STARTER

Language
LOG
Teacher’s Guide
Topics 1–3
 STARTER

Language
LOG
Teacher’s Guide
Topics 1–3
Noelle Yaney Child
Jennifer Li
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Starter Level Topics 1–3 and students are advised to exercise discretion when
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Illustrations: Gerardo Baró pp. 9, 27, 45; José Luis

Briseño Sánchez pp. 13, 14, 17, 21, 26, 34, 36–37, 44,
52; José Angel Labari pp. 10–11, 28–29, 46–47; Pablo
Sebastián Pino p. 16; David Octavio Yañez Rivas pp. 39,
41, 59, A1, A2, A4, A5, A7 (top), A8, A10, A14, A16, A17

Photographs: © Gettyimages.com: Danny Iacob

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Introduction .................................................................................................................... iv

Language Log .............................................................................................................. v

Teacher’s Guide for Language Log .......................................................... xii

Flashcards, Digital Vocabulary Posters ............................................... xvi

Response Cards, Phonics Resource Book,

Compass Digital Platform .......................................................................... xvii

Classroom Games .......................................................................................... xviii

Scope and Sequence .......................................................................................... xx

Teaching Notes

Topic 1 What English do I know? ........................................................... T6

Topic 2 What’s in my school? .................................................................. T24

Topic 3 What’s for lunch? .......................................................................... T42

Glossary ......................................................................................................................... 168

Vocabulary, Grammar and Phonics Worksheets .............................. A1

Transcripts ................................................................................................................. A19

Phonics Chants ........................................................................................................ A29

Vocabulary and Grammar Log Answer Key ...................................... A30

iii
Introduction
Compass is a seven-level English program for
bilingual primary schools. The Compass program
includes several interrelated modules for students:
four in Compass Starter and five in Levels 1–6.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum combined with the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in a topic and encourage exploration,
personalization, explanation and elaboration.

Compass Starter English as a Foreign

Language
Modules: Language Log and Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Early literacy support with phonics practice in the
Language Log
• Grammar, skills and assessments aligned to the
Common European Framework of Reference for
Languages (CEFR)

Compass Starter English Language Arts

Modules: Reading Log and Writing Log
• Each module aligns to US Common Core Standards
• Early literacy support with the Reading Log
• Comprehensive reading strategy development in the
Reading Log
• Scaffolded writing program in the Writing Log

iv
 Compass Language Log provides explicit grammar and vocabulary instruction, methodical
development of the four skills and a strong focus on speaking practice. The Language Log also
features a dramatic video narration of a nine-episode fiction story following the adventures of
the Captain and Davy, characters who will also appear in cartoons in levels 1 and 2.
Language Log Starter comprises nine topics of fourteen lessons: two each of vocabulary,
grammar, reading, phonics, listening and speaking, plus one writing lesson and a project.
The grammar and skills in the Compass Language Logs correlate to the Common European
Framework of Reference for Languages:
Starter/Grade 1: A1 Grade 3: A2 Grade 5: B1

Grade 2: A1+ Grade 4: A2+ Grade 6: B1+

The title of each topic poses an important

question that will be explored from several
Topic Overview angles throughout the topic. Students will have
several opportunities to answer the question
as they naturally acquire related language.

Students preview content from the

Language and skills for the
topic and get their first chance to
topic are listed along with a
answer the topic question using
preview of the project.
their prior knowledge.

v
 Lesson 1 Vocabulary

Lesson 1 presents and practices active

vocabulary that provides students with
the necessary language to answer
the topic question. This vocabulary
is also practiced extensively in the
Vocabulary and Grammar Log and a
Vocabulary Worksheet at the back of
the Teacher’s Guide.

Lesson 2 Grammar

Students are presented with the

grammar for the first half of the topic
through a fun comic, which also has
an audio track. All tracks can be found
on the Compass Digital Platform.

Simple grammar examples

are provided in a side entry.

Students are first guided to

notice the grammar in the comic
before practicing it in controlled
and freer activities. Further
grammar practice—including
self-assessments—is found in the
Vocabulary and Grammar Log.

vi
 Lesson 3 Reading
An episode of a fiction story following
the adventures of the Captain and Davy
is followed by comprehension activities.
Each reading lesson presents and
practices a reading skill—from the
US Common Core Standards—to
systematically develop students’
reading accuracy and fluency.

A dramatic narration of each

episode is also available
on the Compass Digital
Platform. Comprehensive
notes to exploit this narration
are in the Teacher’s Guide.

vii
 Lesson 4 Phonics

Compass Starter Level features

a complete synthetic phonics
program that supports students
in the process of learning
to read and write. First they
learn individual spelling-sound
combinations and then they
blend these together to
pronounce whole words.

Lesson 5 Listening

Each listening lesson presents and

practices a listening skill (correlated
to the CEFR) so that students always
have a specific purpose for listening.
Audio recordings offer another
perspective on the topic question.

viii
 Lesson 6 Speaking

Students get the chance to

practice topic language through
an extensive speaking lesson.

Useful phrases or a speaking

skill are presented in a side
entry. This language or skill
is correlated to the CEFR or
US Common Core Standards.

Lesson 7 Writing

One lesson in each topic is dedicated

to developing students’ writing skills
through the use of a model text and
with clear steps to follow.

A side entry presents the

text type or writing skill that
students will be practicing.

After the first half of the topic has

been completed, students revisit
the topic question to see if their
initial answers have changed as a
result of what they have learned.

ix
 Lessons 8–13
Lessons 8–13 follow the same
pattern as Lessons 1–7, with
the following exceptions.

In Lesson 8, students
are exposed to new
vocabulary through
an original song. In Lesson 9, a nonfiction
text presents the new
grammar in context.

In Lesson 10,
the reading text
is nonfiction.

x
 Lesson 14 Project

The final lesson engages

students in an extensive project
or task that gives them the
opportunity to display their new
language and knowledge as
they answer the topic question.

Finally, students engage

with the topic question for
the last time to consider
what they have learned
and how their opinions
may have changed.

Glossary

At the back of the book, a glossary

contains definitions for all the active
vocabulary from the topics.

xi
 An overview of each topic provides
useful information about how to answer
the topic question and the reasoning
behind language and skills focuses.
Each lesson starts with a
Lead in to the Lesson activity
to introduce students to the
themes they’ll encounter.
The approximate duration of
activities is given to aid lesson
planning. Actual duration may vary
according to the emphasis teachers
wish to give to certain points, and
the needs or interests of the class.

Answers to all Language

Take the Lesson Further sections
Log activities are inset in
propose ways to get more out of
the notes.
the Language Log activities.

xii

After the topic overview spread,
Language Log and Teacher’s
Guide pages are interleaved for
easy reference, except for the
two Reading lesson spreads.
Each lesson has a presentation
section: Present the Vocabulary,
Present the Grammar, Present
the Skill, Present the Sounds or
Present the Project. These sections
propose ways of explaining the
main focus of the lesson.
Each lesson includes one or more
learning Objectives and any Teaching
Resources that will be required beyond
basic school supplies.
Teaching notes and answer keys
are included for the Vocabulary
Worksheets in Lessons 1 and 8, the
Grammar Worksheets in Lessons 2
and 9, and the Phonics Worksheets
in Lessons 4 and 11.
Many activities can be set up in various
ways—in pairs or groups, as a whole class,
in teams or individually—according to
the needs or preferences of students and
teachers. Manage Your Class suggests
two or three ways to conduct these flexible
activities successfully.
xiii

Students are encouraged to
think for themselves and develop
critical and logical thinking in
Get Students Thinking.
Integrate Learning Styles suggests
ways that students can engage
with an activity according to their
preferred learning style: visual,
auditory, read/write or kinesthetic.
xiv
Know Your Students offers either
procedural notes on how to carry
out activities according to students’
abilities or personalities, or target
outcomes according to what
students of different strengths are
likely to achieve.
Some Take the Lesson Further sections
incorporate CLIL (Content and Language
Integrated Learning) activities, focusing
on other subjects of the curriculum, such
as math, art, science, history, music,
social studies, geography, physical
education and so on.
Each topic has six photocopiable worksheets: two
Vocabulary Worksheets to provide practice of active
vocabulary taught in Lessons 1 and 8, two Grammar
Worksheets with exercises on the grammar presented
in Lessons 2 and 9, and two Phonics Worksheets to
reinforce the spelling-sound correspondences presented
in Lessons 4 and 11. The worksheets are found at the back
of the Teacher’s Guide, and teaching suggestions and
answer keys are found in the notes for these lessons.

The Language Log Glossary

is included at the back of the
Teacher’s Guide.

Also at the back of the Teacher’s Guide are the

audio Transcripts, which can be photocopied and
distributed for extra exploitation of the listening
activities in the Language Log. The Answer Key for
the Vocabulary and Grammar Log is also included.

xv
 Flashcards

Compass Starter Level includes word and picture

Flashcards of the active vocabulary for each topic,
plus four extra flashcards to work with the nonfiction
text in Lesson 10. Ideas for exploiting the flashcards
are suggested throughout the teaching notes.

Digital Vocabulary Posters

Each topic in Compass

Starter Level comes with a
Digital Vocabulary Poster
with interactive audio
labels. The teaching notes
in this Teacher’s Guide
suggest ways to exploit the
poster so students can fully
engage with the topic and
the topic language.

xvi
 Response Cards
Four sets of response cards—yes/
no, true/false, happy/sad face,
thumbs up/down—allow students to
express themselves with variety and
enthusiasm even before they are
able to formulate many sentences.
Phonics Resource Book
The Compass Digital Platform for Starter level features
digital versions of these modules:
• Language Log
• Vocabulary and Grammar Log
• Reading Log
• Writing Log
In subsequent levels, the platform includes digital
versions of the Phonics and Spelling Log.
Digital versions of the Teacher’s Guides for these
modules are also on the platform.
The Phonics Resource Book
contains oversized flashcards for all
the spelling-sound correspondences
presented in the Language Log,
as well as one chant per lesson.
The Compass Digital Platform
includes audio tracks for the chants,
sounds and example words, and
guidance for their use is found in
the Teacher’s Guide.
Teacher’s Resources for Starter level on the platform
include:
• Phonics Resource Book
• Flashcards (for Language Log and Reading Log)
• Compass Assessments
• Audio (for Language Log, Reading Log, Phonics
Resource Book and Flashcards)
• Mapping documents for all modules to US Common
Core Standards and/or Common European
Framework of Reference for Languages
• Videos (for Language Log and Reading Log)
xvii
 Suggestions for when to apply these classroom games are included throughout the notes, or teachers can choose
when to use them according to the needs and preferences of their students. All games can be adapted to almost any
language topic.
Action Stations
Display signs with different language topics around the
room. Say a word or full sentence related to one of the
topics and have students move to the correct sign.
Beanbag Toss
Tape flashcards or similar targets to the floor. Line up
two or more groups a short distance away. Give a clue
about one of the flashcards and have students try to toss
their beanbag onto it.
Bingo
Have students fill each square on their bingo grid with
a target word or phrase. Call out words at random and
have students cover any on their grids with a small
item. The winner can be the first student to cover a row,
column or diagonal, or the whole grid. Use definitions to
make the game more challenging.
Board Race
Line up the class in two or more groups and give each a
board marker. Give a vocabulary topic and have students
on each team take turns racing to the board and writing
a related vocabulary word. When time is up, award a
point for each correctly spelled word related to the topic.
Board Slap
Write vocabulary words or attach images across the
board. Line up the class in two teams facing the board.
Call out a word or clue, and have the first student from
each team race to slap the correct word or image on the
board to win a point for the team. Continue until all
students have had a turn.
Chain Game
Use target vocabulary or grammar in a sentence to start
a chain: I can sing. Have students add an item each time
to continue the chain: I can sing and dance. Continue
until someone cannot remember. Students can play as a
whole class, in groups or in pairs.
xviii
Chain Reaction
Say a target word and point to a student, who repeats the
word and points to the next student, and so on until a few
students have said it. Repeat with other words. This activity
makes practice fun and keeps students on their toes.
Charades
Have students act out a word or phrase for others to
guess. Play as a whole class or in groups, with each
student taking a turn. Alternatively, play competitively
in teams, with one student from each team racing to act
out the phrase for the others to guess.
Classroom Feud
Form two teams and have a student from each one stand
facing each other across a table with their hands behind
their backs. Begin defining a vocabulary item. Students
should slap the table as soon as they think they know what
it is. Pause for the student to guess. If correct, the team gets
a point. If not, continue the definition for the other student
to have a chance to guess.
Conversation Ball
Take out a small ball and tell students it is a
“conversation ball.” Toss the ball to a student and ask
a question. The student should catch the ball and
answer. He or she should then toss the ball to another
student and ask the same question. Continue with
other questions.
Domino Game
Say a target phrase to a student, who repeats the phrase
to the next student, and so on until everyone has said it.
This is to practice pronunciation of new language before
students engage in communicative activities.
Echo Names
Say a target phrase or word and then the name of a
student, who must repeat what you said. This encourages
students to listen carefully in case you say their name.
Find Someone Who…
Write prompts on the board that practice a language
topic: Find someone who has a pet hamster, who cleans
their room, who can swim, whose favorite color is blue,
who likes cheese. Have students mingle, asking and
answering, until they find one person for each prompt.
Hangman
Draw a gallows on the board and write a short line for
each of the letters in a target word underneath. Have
students take turns guessing a letter. If it appears in the
word, write it in all the correct spaces. If not, draw a part
of a hanging man. Students win if they guess the word
before the hanging man is complete.
Me Too
Write some sentence starters on the board. Ask a
student to complete a sentence. Anyone who feels the
same way should raise their hand or stand up and say,
“Me, too!”: I like (dogs). / Me, too!
Pass the Bomb
Give a language topic, pass a small object to a student
and start a timer. Students take turns saying a word or
sentence related to the topic and passing the object on.
When the time is up, the student with the object loses.
Pictionary
Have students take turns drawing a word on the board
for others to guess. This can be played for fun or as a
competition between teams.
Sentence Builder
Attach cards to the board in random order or in groups
according to meaning or part of speech. Individually,
in pairs or in groups, have students take turns ordering
cards to make a sentence.
Simon Says
Give commands including target vocabulary for students
to follow. They should only follow a command if it is
preceded by the words “Simon says.”
Stand Up!
Give students commands focusing on a language point:
Stand up if you can swim! Stand up if you have a pet
cat! Other movements can also be used, such as wave a
hand, touch the (board) or swap seats.
Telephone
The first student in a line or circle whispers a word
or phrase into the ear of the next. Students continue
whispering until it reaches the last student. This student
reports the word or phrase to the class.
Two Truths and a Lie
In groups or as a whole class, have students take turns
saying three sentences about themselves using target
language. Other students have to guess which sentence
is a lie.
Twenty Questions
Have one student choose a person, place or thing, and
the others guess what it is in twenty or fewer closed
questions. Questions and answers can be limited to
target language.
Word Freeze
Name a category of words. Play music while you call out
words from that category and others. Students should
freeze when they hear a word from the category but
keep dancing for any other word.
Word Snap
Give a topic or a word category: birds. In groups of four,
students take turns naming a word from the category:
owl. After each word, everyone in the group snaps their
fingers twice to give the next speaker time to think of
something.
Word Up!
Name a category: forest animals. Have individuals or
pairs compete as a whole class, taking turns to say a
word from the category: wolf. They have ten seconds to
come up with a word, with no repetitions, or they’re out.
Write the words on the board as students suggest them.
xix
 Topic Vocabulary Grammar Reading

Lesson 1 p. 8 Lesson 2 p. 9 Lesson 3 pp. 10–11

Numbers 1–10 We’re students. Fiction “The Captain and Davy”
People boy, girl, student, teacher I’m a teacher. You’re a student. He’s a Skill Identifying Characters
Skill Plurals boy. She’s a girl. We’re a class.

Page 6
Lesson 8 p. 16 Lesson 9 p. 17 Lesson 10 pp. 18–19
Colors blue, green, orange… What is it? Nonfiction “Art Class”
Classroom Objects book, chair, What is it? It’s a book. What color are Skill Finding Words You Know
desk… they? They’re red.
Song “All the Colors”

Lesson 1 p. 26 Lesson 2 p. 27 Lesson 3 pp. 28–29

Classroom Objects backpack, board,
box…
Places bathroom, classroom
Page 24
Skill Flashcards; A and An
Where’s my backpack? Fiction “The Big Storm”
Where’s my backpack? It’s under the Skill Identifying Places
chair. Where are my pencils? They’re
on the desk.

Lesson 8 p. 34 Lesson 9 p. 35 Lesson 10 pp. 36–37

Describing People calm, funny, loud… How old are you? Nonfiction “What’s in a Book?”
People friend What’s your name? How old are you? Skill Parts of a Book
Song “Are You Funny?” Are you funny?

Lesson 1 p. 44 Lesson 2 p. 45 Lesson 3 pp. 46–47

Fruits apple, banana, grape, orange There are some carrots. Fiction “What’s for Lunch?”
Vegetables carrot, onion, potato, There’s an orange. There aren’t any Skill Comparing Characters
tomato grapes. Are there any bananas? How
Page 42
Skill Countable Foods many carrots are there?

Lesson 8 p. 52 Lesson 9 p. 53 Lesson 10 pp. 54–55

Drinks juice, milk, water There’s some milk. Nonfiction “From Oranges to
Foods bread, cheese, ice cream… How much milk is there? There isn’t Orange Juice”
Skill Uncountable Foods and Drinks any milk. There’s a lot of milk. Skill Following a Sequence
Song “Is There Any Juice?”

Lesson 1 p. 62 Lesson 2 p. 63 Lesson 3 pp. 64–65

Toys ball, bike, car, doll Do you like fish? Fiction “Happy Birthday, Davy!”
Pets cat, dog, fish, snake I like snakes. We don’t like cats. Do Skill Story Sequence
Skill Things in General you like dogs? Yes, I do. / No, I don’t.
Page 60

Lesson 8 p. 70 Lesson 9 p. 71 Lesson 10 pp. 72–73

Activities dancing, drawing, He likes reading. Nonfiction “A Bar Chart for Movie
painting… He doesn’t like painting. Does she Snacks”
Entertainment computer games, like sports? Yes, she does. / No, she Skill Reading Charts
movies, sports doesn’t.
Song “What Do You Like?”

xx
 Phonics Listening Speaking Writing / Project

Lesson 4 p. 12 Lesson 5 p. 13 Lesson 6 p. 14 Lesson 7 p. 15

“a” (mat), “k” (Kat), “m” (map), Short conversations involving Introducing oneself Gapped text giving personal
“p” (pat), “t” (tap) numbers of boys, girls and Hello and Goodbye Hello! Hi! information
students I’m Kat. It’s nice to meet you! Skill Using Capital Letters
Skill Listening for Words You Know Goodbye, Kat!

Lesson 11 p. 20 Lesson 12 p. 21 Lesson 13 p. 22 Lesson 14 p. 23

“d” (dot), “e” (den), “n” (net), Short conversations about Asking about English words and Art: First English Words
“o” (nod) classroom objects colors
Skill Listening for Questions and Skill Asking Questions
Answers

Lesson 4 p. 30 Lesson 5 p. 31 Lesson 6 p. 32 Lesson 7 p. 33

“g” (gap), “b” (bag), “l” (leg, Students ask for English words Memory game School form
ball), short “oo” (book, put) Skill Listening for Objects Talking about Locations The book Skill Using Personal Titles
is on the desk. The pencils are
next to the computer.

Lesson 11 p. 38 Lesson 12 p. 39 Lesson 13 p. 40 Lesson 14 p. 41

“k” (can, back), “r” (ram, write), A teacher gives classroom Introducing Others This is Ben. Poster: Classroom Instructions
“s” (sell, mess), “u” (bus) instructions He’s six.
Skill Listening to Instructions He’s funny and loud.

Lesson 4 p. 48 Lesson 5 p. 49 Lesson 6 p. 50 Lesson 7 p. 51

“f” (fan, off, laugh), “i” (big), “h” A child and her mom make a Food animal recipe A juice recipe
(hat, who), “w” (water, wheel) shopping list Skill Talking about Recipes Skill Writing a Recipe
Skill Listening for How Many
Vegetables cucumber, pepper

Lesson 11 p. 56 Lesson 12 p. 57 Lesson 13 p. 58 Lesson 14 p. 59

long “oo” (boot, soup, fruit), “z”
(zip, buzz, eggs), “ch” (chicken)
Short conversations in a
restaurant
Skill Listening for Foods
Foods burger, pizza, sandwich
Role-play in a restaurant Food: Make Your Own Lunch
Ordering Foods and Drinks
What would you like? I’d like a
sandwich, please. Would you like
any tomatoes? Yes, please. / No,
thank you.

Lesson 4 p. 66 Lesson 5 p. 67 Lesson 6 p. 68 Lesson 7 p. 69

“ks” (ax), “oa” (no, boat, snow), Interviews at a pet show Chant about likes Text about own likes and dislikes
“y” (yell) Skill Listening for Negatives Talking about Preferences I like Skill Using and and but
kites. How about you? Me, too!
We like kites.

Lesson 11 p. 74 Lesson 12 p. 75 Lesson 13 p. 76 Lesson 14 p. 77

“ee” (me, eat, cheese, candy, Classroom survey Survey on likes Class Bar Chart: Favorite Activities
movie), “j” (jam, magic), “ng” Skill Listening for Likes and Conducting a Survey Can I ask
(sing) Dislikes you some questions? Let me tell
you about Pete.

xxi
 Topic Vocabulary Grammar Reading

Lesson 1 p. 80 Lesson 2 p. 81 Lesson 3 pp. 82–83

Family Members brother, mother/
mom, sister…
Page 78
Lesson 8
Parts of the Body eye, hair
Hair blond, black, curly…
Skill Describing Hair and Eyes
Song “I See Friends”
Do you have any brothers or sisters? Fiction “A Letter in a Bottle”
I have two sisters. We don’t have any Skill Answering Questions
brothers. Do you have any sisters?
How many sisters do you have?
p. 88 Lesson 9 p. 89 Lesson 10 pp. 90–91
He has long hair. Nonfiction “Animal Families”
They have curly hair. She doesn’t Skill Finding the Main Idea
have green eyes. Does she have
brown eyes? Yes, she does. / No, she
doesn’t.

Lesson 1 p. 98 Lesson 2 p. 99 Lesson 3 pp. 100–101

Sports baseball, basketball, hockey… I can sing. Fiction “A Good Team”
Actions play I can sing. They can’t read. Skill Finding the Problem
and Solution
Page 96
Lesson 8 p. 106 Lesson 9 p. 107 Lesson 10 pp. 108–109
Actions catch, hit, jump… Can you run? Nonfiction “Field Day Fun!”
Skill Acting Out Words Can you run? Yes, I can. / No, I can’t. Skill Using Headings
Song “What Can We Do?” What can you do? I can catch a ball.

Lesson 1 p. 116 Lesson 2 p. 117 Lesson 3 pp. 118–119

Routines go to bed, live, speak… He speaks English. Fiction “Day and Night”
Countries China, Russia, Spain He lives in France. He speaks English. Skill Recognizing Word Parts
Languages Chinese, Russian, Spanish She eats cheese. She doesn’t like fish.
Lesson 8 p. 124 Lesson 9 p. 125 Lesson 10 pp. 126–127
Times of Day morning, afternoon… They eat breakfast. Nonfiction “Eating in Other
Meals breakfast, lunch, dinner They eat breakfast. Countries”
Routines drink, eat… We don’t wear shirts. Skill Reading in Groups
Page 114
Song “Every Day”

Lesson 1 p. 134 Lesson 2 p. 135 Lesson 3 pp. 136–137

Animals crocodile, giraffe, hippo… Does it hunt for food? Fiction “Rain Forest Friends”
Nature grass, river Does it hunt for food? Yes, it does. Do Skill Understanding Feelings
Actions hide, hunt they live in a savanna? No, they don’t.
Lesson 8 p. 142 Lesson 9 p. 143 Lesson 10 pp. 144–145
Page 132
Animals bear, butterfly, deer… Where do they live? Nonfiction “How Do Living Things
Nature cave, forest Where do bears live? What do bears Get Food?”
Skill Irregular Plural Nouns eat? When do bears sleep? How do Skill Reading for Details
Song “Bears Live in a Forest” bears move?

Lesson 1 p. 152 Lesson 2 p. 153 Lesson 3 pp. 154–155

Actions clean your room, do your I’m cleaning my room. Fiction “Home at Last”
homework, make (breakfast)… I’m cleaning my room. You’re not Skill Retelling a Story
helping.

Page 150
Lesson 8 p. 160 Lesson 9 p. 161 Lesson 10 pp. 162–163
Places/Furniture bedroom, sofa… Are you eating? Nonfiction “A Home in Ancient
Actions cook, sit, work Are you eating? Yes, I am. / No, I’m Rome”
Skill Connecting Words to Your Life not. What are you doing? I’m cooking. Skill Using Pictures
Song “Where Are They Right Now?”

Glossary Pages 168–179

xxii
 Phonics Listening Speaking Writing / Project

Lesson 4 p. 84 Lesson 5 p. 85 Lesson 6 p. 86 Lesson 7 p. 87

“v” (van, have), voiced “th” Short descriptions of children’s Presentation about one’s family Text about a friend
(that), “kw” (queen) families Asking for More Information Skill Planning
Skill Listening Again What’s his name? What’s her
name? What are they like?
Lesson 11 p. 92 Lesson 12 p. 93 Lesson 13 p. 94 Lesson 14 p. 95
“ar” (car), “ai” (age, paint, Guessing game Drawing game Picture Frame: A Family Member
play), “sh” (shell) Skill Listening for Appearance Asking to Understand I don’t
understand. Can you repeat that?

Lesson 4 p. 102 Lesson 5 p. 103 Lesson 6 p. 104 Lesson 7 p. 105

“ng+k” (bank), voiceless “th” Short conversations in art class Conversation about abilities Text about personal abilities
(think), “y+oo” (human, Skill Listening for Abilities Reacting Wow! Great! Cool! Oh. I Skill Ending Sentences
Tuesday) see. Oh, no! That’s too bad.
Lesson 11 p. 110 Lesson 12 p. 111 Lesson 13 p. 112 Lesson 14 p. 113
“igh” (find, like, light, cry), Classroom games: Simon Says Spelling games Show-and-Tell
“ch” (catch) and Memory Motions Skill Spelling
Skill Listening to Instructions

Lesson 4 p. 120 Lesson 5 p. 121 Lesson 6 p. 122 Lesson 7 p. 123

long “oo” (flu, blue, flute, chew, Children’s routines in other Description of a child’s routine Text about a child’s routine
canoe, bamboo) countries Talking about Times He goes to Skill Using Capital Letters
Skill Listening for Times bed at eight o’clock.
Lesson 11 p. 128 Lesson 12 p. 129 Lesson 13 p. 130 Lesson 14 p. 131
“er” (bird, fern, mother, doctor, Description of a weekly routine A silly routine Mobile: Children in Other
fur, Earth) Skill Repeating Expressing Surprise Really? No Countries
Days of the Week Sunday… way! You’re kidding!

Lesson 4 p. 138 Lesson 5 p. 139 Lesson 6 p. 140 Lesson 7 p. 141

“eer” (ear, cheer, here), “or”
(door, horn, four)
Lesson 11
“air” (hair, scared, bear, there)
Descriptions of animal habitats Asking about Animals Animal fact file
Skill Predicting Does it live in a river? Does it hide? Skill Doing Research
Nature leaf (pl. leaves), tree Does it eat fish? Can it swim?
p. 146 Lesson 12 p. 147 Lesson 13 p. 148 Lesson 14 p. 149
Descriptions of polar bears, Habitats game Diorama: Animal Habitat
pandas and koalas Answering Questions
Skill Reading before Listening Where do wolves live? Wolves live
in the forest.

Lesson 4 p. 156 Lesson 5 p. 157 Lesson 6 p. 158 Lesson 7 p. 159

“e” (bed, bread, friend), Description of a birthday party Spot the difference Description of what’s happening
“zh” (measure), “u+l” (eagle, Skill Paying Attention Taking Time to Think Well… Hmm… at home at a specific time and
hospital, pencil) Clothes dress, hat, pants… Uh… Um… day
Actions wear Skill Spelling –ing
Lesson 11 p. 164 Lesson 12 p. 165 Lesson 13 p. 166 Lesson 14 p. 167
“ou” (cloud, brown), “oi” (boil, Chant about what’s happening Drawing game Diagram: My Home
boy) at home Checking Information OK, so…
Skill Listening Clues

xxiii
To p ic 1 What English do I know?
As students embark on their study of English, they will benefit from practical language they can use in familiar classroom situations. In this topic,
students will learn to introduce themselves, count and describe classroom objects and colors. They will also learn how to ask for words they need (What
is it?). As they acquire new vocabulary, students will be encouraged to look for words they know—both to help them understand and to build their
confidence by highlighting the progress they have already made. Students may be surprised to discover how quickly their knowledge of English grows.

Video Project
Throughout the year, students will Art: First English Words
follow the Captain and his parrot, Creating a picture or model of a word
Davy, on their adventures aboard and labeling it will give students
their ship, the Compass. In this first visual support to help them
episode, the Captain and Davy remember vocabulary from the topic.
introduce themselves and set sail. It will also help them recognize the
number of English words they have
learned already.

Vocabulary Phonics
Numbers The synthetic phonics program in this level of Compass begins by
1–10 giving students two small sets of the highest-frequency spelling-sound
People correspondences so that they can begin decoding words right away: “a”
boy, girl, student, teacher (as in map), “k” (as in Kat), “m” (as in mat), “p” (as in pat), “t” (as in
tap), “d” (as in den), “e” (as in pen), “n” (as in nod) and “o” (as in dot).
Colors
blue, green, orange, purple, red, yellow Listening
Classroom Objects Listening for Words You Know
book, chair, desk, pen, pencil As new language learners, students will find it difficult to follow a full
Plurals conversation in English. Listening for familiar words, such as numbers
Students will learn that more than one noun is normally expressed by the and words for people and objects, will help them understand the gist of
ending –s, as in one boy but two boys. what is said and gain confidence in their English skills.
Listening for Questions and Answers
Grammar
The questions What is it? and What are they? will equip students to learn
We’re students. new vocabulary and to demonstrate their knowledge of English words.
Students will learn subject pronouns and the forms of be and use them They will also practice colors with the question What color…?
to identify people and objects: I’m a student. He’s a boy. We’re a class.
What is it? Speaking
Students will learn questions to ask about English words for objects they Saying Hello and Goodbye
see. They will ask What is it? for one object and What are they? for more At the beginning of the school year, students will naturally want to
than one object. Students will also learn to ask and answer about an introduce themselves to their classmates. This lesson provides them with
object’s color. language for friendly greetings and introductions that will be useful for
many of their future conversations in English.
Reading
Asking Questions
Identifying Characters Students will gain confidence conversing in English as they quiz their
Students will be better able to follow a story if they can successfully classmates about classroom objects. They will ask and answer questions
identify the different elements, especially the characters. Beginning to help them identify and describe familiar things.
readers can use illustrations to support their understanding.
Finding Words You Know Writing
Students will encounter unfamiliar words as they read, but they can use Using Capital Letters
vocabulary they have already learned to help them figure out the gist of a Students have introduced themselves to their classmates, and now they
text. The pictures can help them confirm their understanding. will write a more detailed description to share with the class. This lesson
helps even beginning writers build sentences about themselves and
guides them to capitalize the word I and the first letter of their name.

T6
 To p ic 1

1 Listen and read. 2

student

chair

desk

Skills
Reading Speaking
Language Identifying Characters Saying Hello and
Vocabulary Finding Words You Know Goodbye
Numbers Phonics Asking Questions Project
People “a,” “k,” “m,” “p,” “t” Writing Art: First
rst English Words
Colors “d,” “e,” “n,” “o” Using Capital
pencil Classroom Objects Letters
Listening
Plurals Listening for Words
Grammar You Know
teacher We’re students. Listening for Questions
What is it? and Answers
A Point and say.
6 7

T1COllStart.indd 6 4/23/19 09:12 T1COllStart.indd 7 4/23/19 09:12

Take the Lesson Further (10 min.)

Objectives
Get Students Thinking
Students will learn English words for people in the classroom.
• Direct students’ attention to the main photo, and practice the
Students will identify and name common classroom objects.
new vocabulary: Point to the teacher.
Teaching Resources • Challenge students to point out as many examples of
Track 2, Response Cards (true/false) students, pencils, desks and chairs as they can.

Take the Lesson Further (10 min.)

Lead in to the Lesson (5 min.)
• Say: Welcome to English class! Have students say the word
English with you. Introduce yourself: I’m (name). I’m your
teacher. Encourage students to repeat the word teacher
chorally and individually. Have students say their names: I’m
(name). Then say: You’re students. Have students repeat the
word students chorally and individually.
1 Listen and read. 2 (5 min.)
• Have students look at the pictures on page 6 and point to
each picture as you say the word. Then play Track 2 a few
times as students listen and point again.
A Point and say. (10 min.)
• Read the word student aloud, pronouncing it clearly and
following the letters with a finger. Have students follow the
letters with a finger in the same way. Then have students
point again as they sound out the word with you. Finally, have
students read the word again. Follow the same procedure for
the remaining words.
• Prompt students to identify people and objects in the
classroom: Point to a desk. Give a volunteer a vocabulary
word and have him or her point to an example. Continue
with other students. You may wish to add other words if
students already know the ones in this lesson.
Take the Lesson Further (15 min.)
• Distribute response cards. Show students that the true side is
for correct statements and the false side is for incorrect ones.
Move around the room, pointing to and naming different
people and objects. Have students hold up the cards to show
whether you used the correct words. Invite volunteers to take
turns pointing to and naming people and objects.
Take the Lesson Further (5 min.)
• Read the topic question with students. Ask: What English
words do you know? Have students list the words they have
learned so far. Hold up five fingers and say: You already know
five English words! Good job!

T7
 1 Listen and point. 3

three
one two
four five
Numbers
six
1–10

People
seven
boy eight
girl
student
teacher

Plurals nine ten

1 boy Æ 2 boys A Trace the words.

