Iss1 TB

Te o
a cher ’s B ok
Nguyễn Phương Thảo Kerry Murphy George Seale

Harry Hodge Đặng Thị Hồng Nhung Nguyễn Thụy Uyên Sa
Nguyễn Thụy Bảo Trâm Nguyễn Thị Ngọc Quyên Sonya Stevens-King
Project Manager: Grant Trew

Senior Editor: Kerry Murphy
Creative Supervisor: Nguyễn Thị Ngọc Quyên
Scope and Sequence
1. Hello!
Mfttpo!2 Mfttpo!3 Mfttpo!4 Mfttpo!5 Mfttpo!6
boys, girls, teacher Mr., Ms., goodbye A: alligator family, house, school Review and test practice
B: ball Game: Tic, tac, toe
Hello, (Teacher). WhatÊs your name? C: car This is my (school). Song: Hello
My nameÊs (Bill). My nameÊs (Tim). Nice to meet you.
Goodbye, (Mr. Jake). I can see an alligator, a, a, Nice to meet you, too.
alligator.
This is my ball, b, b, ball.
I have a car, c, c, car.
I can introduce myself and I can ask what someone's I can say "Nice to meet you". Theme review
say hello. name is and say goodbye.
2. School
pencil, eraser, ruler bag, book, crayon D: door classroom, uniform, friend Review and test practice
E: elephant Game: Tic, tac, toe
It's (a) (pencil). What is it? F: fish Song: This is my school
This is my (school).
It's (a) (book). I'm sorry.
This is a door, d, d, door. That's OK.
I have an elephant, e, e,
elephant.
This is my fish, f, f, fish.
I can talk about things in the I can ask what something is. I can say sorry and tell Theme review
classroom. people that it's OK.
3. Numbers and Shapes

one, two, three, four, five, six, circle, square, triangle, G: goat lantern, drum, moon cake, Review and test practice
seven, eight, nine, ten rectangle H: hop lion dance Game: Connect three
1-10 I: itchy Song: Number 1-10
How many (circles)? This is (a) (moon cake).
(Three) (circles). This is a goat, g, g, goat.
I can hop, h, h, hop. How old are you?
I am itchy, i, i, itchy. I'm (seven).
I can count to ten. I can count shapes. I can ask how old someone is. Theme review
4. Body and Face

eye, nose, mouth, ear head, leg/legs, J: jump, juice wake up, eat breakfast, get Review and test practice
arm/arms, foot/feet K: kick, kite dressed, go to school Game: Stepping stones
Point to your (eye). L: love, leaf Song: Point and touch
Touch your (head). I (wake up).
Everybody jump, j, j, jump.
I can kick, k, k, kick. Excuse me, please!
I love my mom, l, l, love.
I can point to parts of the body. I can touch parts of the body. I can say "Excuse me, please!" Theme review
2
Scope and Sequence
5. Family
dad, mom, brother, sister baby brother, grandpa, M: monster, monkey uncle, aunt, cousin Review and test practice
grandma N: nose, nine Game: Board game
He's my (dad). O: octopus, orange This is my (uncle). Song: Who is in your
She's my (mom). Who's (he)? This is my (father). family?
(He)'s my (grandpa). I can see a monster, m, m, This is my (mother).
monster.
This is my nose, n, n, nose.
This is an octopus, o, o,
octopus.
I can say who people are. I can ask who someone is. I can introduce my family Theme review
6. Animals
cat, dog, fish, bird duck, goat, pig, cow P: point, pen gecko, elephant, monkey, Review and test practice
Q: quiet, queen bear Game: Board game
I like (cats). What do you like? R: robot, red Song: I like animals!
I like (ducks). S: snake, sun This is (an) (elephant).
I can point, p, p, point. Yes, please!

Shh, be quiet, q, q, quiet. No, thank you.
I have a robot, r, r, robot.
I can see a snake, s, s, snake.
I can name different animals. I can talk about animals I like. I can say Yes or No. Theme review
7. Colors
red, yellow, blue, green orange, pink, purple, white T: tiger, ten, tall lotus, jasmine, rose, daisy Review and test practice
U: under, umbrella, up Game: Connect three
It's (green). What color is this? V: violin, van, volcano Song: Flowers
ItÊs (a) (pink) (lotus).
ItÊs (orange).
I can see a tiger, t, t, tiger. Thank you.
I can go under, u, u, under. You're welcome.
I can see a violin, v, v, violin.
I can name different colors. I can talk about what color I can say "Thank you" and Theme review
things are. "You're welcome".
8. Toys
car, doll, teddy bear, ball robot, kite, monster, bike W: walk, watch, window puppet, yo-yo, scooter, puzzle Review and test practice
X: mix, fox, box Game: Tic, tac, toe
I have a (car). Y: yo-yo, yellow, yogurt This is a (puppet). Song: Three gifts for me
What do you have? Z: zigzag, zebra, zoo
I have a (monster). Welcome to Vietnam!
I can walk, w, w, walk. Thank you.
I can mix, x, x, mix.
I have a yo-yo, y, y, yo-yo.
This is a zigzag, z, z, zigzag.
I can say what toys I have. I can ask people about their I can welcome to friends and Theme review
toys. family.
3
Introduction and Games
• Phonics leads to literacy – Research shows that when
A. Introduction to Smart Start children are taught phonics in a structured way – starting with
the easiest sounds and progressing to the most complex, they
develop better literacy skills. Not only so, it can be a useful aid
About the course in developing better pronunciation as children learn how to
formulate new sounds in an unfamiliar language.
Made for Vietnamese classrooms, teachers, and learners • Early learners need lots of listening – Listening is essential
Smart Start is a five-level course for young learners of English. It was not only as a receptive skill but also pivotal in the development of
designed for Vietnamese classrooms by an experienced team of spoken language proficiency.
international and Vietnamese writers and editors. 1. Listening is vital in the language classroom because it provides
Our lessons cover the needs of Vietnamese students and make full input for the learners. Unless learners can understand language
use of modern teaching techniques. All of our tasks and activities are as presented in the classroom, learning cannot begin.
appropriate and easy to use within a Vietnamese classroom. 2. Listening exercises provide teachers with a means for drawing
Designed to be super-easy to prepare and teach learners’ attention to new forms (vocabulary, grammar, new
interaction patterns) of the language.
One of the primary aims of the course is to reduce teachers'
workload and keep preparation time to a minimum. Smart 3. Natural spoken language presents a challenge for the learner
Start was designed to make lesson preparation smoother and to understand. Lots of exposure in an understandable context is
easier for the teacher by having: essential to build confidence and comprehension. As with first
• Clear and simple tasks – The activities have clear language learning, providing lots of comprehensible listening
illustrations and short, simple standardized instructions to input helps students build an understanding of the language.
make understanding and setting up tasks easy.
Smart Start is based on the philosophy that all children deserve
• A standard theme/lesson format – Every theme follows
an opportunity to develop and thrive whilst learning a language.
a similar pattern of activities. This allows students and
We understand that children learn differently and do not conform
teachers to become quickly familiar with the lesson style and
to a set and predictable pattern. To support their learning, we
progression.
use as a foundation the theory that children need a wide range
• An easy-to-refer-to Teacher’s book – The aim of this of activities to enable their progress in language acquisition.
course is to put all the information teachers need in a very
clear and easy-to-find layout. Each lesson page is accompanied Support multiple intelligences
by a single teacher’s page so that teachers can quickly and Linguist Howard Gardner of Harvard University notes that
easily refer to the task instructions, scripts, and drill patterns “… students possess different kinds of minds and therefore
in the actual lesson. learn, remember, perform, and understand in different ways".
We understand that different students learn in different ways
and tailor our methodology to help all students learn. Our
The approach to learning lesson content is designed to encourage active participation
The Smart Start approach is based on a number of principles: for all kinds of learners.
• Vocabulary is the core of language – Grammar is Visual-Spatial – These learners learn best through drawings,
important, but vocabulary carries most of the meaning. For verbal and physical imagery. To support them, Smart Start
lower level learners and young learners, developing vocabulary features a colorful and funny narrative story, along with a
is a primary focus. In Smart Start, every theme introduces, offers variety of pictures, photos, flashcards, charts and graphs.
practice, recycles and reviews 20-30 new words.
Bodily-Kinesthetic – These learners like moving and touching.
• Motivation and interest are keys to learning – Children love
We include lots of activities such as role playing, TPR activities,
engaging stories, games, and music when they study in their
miming, hands-on learning, and games to help these learners
first language. Smart Start aims to use the same elements to
learn. To support them, we include songs in each lesson that are
engage their curiosity and make the lessons fun.
specifically written for these kinds of learners.
• Pronunciation is important – To familiarize students with
the sound patterns of English every theme has a mini-song, Interpersonal – These learners learn best by interacting with
which features the structure and vocabulary of the unit, sung others. Smart Start contains many pair and group activities,
over a melody with a beat that matches natural spoken English. dialogues, interactive games and role-plays.
Hearing and singing these songs is a fun and effective way for Intrapersonal – These learners may appear shy and prefer
children to become familiar with the structure and vocabulary individual work. They learn best through independent study
of each lesson, as well as the rhythm of natural spoken English. such as our listening tasks or more controlled activities such as
matching, filling gaps and answering comprehension questions.
4
Linguistic – These learners feel comfortable dealing with featuring the characters doing fun, familiar and interesting things.
words and learning the rules and organization of the These activities aim to:
language. They like reading, playing word games, speaking, • Show the target structure in a familiar setting to motivate
and writing about things they like, etc. The lessons introduce students.
language patterns in context, with plenty of visual and • Review the vocabulary introduced in Activity A.
audio supports. Linguistic oriented learners are supported • Develop listening skills using a listening task that helps to
by Structure boxes that illustrate the patterns of the main exemplify the target structure.
language. Each features a brief intro line that is used to set the scene. These
lines do not focus on the target language but are helpful tools for
Logical /Mathematical – These learners are able to see and
teachers who wish to understand more of the story's focus.
explore patterns and relationships. They like to experiment,
solve puzzles, ask questions and will enjoy completing the Key story features:
listening and reading tasks, playing guessing games, - Situations and language are always natural and logical. They
especially hunting for Bean, the funny creature in the stories feature familiar characters in situations students can identify
who hides somewhere in every theme. with.
- Stories use illustrations that clearly show the context,
Build understanding of the target culture – Language is characters’ emotions and background.
not just words and grammar. Understanding the culture of the
Structure box – This is found at the bottom of the section. The
language is essential to communication. Smart Start features
teacher uses this to explicitly illustrate the key (grammatical/
characters living in a North American town. Learning about
functional) language. It includes a minute or so of controlled
the food they eat, the games they play, the way they interact,
practice to introduce form and usage.
etc. helps students understand the way English is actually
used. Page 2:
C. Mini-song (5 min) – This activity features a short, fun song
that uses music to practice the key structure using natural rhythm
The syllabus stress and intonation. It aims to familiarize and make students more
comfortable with the sound patterns of English before they are
The Smart Start 1 syllabus has been developed as a building block asked to practice the language.
that will form a solid step to the Primary MOET curriculum. It also D. Practice (10 min) – This activity supports students in practicing
helps students become familiar with the Cambridge test format the key structure/vocabulary. These generally start with a task to
although this has been adapted so that it is suitable for younger review and give extra contextualization to the target structure and
learners. We aim to help students become confident participants vocabulary, and provide a clear practice model to follow. Teacher
in a test environment. This base syllabus has been extended by encourages students to continue practicing the correct sound and
adding a range of useful practical phrases as well as Vietnamese rhythm features.
contents that relate to things children want to talk about E. Free production/Personalization (5 min) – When the
students are comfortable forming the target language, they are
Smart Start Theme and lesson overview given the opportunity to use the structure to say true things about
themselves, things around them, and/or their ideas and feelings.
Lessons 1-2 Smart Start 1 uses cartoon animals that appear in the story to
Each lesson features a two–page layout with a consistent format. illustrate how to play the game or how to role-play. This task
This standardized approach means that students quickly become directly reflects the aims, and can be used by the teacher to fully
comfortable with the lesson style and makes lesson preparation assess students' ability regarding the lesson aims.
fast and easy for teachers. The first lesson introduces a simple
statement about a familiar topic. The second lesson introduces a Lesson 3: Phonics
question using the same language focus. Lesson 3 introduces letters and sounds of three or four letters at
e.g. Lesson 1: “My name’s Bill.” a time. It encourages students to not only focus on the sound of
Lesson 2: “What’s your name?” each letter but to also analyze the shape their mouth makes as they
This simple formula allows students to build up their language produce the letter. The lesson contains letter formation activities,
skills by first making a statement and then learning how to ask an active sound identification game and also letter identification
the related question games and puzzles.
Lesson 4: Culture and content
Page 1: Lesson 4 in each theme follows a different format. Most texts for
Lesson aims – A simple summary of the lesson aims (key vocabulary/ international young learners feature English-speaking children
structure) is shown at the top of the first page. using English in an overseas setting. The reality, however, is that
A. Words (5-8 min) – Pictures and flashcards are used to introduce most of our learners are more likely to use English with foreign
and practice key vocabulary. visitors in their home country. Because of this, Lesson 4 in each
B. Story (10-15 min) – Part B in each story in Lesson 1 and 2 is theme is set in Vietnam and features one of our characters who
a simple two-part narrative. These will use the same characters and writes about life in Vietnam to his cousins in the USA. He also has
consistent settings to link the parts together to form a consistent an overseas friend who is staying in Vietnam. In this way, children
whole story. These stories use attractive comic style illustrations are introduced to the type of language they can use to explain key
parts of life in Vietnam to visitors from overseas.
5
Lesson 4 format:
New words – This introduces new vocabulary related to the topic. B. Practice activities and games
Listening – This usually uses real photos, includes vocabulary
activities and a clear exemplification of the concept. A simple Smart Start games have been designed specifically for Vietnamese
listening task helps students to focus and develop their listening classrooms. They only require minimal preparation, and require
skills. only materials found in every classroom.
Practice the structure – This draws students’ attention to the
written form of the language and includes a short "listen and Vocabulary games
repeat" practice.
These help students to practice vocabulary items in pairs, small
Speaking – This activity allows students to practice using the
groups or as a whole class. They are quick and easy to set up and
target language within a game.
require only flash cards as materials.
Story – This is a short comic story that focuses on functional
"Word Tennis" game (no materials needed)
language and appropriate behaviour in a familiar setting within
Vietnam. 1. Have one student come to the front and play "Tennis" with you.
Practice the useful language – This draws students’ attention to 2. As you say a word, hit it to the student and have the student
the functional language featured in the story. respond with another word and hit it back to you.
Play and say – This is where students practice using the 3. Divide students into pairs and have them play with each other.
functional language in role-plays or games. Have some pairs demonstrate the game in front of the class.
Lesson 5: Review and practice "Heads Up. What’s missing?" game (flashcards)
Regular review and recycling of lesson content is essential. In 1. Divide the class into two teams. Play the game “Heads up. What’s
Smart Start, every theme ends with a thorough review of the missing?”
theme contents. Lesson 5 in each theme has a number of key 2. Arrange flashcards on the board and remove one card when
aims: students are not looking.
• Enable students to become confident in a test environment. 3. One student from each team calls out the missing flashcard.
• Finish the unit with a fun song and communicative game that "Guess" game (flashcards)
reinforces and gives practice with the key language and skills 1. Arrange the flashcards on the board and write a number under
found in the theme. each card.
• Review all lesson content and give students a chance to self- 2. Have students look at the flashcards for the count of ten. Turn
analyze their ability using the "I can" statements at the end of the flashcards over facing the board when the students are not
the unit. looking.
Lesson 5 of each theme features the following: 3. Call out a number and have students take turns to guess the face
Test practice – The left-hand page features test format practice, down card. Turn the card over after each guess.
in a form that is similar to standardized tests like the CYLET. This
includes one Listening and one Reading/Writing focus. Helping
learners become familiar with the question types and task Communicative games
language of common exams can help them relax and feel more These games are at the end of each lesson (Part E) and focus on
confident when they are old enough to take the actual test. enabling the students to produce the complete structure and
Song – Music can give language a new life and make it more vocabulary in a natural and fun way.
memorable. These songs provide lively and kinesthetic review
"Guessing" game (using flashcards or student's own objects)
of the main vocabulary, structures and events covered in the
1. Divide students into groups or pairs.
theme.
2. Have a student/students hide a flashcard/object/word from
Game – The final speaking task of the unit is focused on free the other students.
(but guided) production of the structures and vocabulary 3. Have student/students take turns to guess the flashcard/
covered in the theme. These activities are in the form of object/word.
an interactive game which provide an effective review of 4. Swap roles and repeat.
the theme for the students. It also allows teachers to evaluate "Chain" game (no materials needed)
student’s ability to handle the aims for the theme. 1. Have the students stand up.
“I can” statements – Students use “I can…” sentences to show 2. Have Student 1 turn to Student 2, ask and answer.
how confident they are with the target ability by marking the 3. Have Student 2 turn to Student 3, ask and answer.
number of stars. These also help parents understand what their 4. Continue until all students have practiced.
children have been learning in the lessons and how well they "The magic finger" game (no materials needed)
are doing. 1. Demonstrate the activity.
2. Divide the class into pairs.
6
3. Have Student A draw some shapes on Student B's back, using “Tic, tac, toe” game (Student Book)
their finger. 1. Divide the class into groups of four. Each group has two
4. Then have Student A ask "How many _____?” and Student B teams with two students in each team.
answer. 2. Have teams play rock, paper, scissors. The winning team
5. Swap roles and repeat. chooses a square, asks and answers.
6. Afterwards, have some students demonstrate the activity in 3. Have the teams take turns.
front of the class. 4. Swap roles and repeat until the game is finished.
"Teacher says" game (no materials needed) 5. Before the end of the lesson, check the answers as a whole
1. Have the class stand up. class.
2. Play the role of “Teacher” and give commands to the class. “Connect three” game (Student Book)
3. Start some commands with the phrase “Teacher says…” 1. Divide the class into groups of four. Divide the groups
4. If the command starts with “Teacher says”, students do the into pairs.
action. 2. Have students play rock, paper, scissors. The winners will
5. If the command does not start with “Teacher says”, students go first.
do not do the action. 3. Student A from the first team points to a space on the board
6. Have students take turns to be “Teacher”. where they wish to put a mark and asks the related question.
"Guess who" game (no materials needed) Student B answers. If correct, then that team can put a mark
1. Have one student face away from the class and ask a on the space. If incorrect, the next team takes their turn.
question. 4. The winning team is the team that can get three of their own
2. Have another student answer the question. marks in a row, horizontally, vertically or diagonally.
3. Have the student facing the board turn around and guess Note: Swap students roles after each turn.
who answered their question. “Stepping stones ” game (Student Book)
4. Choose another student to take a turn. 1. Have students look at the example.
"Pretend" game (no materials needed) 2. Divide the class into pairs.
1. Divide students into pairs or small groups. 3. Have Student A start at the first stone and say the statement,
2. Have one student ask the others “What’s wrong?” and then e.g. "Point to your ear."
make actions to show the emotion. 4. Have students take turns saying the statements until they
3. Have the other students take turns to guess the answer reach the end.
e.g. “I feel scared.”
4. Swap roles and repeat.
“Three guesses” game (flashcards or pictures)
1. Divide the class into two teams.
2. Have a student from Team A stand in front of the class facing
away from the board.
3. Stick a flashcard on the board.
4. Have another student ask a question relating to the flashcard.
5. Have the student from Team A try to guess the answer.
6. The student has three guesses before the other students tell
them the answer.
7. Have students from each team take turns.
“Memory chain” game.
1. Demonstrate the game.
2. Divide the class into groups of five or six.
3. Have Student 1 ask and have Student 2 answer.
4. Have Student 3 repeat Student 2’s answer, then add his own
answer.
5. Continue until a student forgets the answer or all students in
the group have practiced.
“Board race” game
2. Stick two flashcards on the board.
3. Call out one of the flashcards on the board.
4. Choose one student from each team to race to the correct
flashcard and say the word.
5. Choose two more students to take the next turn.
7
HELLO!
Theme 1 lesson 1 Vocabulary:
boys, girls, teacher
Structure:
Hello, (Teacher).
My name’s (Bill).
A Listen, point and say. CD1

