Hats On Top TLS

TEACHING LESSON SYLLABUS- HATS ON TOP NURSERY
KEY LANGUAGE
ACH UNIT LESSON SB PAGE AIMS SUGGESTED ACTIVITY COMMENT SIGN & DATE
STRUCTURE LEXIS
Hello, Sam! hello To say hello and byebye.
What's your bye-bye To identify of the question “What’s your
name? name?" and respond with his/her name.
1 1 4
To follow the rhyme of "Hello Song".
To understand teacher’s instructional words
and body language.
Hello, (name)! hand To sing "Hello song".
It’s (color). circle To say “my hand”.
red To recognize the colors: red, orange, blue,
2 2 5
orange green.
blue
green
Clap your hands sing To acknowledge the rhyme of bye-bye song.
wave To say "clap your hands".
To say the word 'sing' to the teacher.
3 3 6
To follow the rhyme and do the actions.
To develop fine motor skills by clapping your
hands.
Here it is ball To say "here is a ball".
Here is a (ball). here To say "a ball".
4 4 7,8
A ball To say here it is.
Hello, I am (Sam). goodbye To say goodbye to the teacher politely.

Thank you you To say hello, I’m (name).
5 5 9
To say thank you, (name).
1
Hands up eye To understand the instructions and do the
Hands down nose corresponding action.
Wave your hand To develop fine motor skills by throwing and
6 6 Unit Review hands ear catching.
mouth To say hello and goodbye to each.
Hello, I’m… goodbye/ To sing the songs and do the actions.

Here is a ball bye-bye To follow teacher’s instructions to complete
Thank you ball the tasks.
7 7 Project Work Here it is red To use finger puppets to practice the words.
orange
green
blue
Hands up eye To have the unit assessment.
Hands down nose
Wave your hands hand
Hello, (Sam)! ear
mouth
Assessment &
8 8 hand
Consolidation
circle
red
orange
blue
green
What’s your hello To say hello to their friends.
name? hand To say hello Cassie and Sam.
I’m (Sam). bye-bye To greet each child by name.
To point to Cassie’s hand and say “hand”.
9 1 12 To understand imperatives and instructions:
point, wave and say.
To develop fine motor skills by draw a circle
around the hand.
I'm a boy. boy To point to say the words: boy, girl.
I'm a girl. girl To say I'm a boy. I'm a girl.
Stand up blue To understand and follow the instruction to
yellow do the actions, such as stand up.
10 2 13
red To recognize 3 different colors: blue, yellow,
red
To sort out different genders: boys and girls.
I'm a (boy). boy To point to say the words: boy, girl.

Stand up girl To listen and point to the ball.
It is (red). ball To develop fine motor skills by passing and
red catching the ball.
11 3 14 purple To understand and follow the instruction to do
green actions, such as stand up, sit down.
To recognize 3 different colors: red, purple,
green.
To sort out different genders: boys and girls.
I'm a (boy). ball To point to say the words: boy, girl.
I'm / he is / she is chair To point to the chair and say: chair.
(on a chair). red To point to say: she is on a chair/ he is on a
2 purple chair.
12 4 15,16 green To color the paper chair.
To understand and follow instruction to do
actions, such as stand up, sit down, come back.
To develop motor skills by following the rhyme
of A Boy and A Girl to do the actions.
I'm a (boy). hat To point to the chair and say: chair;
Hats on chair To point to the hat and say: hat;
I'm / she is / he is up To understand and follow the instruction to
(on a chair). down do actions, such as stand up, sit down, come
13 5 17
Hands up back, hands up, hands down;
Hands down To color and glue paper hats;
To develop motor skills by following the
rhyme of A Boy and A Girl to do the actions
Hats on the hat To listen and do: put hats on the head.
(head). chair To listen and do: put hats on the chair.
(A boy’s) hat. up To understand and follow the instruction to do
14 6 Unit Review down the actions, such as stand up, sit down, come
back, hands up, hands down, hats on.
To color and decorate the hats.
boys To sort out boys and girls.

girls To develop their thinking skills by making the
photos photo board.
15 7 Project Work
left side To select photos and stick on the magnetic
right side board.
They are my my friends To have the unit assessment.

Assessment &
16 8 friends hug
Consolidation
Give me a hug
What's your hello To say your English name.
name? hair To sort out boys and girls.
17 1 20 I'm (Sam). boy
I'm a (girl). girl
me
Sit down (on a teddy bear To chant: walk, walk, walk.
chair). walk To act out the rhyme (Teddy Bear).
18 2 21,22
It is a (teddy bear). chair To recognize teddy bear, boy and girl.
Sit down
What's your one To count numbers to 2.
name? two To chant: walk, walk, walk.
19 3 23 One hand hand To understand teacher's instructions: stand up
Two hands walk and walk and do actions.
Stand up and walk
It is (red). red To recognize the color: red.
It is a (ball). hand To point to say the red things in class.
20 4 24 Put your hand on ball To develop fine motor skills and thinking skills
(red). by pass the ball, catch the ball with saying: a
Look for (red). ball.
Hello, teddy bear. hello To recognize red teddy bear.
Put your two teddy bear To look and point chair.
hands (on the hand To say and act: walk.
3
21 5 25 chair). red
It is (red). chair
Walk under the walk
bridge. under
Hello, (name). one To chant: one, two, walk, one, two, walk.
Sit down, please. two To wave hands and say hello to each child by
Put your hand on ball name.
22 6 Unit Review the (red) hat. red To locate the red hat and put it on your head.
hat
walk
sit down
It is a (red) (teddy boy To recognize the color: red.
bear). girl To point and say the red things in class.
red To pass the ball, catch the ball with saying: a
chair ball
23 7 Project Work walk recognize the teddy bear.
teddy bear To develop fine motor skills by color hunting.
ball
hand
me
Assessment & unit review unit words To have the unit assessment.
24 8
Consolidation review
I'm a (boy). boy To say the sentence: I love you.
I love you. girl To point to say boys and girls.
Sit down on a walk To understand the instruction: sit down on a
25 1 28
chair! love chair.
you To listen and act: give teacher a hug.
hug
Mommy, I love Mommy To point to say: Mommy, I love you.
you. walk To understand the instruction: sit down, and do
26 2 29 Teddy bear, I love sit down the action.
you. To listen and do: walk.
(Mommy), I love Daddy To point to each of your hands and say: hand,
you. one hand.
two To clap your hands to a steady beat, chanting:
27 3 30 walk one, two, one, two,…
hand To wave hello to Mommy, Daddy.
To have learners stand up and walk in place,
chanting: walk.
Bye-bye, hello To have learners greet the Mommy doll: Hello,
(Mommy). Mommy Mommy. Repeat with Daddy and teddy bear.
(Mommy), I love Daddy To have learners give their classmates each a
you. teddy bear hug as to say: I love you.
Put your hand on bye-bye To play the bye-bye, Mommy song. Use the
28 4 31,32
red. hand dolls to act out the song as you listen.
It is red. ball To play the song again, have children wave
red when they hear bye-bye.
To have them find and touch red items in the
room.
Put your hand on ball To understand the instruction: sit down on a
(blue). blue chair.
4
Sit down (on a hand point and say: ball.
29 5 33 chair). chair To color the ball blue and say: blue ball.
It is (blue). red To have them find and touch blue items in the
room.
To sing and act: the Look for Blue song.
I love you. one To have learners count the number: one, two.
Sit down. two To have them find and touch blue/red items in
Put your hand on teddy bear the room.
(red). hand To understand the instruction: sit down.
30 6 Unit Review
blue To point to say: Mommy, I love you. Daddy, I
red love you.
heart To color the heart red and say: red heart.
Mommy, I love one To have learners count numbers 1 to 2.

you. two To have learners find and touch red/blue items
Daddy, I love you. teddy bear in the room.
It is (blue). hand To have them hug each other and say: I love
I'm a (boy). blue you.
red To point to say: blue ball, red ball.
hat To develop fine motor skills by color hunting.
31 7 Project Work walk
mommy
daddy
bye-bye
ball
chair
walk
hug
Assessment & To have the unit assessment.
32 8
Consolidation
It is a (little) ball. little To wave and say hello to your friends.
Put your hands on big To chant together: ball, ball, ball.
(little blue) ball. hello To point to say: little/big.
Put your hands on blue To point to say: little ball/big ball.
33 1 36
(big blue) ball. chair To draw blue on the paper ball.
hand To find and touch the little things in classroom.
ball To find and touch the big things in classroom.
bye-bye
Girls, stand up. little To identify big and little.
Boys, stand up. big To understand instructions: stand up, sit down.
Sit down. ball To color big balls in blue.
It is a (big blue) boy To point to say: big blue ball.
34 2 37,38
ball. blue
It is a (little) ball. girl
Mommy
Daddy
It is a (big) hat. big To color little balls in red.
It is a (little) ball. little To point to say: a ball.
35 3 39 It is a (little red) hat To point to say: a hat.
ball. red To point to say: a little red ball.
ball To find and touch the red little items.
What's your one To wave your hand and say your name.
name? two To identify the genders.
I'm (Sam). three To point to say: a big ball, a little ball.
I'm a (little boy). balls To say: I'm (name). I'm a ….
36 4 40
chair To understand the instruction: sit down on a
chair.
5
To point to the balls and count: balls, one, two,
three.
5
It is a (yellow ball). yellow To color the ball yellow.