2 Listen and circle. 4

1 one teacher / teachers

2 three girl / girls
3 one boy / boys
4 four student / students

3 Count your classmates.

8 Lesson 1
Vocabulary
Objectives
Students will learn to count from one to ten.
Students will use plurals with –s to refer to more than one person
or thing.
Teaching Resources
Tracks 3 and 4, Vocabulary Worksheet 1, Flashcards Topic 1, Digital
Vocabulary Poster 1, colored pencils
Lead in to the Lesson (5 min.)
• Write numerals 1–10 on the board in a row out of order.
Invite volunteers to point to them in order.
• Have students count with their fingers as you point to each
numeral. Erase everything and write the numerals on the
board in order.
Present the Vocabular y (10 min.)
• Point to numbers 1–10 on the board, and tell students they
are numbers.
• Use the flashcards to review the words student and teacher.
Then point to yourself, and say: I’m a (teacher). Point to
students, and say: You’re (students).
• Use the flashcards to present boy and girl. Have all the girls in
the class stand up. Repeat for the boys.
1 Listen and point. 3 (10 min.)
• Point to each picture and have students count the items and
hold up fingers to show how many there are.
• Play Track 3, and have students point to the pictures as they
listen. Play the track again, pausing after each number so that
students can repeat.
A Trace the words. (5 min.)
• Say the word trace as you demonstrate tracing the word one
on the page or the board. Have students complete the rest.
• Play Track 3 again. Have students listen to each number as
they look at the word they traced.
Take the Lesson Further (10 min.)
• Display or project page 8 and say: Let’s count! Point to each
picture and count the items. For example, point to the teddy
bear and say: One. Point to each balloon and say: One, two.
You may wish to tell students the words for these items.
• Display the poster, and have students count groups of people
and things: colored pencils, purple books and so on. To
demonstrate, point to people in the poster and say: Three
girls. One, two, three.
2 Listen and circle. 4 (20 min.)
• Have students look at the photo. Say: Point to the students.
Point to the teacher. Point to the girls. Point to the boys. Find a
number. What is it? (Six.)
• Tell students that they are going to listen to someone
counting the people in the photo. Direct students’ attention
to the first phrase, and read the number word (one) with
students as they follow with a finger. Then point out the
options in green, and explain that students should listen
carefully to choose the correct word. Read each option,
emphasizing the end sound /z/ in teachers.
• Play the first item on Track 4, and have students circle their
choice. Compare answers as a class. Continue in the same
way for the remaining items.
Answers 1 teacher 2 girls 3 boy 4 students
Present the Skill (10 min.)
• Have students look back at each set of options in activity 2.
Ask: Which letter is different? Have students point to s. Say:
One girl, three (girls). One student, four (students).
• Use the example in the entry to help students understand
that the ending –s is used to refer to more than one. Say and
have students repeat: One boy. Two boys. Then count up to
ten, having students fill in the word boys each time.
Take the Lesson Further (10 min.)
• Have students count the people in the photo. Say each word
(teacher, girl, boy, student), and count as a class: Teacher: One
teacher. Girls: One, two, three girls. You may wish to call on
individual students to count so you can check that they are
using the correct word.
Take the Lesson Further (25 min.)
1 Trace the first matching pair as a class. Then have students
do the rest in pairs. Use the numbers flashcard to review
numbers, first pointing to the numerals in order for students
to call out and then doing the same with the words.
2 Distribute colored pencils. Read the words as a class and
have students point to the picture they think is correct. Walk
around and check, and then have students color. Point out
the plural –s on boys, students and teachers.
Answers 1 1—one, 2—two, 3—three, 4—four, 5—five, 6—six, 7—seven,
8—eight, 9—nine, 10—ten 2 1 right picture 2 left picture 3 right
picture 4 right picture
3 Count your classmates. (15 min.)
Manage Your Class
• You may choose to call on students by name to stand
individually or in groups. Then you could count them
together as a class or invite volunteers to count them.
• Or have small groups count themselves. Ask each group
to say the total number of students in their group. More
advanced students could also count the numbers of boys and
girls in their group.
• With some classes, you may need to model counting several
times before students feel confident to do the same.
Lesson 1 T8
Grammar
Objectives
Students will learn words to refer to themselves and others.
Students will use subject pronouns and forms of be to describe
themselves and others.
Teaching Resources
Track 5, Grammar Worksheet 1, eleven index cards or sheets of
paper for Sentence Builder (each with one of the following in large
print: I’m, You’re, He’s, She’s, We’re, a boy, a girl, a student, boys,
girls, students)
Lead in to the Lesson (5 min.)
• Have students listen and raise a hand when they hear a word
that describes them. Say these words in random order: boy,
chair, desk, girl, pencil, student, teacher. Continue playing,
faster and faster, until students can’t keep up.
1 Listen and follow. 5 (15 min.)
• Help students understand the form of a comic. Have them
follow each row of panels from left to right with a finger.
Then point out the speech bubbles. Read the words in the
first speech bubble, and point to the character who says it.
• Have students preview the pictures in the comic: Point to
the students.
• Play Track 5, and have students follow the words with
a finger.
A Circle these words in the comic. (10 min.)
• Read the word bank as students follow. Write the first
sentence on the board, and find the word I in I’m as a
class. Tell students to look for one example of each word in
the comic.
Manage Your Class
• You may wish to find the examples as a class to make sure
students notice them.
• Another option is to have pairs or groups work together to
find the words.
• Or students could work independently and then report to
the class.
Present the Grammar (15 min.)
• Point out that the circled words refer to people. Write each
contraction on the board beside its full form: I’m—I am,
You’re—You are. Say each one for students to repeat. Point
out that I in English is always capitalized.
• Teach students a chant, using these words and motions:
I’m a student. (point to yourself )
You’re a student. (point to your neighbor)
He’s a student. (point to a boy)
She’s a student. (point to a girl)
We’re students! (circle arms wide)
• Say one line at a time for students to repeat. Then say the
chant several times as a class.
T9 Lesson 2
Take the Lesson Further (10 min.)
• Have small groups act out the comic for the class. You or a
student may play the part of the teacher. Each time, have the
whole class join in saying the last line.
2 Mark (✓) about you and a classmate. (20 min.)
• Tell students that now they are going to talk about
themselves. Place students in pairs. Then read the headings
on the chart, and have students point to themselves (me),
point to their partner (my classmate) and link arms with their
partner (my classmate and me).
• Read the sentences in each column, and explain that students
should mark the ones that describe them. Demonstrate the
activity with a student before pairs begin working.
• Invite pairs to share their responses with the class. Check
that students are using plurals when describing more than
one: We’re students.
Know Your Students
• Most students will be able to share their responses
nonverbally. You may wish to project or display the chart and
have students come up and point to the sentences they chose.
• Some students will be able to respond verbally. Encourage
them to speak in full sentences.
Take the Lesson Further (25 min.)
1 Complete the activity as a class, reading the options as
students follow. You may wish to have students make the
gestures to help them understand who the children are
pointing to.
• Help students match each picture on the left with the
appropriate speech bubble on the right.
Answers 1 1 I 2 we 3 you 4 he 5 she • 1 I’m a student. 2 We’re students.
3 You’re a teacher. 4 She’s a girl. 5 He’s a boy.
3 Point and say. (10 min.)
• Demonstrate the activity using the sample language in the
speech bubbles. Have students repeat.
• Read the options in the word bank for students to repeat.
Explain that students are going to talk about their classmates.
Provide sentence frames: I’m a… You’re a… He’s a… She’s a…
We’re…
Manage Your Class
• Students may work in their pairs from the previous activity
or form new pairs.
• Another option is to have students sit in a circle. One
student can point to and describe a classmate. That
classmate is the next to have a turn. Make sure all students
have a chance to speak.
Take the Lesson Further (10 min.)
Integrate Learning Styles
• Play Sentence Builder (see page XIX) with Topic 1
vocabulary to support students who learn best by reading
and writing. Have students point to themselves or others to
illustrate the meaning of their sentences.
 YOU’RE A STUDENT.

HE’S A BOY.

I’M A TEACHER.

SHE’S A GIRL. WE’RE A CLASS.

1 Listen and follow. 5

We’re students.
A Circle these words in the comic. I’m a teacher.
You’re a student.
he I she we you He’s a boy.
She’s a girl.
We’re a class.
2 Mark (✓) about you and a classmate.

Me My Classmate My Classmate and Me

I’m a girl. He’s a boy. We’re students.

I’m a boy. She’s a girl.

3 Point and say.

boy girl student teacher You’re a student. She’s a girl.

Lesson 2 9
 The
CaptainandDavy

“Hello. I’m the Captain. It’s nice “Hi. I’m Davy. I’m a boy.”
to meet you!” “No, you’re a parrot!”

“Look! It’s our ship.” “Six boxes. Check! One, two, three
“Compass!” bags. Check! And your mat. Check!”

10 Lesson 3
 “Goodbye, boys! Goodbye, girls!
Goodbye, parrots!”
“Let’s go!”

Identifying Characters
1 Listen and follow. 6 Characters are people or
animals in a story.
2 Read the story. Mark (✓) the characters.

3 Find in the story. Point and count.

boys girls parrots

Lesson 3 11
 Reading
Objectives
Students will watch a dramatic narration of a story.
Students will listen to a story as they follow the text and illustrations.
Students will learn to identify the characters in a story.
Teaching Resources
Track 6, Video Episode 1, Davy puppet, Response Cards (true/false),
paper or card and colored pencils to make flashcards (four sheets or
cards per group)
Lead in to the Lesson (10 min.)
• Engage students’ interest by having the Davy puppet
introduce himself to the class: Hello, I’m Davy! I’m a parrot!
Squawk! Encourage students to wave to Davy and say hello.
Go around the room and have the Davy puppet greet each
student. Allow students to gently pat Davy and interact with
him. Tell students they are going to watch and then read a
story about Davy. As you put the Davy puppet away, have
him wave to the class and say: Goodbye! Encourage students
to respond in the same way. Tell students they will get to
spend more time with Davy throughout the year.
Manage Your Class
• You may wish to have the Davy puppet exchange greetings
with students at the beginning and end of each class. This
can help establish a classroom routine and will encourage
students to practice greetings in natural conversation.
Watch the Video (15 min.)
• Play the video once while students just watch quietly.
• Distribute response cards and play the video again. Pause the
video at relevant points, read one of the following statements,
and have students hold up a true or false card: Davy is a boy.
Davy is a parrot. The Compass is a ship. There are ten boxes.
There are two girls and two boys. There are two parrots.
• Play the video again, pausing and pointing at items for
students to identify: the Captain, Davy, the ship, parrots,
boys, girls.
• After students have read the story and done the activities,
play the video again for students to watch and enjoy.
1 Listen and follow. 6 (15 min.)
• Play Track 6 and have students just look at the pictures
as they listen. Reassure students that it is OK if they don’t
understand every word.
• Then have them listen again as they follow the text with
a finger.
T 10 Lesson 3
Know Your Students
• Some students may need help understanding the direction
of the text and the order of the panels in the story. Follow
the text with a finger to demonstrate, and have students copy
you. Count the panels in order and encourage students to do
the same.
• Help students who are just learning to read access the text
by pointing out words they are already familiar with, such as
numbers, hello, Davy, boys, girls, parrots and goodbye. Write
the words on the board and sound them out phonetically
for students to repeat. Help students progress to reading
full words.
Take the Lesson Further 6 (20 min.)
• Read each part of the story aloud as students follow.
Encourage students to respond to the story to demonstrate
comprehension. Lead students in waving and saying: Hello,
Captain! Hi, Davy! Ask: Is Davy a boy? (No.) Say: He’s
a parrot.
• Help students use context to understand unfamiliar words in
the story. Point out the name of the ship, and help students
relate it to the word Compass in the text. Say: Point to the
ship. Point to the mat. Count the boxes with students. Then
count the bags.
• Use gestures to demonstrate word meanings. Point or shade
your eyes as you say: Look! Mime checking off items on a list
and say: Check! Gesture as if asking students to come along
with you and say: Let’s go!
• Play Track 6 again or read the complete story a final time as
students follow along.
Present the Skill (10 min.)
• Write characters on the board, and say it for students to
repeat. Explain that characters are people or animals in
a story.
• Give some examples of characters from fairy tales and other
familiar stories: Little Red Riding Hood, the Big Bad Wolf.
Encourage students to name characters from their favorite
stories. Point out that characters in stories have names.
2 Read the story. Mark (✓) the characters. (5 min.)
• Have students look at the pictures and mark the two
characters in the story. Check answers as a class. Ask: Is there
a person from the story? Point to the character. What’s his
name? (The Captain.) Is there an animal from the story? Point
to the character. What’s his name? (Davy.)
Answers Students should check the pictures of the Captain and Davy.
3 Find in the story. Point and count. (10 min.)
• Read the words in the word bank with students. Ask: Are
there any boys in the story? Where? Have students point.
Then count them as a class: One, two. Two boys.

Manage Your Class

• Have students find and count girls and parrots. You may
wish to continue as a class, or students could work in pairs.
• Alternatively, one student could count while the other
checks in the book. Then students could switch roles.
Walk around and monitor students’ counting, correcting
as needed.

Answers two boys, two girls, four parrots (including Davy, who appears
five times)

Take the Lesson Further (10 min.)

• Bring out the Davy puppet again to help students reflect on
the story. Read the story to Davy as students follow along,
and have Davy react to people and events (waving at the
Captain, excited to see the ship, checking off the luggage and
then exhausted by loading the ship, and thrilled to be going
on an adventure). Encourage students to join in with Davy’s
responses.

Take the Lesson Further (15 min.)

Integrate Learning Styles

• To support students with a kinesthetic learning style, have
small groups act out the story, including motions (such as
smiling and holding out a hand to shake for introductions,
pointing at the ship, loading boxes and bags, and waving
goodbye). Encourage groups to choose at least one motion
for each panel of the story.

Take the Lesson Further (10 min.)

• Place students in small groups, and distribute paper or cards
and colored pencils. Have students make flashcards for new
words in the story, such as parrot, ship, box, bag and mat.
• Write the word on one side of the paper for students, and
have them draw a picture of it on the other. Encourage
students to use the illustrations in the story as a guide.
• Have groups display the picture side of their flashcards for
the rest of the class to guess the words.

Lesson 3 T 11
 1 Listen and repeat. 7

a k m p t
A Listen and point. 8

2 Listen and follow. 9

1 K-a-t Æ Ka-t Æ Kat 2 P-a-t Æ Pa-t Æ Pat

A Say the names.
3 Listen and repeat. 10

1 2 3

Kat Pat Pam

A Listen and point. 11

4 Listen and repeat. 12

1 2 3 4

map mat tap pat

A Listen and point. 13

5 Listen and point. 14

Kat Pam Pat map mat tap

12 Lesson 4
Phonics
Objective
Students will identify the spelling and pronunciation of words with
these sounds: “a,” “k,” “m,” “p” and “t.”
Teaching Resources
Tracks 7–14 and Phonics Chant 1, Phonics Flashcards Topic 1, Phonics
Worksheet 1
Lead in to the Lesson (15 min.)
Present the Sounds
• Hold up the text side of the flashcard for “a” and point to the
sound. Say the sound (as in mat) several times for students
to repeat. Then point at the picture, and say the word,
emphasizing the target sound, for students to repeat: mat. Do
the same with the remaining sounds.
1 Listen and repeat. 7 (5 min.)
• Students will hear each sound three times. Play Track 7 for
students to repeat.
• Play the track several times. Have students repeat
individually and then nominate rows or groups of students to
repeat each time.
A Listen and point. 8 (5 min.)
• Students will hear the sounds out of order. Play Track 8 for
students to point to each sound as they hear it. Play the track
several times until students can identify the sounds easily.
Answers t, m, a, p, k
Take the Lesson Further (10 min.)
Manage Your Class
• Post the text side of the five flashcards around the classroom.
Play Track 8 again or say the sounds in random order. As
students hear each sound, they should move to the correct
flashcard.
• You could also play as a game, with two students racing to
the correct flashcard after each sound.
2 Listen and follow. 9 (5 min.)
• Students will hear the names sounded out, which shows
how they can sound out words for themselves when they
read. Play Track 9 and have students point at the letters as
they listen.
A Say the names. (5 min.)
• Students practice sounding out and saying the names. Have a
volunteer say each name for the class, and then have students
continue in pairs or small groups.
3 Listen and repeat. 10 (5 min.)
• Play Track 10 for students to repeat the names. Have students
repeat individually, in pairs or groups, or as a whole class.
A Listen and point. 11 (5 min.)
• Students will hear the names out of order. Play Track 11 for
students to point to each name as they hear it.
Answers Pam, Pat, Kat
4 Listen and repeat. 12 (5 min.)
• Students will hear the words sounded out and then
pronounced. Play Track 12 for students to repeat in the same
way. Ask which word appeared in Lesson 3 (mat).
A Listen and point. 13 (5 min.)
• Play Track 13 for students to point to the words as they
hear them.
Answers tap, map, pat, mat
5 Listen and point. 14 (5 min.)
• Play Track 14 for students to point to the words as they
hear them.
• Put students in pairs and play the track again. Have one
student point and the other student check to make sure it
is the correct word. Play the track again and have students
switch roles.
Answers Pam, tap, Pat, Kat, map, mat
Take the Lesson Further (10 min.)
• Divide students into two teams and play a version of Board
Slap (see page XVIII). Write the words from page 12 on the
board. Say a word and have one student from each team race
to the board and point to the word. Continue playing until all
students have had at least one turn.
Take the Lesson Further (20 min.)
• Have students do the first three activities by themselves
before reviewing in pairs and reporting to the class.
• For activity 4, read aloud any one of the sounds in each word:
a – a – a. First, have students point to the sound. When
everyone has identified the correct sound, have students
color the sound. Have students practice saying the words.
Take the Lesson Further (15 min.)
• Hold up the chant flashcard and play Phonics Chant 1. Point
to the words as students follow.
• Write the chant in large letters on the board. Play the chant
again several times, and encourage students to join in as they
are able. Erase the following words one by one and use the
pictures on the flashcard to prompt students as they chant
again: Kat, Pam, Pat.
Take the Lesson Further (5 min.)
• Have students say other words they know with these sounds.
Write them on the board. Repeat them as a class.
Know Your Students
• Strong students may be able to make a suggestion
without prompts.
• Most students will need to look through their books to find
a word and make a suggestion.
Lesson 4 T 12
 Listening
Objectives
Students will identify words they know in context to help them improve
listening comprehension.
Students will listen for people and numbers.
Teaching Resources
Tracks 15 and 16, 3x3 bingo boards each with nine numerals between 1
and 10 in random order (one per student), counters, paper (one sheet
per student), colored pencils
Lead in to the Lesson (15 min.)
• Play Bingo (see page XVIII) to practice numbers. Distribute
bingo boards and counters. Call out numbers 1–10 in any
order. The first student to complete a line of three wins.
Winners read out their numbers in order for the class to
check. Play several times.
1 Count and write. (15 min.)
• Have students look at the first picture. Read the words
below the picture for students to repeat. Say: Let’s count the
students. Count and have students point to the picture as
they count along: One, two, three, four, five, six. Six students.
Demonstrate writing the numeral 6 in the box to the left
of students.
• Pair students, and have them continue counting the other
people in the pictures. Monitor students as they work.
Manage Your Class
• Check the answers before listening to the track in the next
activity by projecting or displaying the book and counting
each person in chorus: Students! One, two, three, four…
• Or you could wait until after students have numbered the
pictures in order in the next activity and then use Track 15
to check the answers.
Answers (clockwise from top left) 6 students, 2 teachers; 2 boys, 4 girls, 1
teacher; 0 boys, 3 girls; 8 students, 1 teacher
Present the Skill (5 min.)
• Read the entry aloud. Point out that students already know
words for numbers and people. Students can try to pick these
words and others they may know out of conversations in
order to follow what’s going on.
A Listen and number. 15 (25 min.)
• Explain to students that they are going to hear someone
talking about the people in the pictures. However, they will
need to listen carefully because the pictures are not in order.
• First, play Track 15 and have students raise a hand each time
they hear a number. Then write on the board: boy(s), girl(s),
student(s), teacher(s). Play the track again and have students
raise a hand each time they hear one of these words.
T 13 Lesson 5
• Next, play the track and have students just listen and point
to each picture in order. Then play the track again, pausing
after each part for students to number the picture. Replay the
track as needed.
Answers (clockwise from top left) 2, 3, 1, 4
Take the Lesson Further (10 min.)
Get Students Thinking
• Challenge students to think of other ways they can count
the people in the pictures. For pictures 2 and 4, where they
counted the number of students, they could count the
numbers of boys and girls. For picture 3, they could count the
total number of players. For all pictures, they could count the
total number of people.
2 Listen and draw. 16 (20 min.)
• Have students look at pictures 1 and 2. Ask: Are there
(teachers/students/girls/boys/chairs/desks)? Explain that
students are going to listen and draw the people in the
pictures.
• Divide the class into four groups. Assign each group a
number to listen for: the number of students, boys, girls
or teachers.
• Play the first part of Track 16, and have students listen for
their assigned information. Then invite groups to share with
the class.
• Play the track again and have the whole class listen to
confirm the numbers.
• Display or project the page and model drawing the number of
boys. Say and have students complete: I’m going to draw the
boys. I need to draw (one boy). Draw a boy in the classroom in
picture 1.
• Have students work in pairs to draw the remaining people in
the classroom. Follow a similar procedure for picture 2.
Answers Students should draw: 1 four girls, one boy and one teacher 2 two
boys and three girls
3 Point and count. (10 min.)
• Have pairs compare answers with another pair. Before
students begin, demonstrate the task using the language in
the speech bubble.
• Invite a few groups to share their drawings with the class.
Take the Lesson Further (20 min.)
• Distribute paper and colored pencils. Dictate a scenario for
students to draw: It’s time for school! In my class, there are
ten students: five boys and five girls. There’s one teacher. Give
students time to draw and then invite volunteers to share
their pictures for the class to check.
• Then have students flip the paper over and do a similar
activity in pairs, taking turns listing numbers of people for
their partner to draw: one teacher, two students.
1 Count and write.

students teacher(s) boys girls teacher(s)

students teacher(s) boys girls

A Listen and number. 15

Listening for Words You Know

2 Listen and draw. 16
Listen for numbers and people: three boys, two
girls, five students, one teacher.
1

3 Point and count. Three girls!

Lesson 5 13
 1 Listen and mark (✓). 17

Goodbye! Hello! / Hi! Goodbye! Hello! / Hi!

1 2

A Listen again and repeat.

2 Listen and number. 18
Saying Hello and
Goodbye
Hello! I’m Pam.
Hi! I’m Kat.
It’s nice to meet you!
Goodbye, Kat!
Goodbye, Pam!
Hi! I’m Carlo. Hello! I’m Ana.

3 Write your name.

Hello! I’m . It’s nice to meet you!
A Introduce yourself to your classmates.
14 Lesson 6
Speaking
Objectives
Students will introduce themselves to their classmates.
Students will learn polite greetings.
Teaching Resources
Tracks 17 and 18, Davy puppet
Lead in to the Lesson (10 min.)
• Bring out the Davy puppet to help students review greetings.
Have Davy wave and say Hi! and Hello! to individual students,
and encourage them to respond in kind. Then have Davy say:
It’s nice to meet you! Give students time to interact with Davy
to allow them to relax and feel comfortable in the classroom.
As you put the puppet away, have Davy say Goodbye! and
encourage students to reply.
1 Listen and mark (✓). 17 (20 min.)
• Have students preview the picture on the left. Say: Point to
the teacher. Continue in the same way with students, boys,
girl, desks and chairs. Then read the words above the picture
as students follow with a finger.
• Play the first part of Track 17, pausing when the sounds fade
out. Have students listen and raise a hand when they hear
any of the words above the picture. Then have them mark the
words they heard.
• Play the rest of Track 17, and follow a similar procedure for
the picture on the right.
Answers 1 Hello!/Hi! 2 Goodbye!
A Listen again and repeat. (10 min.)
• Point to the teacher in the pictures. Say: He’s Mr. Ramirez.
Have students repeat. Point to the girl and boy in the picture
on the right. Say: She’s Ana. He’s Carlo. Have students repeat.
• Play Track 17 again, pausing after each line for students to
repeat chorally. Encourage students to wave or use similar
gestures to reinforce meaning.
2 Listen and number. 18 (10 min.)
• Have students look at the picture of the boy. Read the
introduction below the picture as students follow with a
finger. Say: Point to Carlo. Have students point to the boy and
then find the same boy in the pictures in activity 1. Follow the
same procedure for the picture of the girl.
• Play Track 18, and have students listen and number the
introductions in order.
Answers 1, 2
Present the Skill (15 min.)
• Walk out of the classroom and immediately walk back in,
waving to greet students. Say: Hello! I’m (name). Have a
student reply with his or her name: Hello! I’m (name). Say
to the student: Hi, (name)! It’s nice to meet you! Shake the
student’s hand. Have the class repeat your words.
• Start walking out of the classroom, looking over your
shoulder and waving. Say: Goodbye, class! Have students
wave and say goodbye to you: Goodbye, (name)!
• Walk back into the classroom, wave and say: Hi, class! Have
students reply: Hi, (name)!
3 Write your name. (5 min.)
• Read the sentences, filling in your own name, as students
follow. Explain that students should write their name in
the blank.
Know Your Students
• Some students may be able to write their names
independently. Check and correct as needed.
• Other students may need you to write their name lightly for
them to trace.
A Introduce yourself to your classmates. (15 min.)
Manage Your Class
• Have each student introduce himself or herself to the whole
class. Have the class reply: Hi, (name)!
• Alternatively, divide the class in half, and have them form
two lines facing each other. Have students introduce
themselves to the classmate facing them and then shake
hands. Then have students in one line take a step to the
right so that they are facing a new classmate. (The student at
the end can walk around to the other end of the line.) Have
students continue greeting new classmates.
Take the Lesson Further (10 min.)
• Have pairs introduce themselves and share a detail about
themselves. Write some examples on the board: I’m a boy.
I’m a girl. I’m a student. I’m five. I’m six.
• For the ages, draw a birthday cake and candles under each
sentence. Read each sentence and have students raise a hand
if the sentence describes them.
• Demonstrate the task by introducing yourself to a student:
I’m (name). I’m a teacher. Shake the student’s hand.
Take the Lesson Further (10 min.)
• Tell students to imagine that it’s the first day of school.
Encourage students to use facial expressions and gestures
to show how they feel. You could use the Davy puppet to
demonstrate ways a child might feel (excited, happy, nervous
and so on).
• Invite volunteers to act out greeting Davy and introducing
themselves on the first day of school.
Take the Lesson Further (15 min.)
• Play a Chain Game (see page XVIII) to challenge students
to remember their classmates’ names. Sit in a circle with
students. Have a student next to you introduce himself or
herself: I’m (name). Say your own name and the student’s
name: I’m (name). He’s/She’s (name). Continue around
the circle.
• If students forget, you can review the names, or simply start
the game again.
Lesson 6 T 14
 Writing
Objectives
Students will write about themselves.
Students will capitalize I and the first letter of their name.
Teaching Resources
Track 19, Response Cards (yes/no), Flashcards Topic 1, Digital
Vocabulary Poster 1, nametags (one per student), paper (one lined
and one blank sheet per student), colored pencils, poster board (one
sheet); optional: flashcards from Lesson 3
Lead in to the Lesson (5 min.)
• Distribute nametags and help students write their names and
attach them to their shirts. Have students walk around and
greet at least three classmates: Hi, (name)! Hello, (name)!
1 Listen and follow. 19 (15 min.)
• Point out the student’s writing and drawing at the top of the
page. Have students preview the picture. Ask: Is this student
a girl or a boy? (A girl.) Point to and count the candles on the
cake with students: One, two, three, four, five, six. Six candles!
Then tell students: She’s six!
• Play Track 19, and have students follow the text with a finger.
Then read the text slowly, pronouncing the words clearly, as
students follow again.
Present the Skill (10 min.)
• Write the alphabet on the board, with a capital and a
lowercase form of each letter. Point to A, B and C. Say: These
are capital letters. Distribute response cards. Point to various
letters and ask: Is it a capital letter? Be sure to include “tall”
lowercase letters, such as b and d, to help students notice that
not all tall letters are capitals.
• Students will learn the letter sounds in a later topic. At the
moment, it is enough for them to recognize the difference
between capital and lowercase letters.
A Circle the capital letters. (10 min.)
• Have students look back at the model and circle the capital
letters. Find the first capital letter (the I in I’m) as a class.
Then have students find the rest in pairs.
• Check answers as a class. Remind students that the word I is
always capitalized. Point out the capital K in Karla’s name.
• Have students look at their nametags and check that their
names start with a capital letter. Allow students time to
correct their nametags if needed.
Answers I (x4), K
2 Write about you. (20 min.)
• Explain that students are going to write about themselves,
just like Karla did. Read each sentence starter and relate it to
a sentence in the model.
• Have students complete the sentences independently.
T 15 Lesson 7
Know Your Students
• Some students may be able to complete the sentences
independently, following the model.
• Most students will benefit from having a word bank. Have
students write their name in the first sentence, and then
choose from a list of words on the board for the rest: boy,
five, girl, six, seven, student.
• Beginning writers may need help forming the letters and
writing words legibly. Walk around and provide assistance
and correction as needed. However, do not correct
capitalization mistakes yet.
A Write and draw. (30 min.)
• Distribute paper. Have students copy their sentences neatly
onto lined paper. Help them with handwriting as needed.
• Distribute colored pencils, and allow students time to draw
a picture of themselves on blank paper to accompany their
writing, including a birthday cake with the correct number
of candles.
• Have students check their capital letters and share their work.
Manage Your Class
• Work with individual students or small groups to check
capitalization and help them read their writing aloud.
• Alternatively, have students exchange papers with a
classmate and circle each other’s capital letters. Then call on
students to read a sentence from their writing to the class.
Have students stand up if they have the same sentence (or
the sentence describes them).
Topic 1
What English do I know?
1 Make a list of English words. (15 min.)
• Review the topic question with students. Say: You know a lot
of English words already! Display the numbers flashcard, and
have students count chorally. Display the poster or the four
flashcards for people, and have students identify boys, girls,
students and teachers.
• Place students in small groups, and allow them time to
brainstorm a list of words they know, including from the
flashcards they made in Lesson 3. Make sure each group has
at least one student who is comfortable with writing, and
have them write down the words as group members say them.
2 Share your lists. Add more words. (15 min.)
• Have each group read its list to the class. Tell other groups to
listen carefully and to put a check mark beside any word that
is also on their own list. Make a class list on poster board.
• Look back through the topic with students, and point out
other words and expressions they have encountered. You
could point out plurals on page 8, use pictures to review
words from the story on pages 10–11 and remind students of
greetings on page 14. Add these to the poster, and keep the
poster on display for the remainder of the topic.
• Congratulate students on all the English words they have
learned so far!
 I’m Karla.
I’m a girl.
I’m six.
I’m a student.

1 Listen and follow. 19

A Circle the capital letters.

Using Capital Letters
2 Write about you. I’m Tim. I’m a boy.
I’m .
I’m a .
I’m .
I’m a .
A Write and draw.
1 Copy the sentences onto paper. 3 Check your capital letters.
2 Draw yourself. 4 Share with your classmates.

To p i c 1
w ords.
1 Make a list of English
m ore words.
2 Share your lists. Add

Lesson 7 15
 All the C olo r s
Red. Orange. Yellow.
Colors
Green. Blue. Purple. (x 3)
blue
green Look! I see a rainbow!
orange
What color is it?
purple
red (Red. Red.)
yellow What color is it?
Classroom (Orange. Orange.)
Objects What color is it?
book (Yellow. Yellow.)
chair
Let’s sing all the colors.
desk
pen
pencil
1 Listen and point. 20

A Listen again and sing along.

2 Underline the color words in the song. Use the same colors.

3 Look and complete.

1 2 3 4 5

boo p ncil e esk air

yellow purple red green blue
A Match the objects with the colors.
A Listen and check. 21

16 Lesson 8
Vocabulary
Objectives
Students will learn colors by finding them on the page and in
the classroom.
Students will sing a song to learn colors.
Teaching Resources
Tracks 20 and 21, Flashcards Topic 1, Vocabulary Worksheet 2,
Response Cards (yes/no), Digital Vocabulary Poster 1, colored pencils
Lead in to the Lesson (10 min.)
Present the Vocabular y
• Show the picture side of the color flashcards and have
students repeat as you name each one. Turn the flashcards
over and sound out each word for the class to repeat. Point
out the rainbow on page 16. Help students sort the flashcards
in the same order (red, orange, yellow, green, blue, purple).
• Show the picture side of the classroom objects flashcards
and say each word several times for students to repeat. Then
show the word side and sound out each word again, following
the letters with a finger, for students to repeat.
• Display the poster without labels. As a class, find and name
classroom objects. Mime using each object and have students
point to it. Say the word. Help students find and count all the
examples of that item in the poster.
• Name a color and ask a volunteer to find something in the
poster of that color. Repeat with other volunteers and colors.
• Finally, drag the labels into place and play the audio of each
for students to repeat.
1 Listen and point. 20 (15 min.)
• Read the song title with the class. Point to each letter in
Colors and name its color as students repeat. Play Track 20
while students just listen.
• Have students point to the rainbow. Say each color in order
chorally, beginning with red, as students touch each one.
• Play Track 20 and have students point to each color in the
rainbow as they hear it.
A Listen again and sing along. (25 min.)
• Practice pronunciation and fluency by singing the chorus
slowly together without the track. Point out that the first
line is sung three times, and the second verse is the same
as the first but substitutes the remaining colors: green,
blue and purple. Write the song out in full on the board if
students have trouble. Play the track again, and have students
sing along.
• Divide the class into six groups and give each group a color
flashcard. Have each group find a small item such as a pencil
or book of that color and bring it to you.
• Play the track again. Everyone should sing the chorus. Tell
groups to stand whenever they hear their color named.
In the call-and-response section, hold up the item of the
corresponding color and sing to the class: What color is it?
Have the group with that color stand and sing the color.
2 Underline the color words in the song. Use the same
colors. (10 min.)
• Create a color code as a class. Hold up a colored pencil and
ask: What color is it? Have students hold up a matching
colored pencil. Call on a volunteer to name the color for the
class to repeat. Help students find the word in the vocabulary
entry next to the song and underline it with the color. Repeat
for all color words.
• Pair students and have them look for each color word in the
song and underline it in the correct color, using the color
code in the entry for reference.
3 Look and complete. (10 min.)
• Point to each picture and say the word. Have students follow
with a finger and repeat. Point out that the words also appear
in the vocabulary entry next to the song.
• Copy or project the words with missing letters onto the
board. Mime using the first object, and ask: What is it? (A
book.) Help students find the word in the vocabulary entry.
Sound out the word, b–oo–k, and have students follow with
a finger. Repeat with the gapped word on the board. Have a
volunteer come up and write the missing letter. Continue as
a class for each item. Help with any difficulties in correctly
copying similar letters like d and p or k and h.
Answers 1 book 2 pencil 3 pen 4 desk 5 chair
A Match the objects with the colors. (5 min.)
• Pair students to match the colors with the objects. Remind
students to use their color code if necessary.
• Have students point to parts of the pen and pencil that are
different. Demonstrate that you can erase the writing of a
pencil but not the ink from a pen.
Answers 1 purple 2 green 3 blue 4 yellow 5 red
A Listen and check. 21 (10 min.)
• Play Track 21. Have students point to each item as they hear
it. Allow students to repeat each sentence after they hear it if
they wish.
Take the Lesson Further (25 min.)
1 Have students color the crayons individually.
2 Relate each number to a color from activity 1. Have students
color the objects and backgrounds and then circle the object
words in pairs.
Answers 1 1 blue 2 green 3 purple 4 orange 5 red 6 yellow 2 1 pen (blue)
2 desk (purple) 3 book (orange) 4 chair (red)
Take the Lesson Further (10 min.)
• Distribute response cards. Touch and describe items around
the room, sometimes incorrectly: It’s a chair. It’s blue. Have
students show a yes or no card to show if they agree. If
students do not agree, help them correct your statement. Call
on volunteers to touch and describe, correctly or incorrectly,
new objects.
Lesson 8 T 16
 Grammar
Objective
Students will learn to use it for one thing and they for more than one
thing in questions and answers.
Teaching Resources
Flashcards Topic 1, Track 22, Flashcards Topic 1, Grammar Worksheet 2,
a blue pen, colored pencils
Lead in to the Lesson (10 min.)
• Use the flashcards to review color words. Divide the class
into six groups and give each group a color flashcard. Sing
the question from the song in Lesson 8: What color is it?
Then point to groups at random to repeat the question and
hold up their color. Call on volunteers to answer. Have the
rest of the class repeat the color word.
• Use the flashcards to review classroom objects. Display the
word side and have students say the word chorally and point
to or hold up the correct object. Display the picture side
to check.
1 Look, read and circle. (10 min.)
• Have students look at the pictures. Point to the objects and
have students name them. Count the books with students.
• Read aloud the questions and answer options as
students follow.
• Answer the first question as a class. Then have students
work in pairs to ask and answer the remaining questions.
If students get stuck, they can check colors and objects in
Lesson 8.
A Listen and check. 22 (10 min.)
• Play Track 22 and have students look at the pictures
and listen.
• Play the track again and have students follow the
conversations with a finger. Pause after each answer for
students to check.
Answers 1 chair, green 2 books, blue
Present the Grammar (15 min.)
• Play Track 22 again, stopping after each sentence for the class
to repeat and point to the objects in the pictures.
• Have students practice asking and answering the questions
with a partner. Help with pronunciation as needed.
• Write on the board: What is it? What are they? Underline is
it and are they. Call on volunteers to copy an answer from
activity 1 under the correct question. Have students find the
words in common in each question and answer pair: is it /
It’s, are they / They’re. Point out the change in word order.
T 17 Lesson 9
Take the Lesson Further (10 min.)
• Seat the class in a circle. Gather one blue pen and several
colored pencils of a single color. Hand one student the pen.
Then chant and have students repeat after you: What is it?
(What is it?) It’s a pen! (It’s a pen!) What color is it? (What
color is it?) It’s blue. (It’s blue.) Have students pass the pen
to the next person on each repeat. Repeat the chant until
everyone has passed the pen. Then chant with the pencils:
What are they? (What are they?) They’re pencils. (They’re
pencils.) What color...?
Take the Lesson Further (10 min.)
• Gather four or five sets of pens, pencils and books that have
matching colors. Form two teams. Write on the board: ...is it?
...are they?
• Next, have teams take turns completing the questions.
Hold up one or more items and say: What...? What color...?
Have teams repeat and complete the question based on the
number of items. If the question is correct, give that team a
chance to answer with It’s or They’re.
Take the Lesson Further (25 min.)
1 Recreate the activity on the board and do it as a class. Then
erase the board and have students complete the activity on
their worksheet.
2 Have students complete both parts in pairs. They can ask and
answer the questions to report their answers.
Answers 1 picture of one chair—one chair, It’s a chair. picture of three
chairs—three chairs, They’re chairs. 2 1 they, They’re 2 is, It’s 3 it, It’s 4 are,
They’re
2 Read and draw. (15 min.)
• Read chorally the question and answer at the top of the first
box. Say: Draw a pencil. Give students time to draw. Read
chorally the question and answer at the bottom of the box.
Then have students color their picture yellow.
• Do the same for the second box. Walk around and check
that students are drawing more than one pen and that they
are green.
• Have students work in pairs to ask and answer the questions
and point to their pictures, checking that the objects and
colors are correct.
Know Your Students
• Many students will benefit from finding realia to match the
answers before they draw.
• For students who need more support, ask and answer the
questions as a group and draw the items on the board.
Take the Lesson Further (15 min.)
Get Students Thinking
• Without showing their classmates, have each student
draw and color one or more of a classroom object in
their notebook.
• Pair students with a partner from across the room. Have
students describe their drawing for their partner to copy: It’s
a book. It’s yellow. Have students compare their drawings.
1 Look, read and circle.
1 2
What is it?
What is it?
It’s a book.
What color is it?
It’s red.
What are they?
They’re pens.
What color are they?
They’re red.
What is it? What are they?
It’s a desk / chair. They’re books / pens.
What color is it? What color are they?
It’s orange / green. They’re blue / red.

