WinnersSpeaking&Listening1 TG

Uni t
01 It’s yellow.
Lesson Aim To introduce basic colors.
Target Vocabulary red, blue, yellow, green, pink, orange, brown, purple, black, white
Target Sentences Look at this! What color is it? It’s yellow. Is it purple? No it isn’t.
Potential Difficulties Pronunciation (/r/ and /l/ sounds / consonant blends).
Teaching Aids SB, WB, CD, flashcards, markers, tape, crayons, paper, pictures of different items (ex.
desk, pen, ball, etc.)
Introduction
1. Greet your students.
T Good morning class!
S Good morning Mr./Ms. [Surname].
T What day is it today?
S Today is [Monday].
2. Ask your students some simple everyday questions.

T How’s the weather today?
S It’s [sunny and warm].
T What’s your name?
S My name is [Steven].
-- If your students do not know the language, have the students listen and repeat until they do. Write the day at the
top of the board.
3. Introduce the topic of today’s lesson. Read the title aloud.

T Can you read the title?
S Yes, the title is “It’s yellow.”
T Which objects in this classroom are yellow?
S My bag is yellow. His pants are yellow.
Warm-up
[Picture Talk]
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2 Winners’ Speaking & Listening 1

1. Talk about the picture on page 10 before listening.
T Who can you see in the picture?
Unit 01
S I can see a boy and a girl.
T What is he doing?
S He is drawing a picture.
T What does he have?
S He has a brush and a palette.
T What colors can you see on the palette?
S I can see yellow, red, blue, green, etc.
T What color is his brush?
S It is purple.
[Listen & Read Aloud]

1. Play the CD, track1-02.
-- Listen to the dialogue.
-- Have your students repeat after the CD.
-- Repeat the dialogue as an active role-play.
a. Tape the color flashcards along the top of the board. Stand under one and conduct the following conversation
with your class.
T Look at this. What color is it?
S It is [purple].
T Is it [blue]?
S No, it isn’t.
T Is it [purple]?
S Yes, it is.
-- Have your students take turns to stand under a flashcard and conduct the dialogue with their classmates.
[Intonation Check]
-- Ask your students to identify the loudest word.
-- When you ask this question, refer to the dialogue on the board.
-- Have your students circle the correct answers in their books.
-- Emphasize the word, so that your students hear it in the context of the exercise.
[Word Check]
-- Have your students repeat the words.
-- Take this opportunity to double check their pronunciation.
-- List the colors on the board, and review how they are written.
-- Write the word ‘color’ on the board as a title. Underline it. Have your students suggest the colors they have learned.
-- Write the colors under the title as your students suggest them. Write with large letters.
-- Have your students shout out the colors as you point at the written words. Continue until your students recognize
the written words.
-- Play a game to recognize the words correctly.
a. Stick color flashcards around the room. Have your students point at the colors as you shout them out. Assist by
standing by the color you say.
b. Now stand at the front of the class, shouting out the colors. Have your students stand up, and turn to face the
colors as you shout them out.
c. Repeat until your students clearly recognize the colors.
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Presentation & Practice
[Basic Practice]
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1. Complete Section A.
-- Prepare pictures of different items (pen, table, man etc.). They should be different colors.
-- Tape two of the different colored drawings to the board.
-- Label the pictures ‘A’ and ‘B’. Ask your students what the letters are, to confirm that they recognize them.
-- Describe the color of one of the pictures.
-- Have your class tell you which picture it is.
T Look at these pictures. Tell me, is it A, or B? It’s [red].
S A!
T Everyone, let’s say: “It’s A!”
S It’s A!
-- Now, circle around picture A. Do not mark the paper, rather circle around the paper on the board.
-- Change picture A, and repeat the exercise. This time, have S1 take your place.
-- Repeat as you feel necessary.
-- Play the CD, track1-05.
-- Pause, as the CD plays, and repeat the above dialogue with your class for every question.
-- Have your students circle the correct answers.
2. Complete Section B.
-- Place one picture on the board. Under it, write, a) [pink], b) [purple], c) [blue]. Have your students read the words.
-- Point at the picture, and perform the following dialogue:
T What color is it?
T a) It’s [pink], b) It’s [purple], c) It’s [blue]. Is it ‘a’, ‘b’, or ‘c’?
S C!
T Everyone, let’s say: “It’s C!”
S It’s C!

-- Pause the CD at the end of each question. Repeat the above dialogue for every question.
3. Complete Section C.
-- Have your students practice asking the question, “What color is it?” Pay attention to the intonation.
-- Write a question mark(?), up on the board. Ask your students what it is.
-- Try to elicit a gesture for ‘question’. (Common gestures for questions are scratching one’s temple, or lifting one’s
arms and shrugging.)
-- Have your students practice asking the question using the intonation and gesture you elicited.
-- Repeat the above steps with the reply “It’s [pink]!”