red To find and touch the yellow items in
blue classroom.
37 5 41 ball To count numbers: 1, 2, 3.
one To recognize three colors.
two To develop the sense of arts by coloring and
three painting.
It is a (big) ball. big To find and collect hats.
It is a(yellow) little To find and pick big balls.
(ball). hat To point and say: big, little.
38 6 Unit Review ball
red
yellow
blue
It is a (red) (hat). big To color the little ball/hat red.
little To color the big ball/hat blue.
ball To color your hand yellow.
red To point and say big, little.
39 7 Project Work blue To recognize three colors.
yellow To find and touch three colors' items in
one classroom.
two To develop fine motor and thinking skills by
three finding and touching.
40 8
Consolidation
What's your yes To wave and introduce yourself with your
name? no name.
Hello, boys and one To answer the question with Yes/No: Is this
girls. two (name)?
41 1 44 Is this a (chair)? three To answer the question with Yes/No: Is this a
Is this (Sam)? chair chair?
To chant and act: one step, two steps, three
steps.
To follow the instruction: sit down on a chair.
Hello, boys and yes To response the questions with Yes/No.
girls. no To color the hats in three colors.
Is this a (boy)? boys To sort out boys and girls under two columns.
Is this a (hat)? girls To color the chairs in three colors.
42 2 45 Is this (red)? hat To find and pick the yellow hats and chairs.
chair
red
blue
yellow
What's this? car To color the big car blue.
Is this a (car)? yes To color the little car yellow.
no To point to say: car, car, little car.
little To point to ask: Is this a car? (Yes/No).
43 3 46
big To chant and act the A Little Ball, a Big Ball
one action rhyme.
two To develop the sense of arts by coloring and
three painting.
Let's go! go To say the instructions: go car go! Stop car
One, two, three, stop stop!
go! car To count numbers: one, two, three.
44 4 47,48
One, two, three, one
stop! two
three
6 What's your yes To chant and act: little and big.
name? no To point and say: boy, girl.
Is this a (boy)? boy To find and touch cars in three colors.
Is this (car blue)? girl To give instructions: go go go.
little To develop fine motor and thinking skills by
45 5 49
big finding and touching.
car
red
blue
yellow
Is this a (car)? car To answer the questions with Yes/No.
Let's go. chair To put the cars on the race track and say: Go
Please, stop. hat car, go.
46 6 Unit Review
ball To stop the car with saying: Car, stop!
stop
go
What's your go To answer the questions with Yes/No.
name? stop To answer the "What's your name?": I'm
Is this a (chair)? car (name).
Is this (name)? hat To play and sing the Pick Up song, pick up the
Is this a (color) ball cars, hats, and balls and put them away.
car? chair To follow the instructions and do action: go,
teddy bear stop.
47 7 Project Work yes To count the objects: one, two, three.
no
red
blue
yellow
one
two
three
48 8
Consolidation
Is this a (bird)? bird To flap arms and chant: bird, bird, bird.
Look for a (bird). hello To match and color birds in three colors.
hand To follow simple directions and commands: red
49 1 52 red birds stand up; blue birds sit down; yellow
blue birds sit down on a chair.
yellow To sort out the three colors' birds.
yes
Yes, go! hop To answer the question: Is this a green ball?
No, stop! stop (No). It is a yellow ball.
Is this a (green yes To follow simple directions and commands:
ball)? no hop, hop, stop.
50 2 53
ball To find and collect the two colors items in
yellow classroom.
green To develop fine motor and thinking skills by
finding and collecting.
I can wiggle. hop To say and do: wiggle your hand; clap your
Wiggle your stop hand.
hands. wiggle To say and act: "We Can Wiggle" action rhyme.
Clap your hands. hand To chant: hop, hop, hop.
51 3 54 bye-bye To follow the commands: hop, hop, stop.
To act out the words: wiggle, hop, clap, stop,
wave.
To develop fine motor skills by hopping,
clapping and wiggling.
I can count. hop To identify the size of objects.
stop To give simple commands: go, stop, hop.
car To count: one, two, three.
bird To point to say: bird, car.
little
52 7 4 55,56
big
one
two
three
go
7
Look for a (chair). red To place four colored papers on the floor, and
Look for (green). blue say the colors.
yellow To follow the directions and commands: stand
53 5 57 green up. Sit down.
chair To find and touch items green.
big To point to say: a green chair.
little
Is this a (bird)? yes To answer the questions with Yes/No.
(Yes/No) no To follow the directions and commands: hop,
stop (the car), bird hop, wiggle, stop.
54 6 Unit Review please. car To clap your hands, wiggle your hands.
Let's go! hop
stop
wiggle
(Mommy), I love bird To play games to practice: stop, go.
you. chair To answer the questions with Yes/No.
Is this a (chair)? green To find and touch items colored green and
yellow yellow.
55 7 Project Work
stop To develop fine motor and thinking skills by
hop finding and touching.
Mommy
Daddy
56 8
Consolidation
Is this a (little book To chant and act out "Little Bird".
book)? chair To point to say the objects in classroom.
(No), this is a (big little To point to say the size of objects.
book). big To develop fine motor skills by saying the
57 1 60
A (book), please. yes words and doing the hand motions.
Thank you. no To develop creative skills in using paint or ink
please to make fingerprints.
thank you
Is this a (book)? book To learn basic manners and how to use the
Yes, this is a ball words Thank you and Please.
(book). yes To identify colors and sizes by finding and
Put your (hand) on no touching items in classroom.
(green), please. please To develop fine motor skills by moving chairs
58 2 61
thank you in a circle.
green To follow simple instructions and imperatives.
hand
chair
yellow
This is (an) (apple). apple To sing and chant "Little and Big" and do
Here you are. ball actions.
What's this? little To develop fine motor skills by cutting and
59 3 62 big gluing apple, ball, book and hat.
book To sort out big and little items in classroom.
hat To identify and match items with
corresponding colors.
What's your one To learn basic manners and how to use the
name? two words Thank you and Please.
Sit down on a three To play the "Two Red Apples" chant and do the
(chair). chair role-play with two apples.
One (chair), two teddy bear To point to say the two red apples.
60 4 63,64
(chairs). walk To count numbers from 1-3.
apple To follow simple imperatives and actions.
red
please
thank you
8 Thank you. hop To develop fine motor skills by hopping.
A (hat), please. stop To follow action instructions: stop, hop, wiggle.
This is a (red) please To learn basic manners with using thank you
(apple). thank you and please.
(A) (book) on a bird To recognize three colors in classroom.
(chair). red To point three colors in pictures.
61 5 65
yellow
green
blue
two
apple
bye-bye
I love you, teddy bear To hug your teacher with saying I love you.
(Mommy). Mommy To develop fine motor skills by cutting and
Thank you, (Sam). Daddy gluing hats and decorations.
Bye-bye, (Daddy). bye-bye To practice basic manners and use the words
This is a (book). one Thank you and Please.
two To develop fine motor skills by clapping and
hand dancing along to the songs or ryhmes.
62 6 Unit Review
red To find and touch items in colors.
yellow To sort out correspondently objects after the
green teacher say the words.
apple
hat
thank you
book
Is this a (book)? book To develop fine motor and thinking skills by

This is a (book). chair doing the open exploration activity on
little Teacher's Edition (PP. 130, 131)
big
63 7 Project Work
yes
no
please
thank you
64 8
Consolidation
Is this a (cat)? cat To encourage learners to appreciate and enjoy
This is a (big cat). yes animals.
little To point to the picture and say cat.
65 1 68
big To sort out big cat and little cat.
please To develop fine motor skills by gluing cotton
or tissue paper on the cat.
Is this a (bird)? hand To demonstrate petting a cat using the left fist
(No), this is a cat to present the cat.
(green) (paper green To find the color green objects in classrooms.
66 2 69 cat). bird To learn basic manners.
little
big
no
A dog can run. dog To point to toy dog and act the running action.
A (bird) can (fly). run To point to paper bird and act the flying action.
fly To develop fine motor and creative skills by
67 3 70 big coloring the dog. (red, yellow, blue, or green).
little To chant and act the action ryhme.
ball
bird
What's your one To chant numbers and clap your hands.
name? two To follow simple commands: stop, hop, fun, fly,
Walk with me. three walk.
teddy bear To develop fine motor skills by dancing and
walk moving to the rhythm.
68 4 71,72
hop
run
fly
stop
chair
9
(Apples). One, dog To act out dog and cat. Say woof, meow.
9
two, three. cat To sing "the Dog Can Run song" and do
A (dog) can (run). apples actions.
one To develop fine motor and thinking skills by
69 5 73 two drawing three red apples on the tree.
three
woof
meow
I love you, Daddy To recognize dog, cat, teddy bear, bird in

(Mommy). Mommy picture.
Is this a (dog)? red To recognize four colors and make fingerprints.
walk To develop fine motor and thinking skills by
70 6 Unit Review
dog painting.
cat
blue
green
Is this a cat? dog To develop fine motor and thinking skills by
(Yes./No.) cat doing the open exploration activity on
A big cat or a little bird Teacher's Edition (PP. 146, 147)
cat? teddy bear
A big cat. hat
A cat or a dog? A Mommy
71 7 Project Work dog. Yes. A big Daddy
dog. A little dog. yellow
A big cat. A little green
cat. red
We can hop. blue
We can walk. walk
bye-bye
72 8
Consolidation
Is the (carrot) up? carrot To point to the carrots and chant the Carrots
Can you count pull rhyme.
them? help To sing the "One, Two, Three, ….Pull! song"
73 1 76 orange and pretend to pull as they sing.
one To count the carrots, one, two, three.
two To develop fine motor skill by filling the jar
three with sand or pebbles or rice.
Hello, (bird). hello To sing the "A Dog Can Run song"
Please sit down, dog
thank you. bird
74 2 77 Please help us. woof
meow
tweet
cat
This is a (big) carrot To point to the pictures and find out carrot and
(carrot). big orange.
What's this? orange To count the animals.
75 3 78 Please stand up. cats To encourage learners to appreciate and enjoy
dogs animals.
birds To play and sing the Thank You! action rhyme
10 for developing learners' fine motor skills.
To develop fine motor and thinking skills by
76 4 Prep-performance creating the costumes and presentating a play.
77 5 Performance To present the play presentation.

To review key language for Unit 1
Book Review
78 6 To review key language for Unit 3
1,2,3
To develop early literacy by project work
To develop early math skills by project work
Book Review
79 7 To review key language for Unit 6
4,5,6,7
To develop early math skills by project work
Book Review To review key language for Unit 7
8,9,10 To review key language for Unit 8
80 8 & To review key language for Unit 9
End-of-Level Yo have the End-of-Level Assessment
Assessment
TEACHING LESSON SYLLABUS- HATS ON TOP LEVEL 1
KEY LANGUAGE
ACH UNIT LESSON PAGE AIMS SUGGESTED ACTIVITY COMMENT SIGN & DATE
STRUCTURE LEXIS
Hello, (teacher). hello To say hello

What's your boy To sing a Greeting Song
name? girl To answer the question "What's your
teacher name?" with his/her name
1 1 4 To identify different roles
To develop early writing skills by following
a path
This is my (hat). hat To sing the hello song with different

name names
picture To answer the question "what's your
nice name?" with his/her name
strip To answer the question "what color is it?"
the correct color
2 2 5
To use the structure "this is my (hat)" to
express ownership
To develop fine motor skills by decorating
hats
What's this? pencil To sing the Pick Up Song

book To understand the instructions "put
This is my crayon away/pick up" and respond with correct
(pencil). picture actions
Pick up the To answer the question "What's this?"
3 3 6 (pencil). with "This is my (pencil)."
Put away the
(pencil). To identify classroom objects
To develop fine motor skills by cutting
and folding to make a flip book
1 Find a (crayon). yes To understand the instructions "Find a

Here is a... no (crayon)." and respond with correct
need actions
4 4 7 What do you To understand the question "What do you
need? need?" and respond with the name of the
I need a (crayon). things the learners need
How are you? shake To learn a chant for greetings:

wave To practice and act out different greetings
5 5 8 Fine, thank you. and
fine
happy
Is it a (crayon)? house To role-play greetings
Yes./ No. To answer "yes" or "no" questions
What's this? To to answer the question "What's this?"
6 6 9
with the name of the object
To develop fine motor skills and creativity
by coloring Sam
Have a project Have a project To develop the sense of order by sorting
work. work. crayons and pencils on P18-P19 in
Teacher's Book
7 7
To develop fine motor
skills/creativity/critical thinking by
drawing on P18-P19 in Teacher's Book
Consolidation Consolidation To develop fine motor
and Assessment and skills/creativity/critical thinking by cutting
Assessment and pasting
8 8
To consolidate the language during
cutting and pasting
To have the unit assessment
Put your finger finger To learn a TPR chant and a song: The Hats
on your (nose). nose On Top Song
To understand the instructions "Put your
What's this? ear finger on your (nose)." and respond with
same correct actions
9 1 10 It's my (nose). To act out different poses to have the
concept of being the same
Is it the same? To develop gross motor skills by acting
Yes./ No. out different poses
I have (one) Review To learn a TPR song for 4 facial organs