A Listen and check. 22

2 Read and draw.

What is it? It’s a pencil. What are they? They’re pens.

What color It’s yellow. What color They’re green.

is it? are they?

Lesson 9 17
 aR
RT cLasS

They’re models
.
n!
We’re students. Art is fu Look! It’s a pers
on. It’s red.

It’s a painting. It’s a dinosaur.

It’s green. It’s paper. It’s a flower.
It’s purple.

18 Lesson 10
They’re pencils. What is it? It’s
a taxi. It’s yello
Look at all the colors! He’s a boy. Sh w.
e’s a girl.

1 Listen and follow. 23

Finding Words You Know
A Read the text. Circle words you know. Look for words you know. Check
in the pictures.
2 Find and point.

a flower a model a pencil a student

3 Read again and match.

1 What color is the dinosaur? a It’ss purple and yellow
yellow.
2 What color is the flower? b It’s red.
3 What color is the model person?? c It’s green.
4 What color is the taxi? d It’s yellow.

4 Look and point.

What is it? What color is it?
Ask a classmate.
Lesson 10 19
 Reading
Objective
Students will learn to use words they know and supporting pictures to
understand a text.
Teaching Resources
Track 23, Flashcards Topic 1, Response Cards (yes/no), print or real-life
examples of each type of art form in the lesson (sculpture, painting,
drawing and collage), art supplies (plain and colored paper, paints,
colored pencils, pens, scissors, glue sticks, modeling clay)
Lead in to the Lesson (10 min.)
• Display the flashcards for art, painting, flower and paper. Say
each word and have students repeat.
• Divide the class into three groups and give each one a
flashcard for painting, flower or paper and a set of yes/no
response cards. Have groups try to find at least one thing
in the room that shows the concept on their flashcard, such
as in student paintings, flower images in posters and books
or on clothing, and anything made of paper. Call on groups
to point out their examples to the class. Have other groups
show a yes or no card to show if they agree.
• Help students understand the broader term art. Show
examples of art in different mediums from the book and from
around the classroom. Say and have students repeat: It’s art.
• Then have students sit in a circle to practice the words.
Model each word in a sentence: It’s (a drawing). Then have
each student repeat before passing the card. For an extra
challenge, pass cards after just a few students have repeated
the word.
Take the Lesson Further (5 min.)
• Preview the pictures as a class. Have students point to any
part of a picture they can describe and say a word. Elicit: boy,
girl, students, pencil, paper, painting, art, flower.
• Mime an action (painting, cutting and so on) from the
pictures and have students mimic you. Then have them find
and point to the matching image.
1 Listen and follow. 23 (10 min.)
• Read the title and have students repeat. Show students the
order of the story panels by counting the pictures in order as
a class. Have students point to the words in each panel.
• Play Track 23 once and have students follow the text with
a finger.
A Read the text. Circle words you know. (15 min.)
• Read the instruction aloud. Point to the first story panel
and elicit words students already know (students, art). Have
students circle these words.
• Read aloud the rest of the text while students follow along.
After each panel, challenge students to find and circle at
least one word they know. Have them raise a hand when they
finish. When all hands are up, call on a few students to share
a word. Then continue with the next panel.
2 Find and point. (10 min.)
• Read aloud the items in the word bank and have students
repeat. Have students work in pairs to point to the items in
the photos and then find and underline the matching words
in the text.
• Read aloud each panel again. Call on pairs to share the words
they know and point to the picture details as you go.
Take the Lesson Further (10 min.)
Get Students Thinking
• Display the print or real-life examples of a painting, a
drawing, a clay model and a collage. Display art supplies
and have students take turns choosing one art supply and
matching it with the type of art. Return all the art supplies to
one place and repeat the activity. Challenge students to name
each art supply and type of art as they work.
3 Read again and match. (15 min.)
• Read the instructions. Then read the questions and have
students repeat. Read the answers and check that students
recall the colors by having a volunteer hold up an item for
each one. Tell students to find each item from the questions
(dinosaur, flower, model person, taxi) in the story and look
for it in the pictures. Then they should find the correct color
or colors in the answers.
Know Your Students
• Confident students may read and match by themselves.
• For more support, you could work as a class to identify the
item each question asks about, find it in the pictures and
name its color. Then have students work individually to read
and match.
• Or you could have the class do the activity together,
matching the questions and answers one by one after each
color is named.
Answers 1 c 2 a 3 b 4 d

Present the Skill (5 min.)

• Read the entry aloud while students follow. Tell students that
they already know some of the words in the story. Explain
that when they find a word they recognize, they can check its
meaning by looking at the pictures.
• Look at the first picture as a class. Call on volunteers to
find any words they know (students, art). Have different
volunteers point to parts of the picture that show
the meaning.

T 18 Lesson 10
 Take the Lesson Further (5 min.)
• Play Action Stations (see page XVIII) to check the answers.
Place flashcards with colors around the room (purple
and yellow in one place). Call out each question and have
students go to the correct flashcard.

Take the Lesson Further (5 min.)

• Play Action Stations again, this time using objects in the
classroom. Point to an object and ask: What is it? Call on a
student to answer. Then have that student ask the class: What
color is it? Students should answer by going to the correct
flashcard.

4 Look and point. Ask a classmate. (10 min.)

• Read the instructions. Have students repeat as you read the
questions in the speech bubbles.
• Pair students. Have partners take turns choosing an item in
the room or in the pictures, pointing and asking their partner
the two questions.

Take the Lesson Further (20 min.)

Integrate Art
• Divide the class into four groups. Provide each group with
examples or pictures of one form of art: sculpture, painting,
drawing or collage. Give them time to explore the pictures.
• Place art supplies at the front of the room and have groups
collect those they will need to create their art.
• Have students make their own examples of art using their
group’s medium. You may wish to assign the class a theme
for their art, such as flowers or dinosaurs. Encourage
them to be creative and to use the examples they saw
as inspiration.
• Have each group share with the class. Encourage them to use
simple sentences: It’s paper. It’s art. It’s purple and yellow.

Lesson 10 T 19
 1 Listen and repeat. 24

d e n o
A Listen and point. 25

2 Listen and follow. 26

1 d-e-n Æ de-n Æ den 3 d-o-t Æ do-t Æ dot

2 n-e-t Æ ne-t Æ net 4 n-o-d Æ no-d Æ nod
A Say the words.
3 Listen and repeat. 27

1 2 3 4

den pen net ten

5 6 7 8

dot nod mop pod

A Listen and point. 28

20 Lesson 11
Phonics
Objective
Students will identify the spelling and pronunciation of words with
these sounds: “d,” “e,” “n” and “o.”
Teaching Resources
Tracks 24–28, Phonics Chant 2, Phonics Flashcards Topic 1, Phonics
Worksheet 2, nine index cards or sheets of paper each with a large
target sound from this topic (a, k, m, p, t, d, e, n, o)
Lead in to the Lesson (20 min.)
Present the Sounds
• Hold up the text side of the flashcard for “d” and point to the
sound. Say the sound (as in den), emphasizing the shape of
your mouth, several times for students to repeat. Turn over
the card, point at the picture, and say the word, emphasizing
the target sound for students to repeat: den. Do the same
with the remaining sounds.
• Post the flashcards around the classroom. Say a sound and
have students move to the correct flashcard. Keep playing
until the class has been to each flashcard several times.
1 Listen and repeat. 24 (5 min.)
• Students will hear each sound three times. Play Track 24 for
students to repeat.
• Play the track several times. Have students work in small
groups to repeat while the other students listen.
A Listen and point. 25 (5 min.)
• Students will hear the sounds out of order. Play Track 25 for
students to point to each sound as they hear it. Play the track
several times until students can identify the sounds easily.
Answers o, n, d, e
Take the Lesson Further (10 min.)
• Cover the text side of a flashcard with a sheet of paper, and
hold it up in front of the class. Move the sheet of paper down
a little at a time, while asking: What sound is it? Encourage
students to call out the sound when they have identified it.
• For more challenge, divide the class into two teams before
revealing each sound slowly.
2 Listen and follow. 26 (5 min.)
• Students will hear the words sounded out. Play Track 26 and
have students point to the letters as they listen.
A Say the words. (5 min.)
• Have students work in pairs to sound out each word.
Encourage them to say each sound individually before saying
the whole word. Play Track 26 again if students are having
difficulty and have them repeat.
3 Listen and repeat. 27 (5 min.)
• Play Track 27 for students to repeat the words.
• Play the track again and have students whisper the words.
• Play the track a third time for students to repeat the words in
a silly voice. This will build confidence in pronunciation.
A Listen and point. 28 (10 min.)
• Students will hear the words out of order. Play Track 28 for
students to point to each word as they hear it.
• Form pairs and have students say one of the eight words for
their partner to point to.
Answers net, ten, pen, dot, den, mop, pod, nod
Take the Lesson Further (25 min.)
1 Demonstrate the activity by copying the first word and letters
on the board. Have a volunteer circle the correct letters. Have
students work alone to do the same for the remaining words.
2 Encourage students to color each letter in a different color.
They then use each letter to complete the words below it
before practicing sounding out and saying them.
3 Say the first word and demonstrate how to complete it with
an e or an o. Say the remaining words slowly and clearly in
order, straight through, for students to complete the words.
If students have trouble, you could sound out each word
and then pronounce it afterward. Say the words again for
students to check their answers. Have volunteers say the
words to report their answers.
Answers 3 1 dot 2 ten 3 pod 4 pen 4 den 6 nod 7 net 8 mop
Take the Lesson Further (15 min.)
• Hold up the chant flashcard and play Phonics Chant 2. Point
to the words as students follow.
• Write the chant in large letters on the board. Play the track
again several times, encouraging students to join in as they
are able. Erase the following words and point to the pictures
on the other side of the flashcard to prompt students as they
chant again: ten, pod, den, pen, net, dot, nod, pets, mop.
Take the Lesson Further (15 min.)
• Divide students into two teams. Attach the sheets of paper or
index cards with target sounds from this topic to the board.
• Ask the first player from one team to come to the board and
move the letters to make and then say a word. Their team can
call out instructions to help. If the student makes a word, the
team wins a point. Continue playing until neither team can
make any more words.
Lesson 11 T 20
 Listening
Objective
Students will learn to listen for what or what color in questions to
understand what information to give in the answer.
Teaching Resources
Tracks 29 and 30, Digital Vocabulary Poster 1, Flashcards Topic 1,
colored pencils, four drawings on large sheets of paper (four blue pens,
a yellow chair, a purple desk, three orange books), paper in five colors,
two beanbags, music
Lead in to the Lesson (10 min.)
• Display the poster without labels and use it to play a
version of Word Freeze (see page XIX). Play some music
and encourage students to dance. Then point to a target
vocabulary item (a color, number or classroom object) in the
poster and say a word. If the word and object don’t match,
students should freeze.
1 Listen and number. 29 (15 min.)
• Write numerals 1–4 on the board in random order. Have
students point to the numerals in order. Write them in order
and point to them as you count to four. Tell students they will
number the pictures in the book in order.
• Play Track 29 and have students listen and point to the
pictures in order. Check before they write the number.
Answers 1 books 2 desk 3 pens 4 chair
Take the Lesson Further (10 min.)
• Play a game of Pictionary (see page XIX) with classroom
objects. Allow students to draw any object they can name.
Take the Lesson Further (5 min.)
• Do a lightning review of color words. Hold up two color
flashcards in quick succession and then hide them behind
your back. Challenge the class to name the colors in order.
Work through all the colors, two at a time. If students
struggle, flash just one color at a time.
Present the Skill (5 min.)
• Read the entry as students follow. Write on the board:
What...? Hold up a book. Say and have students repeat: What
is it? It’s a book. Hold up two pencils. Say and have students
repeat: What are they? They’re pencils. Write on the board:
What color...? Show the pencils, and say for students to
repeat: What color are they? They’re (purple).
A Listen again and color. (10 min.)
• Distribute colored pencils. Tell students to listen for
colors. Play Track 29. Pause after each dialogue and have
students color.
• Check answers as a class. For each picture, ask the two
questions and call on volunteers to point and answer.
Answers 1 orange books 2 purple desk 3 blue pens 4 yellow chair
T 21 Lesson 12
Take the Lesson Further (10 min.)
• Have students sit in a circle. Pass around the circle one pencil
of any color and two pens of a different color. Ask the first
student about the pencil: What is it? Have the student take
the pencil and answer: It’s a pencil. Have that student pass
the item and repeat. Repeat the procedure to ask about its
color and then do the same with the pens.
Take the Lesson Further (10 min.)
• Play a game of Beanbag Toss (see page XVIII). Call out
sentences about one of the items or its color: It’s a desk.
They’re blue.
2 Listen and match. 30 (15 min.)
• Play Track 30 and have students raise a hand when they hear
an object or a color.
• Have students point to the questions and read them chorally.
Then have the class repeat as you read aloud the answers.
• Tell students to follow the questions with a finger and listen
for the answer. Play the track again, pausing after each
dialogue for students to match.
Answers 1 c 2 a 3 b 4 d
3 Listen to your teacher. Find objects in your
classroom. (15 min.)
• Tell students they will play the same game. Remind them to
listen carefully for words that refer to one object (it) or more
than one (they). Choose an object and say: I see an object.
Call on students to ask: What is it? What color is it? Answer
the questions, and then have students look around the
classroom for the object.
Integrate Learning Styles
• For kinesthetic learners, have students stand when they
see the object. Note the first student to stand. When most
students are standing, tell the first student to go and touch
the object. Tell the other students to jump up and down if
they agree or spin around if they disagree. If the first student
is incorrect, call on another student to go to the object they
think you described.
Take the Lesson Further (15 min.)
• Make a scavenger hunt. Secretly hide several scraps of paper
of five different colors near five objects you will describe. Pair
students and describe each object for students to draw in
their notebooks. Then have pairs walk around the room, find
each object and collect a scrap. The first pair to bring you
scraps of all five colors wins.
1 Listen and number. 29

A Listen again and color.

Listening for
2 Listen and match. 30 Questions and
Answers
1 What is it? a It’s green.
What is it?
2 What color is it? b They’re chairs. It’s a book.
What color are they?
3 What are they? c It’s a desk. They’re purple.
4 What color are they? d They’re red.

3 Listen to your teacher.

It’s a book. It’s yellow.
Find objects in your classroom.
Lesson 12 21
 1 Listen and point. 31

Asking
Questions A Listen again and match.
Use the correct word 1 What is it? a It’s orange.
order for a question.
What is it? 2 What color is it? b They’re red.
What are they? 3 What are they? c It’s a pencil.
4 What color are they? d They’re books.

2 Look and point. Ask a classmate.

22 Lesson 13
Speaking
Objective
Students will practice asking and answering questions with What.
Teaching Resources
Track 31, Response Cards (yes/no, true/false), seven index cards or
sheets of paper for Sentence Builder (each with one of these words
or symbols in large print: What, is, are, it, they, color, ?), index cards
(eighteen per small group), color photocopies of page 22 (two per
group), scissors and glue sticks
Lead in to the Lesson (10 min.)
• Play a game of Charades (see page XVIII) to guess classroom
objects. Call up a student and whisper a classroom object and
a number: six pens. Have the student clap, jump or stamp to
show how many. Have the class count aloud. Then have the
student act out using the object for the class to guess.
Take the Lesson Further (10 min.)
• Preview the pictures as a class. Call on students to choose a
picture and describe the object or objects with words or full
sentences: Three books. / They’re red.
1 Listen and point. 31 (10 min.)
• Tell students they will hear a teacher asking questions about
the objects and a class responding. Read the instruction and
explain that students should listen to the information, find
the objects and point to them.
• Play Track 31. Pause after each object or group of objects
is described and check that all students are pointing to the
correct one.
A Listen again and match. (10 min.)
• Tell students to listen for the word What. Play Track 31 again
and have students raise a hand each time they hear it.
• Read the instructions and have students repeat as you read
the questions and answers.
• Play the track again for students to match.
Answers 1 c 2 a 3 d 4 b
Present the Skill (5 min.)
• Read the entry aloud while students follow. Have students
circle the word What in each question. Then have the class
read each question chorally. Elicit how students would
begin an answer to each question: It’s... They’re... Remind
students of the word order differences between questions
and answers.
Take the Lesson Further (10 min.)
• Play the track again. Pause the track after each question. Call
on a few students to give the answer as a full sentence. Then
play the answer on the track to check. Encourage them to
practice the pronunciation and intonation of the questions
and answers.
Take the Lesson Further (10 min.)
• Play Sentence Builder (see page XIX) to present the words of
the first entry question in scrambled order with the question
mark at the end.
• Attach the words and symbol to the board and distribute
response cards. Have volunteers come up and move one
word to where they think it belongs in the question. Have
the class show if they agree with a yes or no response card.
Continue until you have unscrambled the question as a class.
Repeat for the second entry question.
• Add the card with the word color and do the same with the
other two questions from the track.
2 Look and point. Ask a classmate. (15 min.)
• Pair students and read the instruction. Have students take
turns choosing and pointing to an object and asking two
questions. Have a classmate look and answer. For more
challenge, have students cover the questions on the page
before they begin.
Manage Your Class
• Students can work in pairs to ask and answer about two
objects each. Then have them switch partners and ask and
answer about two more.
• Or students could also play in pairs against another pair.
• Alternatively, consider working in small groups, with
students taking turns acting as “teacher” and calling on
others to answer.
Take the Lesson Further (15 min.)
• Play the game using classroom objects. Divide the class into
two teams. Have students take turns walking to an object
in the classroom, pointing and asking the other team about
it. Award a point for each correct question and answer.
Continue until each student has asked about an object or a
group of objects.
Take the Lesson Further (10 min.)
• Divide the class into small groups. Give each group eighteen
index cards, two color photocopies of the page and the true/
false response cards.
• Have students cut out the picture squares and stick one
on each card. Then have students take turns pointing and
making a true or false statement about any pair of items:
They’re books. They’re blue. Have group members show true/
false response cards to show if they agree.
Take the Lesson Further (15 min.)
• Have groups use their cards to play a memory game. Have
them scramble their cards facedown. Then have students
take turns flipping over two cards to find a match. Each time
a student turns over the first card, he or she asks a question
starting with What. Have the group answer and then have the
student flip over a second card to try to find a match. If the
object is different, both cards are turned back over.
Lesson 13 T 22
 Project
Objective
Students will use art to represent English words.
Teaching Resources
Digital Vocabulary Poster 1, Flashcards Topic 1, art supplies (paints,
brushes, colored paper, colored pencils, scissors, glue sticks,
modeling clay), students’ lists of English words from Lesson 7
Lead in to the Lesson (5 min.)
• Display art supplies in three groups: modeling (clay), paper
crafts (colored paper, glue sticks, scissors) and drawing and
painting (colored pencils, paints, paper, brushes). Ask: What
can we make with these? Elicit the following responses: art,
a painting, a model. Review other words for art supplies
and art that students saw in Lesson 10, including flower
and paper.
Take the Lesson Further (15 min.)
• As a class, review words for classroom objects. Display the
poster or flashcards and have students look there and in
the classroom. Allow them to include words for images and
people, such as rainbow, teacher or flower. List the words on
the board and leave the list up for reference.
Present the Project (5 min.)
• Read the entry aloud to the class. Say: A model, a picture and
a collage. What are they? Elicit: art. Explain that students will
make art to represent a word in English. Clarify that collage
is a word for art made from many pieces of paper. Point
out that students can make a picture with colored pencils
or paints.
Take the Lesson Further (10 min.)
• Preview the pictures as a class. Have students point to the
different types of art as you name them: It’s a collage. It’s
paper. It’s a chair. It’s a picture. It’s a desk. It’s a model. Have
students point to the picture that shows students making art.
Take a show of hands to see which kind of art each student
wants to make.
1 Make art of an English word. (60 min.)
• Set out art supplies in three stations, one for each kind of art.
Manage Your Class
• You may wish to allow students to choose their favorite
art medium for the project or you could assign groups to
stations to ensure a variety of projects.
• Alternatively, you may give the whole class one type of art
supply to simplify supervision and reduce materials.
1 Go around the room having students pick an English word
they want to illustrate in art. Encourage them to refer to the
list on the board for ideas. For each word chosen, circle it on
the board. You may prefer subsequent students to pick other
words to ensure a variety.
T 23 Lesson 14
2 Read the instructions aloud. Have students go to the station
that has the supplies they need as you call out each bullet
point again. Have students work independently to make art
for their word. Encourage them to share supplies politely.
3 Once students have completed their art, have them use
a pencil to copy the word from the board. If they made a
model, they can set the model on a sheet of paper and write
the word there.
Take the Lesson Further (10 min.)
• Have students help you put the art supplies away. As you
sort objects, ask: What is it? Have a student name it and help
him or her locate where it goes in the classroom. Encourage
students to ask and help one another as they clean up.
2 Share your word with the class. (45 min.)
1 You may wish to have students with paintings leave them
where they are drying and have students with models leave
them in place to avoid damage. Take the class on an art tour
around the room. Have each student take a turn presenting
his or her art.
2 As they present their art, have students say their word.
Know Your Students
• Some students may be able to say only their word for
the class.
• Many students may be able to express their word in a
sentence: It’s a...
• Some students will be able to tell the class more about their
object: It’s a boy. It’s paper. It’s red. It’s blue.
Topic 1
What English do I know?
1 Add more English words to your list. (10 min.)
• Have students take out their lists of English words from
Lesson 7, and display the class list. Have them add new words
they have learned. Encourage them to use the list on the
board from the project to help with spelling and ideas. Then
have them compare lists with a classmate. Add new words to
the class list.
2 Name objects in your classroom. (10 min.)
• Place a variety of objects at the front of the class. Have one
student stand in front with his or her back to the class, with
the rest of the students at the back of the room. Have the
caller name an object while the other students sneak up
to touch that object. If the caller turns and catches them
moving, they must return to the start.
Take the Lesson Further (10 min.)
• Display the poster and review all the English words that
students have learned in this topic. First, point to the
numbers, objects and colors and elicit their names. After
each one, drag the label into place and play the audio.
Continue with other objects in the poster, such as the flower
on the teacher’s desk.
1 Make art of an English word.
1 Choose an English word.
First English Words
2 Make art for the word:
Choose an English word. Make a
• Draw or paint a picture. picture, a model or a collage.
• Make a model.
• Cut and glue paper.
3 Write the word.

2 Share your word with the class.

1 Show your art.
2 Say the word for your class.

To p i c 1
ds
1 Add more English wor
to your list.

2 Name objects in your

classroom.
Lesson 14 23
 To p ic 2 What’s in my school?
The school environment presents students with a variety of situations to navigate—finding school supplies they need, meeting new classmates,
following classroom instructions and so on. This topic will equip students with the confidence to communicate in these and other common situations in
school, such as completing identification forms at the beginning of the school year. Activities in the topic can be tailored to your specific classroom, as
students describe their own classmates, discuss rules and important instructions in your class and identify objects and places in your school.

Video
Having set sail in the previous episode,
the Captain and Davy encounter their
first big storm on the high seas.
The wind and waves toss the ship,
sending objects in the cabin flying
everywhere—including Davy!
Vocabulary
Classroom Objects
backpack, board, box, computer, eraser, ruler
Places
bathroom, classroom
Describing People
calm, funny, loud, nice, short, strong, tall
People
friend
Flashcards
Making their own flashcards helps students in two ways. First,
associating the picture and the word will help them remember the
meaning. Second, having their own set of flashcards allows students to
easily review new vocabulary on their own.
A and An
Students will learn that to refer to singular nouns that begin with a vowel
sound, they will use the indefinite article an rather than a.
Grammar
Where’s my backpack?
Students will learn to ask questions with Where and forms of be to help
them find classroom objects. To describe the locations of the objects,
students will use the prepositions in, next to, on and under.
How old are you?
Students will learn and practice personal questions they can use to
find out more about their classmates: What’s your name? How old are
you? Students will also ask yes/no questions about their classmates’
characteristics: Are you funny? Yes, I am. / No, I’m not.
Reading
Identifying Places
An important element of a story is the setting, or when and where it
takes place. Students will ask Where...? to determine the location of the
characters in a story. They will also use Where...? questions to help them
recall details in the story, such as the locations of objects.
Parts of a Book
Knowing the parts of a book—such as the title, cover, pages, sentences
and words—is a useful classroom skill that will help students choose
books that match their interests and follow instructions to find
information in specific places.
Project
Poster: Classroom Instructions
This project encourages students to participate
in positive classroom behaviors and reinforces
classroom rules. Students will create posters
to communicate instructions that are important
in your classroom. Students’ posters can be
displayed in the classroom throughout the year.
Phonics
In this topic, students will continue the synthetic phonics program with
the following high-frequency spelling-sound correspondences: “g” (as in
gap), “b” (as in bag), “l” (as in leg), short “oo” (as in book), “k” (as in
can), “r” (as in ram), “s” (as in sell) and “u” (as in bus).
Listening
Listening for Objects
In this lesson, students will learn how to ask for the name of an object
in English, a skill they can apply in almost any situation. They will also
listen to conversations about who classroom objects belong to—an
especially important topic for young children!
Listening to Instructions
This lesson helps make sure students understand basic classroom
instructions, such as Sit on your chair! as well as directions for
completing activities, such as Look at your book. Point to a picture.
Speaking
Talking about Locations
When students lose or misplace objects in the classroom, they naturally
turn to their classmates for help. This lesson will give students practice in
conversations about the locations of classroom objects.
Introducing Others
Students will have a chance to express their own personal information
and find out about their classmates. They will ask and answer personal
questions and introduce their classmates to the rest of the class.
Writing
Using Personal Titles
At the beginning of the school year, students may encounter forms that
list information about the new class they have been assigned to. In this
lesson, they will complete a form for themselves with their name, age,
school, class and teacher’s name, including the appropriate abbreviation
for the title.

T 24
 To p ic 2

1 Listen and read. 32

board

Welcome to
school

eraser

ruler
Language
Skills Project
Vocabulary
Classroom Objects Reading Speaking Poster: Classroom Instructions
backpack Places Identifying Places Talking about
Describing People Parts of a Book Locations
People Phonics Introducing Others
Flashcards “g,” “b,” “l,” short “oo” Writing
A and An “k,” “r,” “s,” “u” Using Personal
Grammar Listening Titles
Where’s my backpack? Listening for Objects
bathroom
How old are you? Listening to Instructions
A Point and say.
24 25

T2COllStart.indd 24 4/22/19 15:44 T2COllStart.indd 25 5/2/19 13:16

1 Listen and read. 32 (5 min.)

Objectives
• Have students look at the pictures on page 24 and point
Students will name classroom objects. to each picture as you say the word. Then play Track 32 as
Students will understand and follow classroom instructions. students listen and point again.
Teaching Resources
A Point and say. (10 min.)
Track 32, Flashcards Topics 1 and 2
• Sound out the word board slowly, following the letters with a
finger as students do the same. Then have students sound out
Lead in to the Lesson (10 min.) the word with you. Do the same with the remaining words.
• Review greetings from Topic 1. Introduce yourself: I’m • Ask the topic question again, and add the flashcard for each
(name). I’m your teacher. Have students say: Nice to meet new word to the board as students say the word chorally.
you! Have students introduce themselves one at a time:
Know Your Students
I’m (name). I’m a student. Then say the name of your class
• If students have difficulty reading the words backpack and
chorally: We’re class (1A)!
bathroom, review the sounds in each part before saying the
Take the Lesson Further (15 min.) whole word for students to repeat.

Get Students Thinking

• Ask: What’s our school’s name? Have students answer
chorally. Then point to the topic question and read it aloud as
students follow with a finger. Write it on the board.
• Hold up the flashcard for teacher and ask: Teachers? Are there
teachers in our school? (Yes.) Attach the picture side of the
flashcard to the board.
• Use the Topic 1 flashcards to help students brainstorm other
people and objects in school, and attach the flashcards to
the board. Ask the topic question again, and point to each
picture on the board for students to say the word.
Take the Lesson Further (10 min.)
• Have students look at the pictures on page 24 again. Say:
Point to the pens. Point to the pencils. Point to the boys’
bathroom. Point to the girls’ bathroom.
• Direct students’ attention to the main photo. Point to the boy,
and ask: Is he a student or a teacher? (A student.) Is he a boy
or a girl? (A boy.) Have students identify objects in the photo:
Point to the backpack/boards/pens/books/mats.
Take the Lesson Further (10 min.)
• Play Board Slap (see page XVIII) with the flashcards from
Topic 1 and the new words from this lesson.
T 25
 y C l as s r o om
M
Flashcards 1
Make flashcards to 2
remember new words.

A and An
a book an eraser

Classroom
Objects 5 6
backpack 4
board
box
computer 3
eraser
ruler

Places
bathroom
classroom 7

1 Listen and point. 33

A Look and number.

backpack computer ruler box
board eraser bathroom

2 Find the objects in your classroom.

26 Lesson 1
Vocabulary
Objectives
Students will name objects in the classroom.
Students will make flashcards to help them learn new vocabulary.
Teaching Resources
Track 33, Vocabulary Worksheet 1, Flashcards Topics 1 and 2, Digital
Vocabulary Poster 2, sticky notes labeled with the six classroom
objects from the lesson (one set in a different color per small group),
index cards (eight per student), colored pencils
Lead in to the Lesson (10 min.)
• Have students preview the picture, and read the title chorally.
Prompt students to identify people and objects using words
they already know: teacher, student, girl, boy, desk, chair,
book. Ask them to count any quantities: Point to the desks.
How many are there? Let’s count the desks! One, two, three,
four, five, six desks. Check that students are using plurals to
refer to more than one thing.
Present the Vocabular y (10 min.)
• Use the flashcards to review classroom objects from Topic
1 and to teach the new classroom objects and places. Begin
with words students have already learned. Hold up the
picture side of each flashcard for the class to say the word.
• For the new words, read the word as you follow the letters
with a finger. Then sound out the word with students. Finally,
display the picture side of the card and have students say the
word chorally.
1 Listen and point. 33 (10 min.)
• Have students find the numbers in the picture. Ask them to
point to and say the numbers in order.
• Explain that students are going to listen for the name of each
numbered item in the picture.
• Play Track 33, and have students just listen and point. Then
play the track again, pausing after each item for students to
repeat the word as they point and look at the picture.
A Look and number. (10 min.)
• Have students look back at the picture and write the correct
number by each word. Then play Track 33 again for students
to check their work.
Answers 1 bathroom 2 board 3 computer 4 eraser 5 ruler 6 backpack 7 box
Present the Skill (5 min.)
• Write It’s a and It’s an on two lines on the board. Write the
classroom objects in a column to the right in the order they
appear on Track 33 (classroom followed by the answer key
above).
• Point to classroom and the sentence starters and elicit the
correct one: It’s a classroom. Match with a line and then do
the same with the other objects. Play Track 33 again to check.
• Erase everything and then write on the board: It’s an eraser.
• Suggest or elicit other common nouns that take an: apple,
elephant, ice cream, orange, umbrella.
• To reinforce the concept, ask students which article to use
each time they learn a new noun.
Take the Lesson Further (10 min.)
• Display the poster. Point to each classroom object from this
lesson, and invite a volunteer to name it. Ask students to
raise a hand if they think the answer was correct. Display the
labels to check, and play the audio for students to repeat.
2 Find the objects in your classroom. (15 min.)
Manage Your Class
• Students may enjoy doing this activity as a scavenger hunt.
Divide the class into teams, and give each team sticky notes
of a different color labeled with classroom objects. Have
teams go around the classroom sticking their notes on
appropriate objects.
• Alternatively, call out an item and a student’s name, and have
that student pick up or touch an example of that item in the
classroom. Repeat until all students have had at least one turn.
Take the Lesson Further (20 min.)
1 Distribute colored pencils, and read the color code with
students. Have students hold up a colored pencil for
each item in the code to show they remember the colors.
Then have them color individually and compare in pairs.
Encourage students to use full sentences to report their
answers: The board is green.
2 Have students look at the pictures and circle individually.
Check answers as a class. Gesture to your classroom, and ask:
Where are we: a classroom or a bathroom? (A classroom.) If
time permits, take a tour of the school, and have students
point out classrooms and bathrooms.
Answers 2 1 classroom 2 bathroom
Present the Skill (5 min.)
• Use the flashcards to quickly review vocabulary from the
lesson. Encourage students to make their own flashcards for
new words so they can practice at home. Demonstrate using
a flashcard: Write the word on one side. Draw the picture on
the other. Look at the picture and say the word. Then check!
Take the Lesson Further (15 min.)
• Distribute index cards and colored pencils, and have students
work in pairs or small groups to make their own sets of flashcards.
• Write the words from the lesson on the board, and help
students copy them onto their flashcards. Then have students
draw a picture on the back to illustrate each one. Check
students draw the correct pictures for the words.
• At the end, invite volunteers to show their flashcards.
Take the Lesson Further (10 min.)
• Have pairs or teams quiz each other using the flashcards they
made. First, help students practice reading the word side of
the cards. Then have them take turns displaying a picture for
the other student or team to say the word. Challenge them to
name as many words as they can before time is up.
Lesson 1 T 26
 Grammar
Objectives
Students will ask questions about the locations of objects.
Students will use the words in, next to, on and under to describe the
location of objects.
Teaching Resources
Track 34, Grammar Worksheet 1, Flashcards Topic 2, bag with small
classroom objects (pens, pencils, rulers, erasers, miniature books,
paper clip boxes, etc.), two identical sets of classroom objects (e.g.,
box, books, backpack, eraser, ruler, pencils, pens)
Lead in to the Lesson (10 min.)
• Have students sit in a circle. Pass around a bag of classroom
objects and have each student pull out an item and identify it.
Then ask the student: What color is it?
1 Listen and follow. 34 (10 min.)
• Check that students recall the form of a comic. Have them
follow each row of panels from left to right with a finger,
pointing to the speech bubbles in order.
• Play Track 34, and have students just listen and look at the
comic. Then play the track again, and have students follow
the words with a finger.
Take the Lesson Further (10 min.)
• Help students relate the text and pictures. Direct students’
attention to the first panel. Point to and read the word
backpack as students follow and repeat. Say: Look at the
picture. Point to the backpack. Repeat for chair. Continue for
the objects in the remaining panels.
A Underline these words in the comic. (10 min.)
• Read the word bank aloud as students follow. Have students
individually underline examples of the words in the comic.
Then check answers as a class. Read the word and the
sentence while pointing to the corresponding location in the
picture: Under. It’s under the chair.
Present the Grammar (20 min.)
• Write on the board: Where is our school? It’s in (town or city
name). Guide students to understand that Where...? asks
about the location of a person, place or object.
• Write the words in, next to, on and under on the board. Place
a backpack on a desk. Demonstrate putting a book into the
backpack. Say and have students repeat: The book is in the
backpack. Then ask: Where is the book? (It’s in the backpack.)
Follow a similar procedure for next to, on and under.
Teach students the following grammar chant:
Where is the book? It’s in the backpack.
Where is the book? It’s next to the backpack.
Where is the book? It’s on the backpack.
Where is the book? It’s under the backpack.
• Say one line at a time for students to repeat. Then say
the chant several times as a class. Have students use
their own backpacks and books to demonstrate the
locations as they chant.
T 27 Lesson 2
2 Look, read and circle. (10 min.)
• Have students identify the classroom objects in the picture.
Then read the sentences aloud, pointing out the options in
green. Have students work in pairs to circle.
• Check answers by asking: Where is the (backpack)? Where
are the (pens)? Invite volunteers to answer by reading their
sentence. Have other students raise a hand if they agree.
Know Your Students
• Most students will be able to find each object in the picture
and choose the correct word.
• A few students may mistakenly describe the location of
the second object mentioned, for example, choosing under
for sentence 1 because the books are under the backpack.
Correct as needed.
Answers 1 on 2 in 3 next to 4 under
Take the Lesson Further (25 min.)
1 Have students look at the picture and identify the person and
objects. Read the questions and answers with students, and
have them match individually. Check answers as a class.
2 Read the first sentence, and have students help you illustrate
it on the board. Then have students complete their own
drawings individually and compare in small groups. Allow
students to use the flashcards or pictures in the topic for
reference. Have volunteers draw a picture each on the board
to check.
Answers 1 1 a 2 c 3 b
A Ask and answer. (15 min.)
• Demonstrate asking and answering the questions in the
speech bubbles before students begin.
Manage Your Class
• Have pairs ask and answer about their own backpacks and
school supplies at their desks.
• Alternatively, divide the class into two teams. Provide each
team with a set of classroom objects. Have teams take turns
arranging the items and asking the other team a question
about them: Where are the books?
Take the Lesson Further (10 min.)
Integrate Learning Styles
• To support kinesthetic learners, have students use their
bodies to demonstrate locations.
• Whisper a location to a student: under the desk. Have the
student go to that location, and ask the class: Where is she?
(She’s under the desk.)
• Repeat with individual students, as well as groups of two
or three. Then allow individuals or groups to take turns
choosing their own location.
WHERE’S MY WHERE ARE
BACKPACK? MY PENCILS?