02
1 2 3
Track 02
1. M: boys.
2. M: girls.
3. M: teacher.
boys girls teacher
1. Arrange the flashcards on the board, play audio and have to the pictures in their books.
students listen as you point along with the audio. 4. Play the game “Heads up. What’s missing?” Arrange the
2. Play audio and have students listen and repeat as you point flashcards on the board and remove one card when
to each card. students are not looking.
3. Play audio again and have students listen, repeat and point 5. Have students call out the missing flashcard.
B 1. Listen and point. CD1

03
1. Introduce the situation: “The teacher says hello…”

The teacher says hello... 2. Play audio and have students look at the picture.
Hello, boys 3. Play audio, have students listen and repeat.
and girls. 4. Demonstrate the activity by pointing to "boys", "girls", and
Hello,
"teacher" in the picture.
My name's Bill.
Teacher. 5. Play audio, have students listen and point.
Track 03
Narrator: The teacher says hello…
1. (Sound of bell ringing)
Teacher: Hello, boys and girls.
Children: Hello, Teacher.
2. Bill: My name’s Bill.
Teacher: Hello, Bill.
2. Practice the structure. CD1

04
1. Have students look at the structure box. Track 04

2. Have students listen to audio.
W: Hello, boys and girls.
3. Play audio again and have students listen and repeat.
4. Write the structure on the board and substitute Structure Children: Hello, Teacher.
Hello, boys and girls. Hello, Teacher. B: My name’s Bill.
highlighted words with new names.
My name’s Bill. Hello, Bill. W: Hello, Bill.
5. Have students practice the structure with the
substituted words.
8 HELLO!: Lesson 1
C Listen. Sing along. CD1
05
Track 05
Hello, boys and girls.
Hello, boys and girls. Hello, Teacher.
Hello, Tea
cher.
1. Play audio and have students listen. 3. Play audio and have students sing the song as a whole class.
2. Play audio and have students point to the pictures in Part A. 4. Divide class into two groups, Group A and Group B take turns
singing the sentences.
D Practice. Say and do.
1 Hello, my name’s Lola. 2

My name’s Bill. Hello, Lola.
Hello, Bill.
MATH HISTORY
VIETNAMESE MATH HISTORY
lITERATER lITERATER VIETNAMESE
MATH P.E. lITERATER
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MATH MATH P.E.
MATH MATH ART
VIETNAMESE P.E.
HISTORY VIETNAMESE P.E. MATH
VIETNAMESE HISTORY
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3
Hello, boys and girls.
Hello, Teacher.
Practice.
T: Teacher
1. T: I say, “Bill”. You say, “My name’s Bill.”
Class: Hello, Teacher.
T: I say, “Lola”. You say, “My name’s Lola.” OK?
T: Bill Continue whole class/group/individual drills, with:
Class: My name’s Bill. • Tim
T: Lola • Bill
• Kim
Continue whole class/individual/group drills, with:
• Tim Say and do.
• Kim 2. Have students look at the pictures.
T: I say, “Teacher”. You say, “Hello, Teacher.” 3. Divide the class into pairs.
T: I say, “Lola”. You say, “Hello, Lola.” OK? 4. Demonstrate the activity using the speech bubbles.
5. Have students practice the conversations.
Hello, Katie.
E Talk to your friends. Take turns.
1. Demonstrate the activity using the example.

Hello, my name's
Katie.
2. Divide the class into groups of four.
Hello, Katie. 3. Have students practice the conversation.
4. Have students take turns telling the group their name.
5. Afterwards, have some students demonstrate the activity in front of
the class.
HELLO!: Lesson 1 9
HELLO!
Mr., Ms., goodbye
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. What’s your name?
2. Have students read the words on the board. My name’s (Tim).
3. Write the structures from the previous lesson on the board. Goodbye, (Mr. Jake).
4. Have students read the sentences on the board.
5. Have some students practice using the vocabulary and
structure in front of the class.

06
Track 06
1. M: Mr.
1 2 3
2. M: Ms.
3. M: goodbye.
Mr. Ms. goodbye 3. Play audio again and have students listen, repeat and point
to the pictures in their books.
1. Arrange the flashcards on the board, play audio and have 4. Play the “Guess” game.
students listen as you point along with the audio. 5. Hold the flashcards facing away from the students and
2. Play audio and have students listen and repeat as you point choose one.
to each card. 6. Have students call out the card you are looking at.

07
Tim meets Ms. Katie…

RING Track 07
What’s your
name? Narrator: Tim meets Ms. Katie...
1. Ms. Katie: Hello, what's your name?
My name’s Tim. Tim: My name’s Tim.
Goodbye, Mr. Jake. 2. Bill: What’s your name, Teacher?
Mr. Jake: My name’s Mr. Jake.
3. (SOUND OF BELL RINGING)
Bill: Goodbye, Mr. Jake.
Mr. Jake: Goodbye!
1. Review the story from the previous lesson: “The teacher said hello”.
2. Introduce the situation: “Tim meets Ms. Katie...”
3. Play audio, have students listen and repeat.
4. Demonstrate the activity by pointing to "Tim" and "Mr. Jake" in the picture.
5. Play audio, have students listen and point.

08
1. Have students look at the structure box.

2. Have students listen to audio. Track 08
3. Play audio again and have students listen and repeat. M: What’s your name?
4. Write the structure on the board and substitute B: My name’s Tim.
highlighted words with vocabulary from Part A. B: Goodbye, Mr. Jake.
5. Have students practice the structure with the substituted M: Goodbye!
words.
Structure
What’s your name? My name’s Tim.
Goodbye, Mr. Jake. Goodbye!
10 HELLO!: Lesson 2
09
Track 09
What’s your name?
What’s your name?
My name’s My name’s Mr. Jake.
Mr. Jake.
1. P lay audio and have students listen. 4. Divide the class into two groups, Group A sings the questions,
2. Play audio and have students point to the pictures in Part A. Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.
D Practice. Follow the lines. Say and do.

What’s your
name? Goodbye, Lola.
What’s your
name? My name’s
Ms. Katie.
2
Goodbye, Tim.
My name’s
Mr. Jake.
3
Continue whole class/group/individual drills, with:

Practice. • name/Ms. Katie
1. Divide the class into Group A and Group B. • name/Kim
T: I say, "name/Mr. Jake" • name/Lola
Group A, you say, "What's your name?" • name/Tim
Group B, you, say, "My name's Mr. Jake." Follow the lines.
T: I say, "name/Bill" 2. Have students call out the people they can see.
Group A, you say, "What's your name?" 3. Demonstrate the activity using the speech bubbles.
Group B, you say, "My name's Bill."
Say and do.
T: name/Mr. Jake
Group A: What's your name? 4. Have students look at the pictures.
Group B: My name's Mr. Jake. 5. Divide the class into pairs.
T: name/Bill 6. Demonstrate the activity using the speech bubbles.
7. Have students practice the conversations.
E Play the "Chain" game.
My name’s Lola.
My name’s Bob. What’s your name?
What’s your name? My name’s Lola.
My name’s....
1. Have the students stand up.
What’s your name?
2. Have Student A turn to Student B and ask, have Student B answer.
3. Then have Student B turn to Student C and ask, have Student C
answer.
4. Continue until all students have practiced.
HELLO!: Lesson 2 11
Theme 1 lesson 3 Letters:
Letters:
Aa, Bb, Cc
PHONICS
Aa, Bb, Cc
Words:
Words:
Sing the alphabet song. alligator, ball, car
alligator, ball, car
CD1
56
1. Play the alphabet song and have students listen.

4. Point to the flashcard and call out the letter name and have
2. Play audio again and sing the song.
students repeat.
3. Put the flashcards on the board for the letter in red (a, b, c).
1 Listen and repeat. CD1

10 2 Listen and repeat. Trace the letter. CD1
11
Track 10 Listen and repeat.

W: "a" "a" "a" 1. Have students look at the picture.
2. Play audio and have students listen and repeat.
1. Have students look at the mouth picture. Trace the letter.

2. Divide the class into pairs. 3. Have student call out the letter sound.
3. Play audio and have students say the letter sound and 4. Have students trace the letter.
practice the mouth movement.
4. Play audio again and have students look at their friends as 4 Listen and play. CD1
13
they say the letter sound.

5. Have some students demonstrate the activity in front of the 1. Demonstrate the activity.
class. 2. Have students stand up.
3. Have students clap when they hear
3 Listen. Sing along. CD1
12 the letter sound.
1. Have students look at the picture. Track 13

2. Demonstrate the action. M: Clap when you hear the “a” sound.
3. Play audio again and have students listen and do the action.
4. Play audio again and have students chant and do the action.

14
2 Listen and repeat. Trace the letter. CD1
15

W: "b" "b" "b" 1. Have students look at the picture.
Trace the letter.

1. H
ave students look at the mouth picture.
3. Have students call out the letter sound.
4. Have students trace the letter.
3. Play audio and have students say the letter sound and
4. P
lay audio again and have students look at their friends as 4 Listen and play. CD1
17
they say the letter sound. 1. Demonstrate the activity.

5. Have some students demonstrate the activity in front of the 2. Have students stand up.
class. 3. Have students jump when they hear
the letter sound.
16

2. Demonstrate the action. M: Jump when you hear the “b” sound.
12 HELLO!: Lesson 3
19
Listen and repeat.

Track 18 1. Have students look at the picture.
W: "c" "c" "c" 2. Play audio and have students listen and repeat.
Trace the letter.