-- Place different colored drawings on the board. Have a volunteer come up to the front.
-- Act out (role-play) the dialogue with the student, using the intonation and gestures you practiced.
Unit 01
-- Have the student’s classmates judge whether the student has put the right amount of effort in by holding up their
fists either thumbs-up or thumbs-down. Have the student try again until s/he plays enthusiastically.
-- Write the answer on the board, and have the students copy the writing on the board.
-- Repeat as time allows.
-- Pause the CD at the end of each question. Have your students say the answer together.
-- Have your students write the answers in their books.
[Let’s Learn More]
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-- Have each student take out an item of their choice from their bags. Go around the class, asking the color of the
items:
T Is this [purple]?
S [Yes, it is / No, it isn’t].
-- As you use the word, ‘this’, hold the item close to you. This is to show that the pronoun, ‘this’ refers to an object
close to you.
-- Have your students reply each time using the pronoun, ‘it’.
-- Have a student stand up, and pick up another student’s object and ask the question.
-- Write some of their dialogues up on the board. Use a red marker for the word ‘is’, a blue marker for the words ‘this’
and ‘it’, and a black marker for the other words.
-- Have your students read the dialogues you wrote on the board together.
-- Draw arrows to show how the words in the answer come from the words in the question.
-- Open the student book to page 12. Repeat the explanation, referring to section A of the student book.
-- Play the CD, track1-08, and have the students follow the writing in the book.
-- Play the CD, track1-09, and have the students follow the writing in the book.
-- Draw two different pictures on the board, using two different colors (e.g. black and blue).
-- Next to each picture, draw a box. Put a question mark in each box.
-- Conduct the following dialogue:
T Number 1. “It is black.” Number 2. “What color is this? It is blue.”
T (pointing at the black picture) Is it number 1, or number 2?
S Number 1!
-- Repeat until your students understand the exercise.

-- Have your students write the numbers as they listen. Once the exercise is over, review the answers as a class, out
loud.
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[Wrap-up Practice]
1. Complete Wrap-up Practice.
-- Have the students look at the picture on page 12 and talk about the picture.
T How many colored pencils are there in the picture?
S There are ten colored pencils.
T What colors are they?
S They are red, blue, black, white, purple, etc.
T Which one is your favorite color?
S My favorite color is red.
-- Put them into pairs and have them talk about colors using key expressions in the boxes.
-- Encourage them to use the words and sentences they have learned.
Wrap Up
1. Conduct the Trial Test.
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-- Simply follow the instructions on the CD to conduct the test.

-- For the first and last sections, you may wish to play the track twice:
a. On the first time, have the students respond verbally as the instructions require.
b. On the second time, have the students write in their student books. For track1-11, have the students write the
correct color. For track1-14, have them write yes or no.
2. Review what you have learned today while packing up your books.
-- Ask one student a question using the dialogue below.
-- Once they have answered, have them choose another student to ask.
T Is this yellow?
S Yes, it is. (S1 to S2) Is this pink?
3. Assign homework from the Workbook. (pages 1~3)
4. Preview the language you will study next class.

-- Choose an object on the way to the classroom door. Stand next to it and tell your students what it is, using the
pronoun ‘this’.
-- Then go to the door, point at it, and tell your students what it is, using the pronoun ‘that’.
-- Have each of your students do this as they line up to leave your classroom.

Workbook
Unit 01
1. Conduct Exercise A.
-- Have your students read the English words and say their meanings.
-- Have your students write the meanings of the words on the solid lines.
-- Have your students write the English words on the dotted lines.
-- Go around and monitor as your students write.
2. Conduct Exercise B.
-- Read the words in the boxes in Exercise B.
-- Have your students write the words in the spaces provided.
3. Conduct Exercise C.
-- Read the words in the boxes in Exercise C.
-- As the students read the words, have them color in the boxes with the appropriate colors.
-- Read the questions together and draw a line connecting the questions to the answers.
4. Conduct Exercise D.
-- Have your students look at Exercise D. First, have them circle the punctuation.
-- Next, have them circle the color (or the word, ‘color’). Have your students guess the correct sentences based on the
two things you have identified.
-- Have them write in the full sentences in the spaces provided.
5. Conduct Exercise E.
-- Have your students listen to CD, track3-11, and write the words in the spaces provided.
-- If your students struggle to spell the words, you can give them extra time by pausing the CD.
-- Once the exercise has finished, review the spellings and have your students correct their own work.
6. Conduct Exercise F.
-- Read the words together.
-- Have your students guess what goes in the blanks.
-- As they guess, write those words up on the board in a random order. You need not write the spellings for colors.
-- Listen to CD, track3-12. As they listen to the sentences, have them fill in the blanks. Review the answers as a class.
7. Conduct Exercise G.
-- Play the CD, track3-13, and have your students take dictation. (Challenging)
-- Listen to CD, track3-13, once. As you listen, write the sentences in a random order on the board. Have your
students look at the board, and read the sentences together. Now play the CD again. Have your students identify
the correct sentence and copy it into the appropriate space. (Less challenging)
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Uni t
02 This is a desk.
Lesson Aim To introduce classroom furniture vocabulary.
Target Vocabulary desk, chair, board, table, map, bookcase, calendar, clock
Target Sentences What is this? This is a bookcase. [It’s/This is] a red desk.
Potential Difficulties Pronunciation.
Teaching Aids SB, WB, CD, flashcards, tape, crayons, paper, markers, Supplements 2-2a, 2-2b
Introduction
2. Ask your students some simple questions.
3. Review the previous unit. (materials: different colored drawings)