THEY’RE ON
IT’S UNDER THE DESK.
THE CHAIR. GREAT! WHERE’S
MY ERASER? IT’S IN YOUR
OK! WHERE’S BACKPACK!
MY RULER?

HURRY,
IT’S TIME FOR
SCHOOL!

IT’S NEXT TO
THE COMPUTER.
Where’s my backpack?
1 Listen and follow. 34
Where’s my backpack? It’s under the chair.
A Underline these words in Where are my pencils? They’re on the desk.
Where’s my ruler? It’s next to the computer.
the comic. Where’s my eraser? It’s in your backpack.

in next to on under

2 Look, read and circle.

1 The backpack’s in / on / under the books.
2 The pens are under / next to / in the box.
3 The box is on / next to / in the backpack.
4 The ruler’s next to / under / on the box.
A Ask and answer.
Where’s…? Where are…?
Lesson 2 27
 The
Big Storm

“Look, Captain!”
“What is it?” “Oh, no! My chair! My books!
“It’s a big storm!” My boxes! My hat!”

“He’s not under the desk.”

“Where’s Davy?
He’s not on my chair.” “He’s not in the boxes.”

28 Lesson 3
 “Is he next to the books? “Oh! He’s under my hat!
No, he’s not! Hello, Davy!”
Davy! Where are you?”
Identifying Places
1 Listen and follow. 35
Where are the characters in a story?
Where are the objects?
2 Read the story. Circle the answers.
1 Where are the Captain and Davy?
a on a ship b at school c on an island
2 Where does the Captain look for Davy?
a next to the chair b on the desk c in the boxes
3 Where does the Captain find Davy?
a under a box b under the desk c under the Captain’s hat

3 Point to places in under the chair on the box

the story and say.

Lesson 3 29
 Reading
Objectives
Students will watch a dramatic narration of a story.
Students will listen to a story as they follow the text and illustrations.
Students will learn to identify locations in a story.
Teaching Resources
Track 35, Video Episode 2, Response Cards (true/false), Davy puppet;
optional: photo of an island
Lead in to the Lesson (10 min.)
• Engage students’ interest by having the Davy puppet
introduce the story to the class. Have Davy say: Hello, I’m
Davy! Remember me? Squawk! Encourage students to wave to
Davy and say hello. Go around the room and have Davy greet
each student. Allow students to gently pat Davy and interact
with him. Tell students they are going to read another story
about Davy’s adventures. Ask Davy: What’s the story about?
Have Davy flap and excitedly say: A big storm! With Davy’s
help, guide students to look at the title of the story and the
illustrations in the first two panels to help them understand
the meaning of storm.
Watch the Video (15 min.)
• Play the video once while students just watch quietly.
• Play the video again, pausing and pointing at the characters
and items for students to identify: the Captain, Davy, books,
chair, table, box, bag, hat.
• Distribute response cards and play the video again. Pause
during each scene and make statements about the location of
items, miming the meaning if necessary. Have students hold
up a true or false card in response: The Captain and Davy are
next to the window. The hat’s on the Captain’s head. The books
are on the table.
• After students have read the story and done the activities,
play the video again for students to watch and enjoy.
1 Listen and follow. 35 (15 min.)
• Play Track 35 and have students just look at the pictures
as they listen. Reassure students that it is OK if they don’t
understand every word.
• Then have them listen again as they follow the text with
a finger.
Know Your Students
• Some students may need help understanding the direction of
the text and the order of the panels in the story. Follow the text
with a finger to demonstrate, and have students copy you.
• Help beginning readers access the text by pointing out words
they are already familiar with, such as chair, books, boxes and
desk. Have students point to these objects in the pictures.
Take the Lesson Further (20 min.)
• Read each part of the story aloud as students follow.
Encourage students to repeat the Captain’s expressions with
similar intonation with similar intonation: Oh, no! Where’s
Davy? Oh! Hello, Davy!
T 28 Lesson 3
• Help students understand any unfamiliar words, using the
pictures when possible: “Boxes” means more than one box.
Point to three boxes. Point to the Captain’s hat.
• Guide students to point to locations as you come to them:
on my chair, under the desk, in the boxes, next to the boxes,
under my hat.
• Play Track 35 again or read the complete story a final time as
students follow along.
Present the Skill (5 min.)
• Write places on the board, and say it for students to repeat.
Explain that places are locations. Elicit the question word
students can use to ask about locations: Where. Explain that
the places in a story can help students understand what is
happening.
2 Read the story. Circle the answers. (15 min.)
• Have students underline the question word in each sentence:
Where. Explain or elicit that these questions are asking about
locations, or places.
• Read the first question chorally, and then read the answer
options for students to repeat. Display a photo of an island
or draw one on the board to help students understand the
meaning. Then have students look back at the story to help
them answer.
• Continue answering the questions as a class to help students
check each answer option against details in the story. For
example, for question 2, have students point to the location
for on the desk in each panel where the desk is visible. Ask: Is
the Captain looking for Davy there? If needed, use gestures to
reinforce the meaning of look for.
Answers 1 a 2 c 3 c
3 Point to places in the story and say. (15 min.)
• Read the phrase in the first speech bubble aloud. Say: Look at
the pictures in the story. Point to a place under a chair. Invite
a volunteer to show the class the location he or she found.
Follow a similar procedure for the phrase in the second
speech bubble.
Manage Your Class
• Have students work in pairs. One student points to a
location, and the other describes it. Walk around and
monitor pairs, correcting and providing assistance
as needed.
• Alternatively, you may wish to have students work in small
groups. Have each student secretly choose a location in one
picture from the story. Students should take turns saying
the location for the rest of the group to find and point to.
Point out that some locations may appear in more than
one picture.
• You could also project the pages and point to and describe
places as a class.
 Take the Lesson Further (15 min.)
• Have students role-play as the Captain looking for Davy.
Students should say one of the Captain’s lines from the story
while looking in an appropriate place in the classroom.
• Write a sentence frame on the board: Where’s Davy? He’s
not ____. Demonstrate by looking closely at your chair and
saying: Where’s Davy? He’s not on my chair.
• Allow students time to choose a line from the story, find
a corresponding location in the classroom and practice
what to say.
• Then call on each student, and encourage the class to join in
asking Where’s Davy? each time.
• Extend the activity by having students look in other locations
and describe them in a similar way.
• You may also wish to bring out the Davy puppet and have
him “hide” in various places around the room.

Take the Lesson Further (10 min.)

Get Students Thinking
• Challenge students to think about how locations can be
related. Draw a desk similar to the Captain’s on the board.
Ask: What is it? (It’s a desk.) Then say: Two books are on
the desk. Have a student come up and add the books to the
drawing in the appropriate place. Repeat the procedure
with other objects and locations: A box is on the books. The
Captain’s hat is on the books. A chair is next to the desk. Davy
is on the chair. If time allows, invite students to suggest other
sentences and add them to the drawing on the board.

Lesson 3 T 29
 1 Listen and follow. 36

1 2 3 4

dog egg gap tag

A Listen and repeat. Point to the “g” sounds. 37

2 Listen and follow. 38

1 2 3 4

bag bat bed Ben

A Listen and repeat. Point to the “b” sounds. 39

3 Listen and follow. 40

1 2 3 4

ball bell leg tall

A Listen and repeat. Point to the “l” sounds. 41

4 Listen and follow.

w. 42

1 2 3 4

book good look put

A Listen and repeat. Point to the short “oo” sounds. 43

30 Lesson 4
Phonics
Objective
Students will identify the spelling and pronunciation of words with
these sounds: “g,” “b,” “l” and short “oo.”
Teaching Resources
Tracks 36–43, Phonics Chant 3, Phonics Flashcards Topic 2, Phonics
Worksheet 1
Lead in to the Lesson (10 min.)
Present the Sounds
• Hold up the text side of the flashcard for “g” and point to the
sound. Say the sound (as in gap) several times, exaggerating
the shape of your mouth, for students to repeat. Turn over
the card, point at the picture, and say the word, emphasizing
the target sound, for students to repeat: gap. Do the same
with the remaining sounds.
1 Listen and follow. 36 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 36, more than once, as students
listen and follow.
A Listen and repeat. Point to the “g” sounds. 37 (5 min.)
• Students will hear the words in order. Play Track 37 for
students to listen and repeat each word.
• Hold up your book and point to the first word: dog. Say the
target sound several times. Point to the g in dog and continue
saying the target sound.
• Play Track 37 again for students to point to the sound in each
word. Check all students can identify the correct sound.
• Point out or elicit the two spellings of the sound: g, gg.
Answers 1 dog 2 egg 3 gap 4 tag
2 Listen and follow. 38 (5 min.)
• Play Track 38 twice for students to listen and follow.
A Listen and repeat. Point to the “b” sounds. 39 (5 min.)
• Play Track 39 for students to listen and repeat.
• Follow the procedure from activity 1, using the word bag and
target sound “b.”
Answers 1 bag 2 bat 3 bed 4 Ben
3 Listen and follow. 40 (5 min.)
• Play Track 40 twice for students to listen and follow.
A Listen and repeat. Point to the “l” sounds. 41 (5 min.)
• Play Track 41 for students to listen and repeat.
• Follow the procedure from activity 1, using the word ball and
target sound “l.”
• Point out or elicit the two spellings of the sound: l, ll.
Answers 1 ball 2 bell 3 leg 4 tall
4 Listen and follow. 42 (5 min.)
• Play Track 42 twice for students to listen and follow.
A Listen and repeat. Point to the short “oo” sounds.
43 (5 min.)
• Play Track 43 for students to listen and repeat.
• Follow the procedure from activity 1, using the word book
and short “oo” target sound.
• Point out or elicit the two spellings of the sound: oo, u.
Answers 1 book 2 good 3 look 4 put
Take the Lesson Further (10 min.)
• Play Board Slap (see page XVIII) with the text side of the
flashcards. Say target sounds first and then progress to words
with the sounds.
Take the Lesson Further (10 min.)
• Divide students into four teams. Give each team one
flashcard. Say a word from the lesson three times: bed, bed,
bed. The team with the correct flashcard should stand up and
call out their sound: “b,” “b,” “b.”
• Continue with other words from the lesson. If a word has
two target sounds, such as leg, groups with these flashcards
should both stand and say their sound.
Take the Lesson Further (25 min.)
• Have students do the written part of the activities
individually and say the sounds in pairs or as a class. In
activity 4, students should first trace each word and then
write it once or twice afterward on the line.
Take the Lesson Further (15 min.)
• Hold up the chant flashcard and play Phonics Chant 3. Point
to the words as students follow.
• Write the chant in large letters on the board. Play the chant
several times, and encourage students to join in. Erase
the following words and use the pictures on the other side of
the flashcard as prompts as students chant again: Ben, dog,
bed, book.
Take the Lesson Further (10 min.)
Get Students Thinking
• Divide students into four groups, and give each group a
flashcard. Have them think of more words with their sound.
Know Your Students
• Strong students will be able to make suggestions without
prompts.
• Some students will need to look through their books to
find words.
• Some students may not be able to come up with any words at
all, so you may wish to provide and define some simple words
for each sound. Challenge them to at least recognize other
words with their target sound.
Lesson 4 T 30
 Listening
Objectives
Students will learn how to ask for the English words for objects.
Students will listen to conversations about who objects belong to.
Teaching Resources
Tracks 44 and 45, Flashcards Topics 1 and 2, Response Cards (yes/no),
backpack with school supplies
Lead in to the Lesson (10 min.)
• Play Pictionary (see page XIX) to review classroom objects.
Divide the class into two teams. Place the classroom object
flashcards from Topics 1 and 2 in a pile. Have a student from
one team come up, take a flashcard and draw the word for
his or her team to guess. If the team does not guess correctly
within one minute, give the other team a chance.
1 Listen and circle the objects. 44 (20 min.)
• Read the title as a class. Invite volunteers to name the items
in the picture. Explain that students are going to listen to find
out which of these items are in the backpack.
• Play Track 44 and have students point to items as they hear
them mentioned. Play the track again for students to circle.
• To check answers, distribute response cards. Ask: Are
(pencils) in the backpack? Is (a computer) in the backpack?
Have students hold up yes or no to answer.
Answers paper, pencils, erasers, ruler, books
Present the Skill (10 min.)
• Write on the board: What’s this in English? Read the question
for students to repeat.
• Then play Track 44 again and have students raise a hand
when they hear the question. Pause the track after Max says,
“A ruler! Thanks!” Ask: What word is Max asking about?
(Ruler.)
• Tell students that they can ask this question to find out the
English word for something. Demonstrate by holding up a
pencil and asking a student: What’s this in English? (It’s a
pencil.)
A Point to the objects. Ask and answer. (10 min.)
• Read the text in the speech bubble. Have two students model
the activity, and then pair students and have them take
turns asking and answering about each item in the picture,
including the backpack.
Know Your Students
• If students have no difficulty with this question, you may wish
to teach them how to ask about plural items, too: What are
these in English?
• For most classes, pointing to or holding up and asking about
a singular item is enough.
T 31 Lesson 5
Present the Skill (15 min.)
• Write on the board: Is this your ____? Yes, it is. / No, it isn’t.
Are these your ____? Yes, they are. / No, they aren’t. Read the
questions and answers for students to repeat. Check they
can complete each question correctly with a singular or
plural item.
• Pick up an object on a student’s desk. Ask: Is this your (pen)?
Point to the student when you say the word your. The student
should answer: Yes, it is. Then, still holding the student’s
pen, point to another student and ask him or her the same
question. The student should answer: No, it isn’t. Do the
same with more than one item belonging to another student,
eliciting: Yes, they are. / No, they aren’t.
Take the Lesson Further (10 min.)
• Play Chain Reaction (see page XVIII) with these questions: Is
this your (book)? Are these your (pencils)? Hold up the object
or objects you are asking about to reinforce meaning.
Take the Lesson Further (10 min.)
• Pretend to enter the classroom and accidentally drop your
backpack so the school supplies fall out. Say: Oh, no! My
backpack! Ask students: Can you help me? Where is my
(eraser)? Have students locate the item: It’s (under the desk).
Pick up the eraser and say to a student: Is this your eraser?
(No, it isn’t.) Oh! It’s my eraser! Thank you!
2 Listen and match. 45 (20 min.)
• Tell students that they are going to listen to a situation like
the one they just saw with your backpack.
• Play Track 45 and have students listen and raise a hand each
time they hear an object.
• Play the track again and check comprehension: What color is
Tom’s pencil? (Red.) Does Tom have any pens? (Yes.) Erasers?
(Yes.) A computer? (No.) Where is Tom’s book? (On his desk.)
• Read the questions and answers chorally. Have students
lightly mark their guesses. Then play Track 45 again for them
to check, pausing the track as needed.
Answers 1 a 2 c 3 b 4 d
3 Ask a classmate. (15 min.)
• Ask a pair of students to demonstrate asking and answering
each question in the speech bubbles, holding up the objects
as they ask about them.
Manage Your Class
• You may wish to have pairs ask and answer about school
supplies at their desks.
• Alternatively, divide the class into small groups. Have students
sit in a circle with their backpacks beside them. One student
in each group should turn to face away, eyes closed. Another
student places an item from his or her backpack in the center
of the circle. The first student turns around again, eyes open,
and asks questions to guess whose item it is.
 What’s inin Your
Backpack
Yo
our
ur
? Listening for
Objects
What’s this in English?
It’s a ruler.
Is this your pencil?
1 Listen and circle the objects. 44 Yes, it is. / No, it isn’t.

A Point to the objects. What’s this in English?

Are these your pens?
Yes, they are. /
Ask and answer. No, they aren’t.

2 Listen and match. 45

1 Is this your pencil? a No, it isn’t.

2 Are these your pens? b They’re under the chair.
3 Where are my erasers? c Yes, they are.
4 Where’s your book? d It’s on my desk.

3 Ask a classmate. Is this your ruler? Are these your crayons?

Lesson 5 31
 1 Read, look and point.
Talking about My ruler,
Locations
my pencils,
My book’s in
my backpack. my pens and
The pencils are next my paper
to the computer. are in my backpack.
A Listen and follow. 46

A Play the game with your classmates.

2 Listen and mark (✓) the correct pictures. 47

Where are the pencils?

Where’s the ruler?

A Point and say.

backpack book box chair pencils ruler The pencils are…
in next to on under

The ruler’s…
3 Ask and answer about objects in your classroom.
32 Lesson 6
Speaking
Objectives
Students will play a memory game about classroom objects.
Students will ask about and describe the locations of classroom
objects.
Teaching Resources
Tracks 46 and 47, Response Cards (true/false), Flashcards Topics 1 and 2
Lead in to the Lesson (10 min.)
• Have students each pick up a school supply and ask their
neighbor for the English word: What’s this in English? (It’s a/
an ____.) Supply additional vocabulary as needed.
1 Read, look and point. (5 min.)
• Have students read the text silently. Have them look at the
picture and find the objects mentioned in the text. Then read
each line for students to repeat and have them point to the
objects in the picture again. You may wish to have students
draw lines from the word for each object to an example in
the picture.
A Listen and follow. 46 (10 min.)
• Tell students they are going to listen to children playing a
memory game. Play Track 46, and have students follow the
words with a finger.
• Then have students close their books. Challenge students to
remember each item in order. Ask: What’s the first item in the
backpack? (A ruler.) And then? Give students hints, such as
the first letter sound of the word, if they get stuck.
A Play the game with your classmates. (15 min.)
• Divide the class into small groups. Have students play the
memory game from Track 46. Encourage students to list any
classroom objects they wish. At the end, invite groups to
share the longest list of items they were able to remember.
• Play a couple of rounds with the whole class to conclude
the activity.
2 Listen and mark () the correct pictures. 47 (10 min.)
• Read each question chorally and elicit where the objects
are in each photo. Then tell students to listen and mark
the picture that shows the correct location. Play Track 47,
pausing after each set for students to circle their answer.
Answers top row: first picture; bottom row: third picture
Present the Skill (10 min.)
• Write in, next to, on and under on the board. Describe
the locations of several objects in the classroom, and have
students point to the object: The book is on the desk.
• Repeat the procedure, inviting volunteers to describe a
location for the class.
Take the Lesson Further (10 min.)
• Distribute response cards. Explain that students should hold
up the true side if your statement is correct and the false side
if it is incorrect. Go around the room describing the locations
of people and objects correctly or incorrectly: Billy is on the
chair. The pencil is on the desk. Have students hold up a card
to respond.
A Point and say. (15 min.)
• Explain that students may talk about all the pictures in
activity 2 using words in the word bank.
Know Your Students
• Most students should be able to describe the locations to a
classmate.
• Some students will need to get more practice and hear more
examples first. To provide this support, you may wish to have
students play Chain Reaction (see page XVIII). Ask one of
the questions and point to a student to answer it: Where are
the pencils? Then the next four students repeat the answer.
Take the Lesson Further (5 min.)
Get Students Thinking
• Challenge students to describe the pictures in activity 2 in
more than one way: The pencils are next to the book. The book
is next to the pencils. / The pencils are on the paper. The paper
is under the pencils. / The ruler is on the book. The book is
under the ruler.
3 Ask and answer about objects in your classroom.
(15 min.)
Integrate Learning Styles
• Have students take turns asking and answering in pairs
or small groups. To support students who learn best by
reading and writing, allow students time to make notes about
locations of objects around them before they ask and answer.
Encourage students to use their notes for reference rather
than reading directly from them.
Take the Lesson Further (15 min.)
• Distribute classroom object flashcards from Topics 1 and 2
to individual students, and have them place the flashcards,
picture side up, in locations that can be described with in, on,
next to or under. Ask the rest of the class to close their eyes
while the flashcards are placed.
• Then have students open their eyes. Ask: Where is the
(eraser)? Have students raise a hand when they know the
location. Call on one student to answer.
• If time allows, repeat with a different set of students placing
the flashcards.
Lesson 6 T 32
 Writing
Objectives
Students will complete a form with personal information.
Students will use abbreviations for titles: Mr., Mrs., Ms., Miss.
Teaching Resources
Track 48, Digital Vocabulary Poster 2, examples of forms from your
school (one copy per student, or a few to display, blank or filled in with
made-up information), copies of the blank form from page 33 (one per
student), paper, colored pencils; optional: large map of the school
Lead in to the Lesson (5 min.)
• Display or distribute examples of forms from your school.
Explain that forms list important information. Have students
look at the forms and identify any familiar categories, such as
name, school and teacher. Explain that in this lesson, students
will learn how to fill out forms for themselves.
1 Listen and follow. 48 (10 min.)
• Have students look at the form, and read the title chorally
with them. Point out the categories on the left and the
options on the right. Play Track 48, and tell students to just
listen to the conversation to understand what’s happening.
A Listen again and circle the boy’s answers. (10 min.)
• Read the options for the boy’s answers as students follow
with a finger.
• Play Track 48 again, and have students listen and choose the
correct options. Pause the track as needed.
• To check answers, ask full questions: What’s the boy’s name?
(Sam.) How old is he? (Six.) What’s his school’s name? (Bell
Academy.) What class is he in? What’s his teacher’s name?
Answers Sam, 6, Bell Academy, 1A, Mrs. Willis
Present the Skill (10 min.)
• Write your name on the board, including the title. Say it for
students to repeat. Circle the abbreviation for the title, and
explain that this is a short form that stands for a full word.
• Write the other abbreviations for titles on the board, along
with stick figures to show the gender. Point to each title and
say it for students to repeat.
• Circle the periods after Mr., Mrs. and Ms. Guide students to
notice that Miss does not have a period.
Take the Lesson Further (10 min.)
• Have students look back at the form in activity 1 and find the
titles. Write the titles and names on the board. Ask: Who are
they? (Teachers.)
• Have the class brainstorm teachers and other adults they
know at school. Write their titles and names on the board.
Say them for students to repeat.
2 Complete the form for you. (20 min.)
• Read each category aloud and have students find it in the
model. Have students complete the form independently.
Allow time for students to write neatly.
T 33 Lesson 7
Know Your Students
• Some students may be able to complete the form on their
own, following the model.
• Most students will need help spelling longer words, such as
the school’s name or your name.
• Beginning writers may need help forming the letters and
writing words legibly. Write model letters or words for these
students to copy.
A Check with a classmate. (10 min.)
• Have partners first check the information they have in
common (school, class, teacher). Then have them check
names and ages. Ask students to make corrections or
improve their handwriting as needed.
Topic 2
What’s in my school?
1 Draw your classroom. (10 min.)
• Distribute paper and colored pencils. Have students draw
their classroom, including the people and objects they see
around them. Encourage them to include as much detail as
they can, visiting different parts of the room if necessary.
Take the Lesson Further (10 min.)
• To review classroom objects, have students play Word Up!
(see page XIX). Students can play in small groups or teams.
Display the poster for ideas.
2 Share your picture with the class. (15 min.)
• Invite students to display their picture, identify three objects
and describe the location of at least one.
• Display all the pictures in the classroom, and allow students
time to look at their classmates’ work. Encourage students
to relate the pictures to what they see in their classroom,
describing locations if possible: It’s a book. It’s on the desk.
3 Count in your school and write. (10 min.)
• Explain that students will count the number of classrooms
and bathrooms in their school.
Manage Your Class
• One option is to prepare a simple map of the school and
display or project it for students.
• Another option is to take students on a walking tour of the
school, counting bathrooms and classrooms as you go. Have
students keep a tally as they walk.
• If an actual walk is not possible, you may wish to have them
close their eyes and visualize, or help them estimate based on
the number of bathrooms and classrooms nearby.
1 Listen and follow. 48

Using Personal Titles

For a man: Mr. Carter
Name Sam / Tom For a woman: Mrs. Willis,
Age 5/6 Ms. Jones, Miss Brown
School Pine School / Bell Academy
Class 1A / 1B
Teacher Mrs. Willis / Mr. Carter

A Listen again and circle the boy’s answers.

2 Complete the form for you.

Name
Age
School
Class
Teacher Mr. / Mrs. / Ms. / Miss

A Check with a classmate.

To p i c 2 1 Draw your classroom

.

ith the class.

2 Share your picture w
an d write.
3 Count in your school
classrooms bathrooms

Lesson 7 33
 Are You 1

Describing
People
calm
Funny?
1 Are you funny? Yes, I am!

funny
Make a face! (x 2) 2
loud We are different, but we’re friends.
nice Let’s sing our song again.
short
Are you funny? Yes, I am!
strong
tall Make a face!
3
2 nice … wave your hand
People
friend
3 loud … sing and shout 7
4 calm … say “shh!”
4 5 strong … flex your arms
6 short … get down
wn low 5 6
7 tall … reach up high

1 Listen and point. 49

A Listen again and sing along.

g

2 Look and match. Then listen and check. 50

1 funny 2

short
strong
tall

3 Write about you and a friend.

I’m and .
My friend’s and .
34 Lesson 8
Vocabulary
Objectives
Students will learn words for describing people.
Students will sing a song and do the accompanying actions.
Teaching Resources
Tracks 49 and 50, Flashcards Topic 2, Digital Vocabulary Poster 2,
Vocabulary Worksheet 2, paper (one sheet per student), colored
pencils
Lead in to the Lesson (15 min.)
Present the Vocabular y
• Greet students by smiling and waving, and have them do
the same. Say: We’re nice! Show the flashcard for nice, and
have students repeat. Point to the girl and say: She’s nice!
Demonstrate the meaning of the words on the remaining
flashcards, using first each picture and then an action and
your voice, such as pretending to use a megaphone and
shouting loud. Have students do the same as they repeat.
• Display the poster without labels. As a class, compare and
match each flashcard picture to a student or students in
the poster, and repeat the word. Show the class the friend
flashcard and have them find friends in the poster.
1 Listen and point. 49 (15 min.)
• Give students a minute to preview the pictures. Then read
the song title with the class, pointing to each word. Play
Track 49 while students just listen.
• Have students find the girl who’s funny. Say each of the
remaining describing words from the song in order, and have
students find and point to the matching pictures.
• Play Track 49 again and have students point to the picture
that matches each stanza as they hear it.
A Listen again and sing along. (25 min.)
• Practice pronunciation and fluency by singing the chorus
slowly together without the track. Point out that the first
two lines of each stanza are sung twice and that they’re the
same as the last two lines. The other verses are similar to the
first but substitute a new word to describe people and a new
action to show it. Play the track again, and have students
sing along.
• Post the flashcards for describing people around the room.
Have students go to a card that describes them. Have each
group find and practice the verse for their describing word.
• Play the track again. For each verse, everyone should sing
the question, and the students in the corresponding group
should sing Yes, I am! and do their action.
Know Your Students
• Many students will benefit from having a model to follow for
verses 2–7. Write verse 1 on the board, leaving blanks for the
adjective (funny) and the action (Make a face!).
• For students who need more support, provide their entire
verse written out.
Take the Lesson Further (5 min.)
• Have students think of a second adjective to describe
themselves. Have students report the words: I’m nice.
I’m tall.
2 Look and match. Then listen and check. 50 (10 min.)
• Discuss the pictures as a class. Point and say: She’s a girl. He’s
a boy. Then help students compare the size of the children
and what they’re doing. Match the first adjective together.
Then have students match the rest on their own.
• Play Track 50. Pause after each description for students to
repeat the adjectives and point to the picture.
Answers 1 short, strong 2 tall, funny
Take the Lesson Further (25 min.)
• Students may be able to complete the words by looking at the
pictures. Otherwise, you could display the word side of the
flashcards for describing people for help.
• Show students how to match the numbered spaces in the
words and final sentence puzzle. Find and copy the first one
together. Then have students complete the rest individually
or in a group with you, depending on their level. To check,
read the word. Then read aloud the answer as a complete
sentence and have the class repeat. Have students point to
the correct picture and then mark it.
Answers 1 1 nice 2 strong 3 loud 4 calm 5 funny 6 tall 7 short • friends • boy
and girl smiling
3 Write about you and a friend. (10 min.)
• Copy the sentences on the board and then elicit two
adjectives that students may use to describe you. Write them
on the blanks.
• Have students complete the first sentence with two adjectives
that describe themselves.
• Pretend to think deeply and say out loud: Hmm. My friend.
Complete the second sentence with any two adjectives.
•
•
Have students think of any friend and do the same.
Invite several students to read their sentences for the class.
Take the Lesson Further (15 min.)
• Look again at the pictures of the girl and boy in activity
2 and elicit the two words that describe each child. Tell
students they will draw another person based on two words
for describing people. They can draw the friend they wrote
about in activity 3 if they wish. Have students choose and
write the words at the top of a sheet of paper. Then distribute
colored pencils and invite students to draw the person doing
something that reflects one or both of the adjectives.
• Have students share their drawings and adjectives with their
classmates. Encourage them to say the adjectives in sentence
form: He’s… She’s...
Lesson 8 T 34
 Grammar
Objective
Students will learn to ask and answer personal questions.
Teaching Resources
Tracks 51 and 52, Flashcards Topic 2, Grammar Worksheet 2, music for
Word Freeze
Lead in to the Lesson (10 min.)
• Review words for describing people by showing a flashcard
picture, calling out the word and helping students recall and
do the action they learned in the song in Lesson 8. Then play
a game of Simon Says (see page XIX) using the words and
actions: Simon says… be funny! Simon says... make a face!
1 Listen and match. 51 (15 min.)
• Have students look at the pictures and identify the teacher
and student. Write a question mark on the board and have
students find the speech bubbles that end in question marks.
Elicit that the teacher is asking questions and the boy is
answering. Read aloud the questions and then the answer
options as students follow.
• Play Track 51 and have students follow the questions with a
finger. Play the track again, pausing after each question and
answer for students to match. Ask and answer the questions
chorally to check.
Answers My name’s Joe. I’m six. Yes, I am. No, I’m not.
Present the Grammar (15 min.)
• Read aloud the entry while students follow.
• Practice the possessive adjectives. Point to yourself and say
your name: My name’s... Point to a student and say his or her
name: Your name’s... Have each student point to themselves
and say his or her own name. Have them all point to you and
say yours chorally: Your name’s...
• Ask: How old are you? and have students repeat. Then call on
a few students to answer and hold up their fingers to show
the number.
• Ask: Are you funny? And have students who think they’re
funny stand and answer: Yes, I am. Have the remainder say:
No, I’m not. Repeat with other adjectives.
2 Read and complete. (10 min.)
• Have students find the picture of the girl and the word bank.
Tell them to complete the questions and answers as if they’re
talking to her. Read aloud each question and answer slowly
as students follow with a finger. Clap one time when you
come to a blank. Have students work in pairs to complete
the dialogue.
A Listen and check. 52 (10 min.)
• Copy the word bank onto the board. Play Track 52 as students
follow with a finger to check their answers. Point out and have
students check for capital letters and the apostrophe in I’m.
Answers 1 My 2 How 3 Are 4 I’m
T 35 Lesson 9
Take the Lesson Further (10 min.)
• Get students moving with a game of Word Freeze (see page
XIX) with words for describing people.
Take the Lesson Further (25 min.)
1 Match the first question as a class. Then have students
work in pairs to match the rest. Call on pairs to read their
questions to check. Read aloud each answer part while
students follow. Demonstrate trying different words from the
word bank, and have students give a thumbs-up when they
hear the right one. Have students complete the rest in pairs.
2 Read the instruction and have students match words to
make three questions. They can refer to the questions in the
previous activity for help. Have students ask and answer in
open pairs.
Answers 1 1 What’s your name? 2 How old are you? 3 Are you nice? • 1 ’s 2
’m 3 ’m not 2 What’s your name? Are you calm? How old are you?
3 Answer the questions. (15 min.)
Get Students Thinking
• Read the questions chorally. Tell students to think about
their own answers and write them. Refer them to the entry
for help.
Know Your Students
• Many students will benefit from marking in the entry the
parts of the model answers they will replace when they write
their own. Have students highlight or underline: Gus, six.
• For students who need more support, allow them to write
one-word answers to the questions. Then help them build
complete sentences.
A Ask and answer. (10 min.)
• Have students ask their classmates the questions in random
order. They may change the adjectives in questions 3 and 4
each time. Encourage students to hold up the correct number
of fingers when they say their age and to do an action when
they answer about the adjectives.
Manage Your Class
• You may wish to pair students to ask and answer. Have them
take turns in each role.
• Alternatively, you may divide the class into small groups
and have them sit in circles. Have students go around the
circle, asking the person next to them a question and having
that person answer before asking the next person the same
question.
Integrate Learning Styles
• If students have trouble recalling the questions from
memory, they could write them in their notebooks and
read them aloud each time they ask. Encourage them to
progress to asking without written support as they are feel
more confident.
1 Listen and match. 51

What’s your name? I’m six.