(mouth) To use "I have (one) (mouth)" to describe
faces
To recognize different names
10 2 11 To develop fine motor skills and creativity
by drawing self-portraits
Listen! What's listen To identify different sounds and to

this? chair recreate sounds
door To identify objects by their sounds
11 3 12
To identify numbers: 1 and 2
hand
paper
Put the (beans) bean To identify objects by touch
in. rice To identify sounds and rhythms
Shake it! To develop gross motor skills and sense
12 4 13
yes of rhythms by shaking the containers
2
no
Wash your wash To learn a song
shake
(hands). To understand the instructions "Wash/Dry
Dry your (hands). dry your hands" and respond with correct
Look, (mom)! actions
13 5 14
look To use "Look, (mom)!" while acting out
the hand-washing story with the teacher
mom
(two) (chairs) face To develop listening skills through the
activity "Listen and Circle"
14 6 15 To develop creativity and critical thinking
by exploring shadows
Have a project Have a project To develop fine motor skills and critical
work. work. thinking through People Puzzles on P34-
15 7 P35 in Teacher's Book
To develop early math skills by sorting
numbers on P34-P35 in Teacher's Book
Consolidation Consolidation To act out the stories in Unit 1 and Unit 2
and Assessment and To develop fine motor
Assessment skills/creativity/critical thinking by cutting
and pasting
16 8 To consolidate the language during
cutting and pasting
I love you. love To learn a song about emotions

brother To develop early writing skills by tracing
17 1 16 Who is this? the path
This is my (dad). dad To identify 4 family members
sister
This is my family To express love using "I love my (mom)"
(mom). To develop fine motor skills and art skills
I love my (mom). baby by pasting hearts to the pictures of family
18 2 17 members
(Cats) love their bear To learn a song about family

(babies). To clap syllables
bird To identify animals by their sounds
19 3 18
cat
Here you are. dog stick

glue To learn a TPR song
To make polite requests using "please"
20 4 19 (Glue stick), To develop critical thinking by sorting
please. moms and dads
Thank you.
3 This is a (baby). happy To learn a TPR song

To identify emotions
The (baby) is sad To understand the instruction "Clap your
21 5 20
sad/happy. hands" and respond with right actions
clap
Goodbye, goodbye To learn a goodbye song

22 6 21 (mom). To practice saying goodbye
To recognize emotions: happy or sad
work. work. thinking through Family Puzzles on P50-
P51 in Teacher's Book
23 7 To develop early math skills and critical
thinking by sorting animals on P50-P51 in
Teacher's Book
Consolidation Consolidation To develop fine motor skills and creativity

and Assessment and by making a card to someone in your
Assessment family
24 8 To consolidate the language during the
activity
What color is blue To learn a TPR song: Look for Red

it/this? To identify colors
A (red) (bear). green To describe objects by color
25 1 22 To develop fine motor skills and creativity
What's next? red by making single-color pictures
Look for (red) yellow
Put your finger circle To learn a TPR song

on a (red) To identify and to make shapes
26 2 23 (square). square To follow TPR direction to identify colors
and shapes
triangle
How many ball To answer the questions "How many
(chairs)? three (chairs)?" with the correct number
To read and to write numbers 1, 2, 3
To develop critical thinking by matching
27 3 24
numerals and quantities
To learn an action chant "Look at James!
1, 2, 3!"
I have (yellow). orange To make a request in a polite way using

"(Blue), please."
28 4 25 (Blue) or (red)? play-dough To learn a song about mixing colors
4 To develop creativity by mixing different
(Blue), please. colors
Thank you.
Let's play. carrot To use "Let's play" to invite a friend to
play
How many rabbit To retell a story using pictures
29 5 26 (circles)? To develop fine motor skills and creativity
I have (one) by making a rabbit from paper shapes
(mouth).
I am a (rabbit).
This is for you. Review To name different shapes
To role-play giving gifts using "This is for
30 6 27
You are you, (mom)." "Thank you." "You are
welcome. welcome."
work. work. thinking by sorting colors on P66-P67 in
Teacher's Book
31 7
To develop fine motor skills and early
math skills through Color Patterns on P66-
Consolidation Consolidation To develop fine motor skills and creativity
and Assessment and by pasting paper shapes together to make
Assessment different animals
32 8
To consolidate the language during the
activity
I have a (jacket). backpack To learn

a clothes song
To identify different clothes
33 1 28
jacket To use the structure "I have a (jacket)." to
express what the learners have
I have (black) black To learn a helping song
(shoes). pink To identify and describe clothes
34 2 29 To express thanks
pants To become a helper
shoes
It's a (rainy) day. cold To learn a TPR song
rainy To identify different weather conditions
35 3 30 Put on your sunny To use "It's a (rainy) day." to describe
(jacket). current weather conditions
rain
Is it (wet)? water To follow TPR directions
Yes, it is. To explore wet and dry
36 4 31
No, it isn't. wet To develop fine motor skills and creativity
by painting with water
Put your feet To learn a TPR song: Put Your Shoes on
socks/shoes on. head Your Feet
Put your silly To mime to actions as teacher says "Put
socks/shoes on your (socks) on your (feet)."
37 5 32 your feet. To build phonemic awareness: the /s/
5 Let's go! sound
Retell the story for putting your socks and
shoes on
Go away. Review To learn a weather song: Rain, rain, go

away
38 6 33
To reread and to retell the stories in Unit 4
and Unit 5
Project work. Have a project To develop critical thinking by matching
work. socks on P82-P83 in Teacher's Book
To develop fine motor skills and creativity
by playing a dressing up game on P82-
39 7 To develop fine motor skills and creativity
on P82-P83 in Teacher's Book
Consolidation Consolidation To develop social skills and creativity by

and Assessment and designing and making clothes
40 8 Assessment To consolidate the language during the
activity
I like (cookies). cookie apple To learn a TPR song about fruit.
banana　 To use the structure "I like (bananas)." to
express personal preference
41 1 34 To develop early literacy skills by reading
words and pictures
To develop critical thinking by finding the
same cookies
(Two) (bananas), orange plum To ask for fruits in a polite way using the
please. Here you structure "(Two) (bananas), please."
are. Me, too. To count to at least three using the
structure "One, two. Two bananas."
42 2 35 To use "Here you are." while giving
something to someone
To use "Me, too." to state same likes.
Do you like cake candy To learn a question song

(soup)? I don't milk soup To express likes and dislikes using the
like (soup). structures "I like/don't like (soup)."
To ask for others' likes using "Do you like
(soup)?"
43 3 36
To answer the question "Do you like
(soup)?" with the answer "Yes/No."To
develop self-awareness and critical
thinking by sorting food they and their
classmates like or don't like
It's a (red) grape To describe fruit by color
(strawberry). strawberry To develop the sense of art by mixing
44 6 4 37 purple white colors together
To develop fine motor skills by pushing
the fruit onto the stick
Look inside. big little seed To learn a chant for fruit
bean To understand and follow the instruction
"Look inside"
45 5 38
To develop critical thinking by matching
the fruit, inside and out.
Review Review To learn a phonemic awareness chant:

Cassie Likes Cookies
To develop art skills and fine motor skills
46 6 39
by sticking beans to make a picture
To develop early math skills by making
pattern rows with fruit prints
Have a project Have a project To develop early math skills by sorting
work. work. food on P98-P99 in Teacher's Book
To develop early math skills by making a
47 7 shopping list on P98-P99 in Teacher's
Book
Consolidation Consolidation To develop phonemic awareness and

and Assessment and critical thinking by sorting pictures that
Assessment begin with the same sound /k/
48 8 To consolidate the language during the
activity
I see a (bike). bike To learn a song about transportation
bus To tell about what kind of transportation
car the learners see using the structure "I see
go a (bike)."
49 1 40 stop To understand and respond to the "STOP"
sign
To practice early writing
To build phonemic awareness: the /b/
sound
What do you Review To learn a chant for a guess game: "1, 2, 3.
see? What do you see?"
To understand and answer the question
"What do you see?" with the structure "I
see a (bus)."
50 2 41
sound
To develop early writing skills by drawing
lines from the pictures that begin with the
/b/ sound
Review skateboard To count to four

stroller To learn a song: The Wheels on the Bus
51 3 42 wheel To develop critical thinking and to
four practice early math skills by counting the
wheel
Where is the box To learn a chant: "1, 2, 3. Watch it go!"
7 (little ball)? To understand the question "Where is the
Here it is. (little car)?" and respond with the
structure "Here it is." while showing the
52 4 43
location.
To develop critical thinking and earth
math skills by comparing big ball/box and
little ball/box
I don't know. Review To act out the story: What's this?
It's a (boy) on a To understand and use the structure "I
53 5 44 (bike). don't know" under certain circumstances
And a (dog)! To develop early writing skills by tracing
the tracks with a crayon
Bye-bye, (Sam). bye-bye To develop early math skills by classifying
objects by size
54 6 45 To learn a chance: Bye-bye Bus
sound
Have a project Have a project To develop social awareness by playing
work. work. Stop and Go on P114-115 in Teacher's
Book
55 7
math skills by sorting and counting on
P114-115 in Teacher's Book
Consolidation Consolidation To develop early writing skills by writing
and Assessment and numbers and playing on he tracks
activity
To have a unit assessment
Where is the bee/buzz To identify animals by sound
(duck)? duck/quack To develop early literacy skills by reading
fish/blub sentences while pointing to the words and
57 1 46
frog/ribbit pictures
To develop fine motor skills by drawing
shapes with their fingers
The (bee) is in tree To learn a song: Where Is the Bee?
the (tree). house To answer the question "Where is the
(bee)?" with the structure "The (bee) is in
the (tree)."
To develop critical thinking by sorting
58 2 47 animals
To develop early writing skills by drawing
lines from the animals in the picture to
the animals in the frames
A (dog) can fly To learn a chant: Hop, Hop, Hop