-- Remind the students what they learned in the last lesson.
a. Tape the different colored drawings to the board. Let your students look at the drawings and try to remember
which is which.
b. Have your students close their eyes. Take one drawing down.
c. Let your students look at the pictures remaining on the board and guess the color of the missing picture.
T What color is it?
S Is it pink?
T No, it isn’t.
S Is it red?
T Yes, it is.

S Yes. The title is “This is a desk.”
T Can you find a desk in this room?
S It is a desk.

Warm-up
[Picture Talk]
Unit 02
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T How many people can you see in the picture?
S I can see two people.
T Where are they?
S They are in the classroom.
T What are in the classroom?
S There are desks, chairs, a bookcase, a clock, a calendar, books, a board, etc. in the classroom.

-- Prepare flashcards.
-- Check your students’ knowledge using the following dialogue. While practicing the dialogue, pay special attention
to the word ‘a’. Make sure that your students use the word ‘a’.
T (Holding a flashcard) What is this?
S This is a [bookcase].
T Is this a [desk]?
S No, it isn’t.
[Intonation Check]
-- Ask your students what the loudest word is.
-- Answer the question as a class, referring to the dialogue written on the board.
[Word Check]
-- Have your students list the words they have learned. Write with large letters.
-- Have your students shout out as you point at the written words. Continue until your students recognize the written
words.
a. Walk around the classroom, pointing out the desks, the chairs, the whiteboard, a table, a map, a bookcase, a
calendar, or a clock.
b. Ask each student what it is.
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[Basic Practice]
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-- Tape two flashcards to the board.
-- Write, ‘A’ under one flashcard, and ‘B’ under the other.
T Let’s practice how to do the questions in Section A! Look at the pictures. Listen: It is a [desk]. Is it ‘A’ or ‘B’?
S A!
T Everyone, let’s say: “It’s A!”
S It’s A!
-- Now, circle the letter, ‘A’.

-- Change picture A, and repeat the exercise. This time, have one student take your place. If possible, have the
student do the whole dialogue, as written above.
-- Repeat as you feel necessary.
-- Pause, as the CD plays, and repeat the above dialogue with your class for every question.
-- Preview Section B as a physical quiz.
-- Prior to class, make a copy of Supplement 2-2a and cut out the cards. (Supplement 2-2a contains three cards, with
the letters ‘a’, ‘b’, and ‘c’.)
-- Tape the cards to the walls at different ends of the classroom.
-- Have your students look at the picture for question 1, then listen to CD, track1-19.
-- When students think they heard the correct answer for question 1, they should go and stand under the correct card
(‘a’, ‘b’, or ‘c’).
-- Quiz your students about their choices and let them know the right answer.
-- Repeat for the remaining questions.
-- Pause the CD at the end of each question. Repeat the above dialogue for every question.
-- Practice using ‘this’ and ‘that’ with an activity.
-- Prior to class, photocopy and cut out the two cards from Supplement 2-2b. (Supplement 2-2b has two cards, one
with a picture of a student asking a question, and one with a student making a statement.)
-- Tape the two cards at two different ends of the board.
-- Hold one flashcard (e.g. ‘chair’) to the board near the ‘question’ card. Elicit with the question “What is this?” and the
answer “That is a [chair].”
-- Now hold the flashcard close to the other card. Elicit with the question: “What is that?” and the response: “This is a
[chair].”