How old are you? Yes, I am.

Are you funny? My name’s Joe.

Are you tall?

No, I’m not.

How old are you?

2 Read and complete. What’s your name? My name’s Gus.
How old are you? I’m six.
Are How I’m My Are you funny? Yes, I am. / No, I’m not.

1 What’s your name? name’s Pam.

m.
2 old are you? I’m six.
3 you strong? Yes, I am.
4 Are you calm? No, not!
A Listen and check. 52

3 Answer the questions.

1 What’s your name?
2 How old are you?
3 Are you nice?
4 Are you loud?
A Ask and answer.
Lesson 9 35
 What’s in
Look. It’s a book.
a Book?
What’s in a book? What’s this? It’s the cover.
Read the title.

What’s on page two?

Look! It’s a picture.

Open the book. They’re pages.

Find page one.

36 Lesson 10
They’re words. Count the words.
One, two. Two words.

It’s a sentence. One sentence.

Let’s read!

1 Listen and follow. 53

A Read the text. Underline the title of the book.

1 My Dog 2 G. Shepherd 3 My dog is tall!
Parts of
2 Find in the text and circle. a Book
cover
a sentence a word page
picture
sentence
title
a page a picture
word

A Ask a classmate. Where’s the cover?

Find and point.
Lesson 10 37
 Reading
Objectives
Students will read and listen to a text about parts of a book.
Students will learn words to identify parts of a book.
Teaching Resources
Track 53, Flashcards Topics 1 and 2, Response Cards (true/false),
colored pencils, sticky notes (eight per group), examples of illustrated
books (textbooks, nonfiction books about animals, cookbooks, story
books, comic books, puzzle or I-Spy books)
Lead in to the Lesson (10 min.)
• Display the picture side of Topics 1 and 2 flashcards for
classroom objects and play a game of Board Slap (see page
XVIII) to review vocabulary.
• Then call on students to find and point to examples in the
classroom.
Present the Skill (10 min.)
• Read the entry aloud and have students repeat the parts of
a book. Tell students that they already know some parts of
a book, such as picture. Have students point to any picture.
Call on volunteers to find other book parts they already know
that are mentioned in the entry (word). Count chorally the
words in the entry.
• Display the flashcards for parts of a book. Point and have
students name the parts. Flip the cards to check, pointing
to each letter as you sound out the words. Have students
repeat again.
Take the Lesson Further (5 min.)
• Play a game of Chain Reaction (see page XVIII) to practice
pronouncing new words from the entry. Hold up the word
side of the flashcards to help students say the word correctly.
1 Listen and follow. 53 (10 min.)
• Give students time to preview the pictures and the
background. Point to the background and elicit that it
shows books.
• Read the title and have students repeat. Point to the first
speech bubble and read it aloud. Then point to the rest of the
panels to indicate the direction in which students will read.
Call on a student to name the color of the text in each frame
(purple).
• Play Track 53 once and have students follow the text with a
finger. Pause after each panel to check students are following
in the correct order.
T 36 Lesson 10
A Read the text. Underline the title of the book. (15 min.)
• Tell students they will read the text. Remind them to always
start by reading the title of a text. Have students read the title
chorally.
• Read the text aloud while students follow along. Read only
the purple words in the main text and not the words in the
model book.
• Then go back and read the text aloud again. This time, after
you read each panel, guide students to find and point to
the featured part of the model book. Help them follow any
instructions in the panel. For example, in the second one,
have students outline the cover of the model book with a
finger. Then have them point to and read the title of the
model book chorally: My Dog. In the third and fourth panels,
students should point to the page numbers. Have them
outline the pages with a finger. In the fourth panel, have them
point to the picture, too. In the fifth panel, have students
point and count the words in the model book. In the last
panel, have students read aloud chorally the sentence in the
model book.
• Then have them read the three options for the title of the
book in the text and underline the correct one. You may wish
to point out that the second option is the author’s name and
the third option is a sentence in the book.
Answer My Dog
2 Find in the text and circle. (10 min.)
• Distribute colored pencils. Read aloud the items to find, and
for each one, call on a student to name the color they should
use to circle it. Have students work in pairs to find the book
parts in the pictures. Then have them circle the parts in the
correct colors.
• Check answers as a class. Call out a color from the activity
and point to a pair of students to read the book part and then
give their underlined example.
Answers red: My dog is tall! green: dog, house; blue: Students may circle any
of the pages in panels 3–5. yellow: Students may circle any of the pictures in
the book.
Take the Lesson Further (10 min.)
Get Students Thinking
• Help students think about how the parts of a book are
connected. Point to the cover in the second panel and ask:
What’s on the cover? (A picture and the title.) Point to the
name in the corner and ask: Is it the girl’s name? (No.) Tell
students that it is the name of the writer, or author. Point to
the final panel and ask: What’s on a page? (Sentences, words,
pictures, a number.) What’s in a sentence? (Words.)
A Ask a classmate. Find and point. (15 min.)
• Read the instructions. Read the question in the speech
bubble and have students repeat. Write on the board: Where’s
____? Tell students to ask each other about parts of a book in
the pictures.

Know Your Students

• More confident students can work in pairs, asking and
answering for each item. Encourage them to find all the parts
that they can, such as the title, cover, author’s name and a
page number.
• For more support, play Echo Names (see page XVIII) as a
class. Call out a question starting with Where’s and call on a
student to repeat it. Then have the class find and point.

Take the Lesson Further (10 min.)

• Distribute response cards. Play a version of Two Truths and
a Lie (see page XIX) with book parts. Tell students to look
and listen as you point to three parts of the model book.
Make two correct statements and one incorrect statement, in
random order: The title is My Dog. These are pages. The cover
is red. Pause after each statement for students to show the
correct response card.

Take the Lesson Further (25 min.)

Integrate Social Studies

• Ask the class: What’s in a book? Explain that the most
important part of a book is its information.
• Divide the class into small groups. Provide each group with
an example of one type of book: textbook, nonfiction book
about animals, cookbook, story book, comic book, puzzle
book or I-Spy book. Give them time to explore their book
and determine the subject from the pictures and any words
they know. Go around the room, helping students read the
titles, and check that they understand the gist or purpose of
their books.
• Write on the board the parts of a book students know: cover,
title, page, picture, sentence, word. For more challenge, add:
author’s name, page number.
• Distribute sticky notes and have students find and label with
a sticky note one example of each part.
• Have each group share with the class. Encourage them to
use simple sentences: It’s the title. It’s a page.
• Divide each group into two, and have half stay at their
stations to show students the parts of their books, using
the sticky notes to guide them, and to point to interesting
content. Have the other half of the groups rotate around the
room to the different stations, exploring the other types of
books. When you think they’ve seen all the stations, have
them switch roles and stand at their stations again while the
other students explore the books. Remind students to take
turns pointing out features of their books.

Lesson 10 T 37
 1 Listen and follow. 54

1 2 3 4

can cap cat back

A Listen and repeat. Point to the “k” sounds. 55

2 Listen and follow. 56

1 2 3 4

ram rat rock write

A Listen and repeat. Point to the “r” sounds. 57

3 Listen and follow. 58

1 2 3 4

sell six sock mess

A Listen and repeat. Point to the “s” sounds. 59

4 Listen and follow. 60

1 2 3 4

bus duck run sun

A Listen and repeat. Point to the “u” sounds. 61

38 Lesson 11
Phonics
Objective
Students will identify the spelling and pronunciation of words with these
sounds: “k,” “r,” “s” and “u.”
Teaching Resources
Tracks 54–61, Phonics Chant 4, Phonics Flashcards Topic 2, Phonics
Worksheet 2
Lead in to the Lesson (10 min.)
Present the Sounds
• Hold up the text side of the flashcard for “k” and point to the
sound. Say the sound (as in cat) several times, exaggerating
the shape of your mouth, for students to repeat. Turn over
the card, point to the picture and say the word, emphasizing
the target sound, for students to repeat: cat. Do the same
with the remaining sounds.
1 Listen and follow. 54 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 54, more than once, for students
to listen and follow.
A Listen and repeat. Point to the “k” sounds.
• Students will hear the words in order. Play Track 55 for
students to listen and repeat each word.
• Hold up your book and point to the first word: can. Say the
target sound several times. Point to the c in can and continue
saying the target sound.
• Play Track 55 again for students to point to the “k” sound in
each word. Monitor and help students, being sure all students
can identify the correct sound.
• Point out or elicit the two spellings of the sound: c, ck.
Answers 1 can 2 cap 3 cat 4 back
2 Listen and follow. 56 (5 min.)
• Play Track 56 twice for students to listen and follow.
A Listen and repeat. Point to the “r” sounds.
• Play Track 57 for students to listen and repeat.
• Follow the procedure from activity 1, using the word ram and
target sound “r” as the example.
• Point out or elicit the two spellings of the sound: r, wr.
Answers 1 ram 2 rat 3 rock 4 write
3 Listen and follow. 58 (5 min.)
• Play Track 58 twice for students to listen and follow.
A Listen and repeat. Point to the “s” sounds.
• Play Track 59 for students to listen and repeat.
• Follow the procedure from activity 1, using the word sell and
target sound “s” as the example.
• Point out or elicit the two spellings of the sound: s, ss.
Answers 1 sell 2 six 3 sock 4 mess
4 Listen and follow. 60 (5 min.)
• Play Track 60 twice for students to listen and follow.
A Listen and repeat. Point to the “u” sounds. 61 (5 min.)
• Play Track 61 for students to listen and repeat.
• Follow the procedure from activity 1, using the word bus and
target sound “u” as the example.
Answers 1 bus 2 duck 3 run 4 sun
Take the Lesson Further (15 min.)
• Put students into pairs. Have students take turns pointing
to a word from the lesson and saying it for their partner
to repeat. When students have had time to practice, have
volunteers come up and point to and say a word for the
whole class to repeat.
• For further practice, have a volunteer say a word without
pointing for the rest of the class to find on the page. Repeat
the target sound from each word with the class.
Take the Lesson Further (25 min.)
1 Have students do the activity individually. Then say the words
as a class.
2 Have students do the activity in pairs then report back to
the class.
Answers 2 1 ram 2 sun 3 rock 4 sock 5 cat 6 bus
55 (5 min.)
Take the Lesson Further (15 min.)
• Hold up the chant flashcard and play Phonics Chant 4. Point
to the words as students follow.
• Write the chant in big letters on the board. Play the chant
several times, and encourage students to join in as they are
able. Erase the following words and use the pictures on the
other side of the flashcard as prompts as students chant
again: cats, rams, ducks, rats.
Take the Lesson Further (15 min.)
Get Students Thinking
• Divide students into four groups, and give each group a
flashcard. Have them think of more words they know with
their sound. Review words from Topic 1, too.
57 (5 min.)
Know Your Students
• Strong students will be able to make suggestions without
prompts.
• Most students will need to look through their books to
find words.
• Some students may not be able to come up with any words
at all, so you may wish to provide and define some simple
words for each sound.
59 (5 min.)
Lesson 11 T 38
 Listening
Objective
Students will listen for common classroom actions and instructions.
Teaching Resources
Tracks 62 and 63, Digital Vocabulary Poster 2, Flashcards Topics 1 and
2, 3x3 blank bingo boards (one per student), counters
Lead in to the Lesson (15 min.)
• Play a game of Bingo (see page XVIII) with classroom objects
and numbers. Display flashcards (picture side) for classroom
objects. Distribute bingo boards and counters, and have
students draw a different object in each square. Then shuffle
the flashcards and use them to call out objects for students to
find and mark on their boards. Play several rounds.
1 Listen and mark (). 62 (15 min.)
Get Students Thinking
• Have students work in pairs to compare the pictures.
Challenge them to spot three differences. Then call on
students to share one with the class by pointing to the same
place on both pictures. Elicit that the students are looking at
books in one picture and the board in another, that there is
no writing on one board and writing on the other, that the
teacher has a book in one picture and chalk in the other, and
that the students have books in one picture and no books in
the other.
• Play Track 62 and have students listen for what’s happening.
Then have them mark the correct picture.
Answers first picture
Present the Skill (5 min.)
• Read the entry as students follow. Point out that the words in
orange are actions.
• Read the sentences in the entry again, miming each action.
Have students repeat and do the action.
Take the Lesson Further (10 min.)
• Write on the board: sit, look, point, be, open, find. Read each
word slowly, pointing at each sound as you pronounce the
words. Then have students read them chorally.
Take the Lesson Further (10 min.)
• Play Simon Says (see page XIX) to practice the classroom
actions from the entry. If students do well, change some of
the sentences or add other classroom actions students know:
Simon says find a red book. Simon says point to the bathroom.
Stand up!
A Listen again and circle. (10 min.)
• Read aloud the sentences with options as students follow
with a finger. Play Track 62 and have students follow. Pause
after each sentence for students to circle.
T 39 Lesson 12
Manage Your Class
• You may choose to pair students and have them compare
their answers to check.
• Or you could have students listen to Track 62 again to check
their own work.
Answers 1 your book 2 title 3 book 4 page
Take the Lesson Further (5 min.)
• Have partners take turns reading the completed sentences
and pointing to a matching part of the first picture.
• Then draw their attention to the second picture. Have them
point and say an action they see there: Look at the board.
2 Listen and do the actions. Then trace. 63 (10 min.)
• Play Track 63 and have students just listen. Elicit or explain
that the students on the track are looking at this same book.
• Read aloud the first two speech bubbles as students follow.
Encourage students to find page 10 and point to any picture.
Then have them turn back to this page and trace the word in
the final speech bubble. Finally, have them turn to page 10
again and point to any of the pictures of Davy.
A Listen to your teacher. Find in your book. (20 min.)
• Read the instructions aloud. Have students hold up their
books. Tell them they will find more things in their books.
• Begin by having students find the cover and title of their
books. Then read aloud the commands in the first two speech
bubbles in activity 2 and have students do the actions and
answer. Have them find other things on that page.
• Invite a student to come up and help you. Have the student
turn to any page 1–9. Then help them use the page to instruct
the class to find a part of the book (a word, a sentence or a
picture) or to tell their classmates to find a specific item on
the page. Rotate until all students have had a turn.
Take the Lesson Further (10 min.)
• Display the poster with labels visible. Tell students to listen
and follow your instructions. Find an item or word in either
the poster or classroom, tell students where to look, and then
tell them what to find or read: Look at the poster. / Look in the
classroom. Find a word with an “r” sound (eraser, ruler). Read
the word.
Take the Lesson Further (10 min.)
Integrate Learning Styles
• To support students with a kinesthetic learning style, have
students play Charades (see page XVIII) with classroom
actions. Students can play in two teams or in small groups.
1 Listen and mark (✓). 62

A Listen again and circle.

1 Look at the board / your book. Listening to Instructions
Sit on your chair. Be calm.
2 Read the title / word. Look at the board. Open your book.
3 Open your backpack / book. Point to a sentence. Find a word.

4 Find number / page eight.

2 Listen and do the actions. Then trace. 63

Find page ten.

Point to a picture.
What is it? It’s a parrot .

A Listen to your teacher. Find in your book.

Lesson 12 39
 1 Listen and match. 64

1 What’s… you calm?

2 How old… your name?
3 Are… are you?
4 Are you… loud?
A Listen again and mark (✓) the answers.
1 Ted Kat 3 yes no
2 five six 4 yes no

2 Listen and complete. 65

calm loud six Ted

This is .
He’s .
He’s not .
He’s !

3 Ask a classmate. Write and mark (✓).

Introducing
Others 1 What’s your name?
This is Ben. He’s six. 2 How old are you?
He’s funny and loud.
3 Are you…
short? tall? nice? funny?
calm? loud? strong?
A Introduce your classmate.
40 Lesson 13
Speaking
Objectives
Students will ask and answer personal questions.
Students will practice introducing others with their names, ages and
words for describing people.
Teaching Resources
Tracks 64 and 65, Flashcards Topic 1, copies of the word bank, scissors,
glue sticks, index cards (one per student)
Lead in to the Lesson (10 min.)
• Play a Chain Game (see page XVIII) to recall the names of
students. Students should greet all the people who have
already introduced themselves and then add their own name:
I’m Tanya. / Hi, Tanya. I’m Lucas. / Hi, Tanya. Hi, Lucas.
I’m Pat.
1 Listen and match. 64 (10 min.)
• Point out the pictures. Tell students they will hear these
students and their teacher.
• Play Track 64. Point to the pictures and elicit who is asking
the questions (the girl).
• Read the instructions and read aloud the words in the first
column and then the second column.
• Play the track again for students to match. Check answers
after the next activity.
Answers 1 What’s your name? 2 How old are you? 3 Are you calm? 4 Are you
loud?
A Listen again and mark (✓) the answers. (10 min.)
• Have the class read the answer options chorally. Point out
that the answer options are for questions 1–4 in activity 1.
• Play Track 64 again, pausing after each answer for students to
mark the correct option.
• Check answers by calling on one student to ask a question
and another to say the answer.
Answers 1 Ted 2 six 3 no 4 yes
Take the Lesson Further (10 min.)
• Play a Domino Game (see page XVIII) with the questions
in activity 1 to improve fluency and intonation. Encourage
students to mimic your intonation.
Take the Lesson Further (10 min.)
• Call out questions from activity 1 and point to students at
random to answer. Help them answer in complete sentences.
Present the Skill (5 min.)
• Read the entry aloud while students follow. Explain that when
we introduce a person, we say their name and sometimes give
other information. Draw a boy on the board. Read the entry
again, gesturing toward the drawing as though introducing
the boy, Ben, who is six years old, funny and loud. Then ask:
What’s his name? (Ben.) How old is Ben? (Six.) Is he nice and
calm? (No. He’s funny and loud.)
2 Listen and complete. 65 (15 min.)
• Point out the incomplete sentences and read the sentence
starters. Then read aloud the words in the word bank.
• Play Track 65. Pause after each sentence for students to write.
Have students point to Ted and read the completed sentences
chorally.
Know Your Students
• You may wish to work in a group with less confident readers.
Distribute copies of the word bank, glue sticks and scissors.
Have students cut out individual words. Read the words,
stressing the initial sounds. Have students repeat, find the
word and point. Then play the track, pausing after each
sentence. Have students repeat the last word, find it and glue
it into the sentence.
Answers Ted, six, calm, loud
Take the Lesson Further (5 min.)
• Play a quick game of Action Stations (see page XVIII) to
review words for describing people. Display the picture side
of the flashcards around the room. Act out a word (using an
action from the song or another) and have students go to the
correct flashcard and say the word.
3 Ask a classmate. Write and mark (✓). (15 min.)
• Pair students and read the instruction. Read the questions
and adjectives chorally.
• Have students take turns asking and answering. Remind
them to write and mark the answers in their forms. For
question 3, they should ask about all the characteristics and
mark as many as apply to their partner.
Take the Lesson Further (10 min.)
• Guide students to connect the questions and answers to the
introduction sentences in the box. Point out the first question
in activity 1. Ask: What is his answer? (I’m Ted.) Write the
response on the board. Then call on a volunteer to read the
first sentence of Kat’s introduction: This is Ted. Do the same
with the remaining answers. Point out Kat talks about Ted
using He. For a girl, students should use She.
A Introduce your classmate. (20 min.)
• Give students a chance to practice introducing their partners.
Have the partners listen and correct any mistakes. Then call
students up in pairs to introduce their partners to the class.
Have the class respond like the teacher in the track: Nice to
meet you, (name)!
Know Your Students
• Some students will be able to improvise their introductions
with the help of a model. Copy the sentence starters from
activity 2 onto the board and have students use that model
for their introductions.
• Many students will need to write their introductions first.
Give them each an index card. Have them copy the sentence
starters from activity 2 onto the card. Then have them use the
answers on their forms to complete the sentences.
Lesson 13 T 40
 Project
Objectives
Students will make posters about classroom instructions to remind the
class of rules and good behavior.
Students will present their posters to the class.
Teaching Resources
Track 66, large poster paper (one sheet per pair) prepared with a long
write-on line on the bottom, colored pencils
Lead in to the Lesson (5 min.)
• Greet students according to your classroom routine. Use
a few phrases you often repeat to get them ready for their
lesson. For example, you may have them greet each other, sit
at their desks and find a pencil.
Take the Lesson Further (10 min.)
• Play a game of Simon Says (see page XIX) to review
classroom actions from Lesson 12. Include: point to,
sit on, be, look at, find, open. Add any other actions
students may know: wash, stand up, raise your hand,
read, write, pick up, go to.
Present the Project (5 min.)
• Allow students a minute to talk to their classmates. Then
use a phrase you use routinely to quieten them down. Say:
I say that a lot! Tell students they will make posters with
classroom instructions you say a lot. Say: Open your books.
Oh! I say that a lot, too! Write 41 on the board and have them
find the page: Find page 41. Read the entry aloud. Explain
that their posters will have words and pictures.
1 Listen and number the posters. 66 (10 min.)
• Give students time to preview the posters. Have students
point to the words and read the posters aloud.
• Read the instruction. Then play Track 66, pausing after each
student presents a poster. Ask: Which poster? Have students
point and then number each poster in order. Listen again
to check.
Answers 3, 2, 1
Take the Lesson Further (10 min.)
• As a class, brainstorm common instructions and list them on
the board. Prompt students as needed with action words or
situations , and mime to show meaning. Leave the ideas on
the board for reference.
2 Work with a classmate. Write and draw an instruction.
(60 min.)
• Pair students to work on the project. Read the
instructions aloud.
1 Help pairs each select a different instruction from the board.
T 41 Lesson 14
Manage Your Class
• You may allow pairs to choose their favorite idea. If multiple
pairs choose the same one, draw lots (such as the shortest
pencil) to determine a winner for that idea. Then help the
other groups choose different instructions.
• Alternatively, you could number the instruction ideas on
the board and have students draw numbers on folded strips
of paper from a box or bag so they are assigned a classroom
instruction at random.
2 Distribute poster paper. Have students copy their instruction
in pencil onto the line at the bottom of their poster paper.
They can take turns writing words. Remind them to copy
carefully and leave space between words. Check their work.
Then have them trace the letters in pen.
3 Have partners plan their drawing together on a scrap piece
of paper. Tell them to show students doing what the teacher
says to do. Distribute colored pencils and have students draw
on the poster when they are satisfied with their sketches.
Take the Lesson Further (10 min.)
• Play Track 66 again and have students listen for sounds. Ask:
What are they doing? Elicit that they are sharing their posters
and doing actions. Explain that students will also read their
poster to the class and do the action. The class will do the
action, too.
• Have pairs practice reading aloud their poster and develop an
action to show what their poster is about.
3 Share with the class. (50 min.)
1 Call up student pairs to share their posters. Have one partner
hold the poster while the other points.
2 Have students read their instruction chorally and
demonstrate the action. Have the class listen politely and
then mimic the action.
3 Display the posters around the classroom. Have students help
you choose locations where the posters will be helpful. Hold
up a poster, read and ask: Where do we do this? What’s a good
place for this? Help students use prepositions from Lesson 2
to make suggestions: Wash your hands. Where do we do this?
(In the bathroom.)
Topic 2
What’s in my school?
1 What are your classmates like? (10 min.)
• Pair students with new partners and have them ask each
other: What are you like? Have them give their answers from
Lesson 13. Then have students find another pair and take
turns introducing their partners. Remind them to use He and
She to introduce others.
2 What instructions are common in your class? (10 min.)
• Divide the class in two teams to play a version of Two Truths
and a Lie (see page XIX). Say two instructions from the
posters in the room and another phrase that isn’t used or
isn’t an instruction. See which team can guess and repeat the
incorrect phrase first. Award that team a point.
1 Listen and number the posters. 66

2 Work with a classmate. Write and draw

an instruction. Classroom Instructions
1 Choose an instruction. What does your teacher say?
Write and draw instructions.
2 Write it on a piece of paper.
3 Draw a picture of it.

3 Share with the class.

1 Show your poster.
2 Say the instruction for your classmates.
3 Display your poster in your classroom.

To p i c 2 at es like?
1 What are your classm
co mmon
2 What instructions are
in your class?

Lesson 14 41
 To p ic 3 What’s for lunch?
Students look forward to snack and mealtimes, and they enjoy being involved in food preparation. In this topic, students will learn the names of many familiar
foods. They will also learn how to describe quantities and availability of foods and how to compare different meals. Students will be encouraged to focus on
steps in a sequence as they invent their own recipes, prepare foods and learn about how one of their favorite drinks is made. Students will have fun and build
practical language skills as they role-play shopping for foods and ordering foods at a restaurant. They will even make their own lunches!

Video Project
When Davy prepares lunch, Food: Make Your Own Lunch My Sandwich
his menu isn’t quite what the Planning and making their own
Captain had in mind. The Captain lunches will give students a hands-
and Davy eventually find some foods on connection to new vocabulary.
they both agree on, and they enjoy They will use grammar from the topic b ead
bread lettuce
lett
lunch together. in a personal context as they choose cheese tomatoes
and discuss foods.
Vocabulary Countable Foods
Fruits Students will learn that many Phonics
apple, banana, grape, orange foods can be counted and that In this topic, students will continue the synthetic phonics program with
more than one may be expressed the following high-frequency spelling-sound correspondences: “f” (as
Vegetables
by adding the ending –s or –es. in fan), “i” (as in big), “h” (as in hat), “w” (as in water), long “oo” (as in
carrot, cucumber, onion, pepper,
potato, tomato Uncountable Foods and Drinks boot), “z” (as in zip) and “ch” (as in chicken).
Students will learn that you can’t
Drinks Listening
count some foods and drinks,
juice, milk, water
such as juice or cheese. Listening for How Many
Foods Students will learn to listen for numbers that tell how many and for food
bread, burger, cheese, chicken, items. Practicing listening for quantities will help students when they
ice cream, lettuce, pizza, shop with their families, help in the kitchen or listen for instructions
sandwich at school.

Grammar Listening for Foods

Students will listen closely for food words in a restaurant order. They
There are some carrots.
will also pay attention to the words some, any and a/an to determine
Students will learn how to express amounts of countable foods, such
quantities.
as oranges and carrots. They will learn to use a or an to talk about one
item. They will learn to use some to express more than one and not any Speaking
to describe a food that isn’t available. They will also learn how to ask
Talking about Recipes
about the availability of foods using Are there any...? and about exact
Students will combine vocabulary, grammar and sequencing skills as
quantities using How many...? They will learn to reply with words that
they talk about making a special snack. Being able to express plans and
match the amount: There’s for one or There are for more than one.
needs will also help students when they work on other class projects.
There’s some milk.
Ordering Lunch
Students will learn how to discuss foods and drinks that we don’t count, such
Students will learn to use What would you like? and Would you like
as bread and milk. They will learn to express the absence of a food with isn’t
any...? to offer food to others. They will learn to respond politely with I’d
any. They will describe a small amount of uncountable food with some and
like..., Yes, please and No, thank you. These phrases will come in handy
a large amount with a lot of. They will also learn how to ask about amounts
when students wish to politely make offers or requests in almost any
of uncountable foods and drinks using How much...? They will learn to reply
context.
with There’s and an uncountable amount, such as a lot, some or a little.
Writing
Reading
Writing a Recipe
Comparing Characters
Students will invent a healthy juice by deciding which fruits and
Making comparisons between the preferences of characters will help
vegetables to include and how many. They will be guided to write their
students understand a story. They will use words and pictures to compare
own recipes by listing their ingredients and completing a set of simple
how the characters react to various foods.
instructions.
Following a Sequence
Students will read a text that tells how orange juice is made. By identifying
the sequence of the steps in this process, they will be able to follow the text
more easily.

T 42
 To p ic 3

1 Listen and read. 67

sandwich

grapes

Language
Skills
Vocabulary
Fruits Reading Speaking Project
Vegetables Comparing Characters Talking about Food: Make Your Own Lunch
water Following a Sequence Recipes
Drinks My Sandwich
Foods Phonics Ordering Lunch
Countable Foods “f,” “i,” “h,” “w” Writing
Uncountable Foods and Drinks long “oo,” “z,” “ch” Writing a Recipe
Grammar Listening
carrots There are some carrots. Listening for How Many b ead
bread lettuce
lett
There’s some milk. Listening for Foods cheese tomatoes
A Point and say.
42 43

T3COllStart.indd 42 5/8/19 09:32 T3COllStart.indd 43 4/29/19 17:03

Take the Lesson Further (10 min.)

Objective
Get Students Thinking
Students will learn English words for foods.
• Direct students’ attention to the main photo, and say: Look!
Teaching Resources It’s lunch! Ask: What’s for lunch? Point to a food on page 42
Track 67, Flashcards Topic 1, lunch box and say its name, and have students point to the same food in
the main photo.

Lead in to the Lesson (10 min.)
• Greet your students and review classroom object words.
Point to a desk, and ask: What is it? (A desk.) Have the class
repeat. Continue with other objects.
• Then hold up a lunch box. Ask: What is it? Point inside and
say: It’s lunch! Mime pulling foods out and eating them. Say:
Yum! Lunch. Have students repeat It’s lunch three times.
Then read aloud the topic title for students to repeat: What’s
for lunch?
1 Listen and read. 67 (5 min.)
• Have students look at the photos on page 42 and point to
each one as you say the word. Then play Track 67 as students
listen and point again.
A Point and say. (10 min.)
• Sound out the word sandwich aloud, following the letters
with a finger. Then have students point and follow with a
finger as they sound out the word with you. Read the word
again chorally. Repeat for the remaining words.
Take the Lesson Further (10 min.)
• Display the picture side of the Topic 1 color flashcards, and
review color words. Then point to the carrots in the pictures
and ask: What color are they? (Orange.) Ask: What are they?
(Carrots.) Continue for other foods in the photos.
Take the Lesson Further (5 min.)
• Point out the drawing of a sandwich: It’s a sandwich. Have
students repeat. Point to the bread and say: It’s bread. Have
students find sandwiches in the main picture. Elicit other
food words and write them on the board for the next activity.
Take the Lesson Further (10 min.)
• Read aloud the topic title again and have students repeat.
Show your lunch box, pretend to find a food from this lesson
and mime eating it: plucking grapes and popping them into
your mouth, slicing and chewing bread or crunching hard
carrots. Have students guess the food. Then pass the lunch
box to a student to “find” and mime a food for others to
guess. Allow students to use foods listed on the board.

T 43
 2 o ange 3 a ple

1 omato
4 anana

5 arrot 6 o ion
7 po ato
8 gra e

1 Listen and complete. 68

Fruits Vegetables
apple carrot A Listen and color. 69

banana onion
grape potato 2 Look at the last letter. Add –s or –es.
orange tomato 1 one potato Æ two potato
2 one carrot Æ two carrot
Countable Foods 3 one banana Æ two banana
Use –s or –es for more than one.
4 one tomato Æ two tomato
1 banana Æ 2 bananas
1 tomato Æ 2 tomatoes A Ask and answer. What is it? What color is it?

44 Lesson 1
Vocabulary
Objectives
Students will learn English words for fruits and vegetables.
Students will learn to use –s or –es at the end of words to express plurals.
Teaching Resources
Tracks 68 and 69, Vocabulary Worksheet 1, Flashcards Topic 3, Digital
Vocabulary Poster 3, Response Cards (thumbs up/down, yes/no),
colored pencils
Lead in to the Lesson (10 min.)
• Distribute the thumbs up/down response cards. Display the
poster without labels. Say: Look. It’s a store. They’re foods.
Point to a fruit or vegetable, mime eating it and say: Yum!
Then have students hold up a response card to show if they
like that food.
Present the Vocabular y (10 min.)
• Attach the picture side of the flashcards for apple and
onion to the board. Hold up other flashcards for fruits and
vegetables (except for cucumber and pepper) and have
students sort them with the apple or the onion (in this topic,
which has a culinary focus, tomato is treated as a vegetable).
Once all are sorted, point to the groups and say: They’re
fruits. They’re vegetables. Have students repeat.
• Point to and name each food and have students repeat. Leave
the flashcards up.
1 Listen and complete. 68 (15 min.)
• Point to each flashcard again and have students find and
point to that item and its label in the picture on page 44. Play
Track 68, and have students point to the pictures. Play the
track again, pausing after each food for students to repeat.
Call on a volunteer to flip the matching flashcard to the
word side. Have students compare and complete the word.
Continue for the rest of the items.
Answers 1 tomato 2 orange 3 apple 4 banana 5 carrot 6 onion 7 potato
8 grape
A Listen and color. 69 (15 min.)
• Distribute colored pencils. Briefly review color words by
calling out colors and having students repeat and hold up a
matching pencil: red, orange, yellow, green, blue, purple. Then
play Track 69, pausing after each line for students to color.
Manage Your Class
• You may choose to have students color individually. Then
pair students to compare and check.
• Alternatively, you could have students work in pairs to
color. Then check as a class by having one pair read a word
and another pair say or hold up the colored pencil they used
for that word. See if the class agrees.
Answers 1 red 2 orange 3 red 4 yellow 5 orange and green 6 purple 7 yellow
8 green
Present the Skill (10 min.)
• Have students follow with a finger as you read the entry.
Write on the board: 1 banana / 2 bananas, 1 tomato / 2
tomatoes. Read them aloud and circle the plural endings.
Have students point to the difference in the endings (the e
in –es).
• Underline the second o in tomato. Have students find foods
that end with o in the vocabulary entry (potato, tomato) and
underline the last o.
• Write or project the vocabulary entry on the board. For each
fruit or vegetable, call up a pair of students to say: one (apple),
two (apples). Have them write the plural ending. Then erase
the board.
Take the Lesson Further (25 min.)
1 Do the first matching pair as a class, guiding students to
name the food and find the word parts by matching sounds.
Then have students match the rest individually. Check by
saying the first part of a word for a volunteer to complete.
2 Have students count on their fingers as a class to review
numbers 1–10. Read aloud the first item and ask: How many?
(Nine.) Say: One grape, nine... (grapes). Have students circle
grapes. Have students continue in pairs to circle and then to
draw. Check as a class.
Answers 1 1 carrots 2 oranges 3 apples 4 onions 2 1 grapes 2 tomato 3
banana 4 potatoes
2 Look at the last letter. Add –s or –es. (10 min.)
• Distribute yes/no response cards. Write the endings on the
board: –s, –es. Do the first item as a class. Read slowly as
students follow with a finger: one potato, two... (potatoes).
Then point to each ending on the board, and have students
hold up a response card to show if they agree. Have students
work in pairs to write.
Answers 1 potatoes 2 carrots 3 bananas 4 tomatoes
A Ask and answer. (10 min.)
• Read the questions chorally. Demonstrate by asking the
questions about a fruit or vegetable in the poster and having
volunteers answer. Then have students work with a new
partner, taking turns asking and answering about two fruits
or vegetables each.
• Ask volunteers to point to a fruit or vegetable in the poster,
ask what it is and then drag the label in place and play the
audio to check.
Take the Lesson Further (15 min.)
• Display the fruits and vegetables flashcards (picture side,
except cucumber and pepper) in different parts of the room.
Then play a game of Action Stations (see page XVIII). Call
out the name of a fruit or vegetable, or give a pair of clues: It’s
a fruit. It’s red.
Lesson 1 T 44
 Grammar
Objectives
Students will use forms of be to describe singular and plural
quantities.
Students will learn to ask and answer about quantities.
Teaching Resources
Track 70, Grammar Worksheet 1, Flashcards Topic 3, Response Cards
(true/false), ball, index cards (one per student)
Lead in to the Lesson (5 min.)
• Play a game of Board Slap (see page XVIII) using the fruits
and vegetables flashcards (picture side, except cucumber
and pepper). Have students say the word as they slap each
flashcard.
1 Listen and follow. 70 (10 min.)
• Have students follow as you point out the speech bubbles in
order. Preview the pictures. Have students point to the boy in
each panel. Point to the fruit seller and tell students: He’s a man.
• Play Track 70, and have students point to each speech bubble
as they listen. Encourage students to follow the words with a
finger. Point to the monkey. Ask: What is it?
Take the Lesson Further (10 min.)
• In groups of three, have students role-play as the boy, man or
monkey. Play Track 70 again, and have students mime their
characters’ gestures or actions. Play the track again, pausing
after each speech bubble to have students repeat the words as
they gesture. Switch roles and repeat.
A Circle these words in the comic. (10 min.)
• Read the word bank aloud. Tell students to look for one
example of each in the comic.
Know Your Students
• If students struggle with word order, you may wish to look
for the first two sets of words as a class.
• To challenge more advanced students, have them find
more examples of are there and there are. Then have them
underline the end marks of those sentences and observe
the pattern (are there with question marks, and there are
with periods).
Present the Grammar (15 min.)
• Review the words students circled, and point out that Are
there is used for questions. Read the entry aloud as students
follow. Point out some and any and demonstrate their uses.
Have one student stand. Say: One student. Have another
stand. Say: Some students. Have two more students stand.
Say: Some students. Call two boys to the front. Point and say:
some boys. Ask: Are there any girls? (No.) Have a girl come up
and join the boys. Ask: Are there any girls? (Yes.)
T 45 Lesson 2
• Draw on the board seven carrots, a banana and a bunch of
grapes. Read the entry heading: There are some carrots. Point
out that we use There is to talk about one and There are to talk
about more than one. For each new line in the entry, have a
student come up and help you change the drawing to reflect the
sentence. For There aren’t any / No, there aren’t, have the student
erase the items. For how many, have them point and count.
Take the Lesson Further (5 min.)
• Play a game of Chain Reaction (see page XVIII) to practice
pronouncing the sentences in the entry.
2 Read and match. (10 min.)
• Read aloud the sentence parts while students follow. Then
have students match independently and check their matches
with a classmate.
Answers 1 How many onions are there? 2 Are there any potatoes? 3 Is there
an orange? 4 Is there a monkey?
A Ask and answer about the comic. (10 min.)
• Ask the class each question and invite volunteers to answer.
Teach the singular short answers: Yes, there is. / No, there isn’t.
• Pair students and have them ask and answer again.
3 Ask and answer about other foods in the comic. (10 min.)
• Demonstrate by pointing to an item in the comic and
adapting one of the questions to ask about it. Have students
repeat. Then call on a student to answer.
Manage Your Class
• You may wish to have students work in pairs to ask
and answer before switching partners and doing the
same again.
• Alternatively, have students sit on the floor in a circle, with
the comic visible. Have one person ask a question and then
roll a ball to another student to answer before doing the
same with a new question.
Take the Lesson Further (25 min.)
1 Distribute response cards. Complete the first part of the activity
as a class. Read each sentence twice, once for each option, and
have students hold up a card to show which they think is correct.
Have students circle and then read chorally the correct version.
• Next, have students read the sentences. They should mark the
pictures according to the descriptions in the sentences. Then
have them cut out three pictures and paste them in the spaces.
2 Have students match the questions and answers, referring to
the completed picture in activity 1.
Answers 1 1 any 2 are 3 some 4 any 5 is • apples, tomatoes, banana 2 1 c 2 a 3 b
Take the Lesson Further (10 min.)
• Form groups of four students. Give each student an index card
and have them draw one or more of any fruit or vegetable.
Have them sit in a circle with their drawings in the middle.
• Have students take turns choosing a drawing and describing
or asking about the fruits and vegetables. Check that students
are using plurals when describing more than one.
 HOW MANY
ORANGES ARE THERE?