(run). hop To learn a song: A Dog Can Run
I can (swim). run To learn a finger-play: I Can Hop
swim To state what one can do using the
structure "I can (swim)."
59 3 48 To tell about what an animal can do using
the structure "A (bird) can (fly)"
To ask for something using the structure
"Where is my (ball)?" and respond with
the correct action and "Here it it."
Review butterfly To learn a song: I Can Find the Butterfly

make To identify the different ways that animals
fly move in
60 8 4 49 wing To develop fine motor skills and creativity
by making a butterfly
To develop develop earth math skills skills
by counting 1, 2, 3, 4
(Ducks) are amazing To retell a story about what animals can
amazing real do
To identify real animals and silly animals
To use the structure "(Ducks) are
61 5 50
amazing!" when the learners feel they are
impressed by ducks
To build phonemic awareness: the /d/
sound
Review Review To follow TPR directions: Put animals in
correct locations
To review the song: A Dog Can Run
62 6 51 To build phonetic awareness: the /d/
sound
To develop early writing skills by writing
the numbers
Have a project Have a project To develop self-awareness and express
work. work. personal likes by playing the "I Like..."
games on P130-P131 in Teacher's Book
63 7 To develop critical thinking and early
math skills by playing "One-To-One
Correspondence" on P130-P131 in
Teacher's Book
Consolidation Consolidation To develop critical thinking by sorting
and Assessment and animals on on P130-P131 in Teacher's
Assessment Book
64 8
To consolidate the language during the
activity
I/We can (walk). clap To follow TPR directions: clap, dance,
dance march, walk
march To learn a song: We Can Walk
walk To act out different actions
To state what the learners can do using
65 1 52 the structure "I/We can (walk)."
To develop gross motor skills by acting
out different actions
To develop early writing skills by tracing a
path
We can (march). sit To count to five

five To make sentences using the structure
"We can (march)"
To clap hands for 1/2/3/4/5 times on
teacher's command
66 2 53 To develop gross motor skills by acting
out the action on the numbers
Good night, mango, To learn a good night chant

(mom). marker To develop early math skills by sorting
monkey and classifying
moon To develop art skills by playing "Moon
67 3 54
good night Prints"
To build phonemic awareness: the /m/
sound
Review catch To learn a chant: Catch and Throw

throw To understand the instructions "catch"
beanbag and "throw" and respond with correct
68 4 55 actions
9
To read and write 1, 2, 3, 4, 5
To develop fine motor skills and art skills
by making bean or rice collages
Review mountain To learn a song: March Up the Mountain
rock To retell a story: Mom and Me
up To develop fine motor skills and art skills
down by painting on the rocks
To develop social skills by talking about
69 5 56
pictures of the activities the learners do
with their families at home
I have a (mango). Review To follow TPR directions: clap, dance,

I have (two) march, walk
(markers). To state what the learners have using the
structure "I have a (mango)."
70 6 57 To learn a phonemic awareness chant:
Eenie, Meenie, Mynie, Mo
To build phonetic awareness: the /m/
sound
Have a project Have a project To develop early literacy skills and critical
work. work. thinking by sorting out the pictures based
on the sound on P146-P147 in Teacher's
71 7 Book
math skills by sorting and counting cards
on P146-P1147 in Teacher's Book
Consolidation Consolidation To develop review language by matching
and Assessment and pictures to pictures on a Lotto board
activity
To have a unit assessment
I like (apples). cow To learn a song: The Question Song
I don't like sheep To express likes and dislikes using the
(apples). help structure "I like (apples)" and "I don't like
(apples)”
73 1 58 To develop art skills and creativity by
printing apples
To identify animals by sounds
Cumulative Cumulative To learn a song: Pick, Pick, Pick the Apples

review review To predict and conduct a story using
Can I help you? pictures
I can help. To offer help by asking "Can I help you?"
74 2 59-62 or saying "I can help."
To preview the play
Cumulative Cumulative To learn a song: It's Amazing What We

review review Can Do
big To develop art skills and social skills by
little making and sticking the learner's self-
75 3 59-62
portrait on a paper tree
To review the story: Ducks are Amazing
To identify "little" and "big"
Cumulative Cumulative To understand the question "Which do

review review you like best?
10
Which do you Do you like green apples, red apples, or
like best? yellow apples?" and answer with the
Do you like structure "I like (green) apples."
76 4 59-62 green apples, red To assign roles
apples, or yellow To rehearse the play
apples?
I like (green)
apples.
Cumulative Cumulative To make costumes and props for the play
77 5 63 review review To rehearse the play
To perform the play
Review Unit 1, 2, Review Unit 1, To review key language for Unit 1
3 2, 3 To review key language for Unit 2
Project work Project work To review key language for Unit 3
78 6
To develop early math skills by project
work
Review Unit 4,5,6 Review Unit To review key language for Unit 4
Project work 4,5,6 To review key language for Unit 5
Project work To review key language for Unit 6
79 7
To develop early math skills by project
work
Review Unit 7,8,9 Review Unit To review key language for Unit 7
End-of Level 7,8,9 To review key language for Unit 8
80 8
Assessment End-of Level To review key language for Unit 9
Assessment Yo have the End-of-Level Assessment
KEY LANGUAGE
STRUCTURE LEXIS
What's this？ a book To build greeting awareness.
A (book). backpack To ask "What is this?"
SB, p4 bear To identify classroom objects.
1 1 TE, p22 book To sing "What's This?"
AB, p3 crayon
pencil
mom
This is a (book). boy To have a dialogue "What is this? This is a
This is my (book). girl hat."
(Thomas) is a (boy). teacher To begin to read your own name.
SB, p5
school To sing "The Hello Song".
2 2 TE, p23
hat To sort boys and girls.
AB, p4
To identify an object using structure "This
is a (book)".
What's your name? Review To read and write your name.

My name is (Tom). To Introduce your name. To have a
SB, p6
dialogue "What's your name? My name is
3 3 TE, p25
(Tom)".
AB, p5
To sing "Hats on Top Song".
To practice greetings and introductions.
What color is it? blue To follow TPR to do the color-mixing
What color is this? green experiment.
orange To sing"The Color Song".
purple To count numbers from 1-3.
red To ask the color of objects.
SB, p7 yellow To identify new colors.
4 4 TE, p26 paint
1 AB, p6 paint brush
paper
picture
one
two
three
What's missing? bye-bye To play a memory game to understand
SB, p8-9 Let's (go to school). baby "What's missing?"
5 5 TE, p30-31 dad To sing "Pick Up Song".
AB, p7 pen To act out the story about missing
penguin objects.
How many (blue one To read and write numbers from 1-5.
pencils)? two To follow TPR directions to pick up
SB, p10
three classroom objects.
6 6 TE, p33
four To count classroom objects.
AB, p10
five To use the structure "How many (blue
pencil pencils)?" to ask quantity questions.
Unit Review Unit Review To review unit songs.
To review and practice key language in
SB, p11 this unit.
7 7 TE, p34 To sing the chant "A Penguin With a
AB, p9 Pen".
To build phonemic awareness: the /p/
sound.
Project Work Project Work To develop early literacy.
Assessment Assessment To develop early awareness of math and
8 8 TE, p18-19 science.
To help learners consolidate this unit.
To have the unit assessment.
I have (a big ball). ball To sing "Let's Go Play".
Is it big or little? car To use the structure "I have (a big ball)".
SB, p12 doll To use "little" or "big" to describe the size
9 1 TE, p42 kite of objects.
AB, p11 plane
big
little
How many (cars) do boat To sing "How Many Dolls?"
you see? car To sing "The Goodbye Song".
SB, p13
I see (five) (cars). goodbye To practice speaking 1-5.
10 2 TE, p43
To ask quantity question "How many
AB, p12
(cars) do you see?" and respond with "I
see (five) (cars)".
What do you have? black To use the structure "What do you have"
white to ask ownership.
SB, p14 bird To use colors to describe objects.
11 3 TE, p45 dog To sing "Little Red Truck".
AB, p13 duck
truck
play
SB, p15 Put (five coins in the yes, no, coin, water, To have a science exploration. To
12 4 TE, p44 boat). water, wave, float, investigate how things float.
AB, p14 Does (your boat) float? dry, wet
2 SB, p16- Review fish To enjoy a non-fiction story.
17 TE, sky To sing "Little Kites".
13 5
p50-51 word To build print awareness of "Kite".
AB, p15 fly To decorate a kite.
What shape is this? circle To identify shapes.
What shape do you square To combine numbers and colors to
see? triangle describe shapes.
SB, p18 (One) (orange) shape To be able to respond to the question
14 6 TE, p53 (triangle). cat "What shape is this?" and "What shape
AB, p16 do you see?"
To sing "The Circle Time Song" and
"What Shape Do You See?"
Unit Review Unit Review To review this unit songs.

SB, p19
this unit.
15 7 TE, p54
To sing "Dad Has a Duck".
AB, p17
To build pronunciation skills and
phonemic awareness: the /d/ sound.
SB, p19
16 8 science.
TE, p51
How are you? ear To sing a TPR song "Head, Shoulders,
eye Knees, and Toes."
head To recognize body parts.
SB, p20
knee To use the expression "How are you?" to
17 1 TE, p62
mouth greet people.
AB, p21
nose
shoulder
toe
please finger To sing "Clap Your Hands" or "Knee to
thank you hand Knee, Please."
SB, p21 To follow directions to touch body parts.
18 2 TE, p63 To build politeness awareness using
AB, p22 "Please."
To express appreciation.
What's wrong? foot To learn simple first -aid.

SB, p22
My (head) hurts. tummy To use expressions "What's wrong?" and
TE, p65
19 3 I'm sorry. nurse "I'm sorry" to express sympathy.
AB, p23-
try To be able to use "My (head) hurts" to
24
express the injury.
Do you have a (yellow glasses To be able to draw a self-portrait.
SB, p23 hat)? hair To practice reading and writing your
TE, p66 Who has (glasses)? quilt name.
20 4
AB, p25- (The girl) has (glasses). To make a friendship quilt.
26 To be able to have the dialogue "Who
has (glasses)? (The girl) has (glasses)."
How many (arms) does arm To sing "One Finger,One Thumb".
(Sam) have? He/she has leg To sing "She Has Two Eyes".
two (arms). thumb To build print awareness of "Have".
frog To count from from 6-10.
3
count To learn about frogs.
SB, p24- hear To be able to use the dialogue "how
25 TE, hop many (body parts) does (name)have?
21 5
p70-71 run He/She has two (body parts)."
AB, p27 wiggle
six
seven
eight
nine
ten
How many (fingers) Review To count objects.

does (Sam) have? To count fingers from 1-10.
SB, p26 He/She has (ten) To write numbers from 1-10.
22 6 TE, p73 (fingers). To learn a song "Finger Family".
AB, p28 To further be able to use the structure
"how many (objects) does (name) have?
He/She has (number) (objects)."
Unit Review Unit Review To review and practice key language in
this unit.
SB, p27 To review unit songs and chants.
23 7 TE, p74 To build phonemic awareness of /f/
AB, p29 sound.
To learn a chant "Five Frogs".

