some students demonstrate spelling the
3 geiyth–enni words in front of the class.
18 NUMBER: Lesson 6
SONG Turn to page 102 . Listen. Sing along. CD1
32
I CAN...
•I can ask for someone's phone number. 2. In pairs, have students give a few more examples of each
•I can ask how old someone is. function, then briefly practice.
•I can do basic math.
•I can count things I can see.
3. Ask students to color one, two or three stars, to show how
well they can perform the tasks.
= Great!
‘Can Do’ statements
= Ok
1. Read out the statements and give an example for each.
= Needs more study
• I can ask for someone's phone number.
For students with two or fewer stars, recommend that they
• I can talk about age.
review the theme at home, or do the Workbook or Activity
• I can do basic math.
Multi-ROM (if they have it).
• I can count things I can see.
NUMBER: Lesson 6 19