THERE’S ONE ORANGE.

ARE THERE
ANY GRAPES?

YES, THERE ARE.

THERE ARE SOME NO! THERE AREN’T
BANANAS, TOO. ANY BANANAS! BUT
THERE’S A MONKEY!
1 Listen and follow. 70

A Circle these words in the comic.

Are there There are There aren’t There’s

2 Read and match.

There are some carrots.
1 How many… any potatoes? There’s an orange.
There are some carrots.
2 Are there… orange? There aren’t any grapes.
3 Is there an… onions are there? Are there any bananas?
Yes, there are. / No, there aren’t.
4 Is there a… monkey? How many carrots are there?

A Ask and answer about the comic.

Seven.

3 Ask and answer about other foods in the comic.

Lesson 2 45
 What’s for Lunch?

“I’m hungry! What’s for lunch?”

“I’m busy. Go and look!” “There are seeds! Yum!
“OK!” There’s an insect! Yum!”

“Are there any tomatoes? Yes!

“Look, Captain! It’s lunch!” And there’s meat and cheese.”
“Seeds! Insects! Yuck!” “Meat? Cheese? Yuck!”

46 Lesson 3
“I know! Let’s eat some fruit.
There are bananas, apples “Yum! Now we can eat lunch!”
and grapes.”
Comparing Characters
1 Listen and follow. 71
Think about the characters.
What is similar? What is different?
2 Read the story. Sort the foods.

apples cheese grapes insects meat seeds

3 Point, say and respond. There’s an insect. Yuck!

Lesson 3 47
 Reading
Objectives
Students will watch a dramatic narration of the story.
Students will listen to a story as they follow the text and illustrations.
Students will learn to compare characters in a story.
Teaching Resources
Track 71, Video Episode 3, Davy puppet, Response Cards (happy/sad),
cookbooks or printed recipes showing meals in other countries
Lead in to the Lesson (5 min.)
• Introduce reading time by having the Davy puppet greet the
class. Say: Hello, I’m Davy! Let’s read! Squawk! Encourage
students to wave to Davy and say hello. Go around the room
and have Davy greet each student. Allow students to gently
pat Davy and interact with him.
• Tell students they are going to read and watch another story
about Davy. Ask Davy: What’s the new story, Davy? Have
Davy answer: It’s “What’s for Lunch?” Say: OK! Let’s watch
the story and see what’s for lunch! Goodbye, Davy. As you put
the Davy puppet away, have him wave to the class and say:
Goodbye! Encourage students to respond in the same way.
Tell students they will spend more time with Davy later.
Watch the Video (15 min.)
• Play the video once while students just watch quietly.
• Play the video again, pausing and pointing at the characters and
items for students to identify: the Captain, Davy, seeds, insect,
bread, tomatoes, meat, grapes, bananas, oranges, apples, cheese.
• Distribute response cards. Play the video again, pausing and
pointing at the foods for students to show if they like them or
not by showing a card with a happy face or a sad face.
• After students have read the story and done the activities,
play the video again for students to watch and enjoy.
Take the Lesson Further (5 min.)
• Read the title to students, and have them repeat. Give them
some time to preview the pictures, and have them find
Davy in each picture. Have students point to a picture they
think might show lunch (the last picture). If students don’t
remember the word lunch, remind them by having them look
back at the topic opener question.
1 Listen and follow. 71 (15 min.)
• Play Track 71 and have students just look at the pictures
as they listen. Reassure students that it is OK if they don’t
understand every word.
• Remind students to look for words they know to help
them read a text. Look over each panel as a class and have
volunteers share words and phrases they recognize. Help
them find: What’s for lunch, I’m, What’s, go, look, OK, There
are, There’s, It’s, Are there, Let’s, we, lunch.
• Then have students listen again as they follow the text with a
finger. Pause the track briefly after each panel. Point out the
next panel and have students move their fingers there before
you continue the track to be sure students are all in the
right place.
T 46 Lesson 3
Take the Lesson Further (5 min.)
• Distribute response cards. Have students find a picture in the
story that shows Davy looking happy, point to it and show
their happy card. Elicit the second panel and point out the
word yum. Say: Davy says “yum“! and have students repeat.
Encourage them to be expressive. Do the same with the
unhappy face and unhappy Davy in the fourth panel, saying:
Davy says “yuck”! Have students repeat with expression.
Practice by making a few faces for the class that show “yum”
or “yuck” and have them respond by holding up the happy or
sad card and repeating the word.
Take the Lesson Further 71 (15 min.)
• Read each part of the story aloud as students follow. Have
students join you in saying yum or yuck when you come to
those words.
• Point out details that show seeds and insects and have
students point and repeat the words.
• Use gestures to demonstrate word meanings. Rub your belly
as you say: hungry! Move your hands like you’re steering the
Captain’s ship for busy. Mime biting and chewing for the
word eat.
• Play Track 71 again or read the complete story a final time as
students follow along.
Present the Skill (10 min.)
• Remind students that characters are people or animals in a
story. Call on volunteers to name the characters in this story:
the Captain and Davy.
• Read the entry aloud. Use flashcards to check that students
understand the terms similar and different. Display the
flashcard pictures of a carrot and an orange. Ask: What is
similar? (They’re orange.) Ask: What is different? Elicit that
one is a carrot (a vegetable) and the other one is an orange
(a fruit).
• Point to the first picture in the story. Point to Davy and the
Captain and ask: What’s different? (Davy is a parrot and the
Captain is a person.) Point out that at the beginning of the
text, Davy is hungry but the Captain is busy.
2 Read the story. Sort the foods. (20 min.)
Get Students Thinking
• Help students use the pictures to understand similarities
and differences in the characters. Go through the panels,
having students study the characters’ faces and read what
they say. Assign half the class to represent the Captain and
half to represent Davy. For each panel, have students hold up
a happy or sad response card to match how their character
feels. Observe as a class if the characters feel similar or
different. Pay special attention to the fifth panel, in which
difference turns to similarity because both like the fruits.
• Next, have students notice the foods each character is
looking at or eating when they say yum or yuck. Read chorally
the word bank and tell students to think about the characters
and the foods. Tell students to look at the pictures by the
plates, think about the characters, and draw a line to foods
that make them say yum (or write or draw the foods on
the plates).
 Know Your Students
• Some students may have difficulty determining which
foods both the Captain and Davy like. You may wish to do
those foods as a class, and then have students work in pairs
to sort the rest to Davy’s or the Captain’s plates.
• Some students may have a hard time reading the new
words in the bank: cheese, insects, meat, seeds. You may
write those words on the board and sound them out slowly
with the class until students can read them confidently.
Have a student illustrate each word on the board. Leave the
pictures and words up while they work in pairs to sort.

Answers Davy: insects, seeds; Both: apples, grapes; Captain: cheese, meat

3 Point, say and respond. (10 min.)

• Read the words in the speech bubbles with students. Have
students find and point to foods in the story and say how
they feel about them: Yum! Yuck! Encourage them to use
There’s or There are.

Manage Your Class

• You may wish to have students work in pairs, taking turns
pointing and expressing a response. Challenge them to find
and talk about three different foods each.
• Alternatively, you may have students discuss foods in small
groups by playing Me Too (see page XIX). Have students
take turns pointing out and responding to a food while
others listen and say if they feel the same way: Me, too!
Encourage them to try to find all the foods they can name
in the pictures.

Take the Lesson Further (10 min.)

• Bring out the Davy puppet again to talk about the story.
Point to the first panel. Have Davy ask you: What’s for lunch?
Tell Davy: I’m busy. Go and look! Then point to each panel
in order and have Davy name a student and ask: What’s for
lunch? Have students reply by pointing to and saying a food
in that panel: There’s an insect! Have Davy respond with how
he feels about each food: Yum! Yuck!
• Then have Davy lead a game of Stand Up! (see page XIX)
with the class. Have Davy call out: Stand up if you like... Add
a food and have students stand if they like it.

Take the Lesson Further (10 min.)

Integrate Learning Styles

• To support students with an intrapersonal learning style,
have students work individually to draw a picture or make a
list of their favorite lunch foods.
• Then provide students with cookbooks showing meals
from other countries. Give students time to explore the
materials and find a meal they find interesting. Invite a few
volunteers to show their meals to the class.

Lesson 3 T 47
 1 Listen and follow. 72

1 2 3 4

fan foot off laugh

A Listen and repeat. Point to the “f” sounds. 73

2 Listen and follow. 74

1 2 3 4

big fill milk sit

A Listen and repeat. Point to the “i” sounds. 75

3 Listen and follow. 76

?
1 2 3 4

hat honey hop who

A Listen and repeat. Point to the “h” sounds. 77

4 Listen and follow. 78

1 2 3 4

water win wheel where

A Listen and repeat. Point to the “w” sounds. 79

48 Lesson 4
Phonics
Objective
Students will identify the spelling and pronunciation of words with
these sounds: “f,” “i,” “h” and “w.”
Teaching Resources
Tracks 72–79, Phonics Chant 5, Phonics Flashcards Topic 3, Phonics
Worksheet 1, beanbag, sheets of paper with copies of the phonics
chant with the nouns blanked (one per small group)
Lead in to the Lesson (15 min.)
Present the Sounds
• Hold up the text side of the flashcard for “f ” and point to the
sound. Say the sound (as in fan) several times for students to
repeat. Point to the picture, and say the word, emphasizing
the target sound, for students to repeat: fan. Do the same
with the remaining sounds.
1 Listen and follow. 72 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 72, more than once, for students
to listen and follow.
A Listen and repeat. Point to the “f” sounds. 73 (5 min.)
• Students will hear the words in order. Play Track 73 for
students to listen and repeat each word.
• Hold up your book and point to the first word: fan. Say the
target sound several times. Point to the f in fan and continue
saying the target sound.
• Play Track 73 again for students to point to the sound in each
word. Monitor and help students, being sure they all can
identify the correct sound.
• Point out or elicit the three spellings of the sound: f, ff, gh.
Answers 1 fan 2 foot 3 off 4 laugh
2 Listen and follow. 74 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 74 twice for students to listen
and follow.
A Listen and repeat. Point to the “i” sounds. 75 (5 min.)
• Students will hear the words in order. Play Track 75 for
students to listen and repeat.
• Follow the same procedure as in activity 1, using the word big
and target sound “i” as the example.
Answers 1 big 2 fill 3 milk 4 sit
3 Listen and follow. 76 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 76 twice for students to listen
and follow.
A Listen and repeat. Point to the “h” sounds. 77 (5 min.)
• Students will hear the words in order. Play Track 77 for
students to listen and repeat.
• Follow the procedure from activity 1, using the word hat and
target sound “h” as the example.
• Point out or elicit the two spellings of the sound: h, wh.
Answers 1 hat 2 honey 3 hop 4 who
4 Listen and follow. 78 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 78 twice for students to listen
and follow.
A Listen and repeat. Point to the “w” sounds. 79 (5 min.)
• Students will hear the words in order. Play Track 79 for
students to listen and repeat.
• Follow the procedure from activity 1, using the word water
and target sound “w” as the example.
• Point out or elicit the two spellings of the sound: w, wh.
Answers 1 water 2 win 3 wheel 4 where
Take the Lesson Further (15 min.)
• Have the class stand in a circle. Put the flashcards in the
middle of the circle with the text side facing up. Give one
student a beanbag. Have the student close his or her eyes
and toss the beanbag into the center of the circle. Then have
the student say the sound closest to the beanbag three times.
Have the class repeat the sound. Continue playing until
everyone has had a turn.
Take the Lesson Further (25 min.)
• Have students do the first activity individually. Then say the
words as a class.
• Have students do activities 2 and 3 in pairs then report back
to the class. Say all the words as a class.
Answers 2 big, milk, sit
Take the Lesson Further (15 min.)
• Hold up the chant flashcard and play Phonics Chant 5. Point
to the words as students follow.
• Write the chant in large letters on the board. Play the track
several times, and encourage students to join in as they
are able. Erase the following words one by one and use the
pictures on the other side of the flashcard to prompt students
as they chant again: big, dog, hat, fan, foot.
Take the Lesson Further (10 min.)
Get Students Thinking
• Divide students into small groups. Give each group a copy of
the chant with the nouns blanked. Have students write their
own chant, using words with the target sounds if possible.
Have each group perform their chant for the class.
Know Your Students
• Strong students will be able to fill in the blanks on
their own.
• Some students will need help completing a new chant.
Brainstorm possible words as a class before breaking into
small groups.
• Some classes may prefer to do this activity as a single group.
Lesson 4 T 48
 Listening
Objectives
Students will listen for words they know to help them improve
comprehension.
Students will listen for numbers and vegetables.
Teaching Resources
Tracks 80 and 81, Digital Vocabulary Poster 3, Flashcards Topic 3,
colored pencils
Lead in to the Lesson (10 min.)
• Display the poster without labels. Point to and say: They’re
vegetables. They’re fruits. Count as a class. Have students take
turns pointing and asking how many: How many carrots are
there? Have the class count chorally. Then say a complete
sentence: There are eight carrots.
Present the Vocabular y (10 min.)
• Display the picture side of all the vegetable flashcards. Have
students find the two new cards, and teach them the words.
Flip the cards for pepper and cucumber to the word side and
help students practice sounding them out.
1 Listen and circle. 80 (15 min.)
• Have students preview the picture. Say: They’re at a store,
like in the poster. Point to the produce and ask if they’re fruits
or vegetables (vegetables). Read aloud the shopping list for
students to repeat. Tell students they will listen to the mother
and girl at the store as they use the list.
• Play Track 80 and have students raise a hand each time they
hear a vegetable. Point out the list again, and tell students to
circle the vegetables they hear. Play the track again and have
students circle.
Answers peppers, onion, cucumbers, carrots
Present the Skill (10 min.)
• Tell students that they are going to listen for how many of
each vegetable. Read the entry sentences and have students
raise a hand when they hear a number. Write on the board:
oranges. Draw a blank line before and after the word, and
have a student come up and write a number where they think
it belongs (before the word). Erase the second blank and read
the phrase: (two) oranges.
Take the Lesson Further (5 min.)
• Review numbers. Write large numerals in order across the
board, point to one at random and then nominate a student
to call out the number. See how fast students can go.
A Listen again and write how many. (15 min.)
• Play Track 80 again, and have students raise a hand each time
they hear a number. Play the track one more time, pausing
after each part for students to write the number.
Answers 4 peppers, 1 onion, 3 cucumbers, 10 carrots
T 49 Lesson 5
Take the Lesson Further (10 min.)
• Play a Chain Game (see page XVIII) in groups of four or
five students. Start with: We’re at the store. We need... Have
students add a number and a vegetable or fruit of their choice
each time.
2 Listen and write how many. 81 (15 min.)
• Point out the picture and tell students it’s a salad. Explain that
they will listen to a girl and boy make the salad.
• Play the first part of Track 81. Have students listen for the
foods and point to the pictures. Ask them the name of the
salad (rainbow salad). Have students say chorally the colors of
the vegetables in order. Then tell students they will listen for
how many vegetables they need. Play the track again. Pause
after each item to allow students to write the number. Play
the track again to check.
Answers three tomatoes, four carrots, two yellow peppers, one cucumber,
one purple onion
A Listen again and color how many. (15 min.)
• Point to the vegetable pieces in the salad and help students
relate them to the drawings of whole vegetables. Play Track
81 again and have students raise a hand when they hear a
color. Pause the track. Tell students to color the number
of each vegetable they need for the salad recipe. Continue
playing the track and pausing after each item for students to
count and color.
Know Your Students
• If students need more support, listen and color as a class.
Give students time to color the vegetables in completely
before listening for the next color.
• Have more confident students listen and color individually
at their own pace.
A Check with a classmate. (10 min.)
• Have one partner point to the numeral next to a group of
vegetables and say how many they need: We need three yellow
peppers. Have the other partner check how many he or she
colored. Then have students switch roles.
Take the Lesson Further (5 min.)
• Play a game of Board Slap (see page XVIII) with the fruits
and vegetables flashcards. Attach the flashcards to the board
and write numerals 1–10 across the bottom of the board.
Have the class line up in two teams facing them. Call out a
number and a fruit or vegetable, and have the first student
in each team race to slap the correct number and then
flashcard: We need nine apples!
 Listening for
How Many
Shopping List There are four
oranges. We need
peppers / potatoes nine oranges.

orange / onion
tomatoes / cucumbers Vegetables
carrots / bananas cucumber
pepper
1 Listen and circle. 80

A Listen again and write how many.

2 Listen and write how many. 81

A Listen again and color how many. We need three… One, two…

A Check with a classmate.

Lesson 5 49
 insect dolphin parrot

1 Listen and point to the foods. 82

Talking about
Recipes A Ask and answer.
Let’s make lunch.
Is there an orange? Yes, there is.
We need one apple.
How many pieces?
How many pieces? Four.
Four.

2 Draw an animal. Draw the foods to make it.

A Talk about your recipe. Let’s make a… We need…

50 Lesson 6
Speaking
Manage Your Class
Objectives • You may wish to have all students work on paper before
committing to drawing their animal in the book. Students
Students will learn phrases to help them talk about recipes.
could also list the fruits on one side of their drawing.
Students will to ask about quantities used in recipes.
• Students could work alone to plan and draw their animals.
Teaching Resources Provide assistance and ideas as necessary.
Track 82, colored pencils, real or paper fruit pieces (wedges and • Or students could plan their drawings in pairs. Encourage
circular slices of orange, apple wedges, loose grapes, baby carrots, them to use the questions in activity 1 to discuss what fruits
whole bananas), knife, paper plates they need and how many pieces. Then they can each draw
their own animal.
• Alternatively, have students work in groups to invent a fruit
Lead in to the Lesson (10 min.) animal. Have group members vote to choose an animal
• Play a game of Pictionary (see page XIX) with fruits and from the board or page.
vegetables.
Take the Lesson Further (10 min.)
1 Listen and point to the foods. 82 (10 min.)
• Play a game of Word Freeze (see page XIX) for a break and
• Have students preview the pictures. Ask: What are they? Are
to get students moving. Use categories like colors, fruits,
they art? Elicit that they’re food and art. Tell students that
vegetables and numbers.
they’re fruit animals. Then read the words below the pictures
as students follow with a finger and repeat. Take a little extra
time with the new word, dolphin. Show that the ph sounds
A Talk about your recipe. (20 min.)
• Write the sentence starters on the board. Point to the dolphin
like “f.”
and demonstrate: Let’s make a dolphin. We need a banana…
• Pair students to listen and point. Play Track 82, pausing after
Call on students to say what else they need (grapes).
each food is mentioned for students to find.
• Pair students who chose different fruit animals and have
Present the Skill (15 min.) them talk about their recipes.
• Read aloud the entry title. Tell students that a recipe gives
Know Your Students
instructions for how to make food, including what foods and
• Some students will be able to use the sentence starters and
how many. Then read the sentences and have students repeat.
talk without much assistance in closed pairs.
• Point to the first photo and say: Let’s make... a fruit insect.
• Allow students who need more support to do this activity
Ask: What do we need? Have students answer: We need
as a class. Start by saying Let’s make a... and have a student
an orange, a carrot and a grape. Then point to the insect’s
point to his or her animal recipe. Complete your sentence
wings and ask: How many pieces of orange? (Four.) Clarify the
and have students repeat. Then prompt students to point
meaning of pieces.
to fruits and say what they need and how many.
• Do the same for the other photos.

A Ask and answer. (20 min.)
• Read the speech bubbles as students follow with a finger.
Read them again and have students repeat chorally.
• Have students find the animal with four pieces of apple (the
parrot) and count the pieces chorally: One, two, three, four.
Then draw a whole apple on the board and ask: How many
apples are there? (One.) How many pieces of apple are there in
the parrot? (Four.)
• Have pairs ask and answer questions about the first fruit
animal. Then have them change pairs for the second fruit
animal and again for the third.
Take the Lesson Further (15 min.)
• Recreate the fruit animals on the page and others with
students.
Manage Your Class
• Supply paper plates and a variety of cut fruits, and use
them as a class to make some of the fruit animals students
have designed. Then give students the remaining
fruit pieces to eat.
• If working with real fruit is not an option, distribute paper
fruit pieces and have them make a fruit animal on the plate.

2 Draw an animal. Draw the foods to make it. (20 min.)

• Read the instruction as students follow with a finger.
Brainstorm animals as a class. Invite students to draw
animals on the board. Tell them the name and label the
pictures. Students can also make their own versions of the
animals on the page. Distribute colored pencils and tell
students to choose and draw an animal.

Lesson 6 T 50
 Writing
Objectives
Students will write the ingredients and quantities for a recipe.
Students will write the steps of a recipe in order.
Teaching Resources
Track 83, Flashcards Topic 3, Digital Vocabulary Poster 3
Lead in to the Lesson (5 min.)
• Display the poster without labels. Divide the class into two
teams, point to a fruit or vegetable and have teams take turns
saying the number and food: There are five apples. Award a
point for each correct answer.
1 Listen and circle the ingredients. 83 (15 min.)
Get Students Thinking
• Tell students that the girl in the picture is drinking juice.
Read aloud the heading and have students repeat. Have
students preview the text. Ask: What is it? (A recipe.) Tell
students that the foods in a recipe are called ingredients.
• Play Track 83, and have students just listen. Play the track
again and have students circle the ingredients they hear. Then
ask: What color is her juice? (Orange.) Are there oranges?
(No.) What makes it orange? (Carrots.) Why is it called
“surprise juice”? (It’s orange, but there aren’t any oranges in it!)
Answers apples, carrots, 1 cup of apple juice
A Listen again. Write how many. (10 min.)
• Point out the blank next to each ingredient and elicit that we
need to know how many. Play the track again. Have students
raise a hand when they hear how many. Pause the track and
have students write the numeral. At the end, have students
check their numbers with their classmates.
Answers two apples, five carrots
Present the Skill (10 min.)
• Read aloud the entry as students follow with a finger.
Have students point to the parts of the girl’s recipe: name,
ingredients, how many and steps.
• Point out the numbers in front of the steps. Tell students:
They’re in order: 1, 2, 3. Read aloud the steps slowly and mime
the actions with students: cut, add (pour), mix (blend).
2 Circle your ingredients. Write how many. (20 min.)
• Explain that students are going to write their own juice
recipe. Point out the parts of the recipe form and relate them
to the parts in the model.
• Then have students circle the ingredients that they want to
use. Tell them to choose at least two fruits and/or vegetables.
Point out that all the recipes will also have a cup of juice as
the final ingredient.
T 51 Lesson 7
A Complete the instructions. Draw your juice. Name
your juice. (30 min.)
• Have students compare the numbered sentence starters to
the steps in the model. Then have them write about their own
ingredients.
• Help students name possible colors of grapes (purple or
green) and apples (yellow, red or green). Tell students to
underline each ingredient with the color they want to use in
their recipe. Then have them think about what color their
mixed juice might be before they draw.
• As a class, brainstorm some fun words students can use to
name their juices, as well as color or ingredient words, and
write examples on the board: Wild, Super, Crazy, Great,
Yummy. Help students with word order: Great Grape. Then
have students name their juice and label their picture.
Know Your Students
• Most students should be able to complete the sentences
independently, following the model. Remind them to look
at their ingredients list for correct spellings.
• Beginning writers may need more space to write legibly.
Allow them to write their instructions on a separate sheet
of ruled paper. Help them follow the model and substitute
their own ingredients.
Take the Lesson Further (10 min.)
• Get students moving for a few minutes by having them
role-play. Choose three pairs of students to be storekeepers.
Have each pair stand in a different part of the room. Shuffle
the flashcards and divide them between the three stores.
Give storekeepers a minute to memorize their cards and
hide them in a book. Have the remaining students use their
ingredients lists to shop for what they need. Have them sit
when they have found all their ingredients: I need an orange.
Are there any oranges? No, there aren’t.
Topic 3
What’s for lunch?
A Share your recipes. Ask and answer about the
ingredients. (20 min.)
• Review the topic question with students. Say: You know a lot
of foods now! You can shop for food. You can make recipes.
Let’s talk about our juice recipes.
• Write the question starters on the board. Demonstrate by
pointing to the girl’s recipe and asking the class: Is there a
cucumber? (No.) Are there any bananas? (No.) Is there apple
juice? (Yes.)
• Place students in small groups to share their recipes. Have
them show their picture and read the name. Then have the
other students ask questions to see if they can guess the
ingredients. Have the recipe writer share the ingredients and
say how to make it. Help with pronunciation, word order
and turn-taking.
 Surprise Juice
Ingredients Instructions
apples oranges 1 Cut the carrots
and apples.
carrots cucumbers
2 Add the
grapes tomatoes apple juice.
bananas 1 cup of apple juice 3 Mix.

1 Listen and circle the ingredients. 83

Writing a Recipe
A Listen again and write how many. Write the ingredients. Write how
many. Write the steps in order.
2 Circle your ingredients. Write how many.

apples oranges Juice

carrots cucumbers

grapes tomatoes

bananas 1 cup of juice

1 Cut .

2 Add .

3 Mix.

A Complete the instructions. Draw your juice. Name your juice.

To p i c 3 A Share your recipes. Ask annts.

d
edie
answer about the ingr

Is there a/an…? Are there any…?

Lesson 7 51
 Is There Any Juice?
Water, water, is there any water? (x 2)
Drinks Yes, there is. Here you are.
juice There’s a lot of water.
milk
water Milk, milk, is there any milk? (x 2)
Foods Yes, there is. Here you are.
bread
There’s some milk.
cheese
Juice, juice, is there any juice? (x 2)
chicken
ice cream No, I’m sorry, not today.
lettuce There isn’t any juice.

Uncountable
Foods and Drinks
You can’t count some
foods and drinks.

milk

1 Listen and follow. 84

A Listen again and sing along. 2 3

1
2 Listen and number the foods. 85

bread ice cream

cheese lettuce 4
chicken 5
A Sing the song with these foods.
3 Tell a classmate. Which foods are in your lunch box?
52 Lesson 8
Vocabulary
Objectives
Students will learn vocabulary for common foods and drinks.
Students will recognize that some nouns are uncountable.
Students will sing a song about quantities of drinks.
Teaching Resources
Tracks 84 and 85, Vocabulary Worksheet 2, Flashcards Topic 3, Digital
Vocabulary Poster 3, Response Cards (thumbs up/down, yes/no),
sticky notes
Lead in to the Lesson (5 min.)
• Attach the flashcards for juice, milk and water to the board.
Distribute thumbs up/down response cards. Point to each
drink, and have students hold up a thumbs-up or thumbs-down
to show if they like it. Record the number of students who like
each drink. Then say the word and have students repeat it.
Present the Vocabular y (10 min.)
• Read the drinks words for students to repeat. Demonstrate
drinking and have students imitate you.
• Use the flashcards to teach the foods. Display the picture, say
the word and then have students hold up a thumbs-up or a
thumbs-down response card to show if they like the food.
1 Listen and follow. 84 (10 min.)
• Have students look at the illustration and read the name of
each drink chorally. Point to the first girl in line, and ask:
What’s her drink? (Water.)
• Play Track 84, and have students point to the corresponding
part of the picture as they listen.
Take the Lesson Further (10 min.)
Integrate Learning Styles
• To support students who learn best by listening, have
students listen to the song and raise a hand each time they
hear a drink. You may also wish to repeat this exercise with
food names, after students sing with foods in activity 2.
A Listen again and sing along. (15 min.)
Know Your Students
• Most students will be able to listen and sing along quietly at
first. Play Track 84 again several times and encourage them
to sing more loudly as they grow more confident.
• Some students may like to add gestures as they sing.
Encourage them to shrug and hold their arms out when they
are asking a question, and to mime giving the water and milk
to their neighbor. On the last stanza, they could shake
their heads.
2 Listen and number the foods. 85 (10 min.)
• Have students look at the pictures and identify the foods.
Have them write their answers lightly. Then play Track 85 for
students to listen and check their work.
Answers 1 lettuce 2 bread 3 ice cream 4 chicken 5 cheese
A Sing the song with these foods. (15 min.)
• Write on the board: There’s a lot of ____. There’s some ____.
Point to each food and elicit a sentence according to how
much there is.
Manage Your Class
• Sing about the new foods as a class, using these quantities of
the foods.
• You could also attach the five flashcards for these foods to
the board and place a sticky note with an X on one or more
of them. Then sing that verse with There isn’t any…
• Alternatively, divide the class into small groups, and allow
them to choose three foods from page 52. Have them draw
the foods and mark a red X over one of them. Then have
them sing their version of the song for the class.
Present the Skill (10 min.)
• Display the poster and have students count the apples,
bananas and grapes.
• Then have students look again at the images on page 52.
Point to each food or drink, and ask: Can you count (water)?
Guide students to notice that they can’t count these foods or
drinks.
• Distribute yes/no response cards. Point to each food or drink
in the poster, and ask: Can you count it? If yes, count the
items with students.
Take the Lesson Further (25 min.)
1 Read the words in the word bank for students to repeat. Then
have students write in pairs. To check, display the picture
side of the four corresponding flashcards on the board, and
have students answer chorally as you point to each one.
2 Read the directions and the code, and do the first item as
a class. Ask: Can you count it? Guide students to count
the number of bananas and then write a check mark.
Have students continue in pairs. Check answers as a class,
counting any countable nouns.
Answers 1 1 lettuce 2 chicken 3 milk 4 juice 2 1 ✓ 2 ✗ 3 ✗ 4 ✗ 5 ✓ 6 ✗
3 Tell a classmate. Which foods are in your lunch box?
(10 min.)
• Allow students a few minutes to draw and/or write down
the foods in their lunch box. They can talk about their actual
lunch boxes or draw a picture of their favorite lunch.
• In pairs, have students take turns displaying their lunch
box and naming the foods. Invite volunteers to share with
the class.
Lesson 8 T 52
 Grammar
Objectives
Students will ask questions about quantities of uncountable foods and
drinks.
Students will describe quantities of uncountable foods and drinks.
Teaching Resources
Track 86, Grammar Worksheet 2, Flashcards Topic 3
Lead in to the Lesson (10 min.)
• Play Stand Up! (see page XIX) to help students compare their
lunches: Stand up if there is bread in your lunch box!
1 Read and number the pictures. (10 min.)
• Have students name the foods in the pictures. Point to the
glass, and ask: What drinks are in a glass? (Juice, milk, water.)
• Read each sentence as students listen and follow with a
finger. Have students work in pairs to match.
A Point and say. (10 min.)
• Check answers by pointing to each picture and asking a
student to read the corresponding sentence.
• Point to the ice cream, and gesture as you say: There’s a lot of
ice cream. It’s very tall! Have students mimic you. Point to the
glass, and shake your head as you say: There isn’t any water.
Have students do the same.
Answers (clockwise from bottom left) 2, 4, 3, 1
Present the Grammar (15 min.)
• Present the affirmative and negative sentences. First, have
students underline the words There’s and There isn’t in
activity 1.
• Display the flashcards for chicken, lettuce and juice on the
board. Say and have students repeat: There’s some (chicken).
Then take away the flashcard. Say and have students repeat:
There isn’t any chicken.
• Have students circle some, a lot of and any in the sentences in
activity 1. Write these sentences on the board: 1 There’s a lot of
ice cream. 2 There’s some ice cream. 3 There isn’t any ice cream.
Point to the photos on pages 52, 53 and 42–43 in turn. Read
each sentence on the board, and have students hold up fingers
for the number of the correct sentence (2, 1, 3).
2 Look and circle. (10 min.)
• Ask about the picture: What’s in this lunch? (Water, an apple,
grapes, tomatoes, lettuce, bread.) Point out the options in
orange for students to circle. Do the first item as a class, and
have students complete the rest in pairs.
A Listen and check. 86 (5 min.)
• Play Track 86 for students to listen and check their answers.
Answers 1 No, there isn’t. 2 There’s some water. 3 a lot.
T 53 Lesson 9
Present the Grammar (10 min.)
• Present questions with is there? Write on the board: Is there
any…? Ask students closed questions about the picture in
activity 2: Is there any bread? (Yes, there is.)
• Follow the same procedure with How much…?: How much
bread is there? (There is a lot of bread.)
Take the Lesson Further (10 min.)
• Reinforce what students learned in the first half of the topic
by asking about the countable foods in the picture in activity
2, including foods not shown: Are there any apples? (Yes,
there are.) How many apples are there? (There’s one.) Are
there any carrots? (No, there aren’t.)
Take the Lesson Further (25 min.)
1 Complete the activity as a class. Read each option, and have
students look at the picture and raise a hand when they hear
the correct sentence. Then have students underline.
2 Call on students to name the foods and drink and in the
picture. Read the questions and then the answers as students
follow.
Manage Your Class
• You may do the activity as a class. Ask each question, and
have students point to the food in the picture (or shake
their heads if the food is not shown). Then find the answer
as a class.
• Alternatively, do the first item as a class, and then have
students work in pairs. When pairs have finished, have
them take turns asking and answering to check.
Answers 1 1 There isn’t any water. 2 There’s some cheese. 3 There are a lot of
grapes. 2 1 a 2 c 3 f 4 e 5 b 6 d
3 Ask and answer about the foods. (15 min.)
• Read aloud the word bank for students to repeat. Explain that
students are going to ask and answer about the lunch box in
the picture.
• Read aloud the speech bubbles, and complete them with the
first item in the word bank for a student to answer: Is there
any bread? (Yes, there is.) How much bread is there? (There’s
some bread.)
• Have pairs ask and answer about the picture.
Know Your Students
• Most students will be able to ask and answer about each
food or drink in the word bank.
• Some students will be able to ask about additional foods,
such as the apple.
• Some students may prefer to do this activity as a class, with
open pairs asking and answering a question each. Each
question can be repeated more than once by different pairs.
1 Read and number
the pictures.
1 There’s some cheese.
2 There’s a lot of ice cream.
m.
3 There’s some bread.
4 There isn’t any water.
A Point and say.
2 Look and circle.
1 Is there any milk? Yes, there is. / No, there isn’t.
2 There’s some water. / There isn’t any water.
3 How much bread is there? There’s some. / a lot.
A Listen and check. 86

3 Ask and answer about the foods.

bread chicken juice lettuce milk water

Is there any…? How much … is there?