science.
24 8 TE, p58-59
I have (five) people in brother To sing the song "What's Your Name?"
my family. family and "We're a Happy Family"
I love my (mom). grandma To identify new words of family
SB, p28 Who is this? grandpa members.
25 1 TE, p82 This is (my mom). people To be able to use the structure "I have
AB, p31 sister (number) people in my family" and "I love
my (family member)".
To be able to response to "who is this?"
To be able to talk about your own family.
Where is (the chair)? bedroom To identify objects in a scene.
Here (it) is. kitchen To be able to respond with "Here (it) is"
Who is in the (kitchen)? living room and "(Mom) is in the (bedroom)" for the
(Mom) is in the bed questions "Where is (the chair)?" and
SB, p29
(kitchen. chair "Who is in the (bedroom)?"
26 2 TE，p83
rug
AB, p32
table
birthday
cake
gift
Happy birthday! candle To ask and say your age by using the
How old are you? structures "how are old you? I'm (four)."
SB, p30
I'm (four). To ask and say other people's age by
27 3 TE, p85
How old is (Sam)? using the structures "How old is (Sam)?
AB, p33
(Sam) is (four). (Sam) is (four)."
To read and write numbers from 1-7.
I/We can (build a build To learn and sing the chant "Our Room".
house). door To learn the new words of different parts
Our (room) has (two) floor of a house.
SB, p31
(windows). house To understand the structure "We can
28 4 TE，p86
This is our (room). room (build a house)" and use it.
AB, p34
4 wall To learn to use the "This is our (room)" to
window express the ownership.
How are you feeling? angry To learn to sing the song "How Are You
I'm (happy). glad Feeling" to express feelings.
How is (Baby) feeling? happy To learn to sing the song "If You're
(Baby) is (Sad). sad Happy and You Know it"
SB, p32- Are you (angry)? tired To identify the words of feelings.
33 TE, To ask others about their feelings by
29 5
p90-91 "How are you feeling?", "How is (Baby)
AB, p35 feeling?" or "Are you (angry)?"
To discuss and identify feelings by the
structures "I'm (happy)" and "(Baby) is
(sad)".
What's the first letter in first To learn the the alphabet from A-Z.
SB, p34 (your name)? letter To sing the "The ABC Song".
30 6 TE, p93 I can spell (my name). spell To identify the letters in your name and
AB, p36 the alphabet practice spelling your name.
A-Z
Unit Review Unit Review To review this unit songs.
SB, p35
this unit.
31 7 TE, p94
To learn to sing the chant "The
AB, p37
Alphabet".
To practice spelling your name.
TE, p78-
32 8 science.
p79
Do you like (apples)? apple To sing "I Like Apples".
I like (apples). cracker To learn the new words of ordinary food.
SB, p36 I don't like (apples). grape To know how to ask people's preferences
33 1 TE, p102 How about you? orange with "Do you like (apples)?"
AB, p39 peanut To be able to express likes and dislikes by
using the structure "I like (apples). I don't
like (apples)."
Wash your hands. eat To be familiar with steps of washing
Brush your teeth. paper hands.
SB, p37 Dry your hands (on a towel To sing the song "Wash, Wash, Wash"
34 2 TE, p103 paper towel). soap and "Wash Your Hands".
AB, p40 banana To use "I like (apples). I don't like
cheese (apples)" to practice likes and dislikes.
popcorn
Yes, I do. apple juice To identify new words of ordinary food.
No, I don't. egg To be able to use the question "Do you
SB, p38
milk like (pancake)?" for food preferences and
35 3 TE, p105
orange juice respond with "Yes, I do" or "No, I don't".
AB, p41
pancake To make a paper refrigerator using
strawberry different foods.
Review cup To follow TPR directions to understand
lemon mixtures and solutions.
lemonade To follow TPR directions to make
SB, p39 rice lemonade.
36 4 TE, p106 spoon To be able to read a recipe poster.
AB, p42 sugar
drink
squeeze
5 stir
Do you like (peanut) bread To sing a sequence chant "Squeeze,
best? jelly Squeeze, Crush".
I like (Jelly) best. peanut butter To sing the chant "The Lemonade Chant".
SB, p40-
sandwich To be able to understand the action
41
crush verbs of making food.
37 5 TE，p110-
pour To build the print awareness of "you".
111
spread To be able to understand the process or
AB, p43
yummy steps of making "peanut butter", "jelly"
and "sandwich".
(Pam) likes (pie). parrot, pie, pizza To build phonemic awareness of the /p/
SB, p42 We both like (pizza). sound.
38 6 TE, p113 To read and write letters P and p.
AB, p44 To sing the phonemic awareness
chant:"Pam and Her Parrot".
Please pass the (pizza). this unit.
SB, p43 You're welcome. To review this unit songs and chants.
39 7 TE, p114 To practice polite conversation beginning
AB, p45 with "please".

40 8 TE, p98-99 science.
Look at me. belt To identify new words of clothing.
SB, p44 I'm wearing (a blue jacket To sing "Look at Me!"
41 1 TE, p122 shirt). shirt To be able to use the structure "I'm
AB, p49 skirt wearing a (jacket)".
What is he/she dress To identify new words of clothing.

wearing? pants To sing "What Are You Wearing"?
He/She's wearing shoe To ask questions about clothes "What is
SB, p45 (brown) (pants). sock he/she wearing" or "What are you
42 2 TE, p123 What are you wearing brown wearing today?" and to respond with
AB, p50 today? camera "He/She's wearing (brown) (pants)" or
I'm wearing (black) today "I'm wearing (black) (shoes)".
(shoes).
It's a (rainy) day. cold To learn new words to describe weather.

rain To sing "It's a Sunny, Sunny Day".
rainy To use the structure "It's (sunny) day" to
sunny describe the weather.
SB, p46 baseball hat To have the dialogue "What are you
TE, p125 boots wearing? I am wearing a chef's hat".
43 3
AB, p51- chef's hat
52 mittens
raincoat
rain hat
sunglasses
Review buckle To sort and classify shoes.

button To be able to make a concrete object
SB, p47
shoelaces graph.
TE, p126
44 4 zipper To count shoes.
6 AB, p53-
different To follow TPR directions to play "If you
54
Velcro have (shoelaces) on your shoes, stand
up".
It's time to (put on your good night To sing "The Teddy Bear Chant".
SB, p48-
jacket). march To be able to respond to "It's time to (put
49
parade on your jacket)" by acting.
45 5 TE, p130-
playground To follow teachers to act out the story in
131
the textbook.
AB, p55
To build the print awareness of "shoes".
Hi, horse Review To sing "Henry and Hannah".
Hi, hot dog To build the phonemic awareness chant:
SB, p50 initial /h/ sound.
46 6 TE, p133 To be able to read and write the letters H
AB, p56 and P.
To develop art skills by making hand
prints of H and h.
Thank you for helping. this unit.
To review this unit songs and chants.
SB, p51 To be able to use "Thank you for helping"
47 7 TE, p134 to express appreciation.
AB, p57 To sing "Be a Good Helper".

TE, p118-
48 8 science.
119
How many (ducks) are animal To identify new words of farm animal.
there? cow To sing "Down on the Farm"
SB, p52
There is (one) (horse). lamb To be able to use "There be" pattern to
TE, p142
49 1 There are (three) barn describe quantity of animals.
AB, p59-
(ducks). farm To be able to use the structure "How
60
many (ducks) are there?" for quantity
questions.
I'm (eating). sit To sing "All the Ducks Are Swimming in
(The horse) is (running). sleep the Water".
SB, p53 We're (sitting). stand To be able to identify the new action
50 2 TE, p143 (The ducks) are swim verbs.
AB, p61 (swimming). grass To learn to use the structure "I'm
(eating)" or "(The horse) is (running)" to
describe actions. To do TPR activities.
What are you doing? carrot To practice the dialogue "Can I help you?
Can I help? corn Sure".
Sure. flower To ask "What are you doing?" and
SB, p54
pick respond with "I'm (picking apples)"
51 3 TE, p145
To follow TPR directions to "pick
AB, p62
(apples)".
We have (seeds). dirt To identify different parts of a plant.

leaf To sing "The Farmer is Planting Seeds".
SB, p55
root To do a seed experiment to record the
TE, p146
52 4 seed seed's growth.
7 AB, p63-
stem
64
plant
same
What's inside (this crocodile To build print awareness of "egg".
SB, p56- egg)? turtle To understand the question "What's
57 box inside (this egg)?" and use the structure
53 5 TE, p150- "It's a (baby duck)" to answer the
151 question.
AB, p65 To learn about animals that hatch from
eggs.
Review cookie To build phonemic awareness of hard /k/.
SB, p58 cookie cutter To read and write the letters C and c.
54 6 TE, p153 make To make crayon-resist paintings with the
AB, p66 letter Cc.

SB, p59
this unit.
TE, p154
55 7 To review this unit songs and chants.
AB, p67-
To sing "Bingo".
68

TE, p138- science.
56 8
139 To develop early art skills.
Where are you going? library To be able to identify different places.
I'm going to (the supermarket To sing "Please Come Along".
SB, p60
library). toy store To understand the question "Where are
TE, p162
57 1 you going?" and use the structure "I'm
AB, p69-
going to (the library)." to answer the
70
question.
Where can you find a bike To sing "Pick Up Song".

(book)? To be able to match objects and
In the (library). locations.
SB, p61
To be able to use the dialogue "Where
58 2 TE, p163
can you find a (book)? In the (library)" to
AB, p71
talk about where things belong.
(The doctor) is going to doctor To be able to identify different

the (hospital). firefighter occupations and workplaces.
Where are you? librarian To be able to have an easy telephone
SB, p62 I'm at work. pilot dialogue.
59 3 TE, p165 I'm in the (library). classroom To sing "What Does Your Mom Do?"
AB, p73 What does your (mom) fire station To use the structure"What does your
do? hospital (mom) do" to ask occupation of a person
He/She's (pilot). fire truck and respond with "He/She's (pilot)."
telephone
Drive to the (library). bus To sing "Drive, Drive".
Park next to the taxi To be able to go different places on a
8
SB, p63 (school). drive street map.
60 4 TE, p166 Stop at the (stop sign). go To be able to draw a vehicle.
AB, p74 park
stop
magnet
Review beach To sing "I Can ..."
SB, p64- engine To sing "I Can Fix The Car".
65 fix To be able to discuss things learners can
61 5 TE, p170- write do.
171 new To build the print awareness of "can".
AB, p75 old To follow TPR directions to act out "I
can ..."
(Toto) takes a (taxi) to toys To identify the /t/ sound.
SB, p66
the (toy store). train To read and write the letter T.
62 6 TE, p173
To sing "Toto Takes a Taxi".
AB, p76

SB, p67
this unit.
63 7 TE, p174
To review unit songs and chants.
AB, p77
To sing "Five in the Taxi".
TE, p158- science.
64 8
The (moon) is in the children To identify words of animals of the night.
sky. moon To be able to tell things in the sky.
SB, p68 star To sing "Good Night".
65 1 TE, p182 owl To develop math and art skills by making
AB, p79 wolf paper stars.
fly
howl
Are you sleeping? bat To sing "Are you sleeping"?
Wake up! mouse To sing "Good Night (2)".
SB, p69
flashlight To describe a nighttime scene.
66 2 TE, p183
nighttime To name animals and describe their
AB, p80
dark actions.
light
(The mouse) is (under) butterfly To learn about where animals sleep.
the (tree). skunk To talk about animals, what they can do,
Can a (skunk) (fly)? snake and where they sleep.
cave To be able to distinguish "in", "under"
SB, p70
log and "on".
67 3 TE, p185
rock To use the structure "(The mouse) is
AB, p81
tree (under) the (tree)" to tell where animals
in are.
under
on
Turn on/off the light. bigger To be able to compare size.
small To be able to understand what shadow is
SB, p71
smaller and how to make shadow.
68 4 TE, p186
shadow To develop science skills by observing
AB, p82
very shadows.
9
(A cave) is a bed for (a bee To sing "Wake Up".
bear). monkey To build the print awareness of "bed".
SB, p72- hive To sing "Five Little Monkey".
73 pajamas To be able to identify where animals
69 5 TE, p190- daytime sleep.
191 To be able to discuss day and night
AB, p83 activities.
We're going to the To build a phonemic awareness of /m/

(moon). sound.
SB, p74
Are you ready? To identify the /m/ sound.
70 6 TE, p193
Blast off! To read and write the letter Mm.
AB, p84
To sing "We're Going to the Moon".
Unit Review Unit Review To sing "Sleep Tight".