1. Have students look at the mouth picture. 3. Have students call out the letter sound.
2. Divide the class into pairs. 4. Have students trace the letter.
practice the mouth movement. 4 Listen and play. CD1
21
4. Play audio again and have students look at their friends as

1. Demonstrate the activity.
2. Have students stand up.
5. Have some students demonstrate the activity in front of the
3. Have students hop when they hear
class.
the letter sound.
3 Listen. Sing along. 20
CD1

2. Demonstrate the action. M: Hop when you hear the “c” sound.
Review
1 Tick () the box.
1. Have students look at the pictures and call out the correct
1 a b 2 c b 3 b c beginning sounds.
2. Have students look at the letters and pictures and tick the box.
3. Check answers as a whole class.
2 Circle the picture that begins with the “b” sound.
1 2 3
beginning sounds.
2. Have students circle the pictures which begin with the “b”
sound.
3 Follow the letters and say the sounds.
A B beginning sounds.
c C a 2. Have students say the sounds as they follow the letters in the
maze.
b b
HELLO!: Lesson 3 13
HELLO!
Theme 1 lesson 4
Language:
family, house, school
This is my (school).
Nice to meet you.
Nice to meet you, too.
New words Listen, point and say. CD1
22
1 2 3 Track 22
1. M: family.
2. M: house.
3. M: school.

family house school
1. Arrange the flashcards on the board and point to them as 4. Play the game “Heads up. What’s missing?” Arrange the
you play the audio. flashcards on the board and remove one card when
2. Play audio again and have students listen and repeat. students are not looking.
3. Play audio the third time and have students listen, repeat 5. Have students call out the missing flashcard.
and point to the pictures in their books.
listening 1. Listen and read. CD1

23
Track 23
!
(Sound of pen writing on paper)
Hello from vietnam
Dear Mai and Kim,
Dear Mai and Kim, 1. This is my family.
This is my family. This is my house. 2. This is my house.
3. This is my school.
4. This is my teacher.
This is my school. This is my teacher.
4. Play audio and demonstrate reading the sentences.

1. Introduce the situation “Vinh is writing to Mai and Kim…” 5. Play audio and have students listen and read along.
2. Have students call out the objects and people they can see. 6. Afterwards, have some students demonstrate reading in
3. Have students listen and follow. front of the class.
2. Pratice the structure. CD1

24
1. Draw students’ attention to the structure box. Structure 24 CD1
2. Play audio and have students listen.

This is my family.
Speaking Play the "Board race" game.
House
2. Stick two flashcards on the board e.g. “house” and “school”.
This is my house.
school house 3. Have the teacher choose one of the flashcards and say
the word.
flashcard and say the sentence, e.g. "This is my house."
5. Continue with other students.
14 HELLO!: Lesson 4
Story 1. Listen and read. CD1
25
Vinh sees MS. Betty…

Track 25
Narrator: Vinh sees Ms. Betty...
(SOUNDS OF A SHOPPING AREA, PEOPLE WALKING)
Hello, Vinh.
Miss Betty: Hello Vinh.
Hello, Ms. Betty. Hi, Vinh.
Vinh: Hello, Ms. Betty.
My name’s Bobby: Hi Vinh! My name’s Bobby. Nice to meet you.
Bobby. Nice to
meet you. Vinh: Hi, Bobby! Nice to meet you, too.
1. Introduce the situation “Vinh sees Ms. Betty….”

Hi, Bobby. Nice 2. Have students call out the people they can see.
to meet you, too. 3. Play audio and have students look at the pictures.
4. Play audio again and have students listen and read.
2. Practice the useful language.

CD1
26
1. Draw students' attention to the useful language box.

2. Explain the context. Track 26
3. Play audio and have students listen. G: Nice to meet you.
4. Play audio, have students listen and repeat. B: Nice to meet you, too.
5. Have students do role play to practice the structure.
6. Afterwards, have some students demonstrate the activity
useful language:
in front of the class.
Nice to meet you.
Nice to meet you, too.
Play and Say Order the pictures. Role play.
Hello, Ms. Betty. Hello, Vinh. Hi, Bobby. Nice to My name’s Bobby.
meet you, too. Nice to meet you.
Order the pictures. Role play.

1. Have students look at the example. 4. Divide the class into pairs.
2. Have students order the pictures and write the numbers. 5. Have students practice the dialogue.
3. Check answers as a whole class. 6. Have some pairs demonstrate the activity in front of the class.
HELLO!: Lesson 4 15
HELLO!
Theme 1 lesson 5 Review and Play
listening Listen and circle. CD1

27
Example 1
2 3
Mr. Jake Ms. Katie
Track 27
1. Have students look at the pictures and call out the people Narrator: Look at the pictures. Listen. There is one example.
and places they can see. W: Hello, boys.
2. Play audio and have students look at the pictures. Narrator: Can you see the circle? This is an example. Now listen
3. Play audio again and demonstrate the activity using the and circle.
example. 1. B: This is my school.
4. Play audio again and have students listen and circle. 2. W: This is my house.
5. Play audio again and check answers as a whole class. 3. W: What’s your name?
M: My name’s Mr. Jake.
Narrator: Now listen again.
REading & writing Look, trace and match.
Example
boys
1
house
2 amily
3
s. Katie
1. Have students look at the pictures and call out the people 3. Have students draw lines from the pictures to their
and places they can see. matching words.
2. Have students look at the pictures and trace the words. 4. Check answers as a whole class.
16 HELLO!: Lesson 5
SONG Turn to page 86. Listen. Sing along. CD1
28
1. Have students turn their Student Book to page 86.

2. Read the lyrics as a whole class.
4. Play audio again and have students listen and sing along.
Game Play the "Tic, tac, toe" game.
Pair 1 vs. Pair 2
OK! Our turn.
1. Divide the class into groups of four. Each group has two teams with
two students in each team.
2. Have teams play rock, paper, and scissors. The winning team
Mr. Jake chooses a square, asks and answers.
3. Have the teams take turns.
What's your name? 4. Swap roles and repeat until the game is finished.
5. Before the end of the lesson, check the answers as a whole class.
My name's (Sue).
Goodbye.
We win!
Ms. Katie
i can...
• I can introduce myself.

• I can ask what someone’s name is.
• I can say hello and goodbye.
‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).
HELLO!: Lesson 5 17
SCHOOL
Theme 2 lesson 1
Vocabulary:
pencil, eraser, ruler
Review Structure:
1. Write the vocabulary from the previous theme on the board. It’s (a) (pencil).
2. Have students read the words on the board.
3. Write the structures from the previous theme on the board.
structures in front of the class.

29
1 3 Track 29
2
1. M: pencil. .
2. M: eraser.
3. M: ruler.
pencil eraser ruler

30
Track 30
Bill is playing a game…
Narrator: Bill is playing a game...
1. (SOUND OF OBJECTS HITTING ONE ANOTHER)
Sue: It’s a pencil.
2. (Meow)
Sue: It’s an eraser.
3. (SOUND OF OBJECTS HITTING ONE ANOTHER)
Sue: It’s a ruler.
(Meow)
May: Bill! Time for school!
It’s a pencil.
Bill: OK, Mom! Bye Sue.
1. Introduce the situation: “Bill is playing a game...”

2. Play audio and have students look at the picture.
4. Demonstrate the activity by pointing to the objects in
the picture.

31

4. Write the structure on the board and substitute highlighted Structure Track 31
words with vocabulary from Part A.
5. Have students practice the structure with the substituted It’s a pencil. B: It’s a pencil.
words.
18 school: Lesson 1
32
Track 32
It’s a pencil. It's a pencil.
It’s an e It’s an eraser.
raser.
2. Play audio and have students point to the pictures in Part A. 4. Divide the class into two groups, Group A and Group B take
turns singing the sentences.
D Practice. Point and say. Trace.
It’s a pencil. It’s a ruler. It’s a pencil. It’s a ruler. It’s a pencil. It’s a ruler.
Practice. Point and say.

1. T: I say, “pencil”. You say, “It’s a pencil.” 2. Divide the class into pairs.
T: I say, “ruler”. You say, “It’s a ruler.” OK? 3. Have Student A point to the pictures and Student B say the
T: pencil name of the objects.
Class: It’s a pencil. 4. Swap roles and repeat.
T: ruler Trace.
Class: It’s a ruler. 5. Have students trace the pictures.
Continue whole class/group/individual drills, with: 6. Check answers as a whole class.
• eraser
E Play the "Guessing" game.
It's a pencil.
3. Have Student A cover their eyes while Student B picks up a
pencil, a ruler or an eraser.
4. Have Student A guess what the object is.
school: Lesson 1 19
SCHOOL
bag, book, crayon
Review Structure:
1. Write the vocabulary from the previous lesson on the board. What is it?
2. Have students read the words on the board. It’s (a) (bag).
3. Write the structures from the previous lesson on the board.

33
1 2 3 Track 33
1. M: bag.
2. M: book.
3. M: crayon.
bag book crayon
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play "Tennis" with
students listen as you point along with the audio. you.
2. Play audio and have students listen and repeat as you point 5. As you say a word hit it to the student and have the student
to each card. respond with another word and hit it back to you.
3. Play audio again and have students listen, repeat and point 6. Divide the class into pairs and have them play with each other.
to the pictures in their books. Have some pairs demonstrate the activity in front of the class.
B 1. Listen and find. CD1

34
THE CHILDREN ARE PLAYING...

Track 34
Narrator: The children are playing...
1. Kim: What is it?
Bill: It’s a book.
Kim: Yes!
2. Wendy: What is it?
Kim: It’s a bag.
What is it?
Wendy: Yes!
Yes! 3. Bill: What is it?
It’s a book. Kim: It’s a crayon.
Bill: Yes! (SOUND OF BELL RINGING)

1. Review the story from the previous lesson “Bill was playing 4. Play audio and demonstrate the activity using the speech
a game." bubbles.
2. Introduce the situation: “The children are playing...” 5. Play audio and have students listen and find the objects.

35

Structure Track 35
3. Play audio again and have students listen and repeat. What is it? G: What is it?
4. Write the structure on the board and substitute highlighted It’s a book. B: It’s a book.
20 school: Lesson 2
36
Track 36
What is it?
What is it?
It’s a bag.
It's a bag
.
1. Play audio and have students listen. 4. Divide the class into two groups, Group A sings the questions,
D Practice. Point, ask and answer.
What is it?
It’s a bag.
AaB
Practice. Continue whole class/group/individual drills, with:

1. Divide the class into Group A and Group B. • what/pencil
T: I say, “what/book”. • what/crayon
Group A, you say, “What is it?” • what/ruler
Group B, you say, “It’s a book.” OK? • what/eraser
T: I say, “what/bag”.
Point, ask and answer.
Group A, you say, “What is it?”
2. Demonstrate the activity using the example
Group B, you say, “It’s a bag.”
T: what/book
4. Have Student A point to the different items in the picture
Group A: What is it?
and ask, have Student B answer.
Group B: It’s a book.
T: what/bag
E Play the "Three guesses" game.

2. Have a student from Team A stand in front of the class facing away
It's a book.
It's a crayon. from the board.
No. Yes. 4. Have another student ask a question, e.g. "What is it?"
? ? 5. Have the student from Team A try to guess the answer, e.g.
"It's a book."
6. The student has three guesses before the other students tell them
the answer.
school: Lesson 2 21
Dd, Ee, Ff
PHONICS
Words:
Sing the alphabet song. CD1
56
door, elephant, fish
1. Play the alphabet song and have students listen. 4. Point to the flashcard and call out the letter name and have
2. Play audio again and sing the song. students repeat.
3. Put the flashcards on the board for the letter in red (d, e, f ).

38
Listen and repeat.

Track 37
1. Have students look at the picture.
W: “d” “d” “d”
Trace the letter.

1. Have students look at the mouth picture.
4 Listen and play. CD1
40
3. Have students hop when they hear the
39 letter sound.

2. Demonstrate the action. M: Hop when you hear the “d” sound.

41
42

W: “e” “e” “e” 1. Have students look at the picture.
Trace the letter.

1. H
4. P
lay audio again and have students look at their friends as
44

class 3. Have students clap when they hear
the letter sound.
43

2. Demonstrate the action. M: Clap when you hear the “e” sound.
22 school: Lesson 3
46
Listen and repeat.

W: “f” “f” “f” 2. Play audio and have students listen and repeat.
Trace the letter.

practice the mouth movement. 4 Listen and play. 48 CD1
4. Play audio again and have students look at their friends as they
say the letter sound.
class.
the letter sound.

47
Track 48
M: Hop when you hear the “f” sound.
2. Demonstrate the action.
Review
1 Put a () or a ().
1 2 3 beginning sound.
Dd Ee Ff 2. Have students put a tick or a cross.
2 Circle the picture with the correct beginning sound.
1 2 beginning sound.
2. Have students circle the correct picture.
Ee Dd 3. Check answers as a whole class.
3 Trace the line and finish the word.
1. Point to a picture, have students call out the correct

1 2 beginning sound.
__lephant __oor 2. Have students write the correct beginning sound.
3
__ish
school: Lesson 3 23
SCHOOL
Theme 2 lesson 4 Language:
classroom, uniform, friend
This is my (classroom).
I’m sorry.
That’s OK.
49
1 2 3 Track 49
1. M: Classroom.
2. M: Uniform.
3. M: Friend.
classroom uniform friend


50
vietnam!
Hello from Track 50
Vinh: Dear Mai and Kim,
Dear Mai and Kim, This is my classroom. (Sound of pencil writing on paper)
Look, this is my school.
Look, this is my school.
1. This is my classroom.
2. This is my uniform.
This is my uniform.
friend, N
am. 3. This is my friend, Nam.
This is my

1. Introduce the situation “Vinh introduces his school…” 5. Play audio and have students listen and read along.
2. Have students call out the objects and people they can see. 6. Afterwards, have some students demonstrate reading in

51
1. Draw students’ attention to the structure box. Structure 51 CD1

3. Play audio again and have students listen and repeat. This is my school.
Speaking Play the “Read my lips” game.
........
This is my crayon.
2. Divide the class into pairs or small groups.
No, Vinh. 3. Have one student mouth a sentence silently.
This is my uniform. 4. Have the other students take turns to guess.
Yes, that's right! 5. Swap roles and repeat.
24 school: Lesson 4
52
Track 52
Nam is running to school…
Narrator: Nam is running to school...
I’m sorry.
(SOUND OF BUMPING INTO SOMEONE)
I’m sorry. That’s OK. That’s OK.
Girl: Oh!
Nam: I’m sorry.
Girl: That’s OK!
(SOUND OF DOOR OPENING)
Nam: I’m sorry, teacher.
I’m sorry. Teacher: That’s OK!
(SOUND OF FOOTSTEPS)
That’s OK. Boy: Ouch!
Nam: I’m sorry.
Boy: That's OK!
1. Now introduce the situation “Nam is running to school...”

2. Have students call out the people they can see.
3. Have students listen and read.
2. Practice the useful language. CD1

53

3. Play audio and have students listen. G: I’m sorry.
4. Play audio, have students listen and repeat. B: That’s OK.
6. Afterwards, have some students demonstrate the activity useful language:
in front of the class. I’m sorry.
That’s OK.
AaB
Play and Say Say and do.
I’m sorry. I’m sorry. That’s OK.

That’s OK. I’m sorry.
That’s OK.
1. Have students look at the pictures. 3. Demonstrate the activity using the speech bubbles.
2. Divide the class into pairs. 4. Have students practice the conversations.
school: Lesson 4 25
SCHOOL

54
Example 1
Track 54
Narrator: Look at the pictures. Listen. There is one example.
2 3 G: What is it?
B: It’s a pencil.
Narrator: Can you see the circle? This is an example. Now listen
and circle.
1. B: What is it?
G: It’s a bag.
2. G: What is it?
1. Have students look at the pictures and call out objects they
B: It’s a ruler.
can see.
3. B: What is it?
2. Play audio and have students look at the pictures.
G: It’s a book.
3. Play audio again and demonstrate the activity using the example.
4. Play audio again and have students listen and circle.
5. Play audio again and check answers as a whole class.
REading & writing Look, trace and draw lines.
Example
book
1
eraser
2 crayon
3 pencil
1. Have students look at the pictures and call out the objects they can see.
2. Have students look at the pictures and trace the words.
3. Have students draw lines from the pictures to the matching words.
26 school: Lesson 5
55

Game Play the "Tic, tac, toe" game.
Pair 1 vs. Pair 2
OK! Our turn.
What is it? It's an (eraser).
AaB 1. Divide the class into groups of four. Each group has two teams with
two students in each team.
I’m sorry. That’s OK.
2. Have teams play rock, paper, and scissors. The winning team
chooses a square, asks and answers.
3. Have the teams take turns.
What is it? It's a (bag). 4. Swap roles and repeat until the game is finished.
We win!
i can...
• I can talk about things in the classroom.