There’s some milk.

How much milk is there?
There isn’t any milk.
There’s some milk.
There’s a lot of milk.

Lesson 9 53
 From Oranges to
Orange Juice

The oranges go to a factory.

Look! There are some orange
There are a lot of oranges!
trees. Farmers pick the oranges.

There are machines in the factory. People check the oranges.

Some machines wash the oranges. There aren’t any bad
oranges now!
54 Lesson 10
 Some machines
squeeze the oranges.
Other machines put the
juice in bottles. There’s
a lot of juice!

Wow! There are seven

oranges in this bottle!

Following a Sequence
1 Listen and follow. 87
Number the steps in a
sequence in order.
2 Read the text. Number the pictures in order.

A Match the pictures with the steps.

Wash the oranges. Pick the oranges.
Check the oranges. Squeeze the oranges.

3 Talk about the pictures. There are some trees.

Lesson 10 55
 Reading
Objectives
Students will listen to an article as they follow the text and photos.
Students will number the steps in a sequence in order.
Teaching Resources
Track 87, Flashcards Topic 3; optional: oranges (enough to cut into
wedges for the class), knife, napkins, orange juice, small cups (one per
student), squirt bottles or other props
Lead in to the Lesson (10 min.)
Get Students Thinking
• Display the oranges and prompt students to describe them:
What are they? (Oranges.) What color are they? (Orange.)
How many oranges are there? Ask students if they like
oranges, and have them respond with a yum or a yuck.
• Cut each orange into wedges, and ask: How many pieces are
there? Then pour small cups of orange juice. Ask: What’s this?
(Orange juice.) Ask and have students point: Which one is a
fruit? Which one is juice? Which one do you eat? Which one
do you drink?
• Ask: How do you get juice from oranges? Demonstrate
squeezing an orange wedge into a cup. Say and have students
repeat: You squeeze it.
• Distribute orange wedges and cups of juice for students
to taste.
1 Listen and follow. 87 (20 min.)
• Have students read the title chorally, and point to the
pictures in order as students do the same to make sure they
can follow the text in order.
• Play Track 87 and have students just look at the pictures
as they listen. Reassure students that it is OK if they don’t
understand every word.
• Then have students listen again as they follow the text with
a finger. Check that students are moving their finger in the
direction of the text as they hear the words rather than
simply pointing to each section. Demonstrate if necessary.
Take the Lesson Further 87 (20 min.)
• Read the sentences for each picture as students follow.
Have students point to people and objects in the pictures
to demonstrate comprehension: trees, farmers, factory,
machines, people, bottles. Mime or point to these actions in
the pictures: pick, wash, check. Say the words for students
to repeat.
• Use the flashcards to review bottle, factory, farmer and tree.
• Then read each sentence in the text aloud for students to
repeat. Read expressively, exaggerating the intonation of the
exclamations: Look! Encourage students to imitate you.
T 54 Lesson 10
Know Your Students
• Provide more support for beginning readers by writing key
words on the board and helping students read the letter
sounds. Guide them to progress to reading full words.
• Challenge more advanced readers to read full sentences
aloud at an appropriate volume and pace.
Present the Skill (10 min.)
• Review counting by having students count to ten chorally.
Then go around the class and have students count individually,
starting over each time they reach ten.
• Remind students that steps are actions in order. Tell students
to look as you demonstrate the steps of coming into the
classroom: say one as you walk through the door, two as you
take off your coat or put down your bag, three as you sit at
your desk and four as you take out and open your book. Have
students hold up fingers for the number of each step. Repeat
the exercise, but have students chorally say the number for
each step.
2 Read the text. Number the pictures in order. (15 min.)
• Have students preview the pictures, and explain that they
should number the pictures in order according to the story.
• Give students time to read the story independently, and then
have them number the pictures. Check answers as a class by
having students point: Where’s step (1)?
Manage Your Class
• You may wish to have students read and number in pairs.
Students can take turns reading one sentence each.
It may be helpful to pair beginning readers with more
advanced readers.
• Alternatively, allow students time to read the text silently on
their own. Encourage students to raise a hand if they need
help with a word, and provide assistance as needed.
Answers 2, 3, 1, 4
A Match the pictures with the steps. (10 min.)
• Read the sentences with students, and make sure they
understand that these sentences describe the steps shown
in the pictures above. Explain that students should write the
number of the corresponding picture.
• Do the first item as a class. Model the activity: First, read
the sentence: Wash the oranges. Then find the picture (on
the left), write the corresponding step number (2) and find
and read the relevant sentence from the text: Some machines
wash the oranges.
• Have students do the remaining matching in pairs. Encourage
them to look back at the text to confirm their answers.
Answers 1 Pick the oranges. 2 Wash the oranges. 3 Check the oranges.
4 Squeeze the oranges.
3 Talk about the pictures. (15 min.)
• Read the sample in the speech bubble, and have students
point to the corresponding picture. Then pair students, and
have them point and make statements about the text. Write
sentence starters on the board if needed: There is… There
are… There aren’t any…
• Then call on students to answer questions about the pictures.
Point to specific pictures as you ask: How much (juice) is
there? How many (oranges/trees/farmers/factories/bottles/
people) are there?

Take the Lesson Further (20 min.)

Integrate Learning Styles

• To support students with a kinesthetic learning style,
have small groups demonstrate the steps for producing
orange juice. Write the steps from activity 2 on the board,
and have groups mime the actions in each one. You may
wish to provide props, such as oranges, squirt bottles of
water and bottles or cups of orange juice. Alternatively,
encourage some students to be trees, the factory, machines
and so on, while other students are farmers and workers.
• Allow students time to rehearse their motions, such as
picking fruit, driving to a factory, washing oranges, looking
closely at oranges, shopping for orange juice and drinking
orange juice. Have groups practice saying each step as they
do it. Then invite each group to perform for the class.

Lesson 10 T 55
 1 Listen and foll
follow. 88

1 2 3 4

boot food moon spoon

5 6 7 8

group soup fruit suit

A Listen and repeat. Point to the long “oo” sounds. 89

2 Listen and follow. 90

1 2 3 4

zip zoo buzz eggs

A Listen and repeat. Point to the “z” sounds. 91

3 Listen and follow. 92

1 2 3 4

chicken chips choose rich

A Listen and repeat. Point to the “ch” sounds. 93

56 Lesson 11
Phonics
Objective
Students will identify the spelling and pronunciation of words with
these sounds: long “oo,” “z” and “ch.”
Teaching Resources
Tracks 88–93, Phonics Chant 6, Phonics Flashcards Topic 3, Phonics
Worksheet 2
Lead in to the Lesson (10 min.)
Present the Sounds
• Hold up the text side of the flashcard for long “oo” and point
to the sound. Say the sound (as in boot) several times for
students to repeat. Then point to the picture and say the
word, emphasizing the target sound, for students to repeat:
boot. Do the same with the remaining sounds.
1 Listen and follow. 88 (5 min.)
• Students will hear each word sounded out and then
spoken as a whole word. Play Track 88 for students to
listen and follow.
A Listen and repeat. Point to the long “oo” sounds. 89
(5 min.)
• Students will hear the words in order. Play Track 89 for
students to listen and repeat each word. Project or display the
book and point to the first word: boot. Say the target sound
several times, pointing to the oo in boot.
• Play Track 89 again for students to point to the long “oo”
sound in each word. Point out or elicit the three spellings of
the sound: oo, ou, ui.
Answers 1 boot 2 food 3 moon 4 spoon 5 group 6 soup 7 fruit 8 suit
2 Listen and follow. 90 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 90 twice for students to listen
and follow.
A Listen and repeat. Point to the “z” sounds. 91 (5 min.)
• Students will hear the words in order. Play Track 91 for students
to listen and repeat. Follow the procedure from activity 1, using
the word zip and target sound “z.” Point out or elicit the three
spellings of the sound: z, zz, s. You may wish to remind students
that they saw another sound for the letter s in Topic 2.
Answers 1 zip 3 zoo 3 buzz 4 eggs
3 Listen and follow. 92 (5 min.)
• Students will hear each word sounded out and then spoken
as a whole word. Play Track 92 twice for students to listen
and follow.
A Listen and repeat. Point to the “ch” sounds. 93 (5 min.)
• Play Track 93 for students to listen and repeat. Follow the
procedure from activity 1, using the word chicken and target
sound “ch.”
• Point out that the addition of the t before ch does not change
the sound.
Answers 1 chicken 2 chips 3 choose 4 rich
Take the Lesson Further (20 min.)
• Divide the class into three groups and give each a flashcard.
Have groups stand up and say their sound several times for
the class to repeat. Then have each student draw and label a
picture of any word with their target sound in their notebook.
Have students show their picture to the class and say the word.
Take the Lesson Further (25 min.)
• Have students do activity 1 individually. Then say the words
as a class.
• Have students do activities 2 and 3 in pairs then report back
to the class.
Answers 3 moon, zoo, soup, food, fruit, boot, spoon
Take the Lesson Further (10 min.)
• Write other words from the lesson on the board with letters
underneath, as in activity 2 of the worksheet. Add letters
that are not in the word so that students have to find and
circle the correct letters. Have pairs come up and circle the
correct letters and then say the word for the class.
Take the Lesson Further (15 min.)
• Hold up the chant flashcard and play Phonics Chant 6. Point
to the words as students follow.
• Write the chant in large letters on the board. Play the chant
several times, and encourage students to join in as they are
able. Erase the following words and use the pictures on the
other side of the flashcard to prompt students as they chant
again: food, choose, chicken, chips, eggs, fruit.
Take the Lesson Further (10 min.)
Get Students Thinking
• Divide students into four groups, and give each group a
flashcard. Have them think of three more words they know
with their sound. Review words from Topics 1 and 2.
Know Your Students
• Strong students will be able to make suggestions without
prompts.
• Some students will need to look through their books to find
a word and make a suggestion.
• Some students may not be able to come up with any words
at all, so you may wish to provide and define some simple
words for each sound.
Lesson 11 T 56
 Listening
Objectives
Students will listen to people ordering food in a restaurant.
Students will listen and identify foods and drinks.
Students will ask for and give their own orders.
Teaching Resources
Tracks 94 and 95, Flashcards Topic 3, large pictures of new food
vocabulary (burger, pizza, sandwich), Response Cards (thumbs up/
down); optional: copies of the menu on page 57 (one per pair)
Lead in to the Lesson (10 min.)
• Divide the class into two teams, and play Board Race (see
page XVIII) with foods and drinks from the topic. Attach
flashcards to the board, picture side showing, as prompts.
Include burger, pizza and sandwich, but do not call out these
words during the game.
• Then write on the board: Would you like _____? Yes, please. /
No, thank you. Play a version of the Domino Game (see page
XVIII). Choose a menu item, and ask a student: Would you
like (juice)? Have the student answer and then ask his or her
neighbor. Continue around the room, supplying different
foods or drinks as needed.
A Listen and match. 95 (15 min.)
• Remind students of the boy’s order: What would the boy like?
(Pizza, juice and ice cream.) Then tell students to listen for
what happens next.
• Play Track 95 twice. Ask: What’s the problem? (There isn’t any
juice.) Read the columns with students, and have them listen
again to match the sentences.
• Have students act out the three lines of dialogue in pairs
to check.
Answers 1 There isn’t any juice. 2 Would you like milk? 3 Yes, please.

Present the Vocabular y (5 min.) 2 Complete your order. (10 min.)

• Remove the flashcards from the board, but leave burger, • Tell students it is their turn to order from the menu. Read
pizza and sandwich. Label these foods, and read the words the sentence with students, substituting two items from
for students to repeat. Then erase the words and point to the the menu: I’d like a burger and some milk, please. Write the
pictures for students to chorally name the foods. sentence on the board, and circle the words a and some.
• Give students time to choose two foods from the menu
Take the Lesson Further (15 min.) and complete the sentence. Make sure they use a and some
correctly.
• Have students preview and name the foods and drinks on the
page. Then challenge them to identify ingredients (lettuce, A Ask for your classmate’s order. (15 min.)
tomatoes, cheese, grapes, apple, banana, bread). • Pair students, and explain that they will do a role play in a
• Distribute response cards to help students share their
restaurant. Have a student ask you the question in the speech
opinions. Ask: Do you like burgers? Hold up the response
bubble, and respond using the order you wrote on the board.
card that is true for you, and use expressions (Yum! Yuck!) • Allow pairs time to ask for each other’s orders. Have the
and gestures to help students understand. Ask students about
server circle the foods on the menu (or a copy of the menu if
the remaining foods and drinks.
available), and have the customer check at the end that the
1 Listen and mark (✓) the boy’s order. 94 (15 min.)
server has marked the order correctly.
• Invite pairs to share their dialogues with the class.
• Read the word menu for students to repeat and elicit what it is
for (ordering food in a restaurant). Tell students that they are Take the Lesson Further (15 min.)
going to hear a boy ordering from this menu. They should listen
and mark the foods and drinks he wants. Play the track twice. Integrate Learning Styles
• To support visual learners, play Pictionary (see page XIX)
Know Your Students
with students’ orders of foods and drinks. Divide the class
• Some students will be able to mark the foods the first time
into teams. Have a student from one team come up and
and then listen again to check.
draw two items in a lunch order for the team to guess. Have
• Most students will benefit from just pointing to the foods as
teams phrase their guesses as questions: Would you
they listen the first time. Then they can listen and mark the
like (juice)?
second time.
• A few students may mark fruit. Point out that the server
asks, “Would you like fruit?” but the boy says, “No,
thank you.”

Answers pizza, juice, ice cream

Present the Skill (20 min.)

• Write on the board: What would you like? Answer for you: I’d
like some milk, please. Repeat with other students answering
the question, encouraging the class to listen for the food
each time. If students do not include a or some, restate their
answer correctly.
T 57 Lesson 12
 Menu
burger juice
e fruit

sandwich milk
ice cream

pizza waterr

Listening for Foods

What would you like?
I’d like a burger and some
milk, please.
1 Listen and mark (✓) the boy’s order. 94 Would you like pizza?
Yes, please. / No, thank you.
A Listen and match. 95

1 There isn’t any… milk?

2 Would you like… please. Foods
burger
3 Yes,… juice. pizza
sandwich
2 Complete your order.
I’d like and , please.
A Ask for your classmate’s order. What would you like? I’d like…

Lesson 12 57
 1 Listen and mark (✓) the girl’s lunch. 96

Ordering Lunch
What would you like?
I’d like a sandwich, please.
Would you like tomatoes?
Yes, please. / No, thank you.

2 Mark (✓) your order.

Sandwich Fruit Drink

bread apple apple juice
chicken banana milk
cheese grapes orange juice
ce
lettuce orange water
tomatoes

A Take your classmate’s order. Ask and mark (✓).

Sandwich Fruit Drink
bread apple apple juice
chicken banana milk
cheese grapes orange juice
ce
lettuce orange water
tomatoes

What would you like? Would you like any…?

58 Lesson 13
Speaking
Objectives
Students will order foods and drinks from a menu.
Students will role-play as customers and servers in a restaurant.
Teaching Resources
Track 96, three large labels (sandwich, fruit, drink); optional: script for
Track 96 (several copies), examples of actual children’s menus (one
per pair or small group), paper, colored pencils, small notepads or
sticky notes, video recording device
Lead in to the Lesson (10 min.)
Get Students Thinking
• Play Action Stations (see page XVIII) to help students
categorize words for foods and drinks. Post the labels in
different parts of the room. Have students move to the
correct category as you call out words from the topic,
including: apples, apple juice, bread, bananas, cheese,
chicken, grapes, lettuce, milk, oranges, orange juice, tomatoes,
water. Tell students to listen carefully for the whole word
before moving.
1 Listen and mark () the girl’s lunch. 96 (10 min.)
• Have students preview the pictures and name any foods,
drinks and ingredients that they can.
• Tell students they are going to listen to a boy and girl
pretending to be a server and a customer in a restaurant.
Have them listen carefully and mark the correct picture. Play
Track 96 twice.
• Ask questions to check comprehension: Who is ordering: the
boy or the girl? (The girl.) What does she order? (A sandwich,
an orange and apple juice.)
Answer the third picture
Present the Skill (10 min.)
• Write the following target language on the board: What
would you like? Play Track 96 again and have students raise a
hand when they hear the target language. Then say the target
language again for students to repeat. Repeat the procedure
for these expressions: I’d like…, please. Would you like…? Yes,
please. / No, thank you.
Take the Lesson Further (10 min.)
• Play Chain Reaction (see page XVIII) to give students
practice ordering foods and drinks. Use the following
expressions, including examples of a, an and some: What
would you like? I’d like (a sandwich/an apple/some milk),
please. Would you like (a banana/an orange/tomatoes)?
Yes, please. / No, thank you.
Take the Lesson Further (15 min.)
• Have pairs act out ordering the other two meals pictured in
activity 1. Tell partners to switch roles so each student has a
turn to be both server and customer.
Know Your Students
• You may wish to identify the foods and drinks in the photos
before students start.
• Some students may benefit from listening to Track 96 again
before they begin.
• Other students may find it helpful to read the transcript for
Track 96 so they can use it as a guide.
2 Mark (✓) your order. (5 min.)
• Have students look at the menu and read the foods and
drinks chorally. Tell students to mark their own order
for lunch. Students may choose several ingredients for a
sandwich, plus one fruit and one drink.
A Take your classmate’s order. Ask and mark (). (20 min.)
• Point to the menus and make sure students understand their
task: Ask your classmate. Listen. Mark your classmate’s order
on this menu.
• Read the text in the speech bubbles for students to repeat.
Demonstrate with a student, and then divide the class into
pairs. Have partners take turns asking and answering.
Take the Lesson Further (10 min.)
• Place students in new pairs or small groups, and distribute
examples of children’s menus. Have students ask and answer
about what they would order from these menus. Invite them
to share their ideas with the class.
Take the Lesson Further (30 min.)
• Have small groups create their own menu and use it to order
food and take orders in their own “restaurant.” Have students
first come up with a list of items for their menu. Remind
them to include drinks as well as foods.
• Distribute paper and colored pencils. Encourage groups to
come up with a theme or name for their restaurant. Students
can draw their ideas if they don’t know the words in English,
or you can supply vocabulary as needed. Have groups sketch
their menu and label the foods.
• Then have small groups take turns ordering. One student at
a time should be the server. He or she can jot down orders
on a notepad or sticky note, or just in their notebooks. You
may wish to have servers take only one student’s order, or
challenge them to remember several orders.
• Allow time for groups to create a short skit about ordering
food in their restaurant. Encourage groups to be creative and
include humor. Have groups perform their skits for the class.
Record them if possible and play them back for students
to watch.
Lesson 13 T 58
 Project
Objectives
Students will plan and make their lunch.
Students will describe and compare their lunches.
Teaching Resources
Track 97, Digital Vocabulary Poster 3, Flashcards Topic 3, paper (one
sheet per student), colored pencils, real or toy ingredients for lunches
(lettuce, carrots, tomatoes, cheese, bread, chicken and so on), real or
toy utensils, napkins, camera
Lead in to the Lesson (10 min.)
• Display the poster, and tell students to pretend they are going
shopping for their school lunch. Call on students to point
to and name foods and drinks they would like, and one they
would not like. Have other students raise a hand if they agree.
Present the Project (5 min.)
• Ask several students: Do you make your own lunch at home?
Then read the entry aloud to the class. Explain that students
will choose foods and drinks for their lunch. Tell students
that they will have a chance to make their lunch at the end of
the lesson.
Take the Lesson Further (10 min.)
• Have students preview the pictures. Read the words salad
and sandwich for students to repeat as they follow the text
with a finger. Say and have students complete: In a salad,
there’s a lot of (lettuce). In a sandwich, there are two pieces of
(bread). Have students identify other ingredients. Ask: Which
ones are in the salad and the sandwich? (Cheese, tomatoes.)
1 Look and listen. Write Chris or Sara. 97 (10 min.)
• Play Track 97, and have students listen and check off
ingredients as they hear them. Then point out the names.
Play the track again, and have students listen to find out who
each lunch belongs to.
Answers 1 Sara 2 Chris
2 Plan your lunch. (25 min.)
1 Explain that students can choose either a salad or a sandwich
for lunch. Read the sentence and the options. Have students
circle their choice.
2 Ask students to list the ingredients in their salad or sandwich.
To help students recall foods and drinks, display the poster
or flashcards, or allow them to look back through the topic
for ideas.
3 Encourage students to add any fruit from the lesson or to ask
you if they have another favorite fruit and they don’t know
the name.
4 Have students list a drink from the topic or another
they know.
T 59 Lesson 14
Know Your Students
• Most students should be able to write the words for the
foods and drinks they would like. Supply vocabulary
as necessary.
• Some students may be able to write their answers to
questions 3 and 4 as full sentences.
• A few students may need guidance in both choosing and
writing their foods and drinks.
A Draw your lunch. Write the ingredients. (30 min.)
• Distribute paper and colored pencils. Have students draw
their lunch and write the ingredients. Encourage students to
use the samples in activity 1 as models.
• Have students exchange papers in pairs or small groups
and check that all the listed ingredients are included in the
pictures.
3 Now make your lunch! (60 min.)
Manage Your Class
• You may wish to help individual students make their lunches
with real or toy ingredients.
• Alternatively, have students work in pairs or small groups to
help each other make their lunches.
• To keep the activity (and cleanup) manageable and to
minimize the quantities of ingredients needed, you could
group students according to the type of lunch they chose—
salad or sandwich—and have them make one lunch at a
time, reusing ingredients as necessary. Have them take a
photo of each lunch to display later.
• At the end of the lesson, allow students to eat (or pretend to
eat) the lunches they made.
Topic 3
What’s for lunch?
1 Tell your classmates about your lunch. Ask and
answer. (15 min.)
• Have each student present his or her lunch. Students could
share their drawings and lists of ingredients, or they could
share a photo of the lunch they made. Encourage students to
ask questions about the ingredients. Model questions using
the speech bubbles: Are there any grapes? Is there any bread?
2 How are your lunches similar? (15 min.)
• Have students display their lunches or pictures of the lunches
around the room, and give the class a few minutes to walk
around and look at them. Have students take their list of
ingredients with them to help them compare their own lunch
with the others.
• As a class, list the most common foods and drinks. Discuss
how many students chose salads and how many chose
sandwiches. Ask students if they would like to “trade”
lunches with any of their classmates—and if so, which foods
and drinks made them want to trade.
1 Look and listen. Write Chris or Sara. 97

1 Myy Salad 2 My Sandwich

lettuce tomatoes b d
bread llettuce
tt
carrots cheese cheese tomatoes

2 Plan your lunch.

Make Your Own Lunch
1 What’s for lunch? A salad. / A sandwich. Plan your lunch. Write and
2 I need draw the foods and drinks.
Then make your lunch!
.
3 Would you like any fruit?
4 What would you like to drink?
A Draw your lunch. Write the ingredients.
3 Now make your lunch!

To p i c 3 1 Tell your classmates

ab out

your lu nch. Ask and answer.

Is there any…?
Are there any…?

s si milar?
2 How are your lunche
Lesson 14 59
 adjective – adj. noun – n. plural – pl. verb – v.

afternoon (n.) the time

of day from noon to
about 5 p.m.

banana (n.) a long

curved yellow fruit

bedroom (n.) a room

apple (n.) a round where you sleep
green, yellow or red
fruit

bathroom (n.) a room

where you wash your
hands, take a shower
bike (n.) a vehicle with
and so on
two wheels
backpack (n.) a bag
with shoulder straps

black (adj.) the color of

bear (n.) a big brown,
ball (n.) a round object night
black or white
used in a sport or mammal
game

168 Glossary
blond (adj.) the color
box (n.) a container
of yellow hair brother (n.) a male
sibling; the opposite
of sister

blue (adj.) the color of boy (n.) a young male

the sky person
brown (adj.) the color
of chocolate
burger (n.) a meat
patty in a bread roll

bread (n.) a food made

board (n.) a big surface from flour and water
where a teacher
writes

butterfly (pl. butterflies)

(n.) an insect with big
breakfast (n.) the first colorful wings
book (n.) a lot of pages meal of the day
of text or pictures
between covers
Glossary 169
 cave (n.) an China (n.) a big
calm (adj.) not nervous
underground country in East Asia
or angry
chamber Chinese (adj.) the
nationality of people
from China
Chinese (n.) a
language of China
car (n.) a vehicle with
four wheels for a few
people chair (n.) a seat for one
person

classroom (n.) a room

carrot (n.) a long at school for lessons
orange vegetable cheese (n.) a yellow or
white food made from
milk

cat (n.) a common pet

chicken (n.) meat of clean your room (v.) to
related to lions
a common domestic make your bedroom
bird tidy and free from dirt
170 Glossary
 cucumber (n.) a long
computer (n.) an green vegetable
deer (pl. deer) (n.) a
electronic machine
big forest animal that
for work and study
eats plants
computer game (n.) a
game on a computer
or console

curly (adj.) not straight

desk (n.) a table in a

classroom

cook (v.) to prepare

food in an oven or on
dad (n.) a male parent;
a stove
father
dinner (n.) the last
meal of the day

crocodile (n.) a big

dancing (n.) an activity
reptile with a big
of moving your body
mouth and sharp
to music do your homework (v.)
teeth
to do schoolwork at
home

Glossary 171
 evening (n.) the time
of day from about
5 p.m. to 9 p.m.

dog (n.) a common pet

related to wolves
dress (n.) clothing that
covers the body and
part of the legs
eye (n.) a body part for
seeing
father (n.) a male
parent; dad

drink (v.) to consume a

liquid
doll (n.) a toy in the
form of a person

fish (pl. fish) (n.) an

animal that lives and
breathes in water
eat (v.) to consume five (n.) the number 5
food
drawing (n.) an activity eight (n.) the number 8
of making a picture
with pencils

forest (n.) a big area

with a lot of trees
eraser (n.) a classroom
object for removing four (n.) the number 4
pencil marks
172 Glossary
Friday (n.) the sixth
day of the week

girl (n.) a young

female person grandmother (n.)
the mother of your
friend (n.) a person not mother or father
in your family who
you like

go to bed (v.) to
prepare to sleep in
your bedroom grape (n.) a small
round green or
funny (adj.) describing purple fruit
someone or
something that
makes you laugh

go to school (v.) to
travel to school
grass (n.) a thin plant
common in gardens
and savannas

giraffe (n.) an African

animal with a long
neck and long legs grandfather (n.) the
father of your mother green (adj.) the color
or father of grass and leaves

Glossary 173
 leaf (n.) (pl. leaves) a
hair (n.) thin natural flat green part of a
hunt (v.) to chase and
material that covers tree
kill an animal for food
the head

ice cream (n.) a cold lettuce (n.) a green

hat (n.) clothing that vegetable with big
sweet food made
covers the head leaves
from milk

hide (v.) to go where lion (n.) a big yellow

juice (n.) a drink made
others cannot see African wild cat that
from fruit
you hunts other animals

hippo (n.) a big gray kitchen (n.) a room

live (v.) to have a home
African animal that where you prepare
in a certain place
lives in a river food

174 Glossary
 mother (n.) a female
parent; mom

living room (n.) a room make breakfast (v.) to

at home where you prepare the first meal
mouse (n.) (pl. mice) a
relax of the day
small forest animal
with a long tail

long (adj.) not short milk (n.) a white drink

produced by female movie (n.) a long story
mammals on television or in a
theater

loud (adj.) making a lot

of noise
mom (n.) a female nice (adj.) describing a
parent; mother person who acts like
Monday (n.) the a friend
second day of the night (n.) the time of
week day when there is
morning (n.) the time no light
lunch (n.) a meal in the
of day from about nine (n.) the number 9
early afternoon
6 a.m. to noon

Glossary 175
 one (n.) the number 1

onion (n.) a round pants (n.) clothing with pick up toys (v.) to
vegetable with a separate parts for move toys from the
strong smell and each leg floor to their place
taste

pen (n.) a classroom

object for writing and
coloring pizza (n.) a round, flat
food covered with
orange (n.) a round
cheese and other
citrus fruit with
toppings
orange skin
orange (adj.) the color pencil (n.) a classroom
of an orange object for writing and
drawing

potato (n.) a round

vegetable that grows
under the ground

pepper (n.) a red,

painting (n.) an activity
green or yellow
of making a picture
vegetable that is
with paints
not solid purple (adj.) a mix of
the colors red and
blue
176 Glossary
 shoe (n.) clothing that
covers your foot
reading (n.) an activity Russia (n.) a big
of understanding a country in the north
text of Europe and Asia
Russian (adj.) the
nationality of people
from Russia
Russian (n.) a
short (adj.) not long
red (adj.) the color language of Russia
or tall
of blood or some
tomatoes

sandwich (n.) a snack

food of bread and
other ingredients singing (n.) an activity
Saturday (n.) the of making music with
seventh day of the the voice
river (n.) water flowing
week
in a channel over
land seven (n.) the number 7

ruler (n.) a classroom sister (n.) a female

object for measuring shirt (n.) clothing with sibling; the opposite
and drawing straight buttons that covers of brother
lines the body
Glossary 177
 straight (adj.) not curly

Spain (n.) a country in

sit (v.) to rest on a chair southern Europe
six (n.) the number 6 Spanish (adj.) the
nationality of people
from Spain strong (adj.) able to
Spanish (n.) a move heavy things
language of Spain student (n.) a person
who studies at school
sleep (v.) to rest at
Sunday (n.) the first
night in your bed
day of the week

snake (n.) a long speak (v.) to

T-shirt (n.) clothing with
reptile with no legs communicate by
short sleeves that
saying words
covers the body

sport (n.) a game that

requires skill, speed
sofa (n.) a long soft
or strength take a shower (v.)
chair for two or more
to wash your body
people
under water in the
bathroom
178 Glossary
 use the computer (v.) wear (v.) to cover the
to work, study or play body with clothing
on a computer Wednesday (n.) the
fourth day of the
week
tall (adj.) not short
teacher (n.) a person
who gives lessons to wake up (v.) to stop
students in a school sleeping
ten (n.) the number 10 wolf (n.) (pl. wolves) a
three (n.) the number 3 big wild dog that lives
in a forest
Thursday (n.) the fifth
day of the week work (v.) to do a job

wash the dishes (v.)

to clean plates, cups
and so on

tomato (n.) a red or

green vegetable yard (n.) the outside
area of a house
yellow (adj.) the color
watch TV (v.) to see a of the sun
program on television

tree (n.) a big plant

with a thick trunk and
green leaves
Tuesday (n.) the third water (n.) a clear zebra (n.) an African
day of the week liquid for drinking wild horse with black
two (n.) the number 2 and washing and white stripes
Glossary 179
To p ic 1 What English do I know?
1 Look and match.
one nine five

four two seven

six three
ten eight

2 Look, read and color.

1 two boys

2 one girl

3 six students

4 three teachers

A1 Vocabulary Worksheet 1 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 1 What English do I know?
1 Look and circle.

I / she He’s a boy.

he / we I’m a student.

I / you She’s a girl.

she / he You’re a teacher.

she / he We’re students.

A Look again and match.

Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Grammar Worksheet 1 A2
To p ic 1 What English do I know?
1 Trace the letters. Say the beginning sounds.

1 Pam 3 map 5 mat

2 pat 4 tap 6 Kat
A Say the words.
2 Trace the letters. Say the ending sounds.

1 Pam 3 map 5 mat

2 pat 4 tap 6 Kat
A Say the words.
3 Trace and write.

1 mat mat 4 tap tap

2 map map 5 Kat Kat
3 pat pat 6 mat mat
A Say the words.
4 Listen and follow. Color the correct sound.

1
Kat pat Pat 3 5

2
map mat tap 4 6

A Say the words.

A3 Phonics Worksheet 1 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 1 What English do I know?
1 Read and color.

1 blue 2 green 3 purple

4 orange 5 red 6 yellow

2 Look and color.

1 6 6 2 2 2 2 2

6 2
3
6 3
1

1 6 3

6 2 2
1 3
6 2
1

6 2
2
6
6 2

pen / pencil chair / desk

6
3 2 2
2
4
2
6 5 6
4 6
4
6 5
4 2 2
6
2
2 4 5
4 2 5
4
2
5 5 6
5 5
2 4 6 6
2
6
2

book / chair chair / desk

A Look and circle.

Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Vocabulary Worksheet 2 A4
To p ic 1 What English do I know?
1 Look, read and match the words with the pictures.

They’re chairs. It’s a chair.

one chair three chairs

2 Look and complete the questions.

are is it they

1 What are ? 2 What it?

It’s / They’re desks. It’s / They’re a book.

3 What is ? 4 What they?

It’s / They’re a pencil. It’s / They’re pens.
A Read and circle the answers.
A5 Grammar Worksheet 2 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 1 What English do I know?
1 Say the words. Circle the letters.
1 mop 2 dot 3 pen 4 pod

a d p a t p n o t p m e d p t
n o e m o d m a e n o a m

2 Color the letters. Write the letters to complete the words.

en et d t

d po
ot n pe
te
o n
p
d
d
A Say the words.
3 Listen and follow. Write e or o.
1 2 3 4

d t t n p d p n
5 6 7 8

d n n d n t m p
A Say the words.
Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Phonics Worksheet 2 A6
To p ic 2 What’s in my school?
1 Look and color.
backpack = red computer = blue pencil = yellow
board = green eraser = pink ruler = orange
box = brown pens = purple desk = black

2 Look and circle.

1 2

bathroom / classroom bathroom / classroom

A7 Vocabulary Worksheet 1 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 2 What’s in my school?
1 Look and match.

1 Where is the a It’s on the desk.

computer? b She’s on the
2 Where are the chair.
flowers? c They’re next to
3 Where is the girl? the computer.