Sleep tight. To review and practice key language in
SB, p75 this unit.
71 7 TE, p194 To review unit songs and chants.
AB, p85 To practice putting "babies" to bed
saying "sleep night".

science.
72 8 TE, p178-
To develop early art skills.
179
Cumulative Review clock To sing "Sam's Song".
We cannot (sleep). farmer To sing "In the Noisy House".
It's too noisy. spider To build phonemic awareness of /s/
TE, p200-
noisy sound.
73 1 201
quiet To introduce the story characters to
AB, p87-
sing learners.
88
song To make a house with shapes to develop
art skills.
Cumulative Review bring To sort and count objects.
SB, p76-
Bring the (cows) in the take To sort, count, and write numbers from
82
house. 1-10.
TE, p202-
74 2 Take the (cows) out of To discuss the feelings.
203
the house. To introduce and review characters.
AB, p89-
To preview the storyline in the textbook.
90
Cumulative Review Review To sing " Look at me!"

To sing "It's Too Noisy".
SB, p76-
To count and sort clothes.
82
To make costumes for the story to
TE, p204-
75 3 develop art skills.
205
To assign story roles for learners.
AB, p91-
To rehearse the story.
92
Cumulative Review Review To sing "Little Red Truck".

10 To follow TPR directions to act out "Put ".
SB, p83 To rehearse the story.
TE, p213 To make invitation cards for parents for
76 4
AB, p93- performance day.
96 To prepare materials needed in this
acting.
SB, p76-
Performance Performance To act out the play.
83
77 5 To sing "See You Next Year".
TE, p214
Units Review (1,2,3) To review key language for unit 1.

Project Work To review key language for unit 2.
TE, p198- To review key language for unit 3.
78 6
199 To develop early literacy.
To develop early awareness of math and
science.
Units Review(4,5,6) To review key language for unit 4.
Project Work To review key language for unit 5.
TE, p198- To review key language for unit 6.
79 7
To develop early awareness of math and
science.
Unit Review(7,8,9) To review key language for unit 7.
End-of-Level To review key language for unit 8.
80 8
Assessment To review key language for unit 9.
To have the final assessment.
KEY LANGUAGE
STRUCTURE LEXIS
What's your backpack To learn a chant "Round and Round".
name? glue stick To sing "I Have a Backpack".
My name is (Bob). hat To practice greeting using the structure
Do you have a marker "Hello, what's your name ?" and to
(pencil)? notebook answer with "My name is (Bob)"
Yes, I do./ No, I pencil To ask for something using the
don't. school structure "Do you have a (pencil)?" and
I have a (pencil). boy/girl to answer with "Yes, I do." or "No, I
SB, p4 What's missing? teacher don't."
1 1 TE, p22 name To understand the question "What's
AB, p3 missing?" and answer with the name of
the missing object.
To develop early literacy skills by
pointing to the words and picture while
reading with the teacher.
To develop writing skills by "match and
write" activity.
I'm a (teacher). kid To sing "An Alphabet Song".

(Sam) is a (boy). book To identify the first letter in your name.
How many table To tell if it's a boy or girl using the
(boys)? numbesr 1-10 structure "(Sam) is a (boy)."
SB, p5 What's the first the alphabet (A- To understand the question "How many
2 2 TE, p23 letter in your Z) (boys)?" and answer with the correct
AB, p4 name? number.
It's nice to meet To greet with the structure "It's nice to
you. meet you".
To count from 1 to 10.
What do you balloon To identify different toys.

have? boat To ask for others' toy using the
Do you want to game structure "What do you have?" and
SB, p6 (play)? monkey answer with "I have a (boat)."
3 3 TE, p25 Let's (play). train To invite to a game using the structure
AB, p5 play "Do you want to play?" and answer with
the structure "Yes, let's play."
To develop social skills by inviting to a
game.
1 The (boy) has a bear To learn a phonemic awareness song

(book). bike "The Boy has Box."
Who has the box To state what others have using the
letter (B) in their glasses structure "The (boy) has a (book)."
SB, p7
name? map To understand the question "Who has
4 4 TE, p26
I do. baby the letter (B) in their name?" and
AB, p6-7
mom answer with "I do." and write down the
letter.
To develop art skills by making a
collage.
Do we have circle To sing "The Wheels on the Train".
(wheels)? square To ask if we have something using the
We have a (train). triangle structure "Do we have (wheels)?" and
Me, too. chair answer with the structure "Yes, we have
SB, p8-9 wheel (wheels)."
5 5 TE, p30-31 window To express commonality using the
AB, p8 go structure "Me, too."
make To develop math skills by identifying
home and sorting shapes.
To develop art skills by making a train.
Review crayon To sing "Let's Make a Train".

paper clip To develop social skills and math skills
SB, p10
count by practicing non-standard
6 6 TE, p33
measure measurement.
AB, p9-10
To develop art skills through paper clip
rubbings.
Review come back To sing "I Have a Backpack".
run away To learn a rhyme "Two Little Kids".
SB, p11
hill To develop literacy skills by sorting
7 7 TE, p34
words based on their first letters.
AB, p11-12
To develop art skills and consolidate
the language by playing with fork
Project work Project work puppets.
To develop writing skills by playing
Unit assessment Unit assessment "Names and Alphabet" on P18-P19 in
Teacher's Book.
8 8 TE, p18-19 To build phonemic awareness by
playing "Letter-Sound Correspondence"
on P18-P19 in Teacher's Book.
Where is (my arm To sing "Where Is Cassie?"
leg)? ear To learn chant "Ear, Eye, Nose."
It's (on) the eye To learn a song "Where Is My Mouth?"
(table). hand To follow TPR command: Put your hand
Here (it is). leg on/under the chair.
mouth To develop early literacy skills by
SB, p12
nose reading sentences.
9 1 TE, p42
on To ask for location using the structure
AB, p13
under "Where is (my book)?" and answer with
play dough the structure "It's (on) the (table)."
To look for something and use the
structure "Here it is." when finding it.
To develop math skills by counting
animal legs.
How many (legs) back To sing "Head, Shoulders, Knees, and
do you have? finger Toes".
A (bear) has (four) hair To learn a chant "One potato, Two
legs. head Potato."
SB, p13 knee To ask for quantity using the structure
10 2 TE, p43 shoulder "How many (legs) do you have?"
AB, p14 tail To describe quantity using the structure
toe "A (bear) has (four) legs."
tummy To develop math skills by counting
dog animal legs.
potato
Which (toy) do blue To ask preference using the structure
you like? green "Which (toy) do you like?" and answer
I like the (blue) red with the structure "I like the (blue)
(ball). yellow (ball)."
What color is the ball To ask color using the structure "What
SB, p14 (parrot)? car color is the (parrot)?" and answer with
11 3 TE, p45 The (parrot) is kite the structure "The (parrot) is green."
AB, p15 (green). lion To identify different colors.
parrot To develop math skills by making a
toy chart for each learner's preference for
colors.
To develop art skills by mixing colors
and coloring.
2
Unit Review lamp To build phonemic awareness: /l/, /p/
lock and /t/ sound.
SB, p15 paper To read and write Ll, Pp, and Tt.
12 4 TE, p46 pen towel To identify upper and lowercase letters.
AB, p16-17 turtle To learn a phonemic awareness song.
To develop early literacy skills through
letter-sound correspondence.
What do you like climb To learn a chant "What Do You Like to
to do? dance Do?"
I like/ don't like to draw To sing "I Like to Sing".
run. go to bed To ask for someone's hobby using the
Yes, I do./ No, I hop structure "What do you like to do?" and
SB, p16-17
don't. read answer with the structure "I like to
How are you? run (dance)."
13 5 TE, p50-51
sing To express likes and dislikes using the
AB, p18-
stand on my structure "I like to (dance)." and "I don't
19
head like to (swim)."
swing To greet with the structure "How are
you?" and respond with "I'm happy."
What's the next? black To sing "Head, Shoulders, Knees, and

orange Toes".
SB, p18 pink To learn a chant about colors.
14 6 TE, p53 purple To develop math skills and critical
AB, p20 white thinking by creating color patterns.
chain To identify different colors.
pattern
You like (me). dress To review songs and chants in Unit 2.
SB, p19
To learn a rhyme "You Like Red".
15 7 TE, p54
To count ten fingers.
AB, p21-22
Project work Project work To develop art skills by making self-