• I can ask what something is.
• I can say sorry and tell people that it's OK.
= Great!
 = OK
(if they have it).
school: Lesson 5 27
Theme 3 lesson 1
Numbers and shapes
Vocabulary:
1 one 6 six
2 two 7 seven
Review 3 three 8 eight
1. Write the vocabulary from the previous theme on the board. 4 four 9 nine
2. Have students read the words on the board. 5 five 10 ten
5. Have some students practice using the vocabulary and struc-
ture in front of the class.

01
Track 01
1. M: one.
2. M: two.
3. M: three.
4. M: four.
one two three four five six seven eight nine ten 5. M: five.
6. M: six.
7. M: seven.
1. Arrange the flashcards on the board, play audio and have 8. M: eight.
students listen as you point along with the audio. 9. M: nine.
2. Play audio and have students listen and repeat as you point 10. M: ten.
to each card.
3. Play audio again and have students listen, repeat and point flashcards on the board and remove one card when
to the pictures in their books students are not looking.
4. Play the game “Heads up. What’s missing?” Arrange the 5. Have students call out the missing flashcard.
B Listen and point.

CD2
02
Track 02
The children are in the playground…
Narrator: The children are in the playground...
…8. 1. (Sound of stone landing)
…6. Kim: One, two, three, four, five, six. Six! Yay! (SOUND OF
hopping for each number)
…10. 2. Bill: Go! One, two, three, four, five, six, seven, eight,
nine, ten! Ten! Here I come!
3. Lola: One, two, three, four, five, six, seven, eight! Eight! Huh?
9
3
10
(Sound of jumping rope)

4
1
8
4. John: One, two, three, four, five. Once I caught a fish alive.
…5.
(singing a counting song)
3. Play audio and demonstrate the activity using the speech

1. Introduce the situation: “The children are in the playground…” bubbles.
2. Play audio and have students look at the picture. 4. Play audio and have students listen and point.

03
1. Draw students’ attention to the structure box.

2. Play audio and have students listen. Track 03
3. Play audio again and have students listen and repeat. B: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
28 Numbers and shapes: Lesson 1

04
Track 04
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. One, two, three, four, five, six, seven, eight, nine, ten
2. Play audio and have students point to the pictures in Part A.
D Practice. Point and count. Draw lines and trace.
ten t o our seven nine

Point and count.
Practice. 5. Divide students into pairs.
1. Hold up a flashcard and have students call out the number. 6. Have Student A point and Student B count.
2. Count out loud “One, two, three” as you clap. Draw lines and trace.
3. Repeat with different numbers and have students call out the 7. Have students count the objects in the picture again and draw lines
number of claps. to the correct number.
4. Say a number and have students count and clap. 8. Have students trace the words under the numbers.
9. Check answers as a whole class, count the objects as a whole class.
E Play the "Board race" game.
7
2. Stick two flashcards on the board.
3. Call out one of the numbers on the board.
flashcard and say the number.
5. Choose two more students to take the next turn.
Numbers and shapes: Lesson 1 29

Numbers and shapes circle, square, triangle, rectangle
Vocabulary:
Review
1. Write the vocabulary from the previous theme on the board. How many (circles)?
2. Have students read the words on the board. (Three) (circles).
ture in front of the class.

05
1 2 3 4 Track 05
1. M: circle.
2. M: square.
3. M: triangle.
circle square triangle rectangle 4. M: rectangle.
1. Arrange the flashcards on the board, play audio and have

students listen as you point along with the audio.
2. Play audio and have students listen and repeat as you point 4. Play the “Guess” game.
to each card. 5. Hold the flashcards facing away from the students and
3. Play audio again and have students listen, repeat and point choose one.
to the pictures in their books. 6. Have students call out the card you are looking at.
B 1. Listen and point.

CD2
06
Bill and Kim count shapes...

Track 06
Narrator: Bill and Kim count shapes...
1. Bill: How many triangles?
How many triangles?
Kim: One, two. Two triangles.
2. Kim: How many rectangles?
Two triangles. Bill: Five rectangles.
3. Bill: How many circles?
Kim: Just three circles.
4. Kim: How many squares?
Bill: Nine squares. Let’s play!
3. Play audio and have students listen and look at the picture.
1. Review the story from the previous lesson “The children 4. Play audio and demonstrate the activity using the speech
were in the playground.” bubble.
2. Introduce the situation: “Bill and Kim count shapes…” 5. Play audio and have students listen and point to the shapes.

07

2. Play audio and have students listen. Structure B: How many circles?
3. Play audio again and have students listen and repeat. How many circles? G: Three circles.
4. Write the structure on the board and substitute highlighted words Three circles.
with vocabulary from Part A.
5. Have students practice the structure with the substituted words.

08
Track 08
How many circles? How many circles?
Two circ
les. Two circles.
D Practice. Count, ask and answer.
How many squares?

Six squares.
1 2 3
• triangle
• rectangle
2. Divide the class into Group A and Group B.
T: I say, “circle/two”.
Group A, you say, “How many circles?”
6 4 5 Group B, you say, “Two circles.” OK?
4 5 6 T: I say, “square/five”.
Group A, you say, “How many squares?”
Group B, you say, “Five squares.”
T: circle/two
Group A: How many circles?
Group B: Two circles.
7 8 3 T: square/five
• triangle/seven
Practice. • rectangle/ten
1. T: I say,“circle”. You say,“How many circles?” Count, ask and answer.
T: I say,“square”. You say,“How many squares?”OK? 3. Demonstrate the activity using the example.
T: circle 4. Have students count the number of shapes in each picture.
Class: How many circles? 5. Divide the class into pairs.
T: square 6. Have Student A point to a picture and ask and Student B answer.
Class: How many squares? 7. Swap roles and repeat.
E Play the "Magic finger" game.

How many 3. Have Student A draw some shapes on Student B's back, using their
circles? finger.
Three circles.
4. Then have Student A ask "How many _____?”and Student B answer.
the class.

lesson 3
Theme 3 Letters:
Gg, Hh, Ii
PHONICS
Words:
Sing the alphabet song.55 CD2 goat, hop, itchy
3. Put the flashcards on the board for the letter in red (g, h, i).

10

W: "g" "g" "g" 1. Have students look at the picture.
Trace the letter.

12

3. Have students jump when they hear the letter sound.
11

2. Demonstrate the action. M: Jump when you hear the “g” sound.

13
14
Listen and repeat.

W: "h" "h" "h" 2. Play audio and have students listen and repeat.
Trace the letter.

1. H
ave students look at the mouth picture. 3. Have students call out the letter sound.
16
4. P
class 3. Have students hop when they hear the letter sound.

15
Track 16
1. Have students look at the picture. M: Hop when you hear the “h” sound.

18
Listen and repeat.

Track 17
W: "i" "i" "i"
Trace the letter.
20

3. Have students clap when they hear
class
the letter sound.
19
Track 20
1. Have students look at the picture. M: Clap when you hear the “i” sound.
Review
A Say the letter sounds as you go down the river.
Start Finish 1. Have students look at the pictures and call out the correct
g g h beginning sounds.
h i i i 2. Have students say the letter sounds as they go down the river.
3. Have some students demonstrate the activity in front of
the class.
B Circle the correct beginning sound.
1. Have students look at the pictures and call out the beginning
1 2 3 sound.
h g i 2. Have students circle the correct beginning sound.
g i h 3. Check answers as a whole class.
C Write the correct beginning sound.
1 2 3
sound.
__tchy __op __oat 2. Have students write the correct beginning sound.

Theme 3 lesson 4
Numbers and shapes Language:
lantern, drum, moon cake, lion dance
This is (a) (lantern).
How old are you?
I’m (seven).
21
Track 21
1 2 3 4
1. M: Lantern.
2. M: Drum.
3. M: Moon cake.
4. M: Lion dance.
lantern drum moon cake lion dance
1. Arrange the flashcards on the board and point to them as
you play the audio. 4. Play the game “Heads up. What’s missing?” Arrange the
2. Play audio again and have students listen and repeat. flashcards on the board and remove one card when
3. Play audio the third time and have students listen, repeat students are not looking.
and point to the pictures in their books. 5. Have students call out the missing flashcard.

22
Track 22
Hello from
vietnam! (Sound of pen writing on paper)
Dear Mai and Kim,
It's Mid-Autumn Festival It’s Mid-Autumn Festival here in Vietnam.
here in Vietnam. This is a lantern. This is a drum. 1. This is a lantern.
2. This is a drum.
3. This is a moon cake.
4. This is a lion dance.
e.
This is a lion danc
This is a moon cake.
3. Have students listen and follow.

1. Introduce the situation “Vinh introduces the Mid-Autumn 4. Play audio and demonstrate reading the sentences.
Festival in Vietnam…” 5. Play audio and have students listen and read along.
2. Have students call out the objects and people they can see. 6. Play audio again and have some students demonstrate
reading in front of the class.

23

Structure 23 CD2
2. Play audio and have students listen. This is a moon cake.

Speaking Point and say.
This is a square.

2. Have Student A point and Student B say.

24
Hello, Jack. Track 24

LÔNMid-Autumn How old are you?
G NG THU Narrator: It’s Mid-Autumn Festival…
It’s Festival.
ĐÈN TRUN
G THU BÁ NH TRU
Bobby: Hello, this is my friend, Jack.
Nam: Hello, Jack. How old are you?
Jack: I’m seven! How old are you?
Hello, this is my
Nam: I’m six.
friend, Jack. Bobby: Let’s play!
Let’s play!
I’m seven! 1. Now introduce the situation “It’s Mid-Autumn festival...”
How old are you?
2. Have students call out the objects and people they can see.
I’m six. 3. Have students listen and read.

25
useful language Track 25

How old are you? B: How old are you?
I’m seven. G: I’m seven.
1. Draw students’ attention to the useful language box. T: old/eight

2. Play audio and have students listen. Group A: How old are you?
3. Play audio again and have students listen and repeat. Group B: I’m eight.
Practice. T: old/nine
4. Divide the class into Group A and Group B. Continue whole class/group/individual drills, with:
T: I say, “old/eight”. • old/seven
Group A, you say, “How old are you?” • old/six
Group B, you say, “I’m eight.” OK? • old/five
T: I say, “old/nine”. • old/four
Group A, you say, “How old are you?”
Group B, you say, “I’m nine.”
Play and Say Play the “Picture pieces” game. Write. Say and do.
How old are you? I'm 6. Play the “Picture pieces” game.
1 1. Have students look at the example.
2. Have students match the pieces on the left to the pieces on
I'm _______.
the right.
2
Write.
I'm _______. 3. Have students write the correct numbers in the blanks.
3
I'm _______. Say and do.
4 5. Divide the class into pairs.
6. Have Student A ask and Student B answer.

Theme 3 lesson 5
Numbers and shapes
Review and Play
listening Listen and tick () the box. CD2

26
Example
1
2 3

Track 26
2. Play audio and demonstrate the activity using the example.
3. Play audio again and have students listen and put a tick in Narrator: Look at the pictures. Listen. There is one example.
the box. B: How many triangles?
4. Play audio again and check answers as a whole class. G: Two triangles.
Narrator: Can you see the tick? This is an example. Now listen
and tick the box.
1. B: How old are you?
G: I’m ten.
2. B: How many circles?
G: Three circles.
3. G: How old are you?
B: I’m five.
REading & writing Look and count. Write the numbers. Trace the words.
How many rectangles? Two rectangles.

1. Have students look at the pictures and call out the shapes
they can see.
Example 2 2. Demonstrate counting the shapes using the example.
3. Have students count the shapes and write the numbers.
1 triangles 4. Have students trace the words.

2 squares
3 circles

27

Game Play the "Connect three" game.
Pair 1 vs. Pair 2

1. Divide the class into groups of four. Divide the groups into
How many pairs. Have each pair use a different color pen.
(crayons)? (Three) (crayons).
2. Have students play rock, paper, scissors. The winners will
go first.
3. Student A from the first team points to a space on the
How old are you? I am (five).
board where they wish to put a mark and asks the related
question. Student B answers. If correct, then that team can
How many
put a mark on the space. If incorrect, the next team takes
(bags)? (One) (bag). their turn.
4. The winning team is the team that can get three of their own
marks in a row, horizontally, vertically or diagonally.
How old are you? I am (nine). Note: Swap students roles after each turn.
We win!
i can...
• I can count to ten.

• I can count shapes.
• I can ask how old someone is.
= Great!
 = OK
(if they have it).

lesson 1
Theme 4
Review
BODY AND FACE Vocabulary:
eye, nose, mouth, ear
Structure:
1. Write the vocabulary from the previous theme on the board. Point to your (eye).
5. Have some students practice using the vocabulary and structures

28
Track 28
1 2 3 4 1. M: eye
2. M: nose.
3. M: mouth.
4. M: ear
eye nose mouth ear
students listen as you point along with the audio. 4. Play the “Guess” game.
2. Play audio and have students listen and repeat as you point 5. Hold the flashcards facing away from the students and
to each card. choose one.
3. Play audio again and have students listen, repeat and point 6. Have students call out the card you are looking at.
B 1. Listen and do. CD2

29
The class are playing “Teacher says”…

Track 29
Teacher says: Point to your eye.
Narrator: The class are playing “Teacher says”...
1. Teacher: Let’s play a game.
1 2 Students: Yay.
Teacher: OK. Teacher says…point to your eye. (SOUND OF
CHILDREN LAUGHING) Good.
2. Teacher: Teacher says… point to your ear. (SOUND OF
CHILDREN LAUGHING) Very good!
3. Teacher: Point to your nose. (Pause) No, teacher didn’t say.
Boy: Ohh! (SOUND OF CHILDREN LAUGHING)
3 4
4. Teacher: Teacher says…point to your mouth. (SOUND OF
CHILDREN LAUGHING) Very good, boys and girls.
1. Introduce the situation: “The class are playing "Teacher says"..."

3. Play audio and demonstrate the activity using the speech bubles.
4. Play audio and have students listen and do the actions.

30

3. Play audio again and have students listen and repeat. Structure
4. Write the structure on the board and substitute highlighted G: Point to your eye.
Point to your eye.
38 body AND FACE: Lesson 1

31
Track 31
Point to your eye. Point to your eye.
Point to yo Point to your nose.
ur nose.
1. Play audio and have students listen. 4. Divide the class into two groups, Group A sings the commands,
2. Play audio and have students point to the pictures in Part A. Group B does the actions.
3. Play audio and have students sing the song as a whole class . 5. Swap roles and repeat.
D Practice. Trace and draw lines. Say and do.
Practice.
Point to your eye. 1. T: I say, “nose”. You say, “Point to your nose.”
ear
T: I say, “mouth”. You say, “Point to your mouth.” Ok?
eye
T: nose
Class: Point to your nose.
T: mouth
• eye
• ear
Trace and draw lines.
2. Have students look at the picture and trace the words.
3. Have students draw lines from the words to the pictures.
Say and do.
mouth nose 4. Divide the class into pairs.