2 Read and draw.

1 2

The pens are in the box. The eraser is next to the pencil.
3 4

The ruler is on the desk. The box is under the chair.

Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Grammar Worksheet 1 A8
To p ic 2 What’s in my school?
1 Trace the letters. Say the beginning sounds.

1 Ben 3 bell
2 good 4 leg
A Say the words.
2 Trace the letters. Say the ending sounds.

1 dog 3 tall
2 egg 4 ball
A Say the words.
3 Trace the letters. Say the middle sounds.

1 book 3 put
2 look 4 good
A Say the words.
4 Trace and write.

1 bat bat
2 tag tag
3 look look
4 good good
A Say the words.
A9 Phonics Worksheet 1 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 2 What’s in my school?
1 Look and complete.
1 2 3

He’s ice. She’s trong. He’s lou .

1 2 3

4 5

She’s ca m. He’s unny. She’s all. He’s sho t.

4 5 6 7

A Look and write.

They’re
ie !
5 7 1 3 2

A Read and mark (✓) the correct picture.

Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Vocabulary Worksheet 2 A 10
 To p ic 2 What’s in my school?
1 Read and match the questions.

1 What’s your… are you? 1 My name Ken.

2 How old… you nice?

2 I five years old.

3 Are… name?

3 No, I .

A Read and complete the answers.

’m ’m not ’s

2 Match and make three questions.

What’s Are you

your
How are old
you? calm?
name?

A Write the questions.

A Ask and answer with a classmate.

A 11 Grammar Worksheet 2 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 2 What’s in my school?
1 Trace the letters. Say the sounds.

1 can 3 rat 5 mess

2 back 4 six 6 bus
A Say the words.
2 Look and complete the words.
1 2 3

am s n ock
4 5 6

ock at b s
A Say the words.
Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Phonics Worksheet 2 A 12
 To p ic 3 What’s for lunch?
1 Look, read and
dmmatch.

1 ca ions

2 or rrots

3 ap ples

4 on anges

2 Read and circle.

1 2

nine grape / grapes one tomato / tomatoes

3 4

one banana / bananas three potato / potatoes

A Read and draw.
A 13 Vocabulary Worksheet 1 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 3 What’s for lunch?
1 Read and circle.

1 There aren’t any / some

oranges.
2 There is / are six apples.
3 There are any / some
tomatoes.
4 There aren’t any / some
onions.
5 There is / are a banana.

A Read and mark (✓ or ✗). Then cut and paste three pictures.

2 Read, look and match.

1 Are there any grapes? a There’s one.
2 How many bananas are there? b No, there aren’t.
3 Are there any oranges? c Yes, there are.
Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Grammar Worksheet 1 A 14
 To p ic 3 What’s for lunch?
1 Trace the letters. Say the sounds.

1 fan 3 win 5 kick

2 hat 4 laugh 6 wheel
A Say the words.
2 Color the “i” sounds.

big milk sit

A Say the words.
3 Color the letters. Write the letters to complete the words.

f an
oot h op
oney w ater
in

A Say the words.

A 15 Phonics Worksheet 1 Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 3 What’s for lunch?
1 Look and write.

chicken juice milk lettuce

1 2 3 4

2 Use the code to mark.

✓ = You can count. ✗ = You can’t count.
1 2 3

bananas bread cheese

4 5 6

ice cream oranges water

Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Vocabulary Worksheet 2 A 16
 To p ic 3 What’s for lunch?
1 Look and underline.
1 There’s some water.
There isn’t any water.
2 There’s some cheese.
There isn’t any cheese.
3 There are some grapes.
There are a lot of grapes.

2 Look and read. Match the questions

ns with the answers.

1 Is there any cheese? a Yes, there is.

2 Is there any milk?
3 How much bread is there?
4 How many apples are there?
5 Are there any carrots?
6 Are there any tomatoes?
A 17 Grammar Worksheet 2
b Yes, there are.
c No, there isn’t.
d No, there aren’t.
e There are two apples.
f There’s some bread.
Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
To p ic 3 What’s for lunch?
1 Trace the letters. Say the sounds.

1 moon 3 soup 5 zoo

2 buzz 4 chips 6 suit
A Say the words.
2 Say the words. Circle the letters.
1 food 2 soup 3 eggs 4 pitch

d u a s o g h d
p o o p n o e b g p t o
e f u z s i i c

3 Find a path to the finish. Connect the words with long “oo” sounds.

• • • •
moon zoo soup bed

• • • •
chips fizz food off

• • • •
spoon boot fruit fan

A Say the words with long “oo” sounds.

Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Phonics Worksheet 2 A 18
 Track 1 Track 9
Compass Language Log Starter Level. Copyright, 1 K a t; Ka t; Kat
Richmond Publishing, 2019. 2 P a t; Pa t; Pat

Track 2 Track 10
Narrator: student; He’s a student. 1 Kat
chair; It’s a chair. 2 Pat
desk; It’s a desk. 3 Pam
pencil; It’s a pencil.
teacher; She’s a teacher.
Track 11
She’s Pam.
Track 3 He’s Pat.
Teacher: Let’s count! Ready? She’s Kat.
Class: One. Two. Three. Four. Five. Six. Seven. Eight.
Nine. Ten.
Track 12
1 m a p; ma p; map
Track 4 2 m a t; ma t; mat
1 One teacher. 3 t a p; ta p; tap
2 Three girls—one, two, three. 4 p a t; pa t; pat
3 One boy.
4 Four students—one, two, three, four.
Track 13
tap, map, pat, mat
Track 5
Teacher: I’m a teacher. You’re a student.
Track 14
Pam, tap, Pat, Kat, map, mat
Girl 1: He’s a boy.
Boy 1: She’s a girl. Track 15
Teacher, two girls and two boys: 1 Girl: In this picture, there are three students.
We’re a class. Boy: Yes, three girls. They’re playing!
2 Girl: Look! How many students are in this class?
Track 6
Boy: Let’s count! One, two, three, four, five, six. Six
Captain: “The Captain and Davy”
students. Three boys and three girls.
Hello. I’m the Captain. It’s nice to meet you!
Girl: And look! There are two teachers!
Davy: Hi. I’m Davy. I’m a boy.
Boy: Wow!
Captain: No, you’re a parrot!
3 Girl: This is me at soccer practice. And that’s my teacher.
Look! It’s our ship.
Boy: How many players are on your team?
Davy: Compass!
Girl: There are six players. Two boys and four girls,
Six boxes. Check! One, two, three bags. Check! And your
including me.
mat. Check!
4 Teacher: Are you all here? Eight students: one, two, three,
Goodbye, boys! Goodbye, girls! Goodbye, parrots!
four, five, six, seven, eight. Good! And one teacher: me!
Captain: Let’s go!

Track 7
a, k, m, p, t

Track 8
t, m, a, p, k

A19
Track 16 Track 22
1 It’s my class. One, two, three, four, five students: one boy 1 Teacher: What is it?
and four girls. And one teacher. Boy: It’s a chair.
2 They’re my friends! Tom, Jo, Kat, Pam and Pat. Two boys Teacher: What color is it?
and three girls! Boy: It’s green.
2 Teacher: What are they?
Track 17 Boy: They’re books.
1 Teacher: Hello!
Teacher: What color are they?’
Ana and Carlo: Hi, Mr. Ramirez!
Boy: They’re blue.
2 Teacher: Goodbye, Ana! Goodbye, Carlo!
Ana and Carlo: Goodbye, Mr. Ramirez! Track 23
Narrator: “Art Class”
Track 18 Two boys and two girls: We’re students. Art is fun!
1 Carlo: Hi! I’m Carlo.
Boy 1: They’re models. Look! It’s a person. It’s red.
2 Ana: Hello! I’m Ana. It’s nice to meet you!
Girl 1: It’s a painting. It’s a dinosaur. It’s green.
Track 19 Girl 2: It’s paper. It’s a flower. It’s purple.
I’m Karla. I’m a girl. I’m six. I’m a student. Boy 2: They’re pencils. Look at all the colors!
Teacher: What is it?
Track 20 Girl 1: It’s a taxi. It’s yellow. He’s a boy. She’s a girl.
Red. Orange. Yellow. Green. Blue. Purple.
Red. Orange. Yellow. Green. Blue. Purple. Track 24
Red. Orange. Yellow. Green. Blue. Purple. d, e, n, o
Look! I see a rainbow!
Track 25
What color is it? (Red. Red.) o, n, d, e
What color is it? (Orange. Orange.)
Track 26
What color is it? (Yellow. Yellow.)
1 d e n; de n; den
Let’s sing all the colors.
2 n e t; ne t; net
Red. Orange. Yellow. Green. Blue. Purple. 3 d o t; do t; dot
Red. Orange. Yellow. Green. Blue. Purple. 4 n o d; no d; nod
Red. Orange. Yellow. Green. Blue. Purple.
Track 27
Look! I see a rainbow!
1 den
What color is it? (Green. Green.) 2 pen
What color is it? (Blue. Blue.) 3 net
What color is it? (Purple. Purple.) 4 ten
Let’s sing all the colors. 5 dot
6 nod
Track 21 7 mop
1 It’s a book. It’s purple. 8 pod
2 It’s a pencil. It’s green.
3 It’s a pen. It’s blue.
4 It’s a desk. It’s yellow.
5 It’s a chair. It’s red.

Transcripts A20
 Track 28 Girl: They’re books.
net, ten, pen, dot, den, mop, pod, nod Teacher: What color are they?
Girl: They’re red.
Track 29 Teacher: Yes! Let’s count them. Ready?
1 Boy: What are they?
Teacher and several children: One, two, three.
Girl: They’re books.
Boy: What color are they? Track 32
Girl: They’re orange. board; It’s a board.
2 Girl: What is it? eraser; It’s an eraser.
Boy: It’s a desk. ruler; It’s a ruler.
Girl: What color is it? backpack; It’s a backpack.
Boy: It’s purple. bathroom; It’s a bathroom.
3 Boy: What are they?
Girl: They’re pens.
Track 33
Boy and Girl: It’s a classroom!
Boy: What color are they?
1 bathroom
Girl: They’re blue.
Girl: It’s a sign for the bathroom.
4 Girl: What is it?
2 board
Boy: It’s a chair.
Boy: It’s a board.
Girl: What color is it?
3 computer
Boy: It’s yellow.
Girl: It’s a computer.
Track 30 4 eraser
Teacher: Let’s play a game! Choose an object. Your Boy: It’s an eraser.
classmate asks questions, and you answer. Go! 5 ruler
Girl: OK. Me first. I see an object. Girl: It’s a ruler.
Boy: Hmm. What is it? 6 backpack
Girl: It’s a desk. Boy: It’s a backpack.
Boy: What color is it? 7 box
Girl: It’s green. Girl: It’s a box.
Boy: I see it!
Girl: Your turn.
Track 34
Boy: Where’s my backpack?
Boy: I see two objects.
Mom: It’s under the chair.
Girl: OK. What are they?
Boy: Where are my pencils?
Boy: They’re chairs.
Mom: They’re on the desk.
Girl: What color are they?
Boy: OK. Where’s my ruler?
Boy: They’re red.
Mom: It’s next to the computer.
Girl: I see them!
Boy: Great! Where’s my eraser?
Track 31 Mom: It’s in your backpack! Hurry, it’s time for school!
Teacher: Class, please look at this object. What is it?
Boy: It’s a pencil.
Teacher: Correct! What color is it?
Boy: It’s orange.
Teacher: Very good! Now look at these objects. What
are they?

A21 Transcripts
Track 35 Track 42
Captain: “The Big Storm” 1 b oo k; boo k; book
Davy: Look, Captain! 2 g oo d; goo d; good
Captain: What is it? 3 l oo k; loo k; look
Davy: It’s a big storm! 4 p u t; pu t; put
Captain: Oh, no! My chair! My books! My boxes! My hat!
Where’s Davy? He’s not on my chair.
Track 43
1 book
He’s not under the desk. He’s not in the boxes. Is he next to
2 good
the books? No, he’s not! Davy! Where are you?
3 look
Oh! He’s under my hat! Hello, Davy!
4 put
Track 36
1 d o g; do g; dog
Track 44
Boy: Hi, Mrs. Boon!
2 e gg; egg
Teacher: Hello, Max! How are you?
3 g a p; ga p; gap
Boy: I’m OK!
4 t a g; ta g; tag
Teacher: Is that a new backpack?
Track 37 Boy: Yes! All my things are in it. Look! Paper, pencils, erasers,
1 dog um… What’s this in English?
2 egg Teacher: It’s a ruler!
3 gap Boy: Oh, right! A ruler. Thanks!
4 tag Teacher: And where are your books, Max?
Boy: They’re in my backpack, too!
Track 38
1 b a g; ba g; bag Track 45
2 b a t; ba t; bat Boy: Oh, no! My backpack!
3 b e d; be d; bed Girl: I can help you. Here. Is this your pencil?
4 B e n; Be n; Ben Boy: No, it isn’t. My pencil is red.
Girl: Oh, here it is. Are these your pens?
Track 39 Boy: Yes, they are. Thank you! And where are my erasers?
1 bag
Girl: Hmm… Oh! They’re under the chair.
2 bat
Boy: Thanks!
3 bed
Girl: Where’s your book?
4 Ben
Boy: It’s not in my backpack. It’s on my desk!
Track 40 Track 46
1 b a ll; ba ll; ball
Teacher: Let’s play a game. Repeat the objects and add one
2 b e ll; be ll; bell
more. What’s in your backpack?
3 l e g; le g; leg
Girl 1: My ruler is in my backpack.
4 t a ll; ta ll; tall
Boy 1: My ruler and my pencils are in my backpack.
Track 41 Girl 2: My ruler, my pencils and my pens are in
1 ball my backpack.
2 bell Boy 2: My ruler, my pencils, my pens and my paper are in
3 leg my backpack.
4 tall Girl 3: My ruler, my pencils, …um…I don’t know!
Teacher: OK, let’s play again…

Transcripts A22
 Track 47 Girl: Are you loud?
Boy: Where are the pencils? Boy: Yes, I am!
Girl: They’re next to the books. Girl: Sing and shout!
Boy: Where’s the ruler? Girl: Are you loud?
Girl: It’s on the book. Boy: Yes, I am!
Girl: Sing and shout!
Track 48 Boy and Girl: We are different, but we’re friends. Let’s sing
Teacher: Look at the form. Let’s do it together… Name.
our song again.
What’s your name?
Girl: Are you loud?
Boy: Sam.
Boy: Yes, I am!
Teacher: Age. How old are you?
Girl: Sing and shout!
Boy: I’m six.
Teacher: School. What school are you in? Boy: Are you calm?
Boy: Bell Academy. OK. What’s next? Girl: Yes, I am!
Teacher: Class. What class are you in? Boy: Say “shh!”
Boy: 1A. Boy: Are you calm?
Teacher: Good. Now… Teacher. What’s your Girl: Yes, I am!
teacher’s name? Boy: Say “shh!”
Boy: Your name is Mrs. Willis! Boy and Girl: We are different, but we’re friends. Let’s sing
Teacher: Yes! OK, now write it out. our song again.
Boy: Thanks, Mrs. Willis! Boy: Are you calm?
Girl: Yes, I am!
Track 49 Boy: Say “shh!”
Boy: Are you funny?
Girl: Yes, I am! Girl: Are you strong?
Boy: Make a face. Are you funny? Boy: Yes, I am!
Girl: Yes, I am! Girl: Flex your arms!
Boy: Make a face. Girl: Are you strong?
Boy and Girl: We are different, but we’re friends. Let’s sing Boy: Yes, I am!
our song again. Girl: Flex your arms!
Boy: Are you funny? Boy and Girl: We are different, but we’re friends. Let’s sing
Girl: Yes, I am! our song again.
Boy: Make a face! Girl: Are you strong?
Boy: Yes, I am!
Girl: Are you nice?
Girl: Flex your arms!
Boy: Yes, I am!
Girl: Wave your hand! Boy: Are you short?
Girl: Are you nice? Girl: Yes, I am!
Boy: Yes, I am! Boy: Get down low!
Girl: Wave your hand! Boy: Are you short?
Boy and Girl: We are different, but we’re friends. Let’s sing Girl: Yes, I am!
our song again. Boy: Get down low!
Girl: Are you nice? Boy and Girl: We are different, but we’re friends. Let’s sing
Boy: Yes, I am! our song again.
Girl: Wave your hand! Boy: Are you short?

A23 Transcripts
Girl: Yes, I am! Track 53
Boy: Get down low! Narrator: “What’s in a Book?”
Look! It’s a book. What’s in a book?
Boy: Are you tall?
What’s this? It’s the cover. Read the title.
Girl: Yes, I am!
Girl: My dog.
Boy: Reach up high!
Narrator: Open the book. They’re pages. Find page one.
Boy: Are you tall?
What’s on page two? Look! It’s a picture.
Girl: Yes, I am!
They’re words. Count the words. One, two. Two words.
Boy: Reach up high!
Girl: dog, house
Boy and Girl: We are different, but we’re friends. Let’s sing
Narrator: It’s a sentence. One sentence. Let’s read!
our song again.
Girl: My dog is tall!
Boy: Are you tall?
Girl: Yes, I am! Track 54
Boy: Reach up high! 1 c a n; ca n; can
2 c a p; ca p; cap
Track 50 3 c a t; ca t; cat
1 She’s short and strong!
4 b a ck; ba ck; back
2 He’s tall and funny.
Track 55
Track 51 1 can
Teacher: Hello! Welcome to our class! What’s your name?
2 cap
Boy: My name’s Joe.
3 cat
Teacher: How old are you?
4 back
Boy: I’m six.
Teacher: What are you like? Are you funny? Track 56
Boy: Yes, I am! 1 r a m; ra m; ram
Teacher: Are you tall? 2 r a t; ra t; rat
Boy: No, I’m not. 3 r o ck; ro ck; rock
4 wr i te; wri te; write
Track 52
Teacher: Hi! What’s your name? Track 57
Girl: My name’s Pam. 1 ram
Teacher: How old are you? 2 rat
Girl: I’m six. 3 rock
Teacher: Are you strong? 4 write
Girl: Yes, I am.
Teacher: Are you calm?
Track 58
1 s e ll; se ll; sell
Girl: No, I’m not!
2 s i x; si x; six
3 s o ck; so ck; sock
4 m e ss; me ss; mess

Track 59
1 sell
2 six
3 sock
4 mess

Transcripts A24
 Track 60 Track 66
1 b u s; bu s; bus Teacher: OK, let’s start. Eric?
2 d u ck; du ck; duck Boy: My teacher says, “Wash your hands!” Ready?
3 r u n; ru n; run Wash your hands!
4 s u n; su n; sun Teacher: Good! I say that a lot! It’s important.
Who’s next? Mia?
Track 61 Girl: My teacher says, “Be nice!” Look. There are two
1 bus
students. They’re nice!
2 duck
Teacher: Excellent, Mia! Ready, class? Let’s do it.
3 run
Girl: Be nice! Smile!
4 sun
Teacher: You’re all nice! Next, please. Nate?
Track 62 Boy 2: I’m Nate. My teacher says, “Sit on your chair.”
Teacher: Find your books… Ready? Look at your book. Teacher: Yes, I say that!
Read the title. Amy? Boy 2: Ready? Sit on your chair!
Girl: Com… Com-pass. Compass! Teacher: Very good, everyone!
Teacher: Good! The title is Compass. Now, open your book.
Track 67
Find page eight. Ready? Point to a picture. What is it?
Sandwich; It’s a sandwich.
Track 63 Grapes; They’re grapes.
Teacher: Find page ten. Ready? Point to a picture. What is Water; It’s water.
it? Dan? Carrots; They’re carrots.
Boy: It’s a parrot!
Track 68
Teacher: Good. Find his name. What’s his name?
1 tomato
Class: Davy!
Girl: It’s a tomato.
Teacher: Let’s read the sentences.
2 orange
Class and Teacher: “Hi! I’m Davy. I’m a boy.” “No, you’re a
Boy: It’s an orange.
parrot!”
3 apple
Track 64 Girl: It’s an apple.
Teacher: Let’s learn about each other. Find a partner. 4 banana
Here’s a form. Boy: It’s a banana.
Girl: Thanks. OK… What’s your name? 5 carrot
Boy: I’m Ted. Girl: It’s a carrot.
Girl: How old are you? 6 onion
Boy: I’m six. Boy: It’s an onion.
Girl: Are you calm? 7 potato
Boy: No, I’m not. Girl: It’s a potato.
Girl: Are you loud? 8 grape
Boy: Yes, I am. Boy: It’s a grape.

Track 65
Teacher: OK, Kat. Please introduce your classmate.
Girl: OK. Um, this is Ted. He’s six. … He’s not calm.
He’s loud!
Teacher: Nice to meet you, Ted!

A25 Transcripts
Track 69 Track 74
The grape is green. 1 b i g; bi g; big
The banana is yellow. 2 f i ll; fi ll; fill
The tomato is red. 3 m i l k; m ilk; milk
The apple is red, too. 4 s i t; si t; sit
The orange is orange.
The potato is yellow.
Track 75
1 big
The onion is purple.
2 fill
The carrot is orange and green.
3 milk
Track 70 4 sit
Boy: How many oranges are there?
Seller: There’s one orange.
Track 76
1 h a t; ha t; hat
Boy: Are there any grapes?
2 ho n ey; ho ney; honey
Seller: Yes, there are. There are some bananas, too.
3 h o p; ho p; hop
Boy: No! There aren’t any bananas! But there’s a monkey!
4 wh o; who
Seller: Oh, no!

Track 71 Track 77
1 hat
Captain: “What’s for lunch?”
2 honey
Davy: I’m hungry! What’s for lunch?
3 hop
Captain: I’m busy. Go and look!
4 who
Davy: OK!
There are seeds! Yum! There’s an insect! Yum! Track 78
Look, Captain! It’s lunch! 1 w a t er; wa ter; water
Captain: Seeds! Insects! Yuck! 2 w i n; wi n; win
Are there any tomatoes? Yes! And there’s meat and cheese. 3 wh ee l; whee l; wheel
Davy: Meat? Cheese? Yuck! I know! Let’s eat some fruit. 4 wh ere; where
There are bananas, apples and grapes.
Captain: Yum! Now we can eat lunch! Track 79
1 water
Track 72 2 win
1 f a n; fa n; fan 3 wheel
2 f oo t; foo t; foot 4 where
3 o ff ; off
4 l au gh; lau gh; laugh

Track 73
1 fan
2 foot
3 off
4 laugh

Transcripts A26
 Track 80 Girl: OK. We need… an orange.
Mom: Where’s my list? Here it is! We need… four peppers. Boy: How many pieces?
Girl: OK. What else? Girl: Three. And we need a banana.
Mom: We need one onion... and three cucumbers. We need Boy: We need an apple, too.
ten carrots, too. Girl: How many pieces?
Girl: OK! All done! Boy: Four pieces. And two carrots…
Mom: Let’s check. How many peppers are there? Girl: And what are the eyes?
Girl: One, two, three, four! There are four peppers. Boy: Two slices of banana and two pieces of grape!
Mom: How many onions are there? Girl: OK, let’s start!
Girl: There’s one onion.
Mom: How many cucumbers are there?
Track 83
Girl: This is my juice. It’s called Surprise Juice. It’s orange.
Girl: There are three cucumbers.
It looks like orange juice. But, surprise! There aren’t any
Mom: And how many carrots are there?
oranges!
Girl: One, two, three, four, five, six, seven, eight, nine, ten.
Teacher: What’s the recipe?
There are ten carrots!
Girl: There are two apples and five carrots, and there’s one
Mom: Great! Let’s go!
cup of apple juice.
Track 81 Teacher: How do you make it?
Girl: Let’s make a rainbow salad! Girl: Cut the carrots and apples. Add the apple juice. And
Boy: Cool! What do we need? mix. Ta da! It’s Surprise Juice! Would you like some?
Girl: We need three tomatoes. They’re red. Then we need Teacher: Yes, please. Mmmm! It’s delicious!
four carrots.
Boy: What’s next? Something yellow?
Track 84
Water, water,
Girl: Yes. We need two yellow peppers.
Is there any water?
Boy: One, two!
Water, water,
Girl: Great. Now we need one cucumber. It’s green. And we
Is there any water?
need one onion. It’s purple.
Yes, there is. Here you are.
Boy: There isn’t any blue!
There’s a lot of water.
Girl: There aren’t any blue vegetables! OK, cut the cucumber
and the onion. Add them to the salad… Look! Milk, milk,
Boy: It’s a rainbow salad! Let’s eat! Is there any milk?
Girl: Yum! Milk, milk,
Is there any milk?
Track 82
Yes, there is. Here you are.
Girl: Let’s make a food animal!
There’s some milk.
Boy: A food animal?
Girl: Yes, look at the insect. Juice, juice,
Boy: I see! Is there a carrot? Is there any juice?
Girl: Yes, there is. And there are four pieces of orange. Juice, juice,
Boy: And there’s a grape! Is there any juice?
Girl: Yes! Wow! And look at the dolphin. No, I’m sorry, not today.
Boy: I see! There’s a banana and there are… one, two, three, There isn’t any juice.
four, five, six, seven… eight grapes.
Girl: Cool! And look at the parrot. He’s funny.
Boy: Yes, he is! Let’s make a parrot!

A27 Transcripts
Track 85 Track 89
1 Woman: What is it? 1 boot
Boy: It’s lettuce. 2 food
2 Woman: What is it? 3 moon
Boy: It’s bread. 4 spoon
3 Woman: What is it? 5 group
Boy: It’s ice cream. 6 soup
4 Woman: What is it? 7 fruit
Boy: It’s chicken. 8 suit
5 Woman: What is it?
Boy: It’s cheese.
Track 90
1 z i p; zi p; zip
Track 86 2 z oo; zoo
Girl: What’s in my lunch box? Can you guess? 3 b u zz; bu zz; buzz
Boy: Is there any milk? 4 e gg s; egg s; eggs
Girl: No, there isn’t. There’s some water.
Boy: Is there any bread?
Track 91
1 zip
Girl: Yes, there is.
2 zoo
Boy: How much bread is there?
3 buzz
Girl: There’s some. There isn’t a lot. But there are a lot of
4 eggs
grapes! Would you like some?
Boy: Sure, thanks! Track 92
1 ch i ck en; chi cken; chicken
Track 87
2 ch i p s; chi ps; chips
Narrator: “From Oranges to Orange Juice”
3 ch oo se; choo se; choose
Look! There are some orange trees. Farmers pick the
4 r i ch; ri ch; rich
oranges.
The oranges go to a factory. There are a lot of oranges! Track 93
There are machines in the factory. Some machines wash 1 chicken
the oranges. 2 chips
People check the oranges. There aren’t any bad 3 choose
oranges now! 4 rich
Some machines squeeze the oranges. Other machines put
the juice in bottles. There’s a lot of juice! Track 94
Man: Wow! There are seven oranges in this bottle! Server: Here is the children’s menu. What would you like?
Boy: Um… I’d like pizza, please.
Track 88 Server: OK. Would you like a drink?
1 b oo t; boo t; boot Boy: I’d like some juice, please.
2 f oo d; foo d; food Server: OK. Any fruit?
3 m oo n; moo n; moon Boy: No, thank you.
4 s p oo n; sp oon; spoon Server: Would you like ice cream?
5 g r ou p; gr oup; group Boy: Yes, please. Thank you!
6 s ou p; sou p; soup Server: No problem!
7 f r ui t; fr uit; fruit
8 s ui t; sui t; suit

Transcripts A28
 Track 95 Phonics Chant 1
Server: I’m sorry. There isn’t any juice! Kat: Hi, hello!
Boy: Oh. My name is Kat!
Server: Would you like milk? Pam: Hi, Kat!
Boy: Yes, please. Pat: Hi, Kat!
Server: OK! Pam: Hi, I’m Pam!
This is Pat!
Track 96 Kat: Hi, Pam! Hi, Pat!
Boy: Welcome to Sam’s Sandwich Shop! What would
you like? Phonics Chant 2
Girl: Hi, Sam. I’d like a sandwich, please. Ten pods, ten pods, in the den.
Boy: Would you like tomatoes? Ten pens, ten pens, in the net.
Girl: Yes, please. Cheese, lettuce and tomatoes. Ten dots, ten dots, nod, nod, nod.
Boy: OK. Would you like fruit? Ten pets, ten pets, mop, mop, mop!
Girl: Yes, I’d like an orange, please.
Boy: An orange… And what would you like to drink?
Phonics Chant 3
Boy:Hi, hello!
Girl: Is there apple juice?
My name‘s Ben!
Boy: Yes, there is!
Look at my dog.
Girl: OK. I’d like apple juice, please.
Look at my bed.
Boy: Thank you!
Look at my book.
Track 97 They’re very good!
Teacher: What would you like for lunch, Chris?
Boy: I’d like a sandwich! I need bread, lettuce, cheese and
Phonics Chant 4
I like cats!
tomatoes.
I like rams!
Teacher: Is there any chicken in your sandwich?
I like ducks!
Boy: No, there isn’t. Yuck!
I don’t like rats!
Teacher: OK. Sara, what would you like for lunch?
Rats make a mess!
Girl: I’d like a salad! I need lettuce, tomatoes, carrots
and cheese. Phonics Chant 5
Teacher: Is there any chicken in your salad? Off , big dog, off !
Girl: No, there isn’t. Off my hat!
Off my fan!
Off , big dog, off !
Off my foot!

Phonics Chant 6
I love food!
How can I choose?
Chicken or chips?
Eggs or fruit?
How can I choose?
I love food!

A29 Transcripts / Phonics Chants

Topic 1 Page 12
Page 2 1 1 What is it? 2 What are they?
1 1 teacher, teachers 2 boy, boys 3 girl, girls 4 student, • 1 book 2 pencils
students 2 1 They’re chairs. 2 It’s a book. 3 It’s a desk.
2 one—1, two—2, three—3, four—4, five—5, six—6, Page 13
seven—7, eight—8, nine—9, ten—10 1 1a2b
Page 3 • 1 Students should color the pen green. 2 Students should
1 1 He’s 2 She’s 3 She’s 4 He’s color the books red.
2 1 I’m a student. 2 We’re students. 3 You’re a student. 2 Students should draw: 1 a yellow and orange pencil 2 three
Page 4 purple pens
1 1 b 2 a 3 j 4 h 5 d 6 c 7 f 8 g 9 e 10 i Page 14
Page 5 1 purple, red, yellow, green, blue, orange
1 3, 1, 2 2 1 desk, blue 2 They’re chairs. They’re green.
2 1 girl, She’s 2 He’s 3 boy, He’s Page 15
3 1 You’re 2 We’re 3 I’m 1 1c2a3c4b5b6a7a8a
Page 6
1 1 two boys 2 two teachers 3 three girls 4 five students
Topic 2
Page 16
• 3, 1, 4, 2
1 1 computer 2 classroom 3 box 4 eraser 5 board 6 ruler
2 1 I’m 2 You’re 3 We’re 4 She’s
7 bathroom 8 backpack
Page 7
Page 17
1 Across: two, nine, six, three, five; Down: ten, one, eight,
1 1c2a3e4b5d
four, seven
Page 18
2 1 girl 2 chair 3 desk 4 pencil 5 student
1 2, 1, 4, 3
• teacher
• 1a2b3c4d
Page 8
• 1 on 2 next to 3 next to 4 under
1 1a2c3b4a5a6c7a8c
Page 19
Page 9
1 1 A 2 B 3 B 4 A 5 B 6 A 7 B 8 A 9 B 10 A
1 Students should color two books red, two books blue, three
• 1 Students should color the books in A blue, orange and
books yellow and one book purple.
red. 2 Students should color the books in B purple, green
2 1 chair 2 pencils 3 pen 4 desk
and yellow.
• Students should color the objects: 1 orange 2 blue 3 red
Page 20
4 green
1 1 Where’s the computer? 2 Where are the books?
Page 10
3 Where’s the eraser? 4 Where’s the ruler?
1 1c2b3b4c
• 1 on 2 in 3 next to 4 under
2 3, 2, 1
• Students should draw a computer on the desk, books in the
• 1 orange desk 2 red books 3 blue pens
box, a ruler under the box and an eraser next to the box.
Page 11
Page 21
1 1 What is it? 2 What are they?
1 Students’ path should cross backpack, board, box,
• 1 pencil 2 pens
computer, eraser and ruler.
2 1 is 2 it 3 are 4 they
2 Across: 1 backpack 4 ruler 5 eraser; Down: 1 box
• 1c2a3d4b
2 computer 3 board

A30
 Page 22 Page 33
1 1b2b3b4a5a6a7b8b 1 1 an 2 any 3 some 4 a
Page 23 • 1b2c3a4d
1 3, 2, 1, 4 2 ✓: orange, apple, grapes; ✗: bananas.
2 Students should mark the second and third pictures. Page 34
Page 24 1 1 carrots (top middle) 2 onion (center left) 3 potato
1 1c2a3b (center right) 4 tomatoes (top left) 5 peppers (top right)
Page 25 6 cucumber (bottom)
1 1✓2✗3✓4✗5✓6✗ 2 1 three 2 No, isn’t 3 two 4 No, aren’t 5 one 6 No, isn’t
2 1 What’s 2 How old 3 Are you 4 My 5 I’m 6 not Page 35
Page 26 1 1 tomato 2 onion 3 carrot 4 banana 5 potato 6 grape
1 1 What’s your name? 2 How old are you? 3 Are you calm? 7 pepper 8 orange 9 apple 10 cucumber
4 What’s your name? 5 How old are you? 6 Are you calm? Page 36
• a My b I’m c I am d name’s e I’m f I’m not 1 1a2b3a4c5a6c7b8a
2 1 What’s your name? 2 How old are you? 3 Are you funny? Page 37
• a Trudy b five c short 1 1 water 2 juice 3 milk 4 chicken 5 bread 6 cheese 7 lettuce
Page 27 8 ice cream
1 2, 3, 1 Page 38
2 1 your, you 2 My, I’m 3 are, Yes 1 4, 1, 2, 3
• Lola, May, Jane Page 39
Page 28 1 3, 1, 2
1 1 calm 2 funny 3 loud 4 nice 5 short 6 strong 7 tall 8 friend 2 1 second picture 2 second picture
• (horizontal) strong, calm, tall, short, funny, nice, friend, • 1 any, a lot 2 Is, isn’t
loud Page 40
Page 29 1 1 chicken, water, ice cream 2 milk, lettuce, cheese 3 bread,
1 1c2a3c4a5b6c7b8c ice cream
• 1 some 2 some, a lot of 3 any
Topic 3 • 1 Yes, there is. 2 No, there isn’t. 3 some
Page 30
Page 41
1 1 carrot 2 grape 3 banana 4 apple 5 potato 6 tomato
1 3, 1, 2
7 orange 8 onion
2 Carol, Gordon
• 1 orange 2 green 3 yellow 4 red 5 yellow 6 red 7 orange
• any, isn’t, chicken, How much
8 purple
Page 42
Page 31
1 Students should circle in picture B: less cheese, one bottle
1 1 (clockwise from top left) 2, 1, 3, 4
of milk, no juice, no chicken, less water.
• 1 Is there, is 2 There’s 3 any, are 4 some, an
• 1A2A3B4A5A6B7B8B
Page 32
2 1 burger 2 ice cream 3 sandwich
1 1 tomato 2 potatoes 3 potato 4 tomatoes
Page 43
• 3, 4, 1, 2
1 1b2a3c4c5a6c7b8b
2 Students should color eight grapes, three carrots, no
bananas, two red apples, no oranges and four purple
onions.

A31 Vocabulary and Grammar Log Answer Key

• What English do I know?
• What’s in my school?
• What’s for lunch?
• What do I like?
• Who are my friends and family?
• What am I good at?
• What do children in other countries do?
• Where do animals live?
• What’s happening at home?