Unit assessment Unit assessment portraits P38-P39 in Teacher's Book.
To develop math skills by playing
16 8 TE, p38-39
"Numbers 1-10" on P38-P39 in
Teacher's Book.
This is (one) beach To sing "There Are Rocks".
(little) (shell). rock To compare size using "big" and "little".
There are (seven) sand To develop math skills by adding
(big) (shells). shell number 1-10.
SB, p20
How many (shells) sun To describe objects using the structure
17 1 TE, p62
are there bird "This is (one) (little) (shell)."
AB, p23
(altogether)? fish To build phonemic awareness: the /b/
There is (sand)/ big sound.
are (shells) at the little
(beach).
What can you (do catch To give and follow TPR directions for
at the beach)? dig actions.
Can you (dig)? find To sing" What Can you Do at the
Yes, I can./ No, I swim Beach?"
SB, p21
can't. sea To ask about activities using the
18 2 TE, p63
I/ We can catch structure "What can you (do at the
AB, p24
fish in the (sea). beach)?" "Can you (dig)?" and answer
with "Yes, I can./ No, I don't."
To develop art skills by building your
own "beach".
May I (have a cup To describe the shape of different
donut), please? donut objects.
Here you are. orange To ask for something using the
Thank you. sandwich structure "May I (have a donut),
You are welcome. please?"
SB, p22
What shape is a To give something to someone saying
19 3 TE, p65
(donut)? "Here you are."
AB, p25
It's a (circle). To respond with "Thank you" when
someone gives you some thing.
To ask for the shape of an object using
the structure "What shape is a
(donut)?" and answer with "It's a
(circle)."
Unit Review dad To build phonemic awareness: /d/, /f/
door and /s/ sound.
doll To read and write Dd, Ff, and Ss.
SB, p23 duck To identify upper and lowercase letters.
20 4 TE, p66 fox To learn a phonemic awareness song.
AB, p26-27 frog To develop early literacy skills through
3
sad letter-sound correspondence.
sock
snake
3
Which (fish) is fin To describe and compare objects using

bigger? teeth the structures "This (rock) is little." and
This is the tail. bigger "These (rocks) are big."
SB, p24-25 These are the long To learn a chant "A Bigger Fish".
(fins). longer To compare shape and size using the
21 5 TE, p70-71 This (rock) is little. round structures "This fish is long", "This fish
AB, p28- These (rocks) are thin is longer", "This fish is thin." and "This
29 big. thinner fish is thinner."
To identify the word "fish".
To develop early literacy by listening
and repeating the story about fish.
Who is (faster)? fast To understand the question "Who is
9Sam) is faster. faster faster?" and answer with the structure
Is it (big) or bottom "(Sam) is faster."
SB, p26 (little)? hole To identify bottom and hole from a cup
22 6 TE, p73 stop with a hole on its bottom.
AB, p30 To develop math skills by filling the
bowl with cups of sand.
Unit Review bug To review the songs and chants in Unit

log 3.
To review action verbs.
SB, p27
To develop math skills and critical
23 7 TE, p74
thinking by sorting shapes and sizes.
AB, p31-32
To learn a rhyme "There's Hole at the
Bottom of the Sea".
Project work Project work To develop math skills by playing

Unit assessment Unit assessment "Addition Stories" on P58-P59 in
Teacher's Book.
24 8 TE, p58-59 To develop early literacy skills by
playing "Letter-Sound Correspondence"
on P58-P59 in Teacher's Book.
We help each family To explore family members in a family.
other. brother To encourage learners help their
I help my (mom). sister families for doing things.
SB, p28
(We) set the table. mom To answer the question "Who is this?"
25 1 TE, p82
Who is this? dad To sing "This Is My Family song".
AB, p33
I help my (dad) cook
(wash) (the car). help
wash
Are you (a helper To say and do actions: set the table;
helper)? clean read a book; wash the car; cook.
Yes, I help my board To say and act: I hand out the pencils. I
(mom) (clean the pencil hand out the books. I clean the board. I
SB, p29 table). water water the plants.
26 2 TE, p83 Clean (the board), plant To follow and give TPR directions.
AB, p34 hand out (the car To develop social skills by filling the
pencils), water hand out helper chart.
(the plants). To identify the jobs.
To listen and point to the correct
picture.
I'm/ He's/ She's in kitchen To point to the photo cards of locations
the (kitchen). computer and say places.
What is (mom) grandma To ask and answer questions about
doing? grandpa locations and actions.
SB, p30 He's/ She's bathroom To follow and act the instructions, like
27 3 TE, p85 (cooking). bedroom washing your hands, working on the
AB, p35 What are you living room computer.
doing? yard To listen to and role-play a
Where is conversation.
(grandpa)?
Where are you?
(Sam) is (sad). ant To build phonemic awareness of
Bad cat. bad short /æ/ sound.
bat To point to the pictures and sing the
cat "Phonemic Awareness Song".
4 SB, p31 fan
28 4 TE, p86 man
AB, p36-39 pan
man
fish
dog
sad
(The whales) are home To play and sing the warm up song" If
(swimming). live You're Happy and You Know It".
Where (are they)? music To play hide and seek to practice the
The (whales) are river language.
(happy) now. whale To point and learn dawn whale and
SB, p32-33
They are swimming baby whale.
29 5 TE, p90-91
(swimming) back angry To develop fine motor and thinking
AB, p40
to the (sea). happy skills by drawing a picture of the sea
(Whales) live in lost and a river.
the (sea). tired To develop the scientific knowledge
goodbye and exploration by researching the
whales living habitat.
Can you (carry a bear To count numbers from one to ten.
car)? hat To follow imperatives and do actions.
I like (Henry). book To practice working together.
What can you cup To learn a chant "Can You Carry..?"
SB, p34 (carry)? car To point to objects and say words
30 6 TE, p93 (I) can (carry a toy directly.
AB, p42-42 cup). whale To develop collaboration by playing
pencil collaborative games.
balloon
carry
pick up
Unit Review To review and practice all key language
SB, p35
31 7 in this unit.
TE, p94
TE, p78- Assessment & To have the unit assessment.
32 8
79 Consolidation
We're making a apple
snack with banana To point to pictures and say the words.
(peanuts) and peanut To identify different snacks and pick
(raisins). raisin them up.
SB, p36 What are (Sam) snack To count the peanuts and raisins and
33 1 TE, p102 and (Cassie) kiss write the numbers.
AB, p43 making? kick To develop mathematical concept by
How many (kids) rabbit counting to 12, measuring, and simple
are there? eleven subtraction.
There are (eleven) twelve
(raisins).
Are you (making a clap To develop health and physical
snack with lips development by learning basic hygiene.
apples)? teeth To develop social and personal skills by
What are you brush learning good table manners and polite
SB, p37 (doing)? smile language.
34 2 TE, p103 How many fork To identify different ingredients and
AB, p44 (raisins) are there? knife make snacks.
napkin
peanut butter
plate
spoon
What do you hot dog To develop scientific knowledge and
want? hamburger exploration by observing changes in
I want (a hot cupcake ingredients.
SB, p38 dog), please. milk To sing "What Do You Want for Lunch".
35 3 TE, p105 Do you want (a juice To point to the food cards and
AB, p45 hot dog)? cookie recognize the food.
Yes, thank you. salad To identify the ingredients in the food.
pear To role-play a conversation.
lunch
How many (kids) drink To develop early literacy skills by
5
are there? ink writing letters.
(Six) (kids) in king To develop phonemic awareness by
SB, p39
(pink) (slippers). ring listening to the sound and reading a
36 4 TE, p106
slippers phonics tongue twister.
AB, p46-48
wing
pink
red
What's that cookies To chant the "Six Cookies on a Plate".
(brown cookie) brown To develop math and problem-solving
doing? left skills by asking questions: Are there 12
SB, p40-41
Run, run, run as fast cookies? There are two kids. How many
TE, p110-
37 5 fast as you can. stop cookies can each kid have?
111 AB,
You can't catch catch
p49
me.
May I have (a
cookie), please?
Where is the bag To develop fine motor and thinking
(milk)? ice skills by making ice cream.
May I have (the ice cream To identify different ingredients.
jelly), please? jelly To count to 12.
SB, p42 Here you are. salt To develop math and problem-solving
38 6 TE, p113 What color is it? sugar skills by measuring the ingredients.
AB, p50 plastic bag
ice cubes
vanilla
instant
chocolate
powder
Unit Review To review and practice the key
SB, p43
39 7 language of the unit.
TE, p114

40 8
Consolidation
(We) play on the monkey bars To develop social awareness and
(swings). seesaw personal development by using the
Let's go to the slide present progressive, imperative, and
(playground). swings simple present tense.
Are we having playground To recognize the amusement facilities.
fun? thirteen To develop their gross motor skills and
SB, p44
Roll the dice. fourteen practice physical coordination by
41 1 TE, p122
It's your turn. fifteen having children do the corresponding
AB, p51
motions of the words. (e.g., swing your
arm).
To count and write numbers from one
to fifteen.
To point to Sam and Mom to read the
speech bubble.
To sing "Let's Go to the Playground".
Are we having six To learn simple physics as they explore
fun? missing how to balance a tabletop seesaw.
Yes, we are. monkey bars To develop gross motor skills and
Our (playground) seesaw practice physical coordination by
has (six) (swings). slide playing the game: What's missing? (PS.
SB, p45 What's missing? swings Please open and close eyes in amid of
42 2 TE, p123 What (are) (you) playground game).
AB, p52 doing? little To do the mime playing in front of the
(I'm) (playing on sun room.
the swings). To point to a boy or a girl and ask:
"what is (he) doing?" and respond with
the answer.
To sing "We're Having Fun".
Do you want to baseball To learn how to invite or politely

(play jump rope)? basketball decline an invitation.
I want to (play hopscotch To develop gross motor skills and
hopscotch). jump rope practice physical coordination by
SB, p46
Can I (play), too? soccer playing color tag.
43 3 TE, p125
Do you like to tag To recognize the name of each game
AB, p53
(play tag)? and do corresponding motions.
To point to ask and answer questions.
To act a role-play to practice the
dialogue.
6
A (box) on a (fox). clock To develop their gross motor skills and
6 What do you see? book practice physical coordination by
box writing upper and lowercase in letters.
lock To point to and say the word with the
log short /ɒ/ sound.
rock To increase the phonemic awareness by
shell singing "The Sound of Oo" song.
SB, p47 sock To learn and read a phonics tongue
44 4 TE, p126 bear twister.
AB, p54-57 cat
dog
fox
frog
dad
mom
on
Watch out! Don't ladder To develop gross motor skills and

(fall)! merry-go-round practice physical coordination by
Follow me, (climb tube playing an actions game.
SB, p48-49 and crawl). crawl To chant and mime the actions.
Don't let it fall. fall To point to the ball and say kick the
45 5 TE, p130- You can do what I follow ball.
131 AB, do. roll To give simple commands for children
p58-59 throw to follow.
walk To develop balancing skills by walking
around on a low balance beam or a length of
through tape attached to the floor.
Can you (make balance To develop their gross motor skills and
the seesaw block practice physical coordination by doing
balance? side the action rhyme.
SB, p50
How many up To develop science skills by making a
46 6 TE, p133
(blocks) are there down seesaw.
AB, p60
(on this side)?
Let's move the
(seesaw).
Unit Review To review and practice the key
SB, p51
47 7 language which appeared in the unit.
TE, p134