5. Have Student A say and have Student B do the action.
E Play the "Teacher says" game.
Teacher says:
Point to your eye. Point to your
mouth.
1. Have the class stand up.

2. Play the role of “Teacher”, and give commands to the class.
3. Start some commands with the phrase “Teacher says…”
4. If the command starts with “Teacher says”, students do the action.
5. If the command does not start with “Teacher says”, students do not do the action.
6. Have students take turns to be “Teacher”.
body AND FACE: Lesson 1 39

lesson 2
Theme 4
Review
BODY AND FACE Vocabulary:
head, leg/legs, arm/arms, foot/feet
Structure:
1. Write the vocabulary from the previous lesson on the board. Touch your (head).
3. Write the structure from the previous lesson on the board.
5. Have some students practice using the vocabulary and structure

32
Track 32
1. M: head.
1 2 3 4 2. M: leg/legs.
3. M: arm/arms.
4. M: foot/feet.
head leg/legs arm/arms foot/feet
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play "Tennis" with you.
students listen as you point along with the audio. 5. As you say a word hit it to the student and have the student
2. Play audio and have students listen and repeat as you point respond with another word and hit it back to you.
to each card. 6. Divide the class into pairs and have them play with each
3. Play audio again and have students listen, repeat and point other. Have some pairs demonstrate the activity in front of
to the pictures in their books. the class.
B 1. Listen and do. CD2

33 Track 33
The children are doing exercise…
Narrator: The children are doing exercise...
Touch your head. 1. P.E. teacher: OK! Touch your head
(SOUND OF CHILDREN LAUGHING)
1
2. P.E. teacher: Touch your feet.
(SOUND OF CHILDREN LAUGHING) (SOUND OF SQUIRRELS)
P.E. teacher: Good!
3. (SOUND OF SQUIRRELS)
P.E. teacher: OK, now touch your arm.
(SOUND OF CHILDREN LAUGHING) Very good!
4. P.E. teacher: Touch your legs
(SOUND OF CHILDREN LAUGHING)
(Sound of patting hands on legs)
P.E. teacher: Great! Touch your…..(fade out)
1. Review the story from the previous lesson "The class were 3. Play audio and have students look at the picture.
playing "Teacher says"." 4. Play audio and demonstrate the activity using the speech
2. Introduce the situation: “The children are doing exercise…” bubbles.
5. Play audio and have students listen and do the actions.
2. Practice the structure.

CD2
34

3. Play audio again and have students listen and repeat. Structure
4. Write the structure on the board and substitute highlighted words G: Touch your head.
Touch your head.

35
Track 35
Touch your head. Touch your head.
Touch you Touch your legs.
r legs.
1. Play audio and have students listen. 4. Divide the class into two groups, Group A sings the commands,
2. Play audio and have students point to the pictures in Part A. Group B does the actions.
3. Play audio and have students sing the song as a whole class . 5. Swap roles and repeat.
D Practice. Look and draw lines. Say and do.
Practice.
Touch your legs. 1. T: I say, “head”. You say, “Touch your head.”
T: I say, “legs”. You say, “Touch your legs.” OK?
1 2 3 4 T: head
Class: Touch your head.
T: legs
2. Replace the words with actions and repeat.
• arm
• foot
Look and draw lines.
3. Have students call out the actions they can see.
5. Have students draw lines.
Touch Touch Touch Touch 6. Check answers as a whole class.
your foot. your legs. your head. your arm. Say and do.
8. Have Student A say and Student B do the action.
E Play the "Teacher says" game.
Teacher says: Touch

Touch your head. your legs.

4. If the command starts with“Teacher says”, students do the action.
5. If the command does not start with“Teacher says”, students do not do the action.
6. Have students take turns to be“Teacher”.

Jj, Kk, Ll

55
PHONICS Words:
jump, juice, kick, kite, love, leaf
3. Put the flashcards on the board for the letter in red (j, k, l).

37
Listen and repeat.

W: "j" "j" "j" 2. Play audio and have students listen and repeat.
Trace the letter.

39

38

2. Demonstrate the action. M: Jump when you hear the “j” sound.

40
41
Listen and repeat.

W: "k" "k" "k" 2. Play audio and have students listen and repeat.
Trace the letter.

1. H
43
4. P
class. 3. Have students hop when they hear the letter sound.
3 Listen. Sing along.

CD2
42

2. Demonstrate the action. M: Hop when you hear the “k” sound.

45
Listen and repeat.

W: "l" "l" "l" 2. Play audio and have students listen and repeat.
Trace the letter.

47

3. Have students clap when they hear the letter sound.
class.

46
Track 47
1. Have students look at the picture. M: Clap when you hear the “l” sound.
Review
A Circle the correct beginning sound.
1. H
ave students look at the pictures and call out the
1 j 2 j 3 j beginning sounds.
k k k 2. Have students circle the correct beginning sounds.
l l l 3. Check answers as a whole class.
B Write the letter.
1. Have students look at the pictures and call out the

1 2 3
beginning sounds.
2. Have students write the correct beginning sounds.
C Write the correct beginning sound.
1 2 3 1. Have students look at the pictures and call out the correct
__ove __uice __ite beginning sounds.
2. Have students write the correct beginning sounds.

lesson 4
Theme 4
BODY AND FACE Language:
wake up, eat breakfast, get
dressed, go to school
In the morning, I (wake up).
Excuse me, please!

48
Track 48
1 2 3 4
1. M: Wake up.
2. M: Eat breakfast.
3. M: Get dressed.
wake up eat breakfast get dressed go to school
4. M: Go to school.

4. Play the game “Heads up. What’s missing?” Arrange the
you play the audio.
flashcards on the board and remove one card when
students are not looking.
3. Play audio the third time and have students listen, repeat
5. Have students call out the missing flashcard.

49
Track 49
Hello from vietnam! (Sound of pen writing on paper)
Dear Mai and Kim,
Dear Mai and Kim, In the morning
in the morning... I wake up. I eat breakfast.
1. I wake up.
2. I eat breakfast.
3. I get dressed.
I get dressed. 4. I go to school.
I go to school.
1. I ntroduce the situation “Vinh’s talking about what people

4. Play audio and have students listen and read along.
do in the morning…”
5. Play audio again and have some students demonstrate
2. Have students call out the activities they can see.
reading in front of the class.
2.Practice the structure. CD2

50

Structure CD2
50
2. Play audio and have students listen. I wake up.
Speaking Play the “Teacher says” game.

Teacher says: Wake up. Eat breakfast.
5. If the command starts with “Teacher says”, students do the
action.
6. If the command does not start with “Teacher says”, students
do not do the action.
7. Have students take turns to be “Teacher”.

51 Track 51
Narrator: Bobby and Vinh are on the bus...
Bobby and Vinh are on the bus…
(HONKS)
Bobby (whispering): Excuse me, please!
(SOUND OF BRAKING TIRES. SOUND OF RUNNING FOOTSTEPS)
Excuse me, please!
Narrator: At martial arts class...
(SOUND OF PEOPLE PRACTICING MARTIAL ARTS)
Bobby: Excuse me, Teacher!
Teacher: Yes, boys?
(SOUNDS OF KUNG FU)
Teacher: Great!
Excuse me, please!
1. Now introduce the situation “Bobby and Vinh are

Excuse me, Teacher! on the bus….”

52

3. Play audio and have students listen. B: Excuse me, please!
useful language:
Excuse me, please!
Excuse me, please!

OK.
1 2 3
Say and do.

2. Have students practice the dialogue.
3. Have some students demonstrate the activity in front of the class.

lesson 5
Theme 4
BODY AND FACE Review and Play
listening Listen and tick () the box.

CD2
53
Example 1
Track 53
B: Touch your head!
and tick the box.
2 3 1. G: Point to your ear!
2. B: Touch your arm!
3. B: I wake up.

3. Play audio again and have students listen and tick the box.
REading & writing Look and read. Write Yes or No.
Example 1. Have students look at pictures and demonstrate the activity

Touch your head. Yes
using the example.
2. Have students look at the pictures and read the statements,
then write Yes or No.
1 Point to your eye. 3. Check answers as a whole class.
4. Afterwards, have students look at the pictures and say a
new true statement for each of the false statements.
2 Point to your nose.
3 Touch your feet.

54

Game Play the "Stepping stones" game.
Point to your ear.
A
1. Have students look at the example.
3. Have Student A start at the first stone and say the
statement, e.g. "Point to your ear.".
4. Have students take turns saying the the statements until
they reach the end.
B
Touch your head.
i can...
• I can name parts of the body.

• I can point to and touch parts of the body.
• I can say "Excuse me, please".
= Great!
 = OK
(if they have it).

FAMILY
dad, mom, brother, sister
Review Structure:
1. Write the vocabulary from the previous theme on the board. He’s my (dad).
2. Have students read the words on the board. She’s my (mom).
5. Have some students practice using the vocabulary and structures

01
Track 01
1 2 3 4 1. M: dad.
2. M: mom.
3. M: brother.
4. M: sister.
dad mom brother sister

02
Track 02
Kim meets Bill’s family…
Narrator: Kim meets Bill’s family...
1. Bill: He’s my dad.
Hello.
He's my dad. Tony: Hello.
2. Bill: She’s my mom.
May: Hello.
3. Bill: And she’s my sister.
Sue: Nice to meet you.
1. Introduce the situation: “Kim meets Bill’s family…”

3. Play audio and demonstrate the activity using the speech
bubbles.
4. Play audio and have students listen and point.

03

2. Have students listen to audio. B: He’s my dad.
3. Play audio again and have students listen and repeat. B: She’s my mom.
4. Write the structure on the board and substitute highlighted words
Structure
He’s my dad. He’s = He is.
She’s my mom. She’s = She is.
48 FAMILY: Lesson 1
04
Track 04
He’s my dad.
He’s my dad.
She’s my
She’s my mom.
mom.
1. Play audio and have students listen. 4. Divide the class into two groups, Group A and Group B take
2. Play audio and have students point to the pictures in Part A. turns singing the sentences.
3. Play audio and have students sing the song as a whole class .
D Trace the words. Practice. Point and say.
Trace the words.

He’s my dad. 1. Have students call out the words they can see.
Ben's family
3. Have students trace the words.
1 2
Practice.
4. T: I say, “dad”. You say, “He’s my dad.”
T: I say, “mom”. You say, “She’s my mom.”
T: dad
Class: He’s my dad.
T: mom
He’s my dad . She’s my mom . Class: She’s my mom.
• brother
3 4
• sister
Point and say.
2 5. Demonstrate the activity using the example.
7. Have Student A point to a picture and Student B say the
She’s my sister . He’s my brother .

statement, e.g. "He's my dad.".
9. Afterwards, have some pairs demonstrate the activity in front
of the class.
E Talk to your friends. Take turns.
He’s my dad.
She's my sister. 2. Divide the class into groups of four.
3. Have students practice the conversation.
4. Have students take turns introducing members of their family
pretending they are the members of the group.
5. Afterwards, have some students demonstrate the activity in
dad front of the class.
mom sister brother
FAMILY: Lesson 1 49
FAMILY
Theme 5 lesson 2
Vocabulary:
baby brother, grandpa, grandma
Review Structure:
1. Write the vocabulary from the previous lesson on the board. Who’s (he)?
2. Have students read the words on the board. (He)’s my (grandpa).

05
1 3 Track 05
2
1. M: baby brother.
2. M: grandpa.
3. M: grandma.
baby brother grandpa grandma

students listen as you point along with the audio. to the pictures in their books.
2. Play audio and have students listen and repeat as you point 4. Play the game "Heads up. What's missing?". Arrange the
to each card. flashcards on the board and remove one card when
3. Play audio again and have students listen, repeat and point students are not looking.

06
Track 06
Bill shows Kim some photos…
Narrator: Bill shows Kim some photos...
1. Kim: Who’s she?
Bill: She’s my grandma.
2. Kim: Who’s he?
Who’s she?
She’s my grandma. Bill: He’s my grandpa.
3. Kim: And who’s he?
Bill: He’s Nick. He’s my friend.
1. Review the story from the previous lesson “Kim met Bill’s family.”
2. Introduce the situation: “The teacher says hello…”
5. Demonstrate the activity by pointing to the characters in
the picture.

CD3
07

3. Play audio again and have students listen and repeat. B: Who’s he?
4. Write the structure on the board and substitute highlighted words G: He’s my grandpa.
Structure
Who’s he?
He’s my grandpa. Who's = Who is
50 FAMILY: Lesson 2
08
Track 08
Who’s he? Who’s he?
He’s my ba He’s my baby brother.
by brothe
r.
Who’s she? She’s my sister.

T: I say, “he/friend”.
1 2 3 4 Group A, you say, “Who’s he?”
Group B, you say, “He’s my friend.”
T: she/grandma
Group A: Who’s she?
Group B: She’s my grandma.
T: he/friend
sister baby brother brother friend
• he/baby brother
5 6 7 8
• he/grandpa
• she/mother
• he/father
grandpa dad grandma mom 3. Have Student A point to a picture and ask, have Student B answer.
the class.
Practice.
T: I say, “she/grandma”.
Group A, you say “Who’s she?”
Group B, you say, “She’s my grandma.” OK?

Who’s she?
from the board.
Who’s she?
4. Have another student ask a question.
She’s 5. Have the student from Team A try to guess the answer.
my grandma. She’s 6. The student has three guesses before the other students tell them
my sister.
No. Yes. the answer.
FAMILY: Lesson 2 51
Mm, Nn, Oo

60
PHONICS Words:
monster, monkey, nose, nine, octopus,
orange
3. Put the flashcards on the board for the letter in red (m, n, o).

10
Listen and repeat.

Track 09
W: "m" "m" "m"
Trace the letter.

12
11

2. Demonstrate the action. M: Clap when you hear the “m” sound.

13
14

W: "n" "n" "n" 1. Have students look at the picture.
Trace the letter.

1. H
4. P
16

class 3. Have students jump when they hear the letter sound.

15

2. Demonstrate the action. M: Jump when you hear the “n” sound.
52 FAMILY: Lesson 2
18
Listen and repeat.

W: "o" "o" "o" 2. Play audio and have students listen and repeat.
Trace the letter.

20

3. Have students hop when they hear the letter sound.
class

19
Track 20
1. Have students look at the picture. M: Hop when you hear the “o” sound.
Review
A Circle the odd one out.
1 2
1. Have students look at the pictures and call out the
beginning sounds.
2. Have students look at the pictures and circle the odd
one out.
B Write the correct beginning sounds.

1. H
ave students look at the pictures and call out the
beginning sounds.
1 2 3
2. H
ave students look at the pictures and write the correct
__ine __range __onkey beginning sounds.
C Put a () or a ().
1 2 3
Nn Oo Mm sounds.
2. Have students look at the letters and pictures and put a tick or
a cross.
FAMILY: Lesson 2 53
FAMILY
Theme 5 lesson 4 Language:
uncle, aunt, cousin
This is my (Uncle) (Duy).
This is my (father).
This is my (mother).