48 8
Consolidation
Is it (sunny) cloud To identify new words of weather.
today? rain To place sticker and practice sentences
Yes, it is. rainy in the SB.
No, it isn't. snow To build phonemic awareness: the /w/
SB, p52
How is the sunny sound.
49 1 TE, p142
weather today? windy To sing "How is the Weather Today?"
AB, p61
It's (cloudy). today To be able to identify weather.
weather To be able to use the structure "How is
the weather today?" and respond with
"It's (cloudy)."
What day is it thirteen To name the days of the week.
today? fourteen To introduce and review numbers 1-20.
SB, p53 It's (Monday). fifteen To sing "Weather Helper".
50 2 TE, p143 day To be able to use the structure "What
AB, p62-63 week day is it today?" and respond with "It's
days of the week (Monday)."
To build print awareness of "Today".
How old are you? month To sing "The Months of the Year".
I'm (six). year To ask and answer questions about age
SB, p54 When is your birthday and birthdays.
51 3 TE, p145 birthday? cake To identify the months of the year.
AB, p64 (May 23). 31 To count numbers from 1-31.
Happy birthday! months of the
year
Review egg To sing "The Sound of Ee".
hen To build phonemic awareness: the short
SB, p55 nest /ɛ/ sound.
52 4 TE, p146 pet To read and write the letter Ee.
AB, p64 sled To practice word blending "en".
wet
7
vest
What (are) (you) cold To be able to use comparatives to
wearing? colder describe objects and people.
(I'm) wearing (a hot To be able to understand the story in
SB, p56-57 scarf). strong the SB and act out the story.
Put on/Take off stronger To build the word awareness of
53 5 TE, p150- your (scarf). boots "stronger".
151 AB, I'm (stronger) jacket To give TPR commands to learners to
p68-69 than you. mitten do "Put on/Take off your (Jacket)".
You're (stronger) scarf
than me.
Watch (me)!
SB, p58 What happens? drop To sing "The Rain Comes Down".
54 6 TE, p153 water To explore wind and water.
AB, p70 touch To investigate water drop.
Unit Review Unit Review To sing "Hickety Pickety".
To review and consolidate this unit key
language.
SB, p58 To learn the authentic English rhyme
55 7 TE, p154 "Hickety Pickety".
AB, p To develop early literacy skills by
decoding sentences "What do you
see?", "Do you like to go to bed?" or
"What color is your bed?"
Assessment Assessment To develop early awareness of math
TE, p138- and science.
56 8

Where are we airport To Place stickers and read sentences in
going? library the SB.
We're going to pet store To sing "We're Going to the Airport".
SB, p60
the (zoo). supermarket To talk about destinations.
57 1 TE, p162
zoo To be able to use the structure "Where
AB, p71
town are we going?" and respond it with
ride "We're going to the (zoo)."
Who are we cashier To sing "We're going to See a Pilot".

going to see? librarian To count numbers from 1-60.
SB, p61 We're going to pilot To identify new words of community
58 2 TE, p163 see a (pilot). zookeeper workers.
AB, p72 forty To be able to use the structure "Who
fifty are we going to see?" and respond with
sixty "We're going to see a (pilot)".
Excuse me. bakery To identify new words of locations.
(The post office) bus station To describe the location of buildings
is next to (the fire station and give simple directions.
hospital). hospital To practice polite intejections using
SB, p62
post office "Excuse me".
59 3 TE, p165
toy store To be able to interpret a simple map.
AB, p73-75
bus To be able to use "next to" to
bus driver describelocation.
doctor
mail carrier
Review bun To sing "The Sound of Uu".
hug To build phonemic awareness: the short
SB, p63
mug /ʌ/ sound.
60 4 TE, p166
rug To read and write the letter Uu.
AB, p76-78
To practice word blending "un".
8
Review bell To sing "The Little Firefighter".
fire To sing "Firefighter Song".
firefighter To build print awareness of "fire".
SB, p64-65
fire truck To be able to understand the story and
hose act out the story.
61 5 TE, p170-
pole To be able to learn fire safety to
171 AB,
drive develop safety awareness.
p76-78
smoke
put out
use
Review address To explore the key components for a
envelop letter.
SB, p66 letter To guide learners to explore the
62 6 TE, p173 mailbox process of writing a letter.
AB, p81 stamp To be able to write and then mail a
mail letter to a friend.
write
Unit Review Unit Review To learn the authentic English rhyme
quack "Five Little Ducks".
SB, p67 To develop early literacy skills by
63 7 TE, p174 decoding sentences "What do you
AB, p81 see?".
To review and consolidate this unit key
language.
and science.
TE, p158-
64 8 To develop early art skills.
159
To help learners consolidate what
they've learned in this unit.
Which (animal) is animal To sing "The Animals at the Zoo".
the (tallest)? elephant To place stickers and read sentence in
(The giraffe) is the giraffe the SB.
tallest. heavy To identify new adjectives.
heavier To use comparatives and superlatives
heaviest to describe and compare zoo animals.
loud To count numbers to 100.
louder
loudest
old
SB, p68 older
65 1 TE, p182 oldest
AB, p82 tall
taller
tallest
prize
win
more
seventy
eighty
ninety
one hundred
Review biggest To build phonemic awareness: the /z/

funny and /kw/ sounds.
funniest To use comparatives and superlatives
light to describe and compare zoo animals.
lightest To be able to sequence objects by size
longest and weight.
small
SB, p69 smaller
66 2 TE, p183 smallest
AB, p83-84 strongest
youngest
queen
quiet
quilt
zebra
zipper
9
Which one do you kangaroo To sing "Elephant Walk".
like? penguin To be able to make purchases and
SB, p70 The one with the seal express preferences.
67 3 TE, p185 (seal). lunchbox To be able to understand the story in
AB, p85 T-shirt the SB and act the story out.
9 buy
Phonics and Review To sing "100 Kids in the Bus".

numbers review To review numbers from 1-100.
SB, p71 To review the short vowel sounds:
68 4 TE, p186 /æ/, /ɛ/, /ɪ/, /ɒ/ and /uː/.
AB, p86-88 To read and write letters Aa, Ee, Ii, Oo,
and Uu.
To count in tens to 100.
Review fastest To sing "I can".
slow To identify opposite adjectives.
slower To compare objects by size and speed.
slowest To explore the concept of speed.
short To be able to understand the story in
SB, p 72-73
say the book and act out the story.
TE, p190-
69 5 sleep
191
tap
AB, p89-90
wave
wiggle
skunk
race
winner
Review fingerprint To sing "100 Fingers in the Air".
altogether To practice counting to 100 in ones and
animal tens.
SB, p74
numbers 1-100 To practice creativity through
70 6 TE, p193
fingerprint art.
AB, p91
To finger out biggest fingerprint,
smallest fingerprint and funniest
fingerprints by comparing them.
Unit Review Unit Review To review and consolidate this unit key
language.
To sing "Monkey See, Monkey Do".
SB, p75
71 7 To be able to decode simple sentences
TE, p194
by responding to "What do you see?"
"Who is the winner" or "Who is the
slowest?"
and science.
TE, p178-
72 8 To develop early art skills.
179
To help learners consolidate what
they've learned in this unit.
Cumulative apron To meet the characters in the play.
Review belt To identify words of clothing.
SB, p76-86 pants To be able to use pictures in the
shirt textbook to predict a story.
73 1 TE, p200- shoes
201 skirt
AB, p92 sweater
decorations
party
Cumulative Review To sing "It's Party Time".
Review To review characters in the play.
SB, p76-86 I'm going to (have To be able to explore and preview the
a party). storyline of this play.
74 2 TE, p202- I will do it myself. To explore the attributes of real name.
203 I'm too busy. To talk about what animals can do.
Sorry.
Cumulative Review To make costumes and place mats for

Review the play.
SB, p76-86
To assign story roles for learners.
To rehearse the play.
75 3 TE, p204-
To practice 1-100.
205
To a use appropriate noun to fill "Sam
has a ________" to develop sentence
decoding skill.
10
Cumulative Review To rehearse the story.
Review To make invitation cards for parents for
SB, p76-86 performance day.
76 4 To prepare materials needed in this
TE, p217 acting.
Performance Performance To act out the play.

SB, p87
77 5 To sing "See You Next Year".
TE, p218
To hand out certificates.
Units Review To review key language for unit 1.
(1,2,3) To review key language for unit 2.
TE, p198- Project Work To review key language for unit 3.
78 6
To develop early awareness of math
and science.
Units To review key language for unit 4.
Review(4,5,6) To review key language for unit 5.
TE, p198- Project Work To review key language for unit 6.
79 7
To develop early awareness of math
and science.
Unit Review(7,8,9) To review key language for unit 7.
End-of-Level To review key language for unit 8.
80 8
Assessment To review key language for unit 9.
To have the final assessment.

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TEACHING LESSON SYLLABUS- HATS ON TOP NURSERY

Hello, I am (Sam). goodbye To say goodbye to the teacher politely.

Hello, I’m… goodbye/ To sing the songs and do the actions.

I'm a (boy). boy To point to say the words: boy, girl.

boys To sort out boys and girls.

They are my my friends To have the unit assessment.

Mommy, I love one To have learners count numbers 1 to 2.

It is a (yellow ball). yellow To color the ball yellow.

Is this a (book)? book To develop fine motor and thinking skills by

I love you, Daddy To recognize dog, cat, teddy bear, bird in

77 5 Performance To present the play presentation.

Hello, (teacher). hello To say hello

This is my (hat). hat To sing the hello song with different

What's this? pencil To sing the Pick Up Song

1 Find a (crayon). yes To understand the instructions "Find a

How are you? shake To learn a chant for greetings:

I have (one) Review To learn a TPR song for 4 facial organs

Listen! What's listen To identify different sounds and to

I love you. love To learn a song about emotions

(Cats) love their bear To learn a song about family

Here you are. dog stick

3 This is a (baby). happy To learn a TPR song

Goodbye, goodbye To learn a goodbye song

Consolidation Consolidation To develop fine motor skills and creativity

What color is blue To learn a TPR song: Look for Red

Look for (red) yellow

Put your finger circle To learn a TPR song

I have (yellow). orange To make a request in a polite way using

I have a (jacket). backpack To learn

Go away. Review To learn a weather song: Rain, rain, go

Consolidation Consolidation To develop social skills and creativity by

Do you like cake candy To learn a question song

Review Review To learn a phonemic awareness chant:

Consolidation Consolidation To develop phonemic awareness and

Review skateboard To count to four

A (dog) can fly To learn a chant: Hop, Hop, Hop

Review butterfly To learn a song: I Can Find the Butterfly

We can (march). sit To count to five

Good night, mango, To learn a good night chant

Review catch To learn a chant: Catch and Throw

I have a (mango). Review To follow TPR directions: clap, dance,

Cumulative Cumulative To learn a song: Pick, Pick, Pick the Apples

Cumulative Cumulative To learn a song: It's Amazing What We

Cumulative Cumulative To understand the question "Which do

What's your name? Review To read and write your name.

Unit Review Unit Review To review this unit songs.

What's wrong? foot To learn simple first -aid.

How many (fingers) Review To count objects.

Project Work Project Work To develop early literacy.

Project Work Project Work To develop early literacy.

What is he/she dress To identify new words of clothing.

It's a (rainy) day. cold To learn new words to describe weather.

Review buckle To sort and classify shoes.

Project Work Project Work To develop early literacy.

We have (seeds). dirt To identify different parts of a plant.

Unit Review Unit Review To review and practice key language in

Project Work Project Work To develop early literacy.

Where can you find a bike To sing "Pick Up Song".

(The doctor) is going to doctor To be able to identify different

Unit Review Unit Review To review and practice key language in

We're going to the To build a phonemic awareness of /m/

Unit Review Unit Review To sing "Sleep Tight".