21
1 2 3 Track 21
1. M: Uncle.
2. M: Aunt.
3. M: Cousin.
uncle aunt cousin

22
Track 22
This is my Aunt Chi.
vietnam! Vinh: Dear Mai and Kim,
Hello from
In my grandma’s house,
Dear Mai and Kim,
In my grandma's house,
1. This is my Uncle Duy.
2. This is my Aunt Chi.
3.This is my cousin, Khang.
This is my This is my
cousin, K Uncle Duy.
hang.
1. Introduce the situation “Vinh introduces more family 4. Play audio and demonstrate reading the speech bubbles.
members…” 5. Play audio and have students listen and read along.
2. Have students call out the people they can see. 6. Play audio again and have some students demonstrate
3. Have students listen and follow. reading in front of the class.

23
Structure CD3
23
2. Play audio and have students listen. This is my uncle.
Speaking Point and say.
This is
my aunt.
aunt uncle mother
grandma father
cousin

3. Have Student A point and Student B say.
54 FAMILY: Lesson 4
24
Nice to meet
Track 24
Bobby meets Nam on the street…
you, Bobby. Narrator: Bobby meets Nam on the street…
Nam: Hello, this is my father.
Nam’s father: Nice to meet you, Bobby.
Bobby: Nice to meet you too.
Nice to meet Bobby: This is my mother.
Hello, this is you, too. Bobby’s mother: Nice to meet you, Nam.
my father. Nam: Nice to meet you, too.
Nice to meet you, Nam.
1. Now introduce the situation "Bobby meets Nam on the

street..."
Nice to meet 3. Have students listen and read.
This is my mother. you, too.

25
1. Draw students’ attention to the useful language box. Track 25

2. Play audio and have students listen. G: This is my father.
3. Play audio again and have students listen and repeat. G: This is my mother.
Practice.
4. T: I say, “father”. You say, “This is my father.”
T: I say, “mother”. You say, “This is my mother.” OK? useful language:
T: father This is my father.
Class: This is my father. This is my mother.
T: mother
Class: This is my mother. father = dad
mother = mom
Play and Say Play the “Stepping stones” game.
This is my father.
mother
sister
father
brother
friend
1. Have students look at the example.

3. Have Student A start at the first stone and say the statement, e.g."This is my father.".
4. Have students take turns saying the statements until they reach the end.
FAMILY: Lesson 4 55
FAMILY

26
Example 1
Track 26
B: Who’s she?
G: She’s my mom.
mom sister dad grandpa Narrator: Can you see the circle? This is an example. Now listen
2 3 and circle.
1. B: Who’s he?
G: He’s my grandpa.
2. B: Who’s she?
G: She’s my sister.
3. B: Who’s she?
baby brother sister grandma friend
G: She’s my friend.
1. Play audio and have students look at the pictures.
2. Play audio again and demonstrate the activity using the
example.
3. Play audio again and have students listen and circle.
REading & writing Look, trace and match.
Example
This is my grandma.
brother 1. Have students look at the pictures and trace the words.
2. Have students draw a lines from the pictures to the
1 mom matching words.
2 grandma
3
dad
56 FAMILY: Lesson 5
27

Game Play the board game.
Pair 1 vs. Pair 2

winner: move 2 spaces
loser: move 1 space
1. Demonstrate the activity playing the game.
Who’s (he)?
(He)’s my (dad). This is my (friend). 2. Divide the class into groups of four. Each group has two teams
Nice to meet you. with two students in each team.
3. Have teams play rock, paper, scissors. The winning team
goes forward two spaces and the losing team goes forward
dad
friend mom one space.
brother
4. Have students ask and answer or practice using the
examples depending on the color of the space (if the question or
answer is incorrect, that team moves back one space).
sister
5. Swap roles and repeat until the game is finished (rock, paper,
grandpa
uncle
scissors is played each turn).
cousin
friend aunt
grandma baby brother
i can...
• I can say who people are.

• I can ask who someone is.
• I can introduce my family.
= Great!
 = OK
(if they have it).
FAMILY: Lesson 5 57
Theme 6
Review
ANIMALS lesson 1
Vocabulary:
cat, dog, fish, bird
Structure:
1. Write the vocabulary from the previous theme on the board. I like (cats).

28
Track 28
1. M: cat.
1 2 3 4 2. M: dog.
3. M: fish.
4. M: bird.
cat dog fish bird
1. Arrange the flashcards on the board, play audio and have and have students say the words, correct pronunciation when
students listen and repeat. Point to the flashcards along needed.
with the audio. Repeat several times. 4. Play the “Guess” game.
2. Play audio again and have students listen, repeat and point 5. Hold the flashcards facing away from the students and
to the pictures in their books. choose one.
3. Change the order of the flashcards, point to them individually 6. Have students call out the card you are looking at.

29 1. Introduce the situation: “In Grandpa’s garden…”
In Grandpa’s garden…
I like birds.
4. Demonstrate the activity by pointing to the animals in the picture.
Track 29
Narrator: In Grandpa’s garden...
1. (Sound of birdS singing)
Kim: Oh, it’s a bird. I like birds.
2. (SOUND OF DOG BARKING)
Tim: Look, it’s a dog. I like dogs.
Lola: Me too.
3. Kim: And you, Bill?
(SOUND OF CAT MEOWING)
Bill: Hello kitty! I like cats.

30

2. Play audio and have students listen. Structure Track 30
4. Write the structure on the board and substitute highlighted I like cats. G: I like cats.
58 ANIMALS: Lesson 1
31
Track 31
I like cats.
I like cats.
I like dog
s. I like dogs.
D Practice. Point and say. Trace.
I like cats.
1 2
Practice.
1. T: I say, “cats”. You say, “I like cats.”
T: I say, “dogs”. You say, “I like dogs.” Ok?
T: cats
Class: I like cats.
T: dogs
• fish
• birds
3 4 Point and say.
3. Have Student A point to a picture and have Student B say
“I like ________.”
Trace
5. Have students look at the pictures and trace the words
underneath.
E Play the "Guessing" game.

2. Have a student stand at the front and face the class while hiding a
I like fish. No. flashcard.
I like cats. Yes.
3. Have other students take turns trying to guess which flashcard
they have by saying e.g. "I like fish."
4. Have the student answer "Yes" if the guess is correct, or "No" if it is
incorrect
ANIMALS: Lesson 1 59
Theme 6
Review
ANIMALS lesson 2 Vocabulary:
duck, goat, pig, cow
Structure:
What do you like?
1. Write the vocabulary from the previous lesson on the board.
2. Have students read the words on the board. I like (ducks).

32
Track 32
1 3 4
1. M: duck.
2
2. M: goat.
3. M: pig.
4. M: cow.
duck goat pig cow

4. Play the “Word Tennis” game. Have one student come to the
students listen and repeat. Point to the flashcards along with
front and play "Tennis" with you.
the audio. Repeat several times.
5. As you say a word hit it to the student and have the student
2. Play audio again and have students listen, repeat and point
respond with another word and hit it back to you.
6. Divide the class into pairs and have them play with
3. Change the order of the flashcards, point to them individually
each other. Have some pairs demonstrate the activity in
and have students say the words, correct pronunciation when
front of the class.
needed.
B 1. Listen and read. CD3

33 Track 33-34
What do you like, Grandma?
Narrator: On the farm...
On the farm…
I like pigs.
1 1. (Sound of a pig)
Bill: What do you like, Grandma?
Grandma: I like pigs.
Narrator: Can you see number 1? This is an example. Now
! listen and number.
2. (Sound of a cow)
Bill: What do you like, Grandpa?
Grandpa: I like cows.
3. (SOUND OF A GOAT)
Lola: What do you like, Kim?
Bill: (SCREAMING) Help!
Kim: Haha. I like goats!
1. Review the story from the previous lesson“ In Grandpa's garden." 3. Play audio and have students listen and look at the picture.
2. Introduce the situation “On the farm…” 4. Play audio and have students listen and read.
2. Listen and number.

CD3
34
1. Play audio and demonstrate the activity using the example

2. Play audio and have student listen and number.

CD3
35
Structure Track 35
1. Have students look at the structure box. What do you like? B: What do you like?
2. Have students listen to audio. G: I like ducks.
I like ducks.
4. Write the structure on the board and substitute highlighted
36
Track 36
What do you like? What do you like?
I like duc I like ducks.
ks.
2. Play audio and have students point to the pictures in part A. Group B sings the answers.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.
What do you like?

I like goats.
goats
birds
fish
dogs
cats
cows
ducks pigs
Practice.
• what/ducks
T: I say, “what/goats”.
• what/pigs
Group A, you say, “What do you like?”
• what/dogs
Group B, you say, “I like goats.” OK?
• what/cats
T: I say, “what/cows”.
• what/fish
Group A, you say, “What do you like?”
Group B, you say, “I like cows.”
2. Have students call out the animals they can see.
T: what/goats
Group A: What do you like?
Group B: I like goats.
5. Have Student A point to a picture and ask, have Student B
T: what/cows
answer.
7. Afterwards, have some pairs demonstrate the activity in
front of the class.
E Play the "Chain" game.
What do you like?

I like dogs.
What do you like?
1. Have the students stand up.
I like ... 2. Have Student A turn to Student B and ask, have Student B answer.
3. Then have Student B turn to Student C and ask, have Student C
answer.
4. Continue until all students have practiced.
ANIMALS: Lesson 2 61
lesson 3
Theme 6
Letters:
Pp, Qq, Rr, Ss
PHONICS
Words:
point, pen, quiet, queen, robot, red,
snake, sun
60
3. Put the flashcards on the board for the letter in red (p, q, r, s).

38
Listen and repeat.

W: "p" "p" "p" 2. Play audio and have students listen and repeat.
Trace the letter.

40

5. Have some students demonstrate the activity in front of 1. Demonstrate the activity.
the class. 2. Have students stand up.
3. Have students hop when they hear the letter sound.
39

2. Demonstrate the action. M: Hop when you hear the “p” sound.

41
42

W: "q" "q" "q" 1. Have students look at the picture.
Trace the letter.

1. H
4. P
44

5. Have some students demonstrate the activity in front of 2. Have students stand up.
the class. 3. Have students clap when they hear the letter sound.

43
Track 44
1. Have students look at the picture. M: Clap when you hear the “q” sound.
62 Animals: Lesson 3
46
Listen and repeat.

W: "r" "r" "r" 2. Play audio and have students listen and repeat.
Trace the letter.

48
the class.
the letter sound.
47
Track 48
1. Have students look at the picture. M: Hop when you hear the “r” sound.

50
Listen and repeat.

W: "s" "s" "s" 2. Play audio and have students listen and repeat.
Trace the letter.

52

the class.

51
Track 52
1. Have students look at the picture. M: Jump when you hear the “s” sound.
Review
Say the sounds as you follow the path.
1. Have students look at the pictures and call out the sounds.
2. Have students look at the pictures and say the sounds as they
follow the path.
Animals: Lesson 3 63
Theme 6
ANIMALS lesson 4
Language:
gecko, monkey, elephant, bear
This is (a) (monkey).
Yes, please!
No, thank you.
53
1 2 3 4 Track 53
1. M: gecko.
2. M: monkey.
3. M: elephant.
gecko monkey elephant bear 4. M: bear.

you play the audio. 4. Play the game “Heads up. What’s missing?” Arrange the
2. Play audio again and have students listen and repeat. flashcards on the board and remove one card when
3. Play audio the third time and have students listen, repeat students are not looking.
and point to the pictures in their books. 5. Have students call out the missing flashcard.

54
Track 54
(Sound of pen writing on the paper)
vietNAM! Vinh: Dear Mai and Kim,
Hello from
Here are animals from Vietnam.
Dear Mai and Kim,
Here are animals from
1. This is a gecko.
gecko. This is a monkey.
Vietnam. This is a 2. This is a monkey.
3. This is an elephant.
4. This is a bear.

This is an elephant.
This is a bear.
5. Notice students that use “a” for animals beginning with
1. Introduce the situation “Vinh’s talking about animals from consonants and “an” for those beginning with vowels
Vietnam…” 6. Play audio and have students listen and read along.
2. Have students call out the animals they can see. 7. Play audio again and have some students demonstrate
3. Have students listen and follow. reading in front of the class.

55

Structure 55 CD3
2. Play audio and have students listen. This is an elephant.

Speaking Play the "Stepping stones" game.
B
1. Divide the class into pairs. 3. Have students take turns saying the words until they reach
2. Have Student A start at the first stone and say the words. the end.
56
Water?
Vinh's family visit the zoo with Bobby...
NE
IV MAC OAHT Track 56
Narrator: Vinh's family visit the zoo with Bobby...
Cake, boys? (SOUND IN THE ZOO)
No, thank you. Dad: Cake, boys?
No, thank you. Vinh and Bobby: No, thank you!
Dad: Water?
Vinh and Bobby: No, thank you!
Dad: Ice cream?
Ice cream? Vinh and Bobby: Yes, please!
1. Now introduce the situation “Vinh's family visit the zoo with
Yes, please! Bobby...”

57
Track 57
1. Draw students' attention to the useful language box. B: Yes, please!
2. Explain the context. B: No, thank you.
in front of the class. USEFUL language:
Yes, please!
No, thank you.
No, thank you. No, thank you. Yes, please!

Say and do.
2. Have students practice the dialogue.
3. Have some students demonstrate the activity in front of the class.
animals: Lesson 4 65
Theme 6
ANIMALS lesson 5 Review and Play

58
Example 1
2 3
Track 58
1. Play audio and have students listen. B: What do you like?
2. Play audio and demonstrate the activity using the example. G: I like birds.
3. Play audio again and have students listen and tick the box. Narrator: Can you see the tick? This is an example. Now listen
4. Play audio again and check answers as a whole class. and tick the box.
1. G: What do you like?
B: I like goats.
2. B: What do you like?
G: I like monkeys.
3. G: What do you like?
B: I like cats.
REading & writing Look and read. Put a () or a () in the box.
Example 1
This is a cat. This is a goat.
2 3
This is a pig. This is a fish.
1. Demonstrate the activity using the example. 3. Check answers as a whole class.
2. Have students look at the pictures, read the statements and 4. Afterwards, have students give a new true statement for
put a tick () or a cross () in the box. each of the false statements.
59
1. Have the students turn their Student Book to page 87.

Game Play the board game.
What do you like? I like dogs. Pair 1 vs. Pair 2
Da Lat
Go ahead
2 spaces
winner: move 2 spaces

loser: move 1 space
1. Demonstrate the activity playing the game. one space.

2. Divide the class into groups of four. Each group has two teams 4. Have students ask and answer using the example structure.
with two students in each team. 5. Swap roles and repeat until the game is finished (rock,
3. Have teams play rock, paper, scissors. The winning team paper, scissors is played each turn).
goes forward two spaces and the losing team goes forward 6. Before the end of the lesson, check the answers as a whole
class.
i can...
• I can name different animals.

• I can talk about animals I like.
• I can say Yes or No.
= Great!
 = OK
(if they have it).
animals: Lesson 5 67
Theme 7
Review
COLORS lesson 1 Vocabulary:
red, yellow, blue, green
Structure:
It’s (red).
1. Write the vocabulary from the previous theme on the board.

01 Track 01
1. M: red.
1 2 3 4 2. M: yellow.
3. M: blue.
4. M: green.
red yellow blue green
students listen as you point along with the audio. 4. Play the game“Heads up. What’s missing?”Arrange the flashcards
2. Play audio and have students listen and repeat as you point on the board and remove one card when students are not looking.
to each card. 5. Have students call out the missing flashcard.

02
Track 02-03
Narrator: Bill and Sue are playing a game…
Bill and Sue are playing a game…
It’s red.
1. Sue: OK, my turn. It’s red!
Bill: Hmm! Red… red? I don’t know.
Sue: Look!
1 Bill: Yeah! It’s red. (Crunch crunch)
Narrator: Can you see number 1? This is an example. Now listen
and number.
2. (Tweet tweet)
Bill: It’s blue.
Sue: Hmm.
Sue: Oh, it’s blue!
Bill: Yes.
3. Sue: OK. It’s green.
1. Introduce the situation: “Bill and Sue are playing a game…” Bill: Hmm, green?
2. Have students look at the big picture and call out the colors Sue: Yes.
they can see. Bill: Wah!
3. Have students listen and point. Sue: See? It’s green. (SOUND OF A FROG CROAKING).
2. Listen and number. CD4

03
1. Play example audio and demonstrate the activity using the example.
2. Play audio and have students listen and number.

CD4
04

2. Have students listen to audio. Structure
3. Play audio again and have students listen and repeat. Track 04
4. Write the structure on the board and substitute highlighted words It’s green. G: It’s green.
68 COLORS: Lesson 1
05
Track 05
It’s red. It’s red.
It’s yellow It's yellow.
.
1. Play audio and have students listen. 3. Play audio and have students sing the song as a whole class .
2. Play audio and have students point to the pictures in Part A. 4. Divide the class into two groups, Group A and Group B take
turns singing the sentences.
D Practice. Point and say.
It’s blue.
Practice. Continue whole class/group/individual drills, with:

1. T: I say, “red”. You say, “It’s red.” • blue
T: I say, “yellow”. You say, “It’s yellow.” OK? • green
T: red Point and say.
Class: It’s red. 2. Divide the class into pairs.
T: yellow 3. Have Student A point and Student B say.
Class: Yellow 4. Swap roles and repeat.
E Say and do.

2. Divide the class into groups of four.
Red!
It's red. 3. Have one student say a color and the other students pick
Yes!
up an object of that color and say "It's _____."
the class.
COLORS: Lesson 1 69
Theme 7
Review
COLORS lesson 2
Vocabulary:
orange, pink, purple, white
Structure:
1. Write the vocabulary from the previous lesson on the board. What color is this?
2. Have students read the words on the board. It’s (orange).
tures in front of the class.

06
Track 06
1 2 3 4 1. M: orange.
2. M: pink.
3. M: purple.
orange pink purple white 4. M: white.

students listen as you point along with the audio.
4. Play the “Guess” game.
2. Play audio and have students listen and repeat as you point
5. Hold the flashcards facing away from the students and
to each card.
choose one.
6. Have students call out the card you are looking at.

07
Track 07-08
The children are painting…
1 Narrator: The children are painting…
What color is this? Narrator: Look at the pictures. Listen. There is one example.
It’s orange.
1. Sue: Let’s paint!
Bill: OK! (SOUND OF PAINTING)
Sue: What color is this?
2
Bill: It’s orange.
Narrator: Can you see the circle? This is an example. Now listen
and circle.
2. Sue: And what color is this, Bill?
3 Bill: It’s purple.
Sue: Oh, I like purple.
3. Sue: What color is this?
Bill: It’s pink.
Sue: I like colors.
1. Review the story from the previous lesson “Bill and Sue 3. Have students look at the big picture and call out the
were playing a game.” colors they can see.
2. Introduce the situation“The children are painting…” 4. Have students listen and point to the colors.
2. Listen and circle. CD4

08
2. Play audio and have students listen and circle.

09
Structure Track 09
1. Have students look at the structure box. What color is this? It’s orange. G: What color is this?
2. Play audio and have students listen. B: It’s orange.
4. Write the structure on the board and substitute highlighted words
70 COLORS: Lesson 2
10
Track 10
What color is this? What color is this?
It’s orang It’s orange.
e.
Practice.
What color is this? T: I say, “color/orange”.
It’s purple.
Group A, you say, “What color is this?”
Group B, you say, “It’s orange.” OK?
T: I say, “color/pink”.
Group A, you say, “What color is this?”
Group B, you say, “It’s pink.” OK?
T: color/orange
Group A: What color is this?
Group B: It’s orange.
T: color/pink
• color/white
• color/red
• color/purple
• color/green
4. Have Student A point and ask and have Student B answer.

What color
is it? from the board.
Yes.
It's pink. 3. Stick a flashcard on the board.
It's blue.
No.
the answer.
COLORS: Lesson 2 71
lesson 3
Theme 7 Letters:
Tt, Uu, Vv
PHONICS
Words:
tiger, ten, tall, under, umbrella, up, violin,
van, volcano
63
3. Put the flashcards on the board for the letter in red (t, u, v).

12
Listen and repeat.

Track 11
W: “t” “t” “t”
Trace the letter.

14

13

2. Demonstrate the action. M: Clap when you hear the “t” sound.

15
16

W: “u” “u” “u” 1. Have students look at the picture.
Trace the letter.

1. H
4. P
18

class. 3. Have students hop when they hear the letter sound.

17

2. Demonstrate the action. M: Hop when you hear the “u” sound.
72 Colors: Lesson 3
20
Listen and repeat.

W: “v” “v” “v” 2. Play audio and have students listen and repeat.
Trace the letter.

22

class.

21

2. Demonstrate the action. M: Jump when you hear the “v” sound.
Review
A Circle the odd one out.
1 2
1. H ave students look at the pictures and call out the correct
beginning sounds.
2. Have students look at the pictures and circle the odd one out.
B Write the correct beginning sound.
1 2 3
1. H ave students look at the pictures and call out the
__nder __olcano __all beginning sounds.
2. Have students look at the pictures and write the correct
beginning sounds.
C Put a () or a () in the box.
1 2 3 1. Have students look at the pictures and call out the correct
Tt Uu Vv beginning sounds.
2. Have students look at the letters and pictures, then put a tick
or a cross.
Colors: Lesson 3 73
COLORS
lesson 4
Theme 7 Language:
lotus, jasmine, rose, daisy
It’s (a) (pink) (lotus).
Thank you.
You’re welcome.

23
Track 23
1 2 3 4
1. M: lotus.
2. M: jasmine.
3. M: rose.
4. M: daisy.
lotus jasmine rose daisy

you play the audio.

24
Track 24
vietnam! Here are flowers from Vietnam.
Hello from
Dear Mai and Kim, 1. It’s a pink lotus.
s.
Here are flowers from It’s a p
ink lotu It’s a white jasmine.
2. It’s a white jasmine.
Vietnam.
3. It’s a red rose.
4. It’s a yellow daisy.
It’s a red rose.
It’s a yellow daisy.
5. Play audio and have students listen and read along.
1. Introduce the situation “Vinh shows flowers from Vietnam...” 6. Afterwards, have some students demonstrate reading in
2. Have students call out the flowers they can see. front of the class.
3. Have students listen and follow.

25
1. Draw students’ attention to the structure box. Structure CD4

25
2. Play audio and have students listen. It's a pink lotus.
Speaking Play the “Three guesses” game.

?
It's a yellow daisy.
It's a pink lotus.
No.
Yes.
1. Divide the class into two teams. 4. Have another student ask a question.
2. Have a student from Team A stand in front of the class 5. Have the student from Team A try to guess the answer.
facing away from the board. 6. The student has three guesses before the other students
3. Stick a flashcard on the board. tell them the answer.
74 Colors: Lesson 4
Story Listen and read. CD4
26
It’s Vinh’s birthday…

Wow, Dad!
Thank you! Track 26
Narrator: It’s Vinh’s birthday…
Vinh: Wow Dad! Thank you!
Dad: You’re welcome!
You’re welcome! Vinh: Thank you, Mom!
Mom: You’re welcome!
Oh! Thank you,Bobby!
Vinh: Oh! Thank you, Bobby!
Thank you, mom! Bobby: You’re welcome!
1. Now introduce the situation “It's Vinh's birthday...”

You’re
welcome!
You’re welcome!

27

3. Play audio and have students listen. B: Thank you!
4. Play audio, have students listen and repeat. G: You’re welcome!
useful language:
Thank you!
You’re welcome!
Thank you.
You’re welcome.
Say and do.

2. Have students role play the situation.
Colors: Lesson 4 75
Theme 7
COLORS lesson 5 Review and Play

28
Example 1
Track 28
Narrator: Look at the pictures. Listen.There is one example.
B: What color is this?
G: It’s red.
2 3 Narrator: Can you see the tick? This is an example.
Now listen and tick the box.
1. B: What color is this?
G: It’s pink.
2. B: What color is this?
G: It’s green.
3. G: What color is this?
1. Play audio and have students listen. B: It’s white.
2. Play audio and demonstrate the activity using the example. Narrator: Now listen again.
REading & writing Look and read. Write Yes or No.
Example It's a yellow duck. Yes
1 It's a pink bag.
2 It's a red square.
3 It's a green pencil.
1. Have students look at pictures and demonstrate the activity 3. Check answers as a whole class.
using the example. 4. Afterwards, have students look at the picture and say a new
2. Have students look at the pictures and read the statements, true statement for each of the false statements.
then write Yes or No.
76 Colors: Lesson 5
29
1. Have the students turn their Student Book to page 87.

Game Play the “Connect three” game.
Pair 1 vs. Pair 2
What color
is this? It's (pink).
What is it? It's (a) (yellow)

(duck). We win!
It's (a)
What is it?
(red) (book).
What color
is this? It's (green).
1. Divide the class into groups of four. Each group has two teams where they wish to put a mark and asks the related question.
with two students in each team. Have each pair use a different Student B answers. If the answer is correct, that team can put
color pen. a mark on the space. If incorrect, the next team takes their
2. Have students play rock, paper, scissors. The winners will turn.
go first. 4. The winning team is the team that can get three of their
3. Student A from the first team points to a space on the board own marks in a row-horizontally, vertically or diagonally.
Note: Swap roles after each turn.
i can...
• I can name different colors.

• I can talk about what color things are.
• I can say "Thank you" and "You're welcome".
= Great!
 = OK
(if they have it).
Colors: Lesson 5 77
Theme 8
Review
TOYS lesson 1 Vocabulary:
car, doll, teddy bear, ball
Structure:
I have a (car).
1. Write the vocabulary from the previous theme on the board.

30 Track 30
1. M: car.
1 2 3 4 2. M: doll.
3. M: teddy bear.
4. M: ball.
car doll teddy bear ball
students listen as you point along with the audio. 4. Play the game“Heads up. What’s missing?”. Arrange the flashcards
2. Play audio and have students listen and repeat as you point on the board and remove one card when students are not looking.
to each card. 5. Have students call out the missing flashcard.

31
Track 31-32
Kim is having a goodbye party…
Narrator: Kim is having a goodbye party...
1 1. Kim: I have a car! VROOM VROOM!
1 Narrator: Can you see number 1? This is an example.
Now listen and number.
I have a car. 2. Kim: I have a doll. Thanks, Sue!
Sue: You’re welcome.
3. Kim: I have a teddy bear! Thanks, Bill!
Bill: You’re welcome. Have fun in Vietnam.
1. Introduce the situation: “Kim is having a goodbye party…”

2. Have students look at the big picture and call out the toys
they can see.
2. Listen and number. CD4

32
2. Play audio and have students listen and number.

33

Structure Track 33
B: I have a car.
2. Play audio and have students listen. I have a car.
78 toys: Lesson 1
34
Track 34
I have a car. I have a car.
I have a I have a doll.
d o l l.
D Practice. Point and say.
I have a doll.
1 2 3 4
5 6 7 8

Practice. • teddy bear
1. T: I say, “car”. You say, “I have a car.” • ball
T: I say, “doll”. You say, “I have a doll.” OK? Point and say.
T: car 2. Divide the class into pairs.
Class: I have a car. 3. Have Student A point and Student B say.
T: doll 4. Swap roles and repeat.
Class: I have a doll.
E Play the "Memory chain" game.

2. Divide the class into groups of four or five.
I have 3. Have Student A pick up an object from their desk and say “I have a
a ball. I have a ball.
I have a ball.
I have a pen.
I have a pen. I have...
______.”
4. Have the next student repeat A’s sentence, then pick up an object
from their desk and say “I have a ______.”
5. Continue around the whole group until all students have taken
a turn.
Toys: Lesson 1 79
Theme 8
Review
TOYS lesson 2 Vocabulary:
robot, kite, monster, bike
Structure:
What do you have?
1. Write the vocabulary from the previous lesson on the board.
I have a (robot).

35 Track 35
1. M: robot.
1 2 3 4 2. M: kite.
3. M: monster.
4. M: bike.
robot kite monster bike
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play "Tennis" with you.
students listen as you point along with the audio. 5. As you say a word hit it to the student and have the student
2. Play audio and have students listen and repeat as you point respond with another word and hit it back to you.
to each card. 6. Divide the class into pairs and have them play with each
3. Play audio again and have students listen, repeat and point other. Have some pairs demonstrate the activity in front of
to the pictures in their books. the class.

36
Track 36 -37
Kim’s family pack gifts for Vinh…
What do you have?

1 Narrator: Kim’s family pack gifts for Vinh…
1. Kim’s mom: What do you have?
Kim: I have a monster. Roar!
I have a monster.
2
Narrator: Can you see the circle? This is an example.
Now listen and circle.
2. Kim: What do you have, Mom?
Kim’s mom: I have a kite.
3. Kim’s mom: What do you have, Mai?
3 Mai: I have a robot. (Sound of a robot)
Kim’s mom: Let’s go!
1. Review the story from the previous lesson “Kim had a 3. Have students look at the big picture and call out the toys they
goodbye party.” can see.
2. Introduce the situation “Kim’s family pack gifts for Vinh…” 4. Have students listen and read.
2. Listen and circle. 37

CD4
2. Play audio and have students listen and circle.

CD4
38
Structure Track 38
2. Play audio and have students listen. What do you have? G: What do you have?
3. Play audio again and have students listen and repeat. I have a monster. B: I have a monster.
80 toys: Lesson 2
39
Track 39
What do you have? What do you have?
I have a I have a robot.
robot.
What do you have?

I have a ball.
Practice.
• what/teddy bear
T: I say, “what/kite”.
• what/bike
Group A, you say, “What do you have?”
• what/monster
Group B, you say, “I have a kite.” OK?
• what/car
T: I say, “what/robot”.
Group A, you say, “What do you have?” Point, ask and answer.
Group B, you say, “I have a robot.” OK? 2. Demonstrate the activity using the example.
T: what/kite 3. Divide the class into pairs.
Group A: What do you have? 4. Have Student A point and ask and Student B answer.
Group B: I have a kite. 5. Swap roles and repeat.
T: what/robot

What do
you have? from the board.
I have a robot. I have a monster.
No. Yes.
the answer.
Toys: Lesson 2 81
lesson 3 Letters:
Theme 8 Ww, Xx, Yy, Zz
PHONICS
Words:
walk, watch, window, mix, fox, box,
yo-yo, yellow, yogurt, zigzag, zebra,
Sing the alphabet song.63 CD4
zoo
3. Put the flashcards on the board for the letter in red (w,x,y,z).

41
Listen and repeat.

Track 40
W: "w" "w" "w"
Trace the letter.

43
42

2. Demonstrate the action. M: Jump when you hear the “w” sound.

44
45

W: "x" "x" "x" 1. Have students look at the picture.
Trace the letter.

1. H
4. P
47

class 3. Have students hop when they hear the letter sound.

46
Track 47
M: Hop when you hear the “x” sound.
82 toys: Lesson 3
49
Listen and repeat.

W: "y" "y" "y" 2. Play audio and have students listen and repeat.
Trace the letter.

51

class 3. Have students clap when they hear the letter sound.

50

2. Demonstrate the action. M: Clap when you hear the “y” sound.

53
Listen and repeat.

W: "z" "z" "z" 2. Play audio and have students listen and repeat.
Trace the letter.

55

class
3 Listen. Sing along. 54 CD4
Track 55
1. Have students look at the picture. M: Jump when you hear the “z” sound.
Review 1 2
w z
Circle the correct sound. x y
sound (x is the ending sound). 3 4
2. Have students circle the correct sound. w z
3. Check answers as a whole class. y x
toys: Lesson 3 83
Theme 8
TOYS lesson 4 Language:
puppet, yo-yo, scooter, puzzle
This is a (puppet).
Welcome to Vietnam!
Thank you.

56
Track 56
1 2 3 4
1. M: Puppet.
2. M: Yo-yo.
3. M: Scooter.
4. M: Puzzle.
puppet yo-yo scooter puzzle

you play the audio.

57
Track 57
vietnam! Vinh: Dear Mai and Kim,
Hello from Look at my toys.
Dear Mai and Kim, 1. This is a puppet.
Look at my toys. 2. This is a yo-yo.
et.
This is a pupp This is a yo-yo.
3. This is a scooter.
4. This is a puzzle.
See you soon.Vinh.

This is a scooter. This is a puzzle.
1. Introduce the situation “Kim will be in Vietnam soon…” 5. Play audio and have students listen and read along.
2. Have students call out the objects they can see. 6. Afterwards, have some students demonstrate reading in

58

Structure53
Structure CD1
2. Play audio and have students listen. Thisisismy

This a puppet.
family.
Speaking Play the "Stepping stones" game.

A 2. Have Student A start at the first stone and practice the
structure, e.g. "This is a teddy bear."
3. Have students take turns saying the structure until they reach
the end.
B
84 toys: Lesson 4
59
Kim arrives in Vietnam… KIM KIM KIM

HELLO! KIM KIM Track 59
Narrator: Kim arrives in Vietnam...
(SOUND OF AIRPLANE LANDING)
WELC
OME TO (FOOTSTEPS)
VIETNAM !
Welcome to
Phong: Hi Tuan! Welcome to Vietnam!
Vietnam! I have a Kim’s dad: Thank you!
puppet for you. Thank you! I have
Welcome to
a robot for you. Vinh: Hi, I’m Vinh! Welcome to Vietnam! I have a puppet
Vietnam! Thank you! for you.
Kim: Thank you, Vinh! I have a robot for you.
Vinh’s mom: Time to go home!
1. Now introduce the situation “Kim arrives in Vietnam...”

2. Practice the useful language.

CD4
60

3. Play audio and have students listen. B: Welcome to Vietnam!
4. Play audio, have students listen and repeat. G: Thank you.
USEFUL language:
Welcome to Vietnam!
Thank you.
Play and Say Order the pictures. Role play.
1
Welcome to
Welcome to Vietnam! I have a Thank you! I have a
Vietnam! Thank you!
puppet for you. robot for you!
Order the pictures. Role play.

1. Have students look at the example. 4. Divide the class into groups of four.
2. Have students order the pictures and write the numbers. 5. Have students practice the dialogue.
3. Check answers as a whole class. 6. Have some students come to the front and demonstrate.
toys: Lesson 4 85
Theme 8
TOYS lesson 5 Review and Play

61
Example 1
Track 61
B: What do you have?
G: I have a doll.
2 3 B: Wow! It’s nice.
and tick the box.
1. G: What do you have?
B: I have a monster.
2. B: What do you have?
G: I have a robot.
3. B: What do you have?
G: I have a puppet.
REading & writing Trace the words. Read. Ask and answer.
1 I have a kite .
2 I have a monster .
3 I have a ball .
4 I have a teddy bear .
1. Have students call out the objects they can see. 6. Divide the class into pairs, have Student A ask and Student B
2. Have students trace the words. answer.
3. Demonstrate reading a sentence. 7. Swap roles and repeat.
4. Have students read the sentences. 8. Afterwards, have some students demonstrate the activity in front of
5. Check answers as a whole class. the class.
86 toys: Lesson 5
62

Game Play the “Tic, tac, toe” game.
OK! Our turn.

What do you have? I have a robot. 1. Demonstrate the activity.
Pair 1 vs. Pair 2 3. Have teams play rock, paper, scissors. The winner chooses a square,
asks and answers.
4. Have the students take turns.
5. Swap roles and repeat until the game is finished.
We win!
i can...
• I can say what toys I have.

• I can ask people about their toys.
• I can say welcome to friends and family.
= Great!
 = OK
(if they have it).
toys: Lesson 5 87
WORD LIST
Vocabulary Theme/Lesson
A F M
alligator T1L3, T6L4 family T1L4 Mr. T1L2
arm/arms T4L2 fish T2L3, T6L1 Ms. T1L2
aunt T5L4 friend T2L4 moon cake T3L4
four T3L1 mouth T4L1
B five T3L1 mom T5L1
boys T1L1 foot/feet T4L2 monster T5L3, T8L2
ball T1L3, T8L1 fox T8L3 monkey T6L4, T5L3
bag T2L2 mix T8L3
book T2L2 G
brother T5L1 girls T1L1 N
baby brother T5L2 goodbye T1L2 nose T4L1, T5L3
bird T6L1 goat T3L3, T6L2 nine T3L1, T5L3
bear T6L4 get dressed T4L4
blue T7L1 go to school T4L4 O
bike T8L2 grandpa T5L2 one T3L1
box T8L3 grandma T5L2 octopus T5L3
balloon T8L4 gecko T6L4 orange T5L3, T7L2
green T7L1
C P
car T1L3, T8L1 H pencil T2L1
crayon T2L2 house T1L4 pig T6L2
classroom T2L4 head T4L2 point T6L3
circle T3L2 pen T6L3
cousin T5L4 I pink T7L2
cat T6L1 itchy T3L3 purple T7L2
cow T6L2 puppet T8L4
J puzzle T8L4
D jump T4L3
door T2L3 juice T4L3 Q
drum T3L4 jasmine T7L4 quiet T6L3
dad T5L1 queen T6L3
dog T6L1 K
duck T6L2 kite T4L3, T8L2 R
daisy T7L4 kick T4L3 ruler T2L1
doll T8L1 rectangle T3L2
H robot T6L3, T8L2
E head T4L2 red T7L1, T6L3
eraser T2L1 rose T7L4
elephant T2L3, T6L4 L
eight T3L1 lion dance T3L4 S
eye T4L1 lantern T3L4 school T1L4
ear T4L1 leg/legs T4L2 six T3L1
eat breakfast T4L4 love T4L3 seven T3L1
leaf T4L3
lotus T7L4
88
square T3L2
sister T5L1
snake T6L3
sun T6L3
scooter T8L4
T
teacher T1L1
two T3L1
three T3L1
ten T3L1, T7L3
triangle T3L2
tiger T7L3
tall T7L3
teddy bear T8L1
U
uniform T2L4
uncle T5L4
under T7L3
umbrella T7L3
up T7L3
V
violin T7L3
van T7L3
volcano T7L3
W
wake up T4L4
white T7L2
walk T8L3
watch T8L3
window T8L3
Y
yellow T7L1, T8L3
yo-yo T8L3, T8L4
yogurt T8L3
Z
zigzag T8L3
zebra T8L3
zoo T8L3
89
Flashcards
Theme 1: Hello! Lesson 4 Lesson 2
33 lantern 63 duck
Lesson 1
34 drum 64 goat
1 boys
35 moon cake 65 pig
2 girls
36 lion dance 66 cow
3 teacher
Lesson 2 Lesson 4
Theme 4: BODY
4 Mr. 67 gecko
5 Ms. Lesson 1 68 monkey
6 goodbye 37 eye 69 elephant
38 nose 70 bear
Lesson 4
39 mouth
7 family
40 ear
8 house Theme 7: COLORS
9 school Lesson 2
Lesson 1
41 head
71 red
42 leg/legs
Theme 2: School 72 yellow
43 arm/arms
Lesson 1 73 blue
44 foot/feet
10 pencil 74 green
Lesson 4
11 eraser Lesson 2
45 wake up
12 ruler 75 orange
46 ear breakfast
76 pink
Lesson 2 47 get dressed
77 purple
13 bag 48 go to school
78 white
14 book Lesson 4
15 crayon Theme 5: Family 79 lotus
Lesson 4 Lesson 1 80 jasmine
16 classroom 49 dad 81 rose
17 uniform 50 mom 82 daisy
18 friend 51 brother
52 sister Theme 8: Toys
Theme 3: NUMBERS AND SHAPES Lesson 2 Lesson 1
Lesson 1 53 baby brother 83 car
19 one 54 grandpa 84 doll
20 two 55 grandma 85 teddy bear
21 three Lesson 4 86 ball
22 four 56 uncle Lesson 2
23 five 57 aunt 87 robot
24 six 58 cousin 88 kite
25 seven 89 monster
26 eight 90 bike
Theme 6: ANIMALS
27 nine
28 ten Lesson 1 Lesson 4
59 cat 91 puppet
Lesson 2 92 yo-yo
60 dog
29 circle 93 scooter
61 fish
30 square 94 puzzle
62 bird
31 triangle
32 rectangle
90
PHONICS
Theme 1: Hello!
95 alligator
96 ball
97 car
Theme 2: School
98 door
99 elephant
100 fish
Theme 3: NUMBERS AND SHAPES
101 goat
102 hop
103 itchy
Theme 4: BODY AND FACE
104 jump
105 kick
106 love
Theme 5: Family
107 monster
108 nose
109 octopus
Theme 6: ANIMALS
110 point
111 quiet
112 robot
113 snake
Theme 7: COLORs
114 tiger
115 under
116 violin
Theme 8: Toys
117 walk
118 mix
119 yo-yo
120 zigzag
91
FOUR, HORSE
NHÀ XUẤT BẢN ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH
280 An Dương Vương, Phường 4, Quận 5, TP Hồ Chí Minh
Điện thoại: (08) 38 301 303 – Fax: (08) 39 381 382
Email: nxb@hcmup.edu.vn
Website: http://nxb.hcmup.edu.vn
I-LEARN SMART START 1 TEACHER'S BOOK

DTP Online Corporation
Chịu trách nhiệm xuất bản:

Giám đốc
LÊ THANH HÀ
Chịu trách nhiệm nội dung:

Tổng biên tập
NGUYỄN KIM HỒNG
Biên tập:
ĐẶNG ĐỖ THIÊN THANH
Trình bày bìa:

TRẦN KHƯƠNG DUY
Sửa bản in:

NGUYỄN THỊ NGỌC QUYÊN
Mã số sách tiêu chuẩn quốc tế - ISBN: 978-604-918-864-0
Liên kết xuất bản: Công ty CP Giáo dục Đại Trường Phát
207/6 Nguyễn Văn Thủ, Phường Đa kao, Quận 1, TP.HCM
In 300 cuốn khổ 21,5 x 28,5 cm tại Công ty TNHH MTV Lê Quang Lộc, 161 Lý Chính Thắng,
Quận 3, TP.HCM; Số xác nhận đăng ký xuất bản: 287-2016/CXBIPH/17-07/ĐHSPTPHCM; Quyết
định xuất bản số 196/QĐ-NXBĐHSP ký ngày 19 tháng 04 năm 2016. In xong và nộp lưu chiểu
năm 2016.
Smart Start 1- Teacher’s Book
Smart Start is a 5-level course for young learners of English. It has been developed by
an experienced team of International and Vietnamese writers and teachers
to be a perfect fit for the Vietnamese classroom.
Solid curriculum
Based on the Cambridge Young Learner’s syllabus and the Vietnamese Ministry of Education and Training
(MOET) guidelines.
User-friendly lesson format
Clear, consistent, and logical format makes lessons easy to prepare, teach, and understand.
Proven, motivational materials
Catchy songs, colorful comic strips, and fun games catch students’ interest.
Effective balance of skills
A level appropriate mix of Listening, Speaking, Reading and Writing tasks to systematically develop student
abilities.
Knowledge and culture focus
Core subjects (math, science, geography, etc.) and moral lessons (be helpful, respect elders, be neat and tidy,
etc.) are covered within a Vietnamese cultural setting.
Test taking skills
Each theme includes exercises that familiarize students with the common tasks they will find on exams like the
Cambridge Young Learners exams.

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Te o

Nguyễn Phương Thảo Kerry Murphy George Seale

Project Manager: Grant Trew

3. Numbers and Shapes

4. Body and Face

I can point, p, p, point. Yes, please!

A Listen, point and say. CD1

B 1. Listen and point. CD1

1. Introduce the situation: “The teacher says hello…”

2. Practice the structure. CD1

1. Have students look at the structure box. Track 04

D Practice. Say and do.

1 Hello, my name’s Lola. 2

E Talk to your friends. Take turns.

1. Demonstrate the activity using the example.

A Listen, point and say. CD1

B 1. Listen and point. CD1

Tim meets Ms. Katie…

2. Practice the structure. CD1

1. Have students look at the structure box.

D Practice. Follow the lines. Say and do.

Continue whole class/group/individual drills, with:

E Play the "Chain" game.

1. Play the alphabet song and have students listen.

1 Listen and repeat. CD1

Track 10 Listen and repeat.

1. Have students look at the mouth picture. Trace the letter.

they say the letter sound.

1. Have students look at the picture. Track 13

1 Listen and repeat. CD1

Track 14 Listen and repeat.

Trace the letter.

they say the letter sound. 1. Demonstrate the activity.

1. Have students look at the picture. Track 17

Listen and repeat.

Trace the letter.

4. Play audio again and have students look at their friends as

1. Have students look at the picture. Track 21

1 Tick () the box.

2 Circle the picture that begins with the “b” sound.

3 Follow the letters and say the sounds.

listening 1. Listen and read. CD1

This is my school. This is my teacher.

4. Play audio and demonstrate reading the sentences.

2. Pratice the structure. CD1

1. Draw students’ attention to the structure box. Structure 24 CD1

2. Play audio and have students listen.

Speaking Play the "Board race" game.

Vinh sees MS. Betty…

1. Introduce the situation “Vinh sees Ms. Betty….”

2. Practice the useful language.

1. Draw students' attention to the useful language box.

Play and Say Order the pictures. Role play.

Order the pictures. Role play.

listening Listen and circle. CD1

Mr. Jake Ms. Katie

REading & writing Look, trace and match.

1. Have students turn their Student Book to page 86.

1. Have students look at the mouth picture. Trace the letter.

4. Play audio again and have students look at their friends as

1. Arrange the flashcards on the board, play audio and have