-- Have your students line up along the back of the class. Place a pile of flashcards on the teacher’s desk.
-- Have three students come up to the front. One should stand under the ‘question’ card, another should take a
flashcard from the pile and hold it near either the ‘question’ card or the ‘statement’ card, and the third should stand
under the ‘statement’ card.
-- Have the students in the class shout out the question, and the student under the ‘question’ card repeat it, with good
intonation and gestures.
-- Have the students in the line shout out the answer, and the student under the ‘answer’ card repeat it with good
intonation and gestures.
-- Now, have the student at the ‘statement’ card join the back of the line. The other two students should move over
one place. Have the student at the front of the line run out to stand under the ‘question’ card.
-- Continue until all your students have taken part.
Unit 02
-- To add interest, repeat the activity against the clock.
-- Pause the CD at the end of each question. Have your students say the answers together.
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-- Write the following sentences on the board, leaving a large space before the last word in each sentence: “It’s a
desk.”, “This is a map.”, “That is a chair.”
-- Draw each item on the board, using a different color board marker.
-- Point at one of the items (e.g. a desk, drawn with a black board marker). Conduct the following dialogue:
T What is this?
S It’s a desk.
T What color is it?
S It’s black.
T Repeat after me, It is a black desk.
S It is a black desk.
-- Open the student book on page 16. Repeat the explanation, referring to section A of the student book.
-- Play the CD, track1-21, and have the students follow along with the writing in the book.
-- Play the CD, track1-22, and have the students listen and repeat.
-- Put a flashcard (e.g. the ‘desk’ flashcard) on the board and draw a box under it. Conduct the following dialogue:
T This is a [chair]. Is that right?
S No!
-- Draw an ‘x’ in the box under the picture. Repeat the exercise, this time giving a sentence that correctly describes
the flashcard and drawing an ‘o’ in the box.
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-- Have your students write the ‘x’ or ‘o’ as they listen. Once the exercise is over, review the answers as a class, out
loud.
[Wrap-up Practice]
1. Complete Wrap-up Practice.
T Where is this?
S This is a classroom.
T What do you see in the room?
S I see a table, a chair, a calendar, a whiteboard, a map, books, a bookcase, and a desk.
T What color is the table?
S It is pink.
T What color is the chair?
S It is blue.
-- Have your students work in pairs.

-- Have your students take turns to point at an item in the picture, and ask “What is [this/that]?” Have them indicate ‘this’
or ‘that’ by leaning close to the page or leaning away. Their partner must answer the question in the same manner.
-- Go around and monitor.
Wrap Up
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b. On the second time, have the students write in their student books. For track1-24, have the students write the
correct vocabulary word. For track1-27, have them write a full sentence, for instance for question 1 they would
write, “It is a clock.”
2. Review what you have learned today while packing up.

-- Have your students stand up. Quiz your students about items in the classroom. Once a student has answered one
of your questions, let that student sit down.
T What is this?
S That is a green bookcase.
3. Assign homework in the Workbook. (pages 4~6)

-- Have your students put their things in their bags an item at a time, as you tell them to.
T (holds up a pencil and a pencil case) Put your pencil in your pencil case.
(holds up a pencil case and a bag) Put your pencil case in your bag.
(holds up a book and a bag) Put your book in your bag.
Workbook
Unit 02
-- Look at the pictures in the boxes in Exercise C. Ask your students “What is it?” for each picture.
-- Read the questions, and have your students answer using the correct pronouns.
-- Have your students look at Exercise D. First have them circle the punctuation.
-- Next have them circle the item (desk, chair, table, etc.). Have your students guess the correct sentences based on
the two things you have identified.
-- Have them write the full sentences in the spaces provided.
-- As they guess, write those words up on the board in a random order.
the correct sentence and copy it into the appropriate space. (Less Challenging)
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Uni t
03 It’s a pencil.
Lesson Aim To introduce basic stationery items.
Target Vocabulary pencil, pen, eraser, notebook, book, crayon, ruler, pencil case
Target Sentences What is it? It’s an eraser.
Potential Difficulties Confusion between ‘it’, ‘they’, ‘this’, and ‘that’.
Teaching Aids SB, WB, CD, flashcards, tape, scrap paper, markers
Introduction
2. Ask your students some simple questions.
3. Review the previous unit. (materials: flashcards)

-- Have two students come up to the front. Have them face away from the whiteboard.
-- On the whiteboard, draw a stick-man, with a speech bubble. Draw a question mark in the speech bubble. Stick a
classroom furniture flashcard either near the stick-man or far away.
-- Have the pair turn around. The students have to make an appropriate sentence using what you wrote on the board.
For instance, if you stuck a ‘desk’ flashcard near the stick-man, they should write “What is this?”
-- Once the sentences have been written, have the two students stand to the side so that the rest of the class can
see. Have the rest of the class read the sentences and judge whether they are correct.
-- If one answer is wrong and one answer is right, ask a volunteer to tell you which is right. That student comes to the
front. Have the student that wrote the wrong answer sit down.
-- If both answers are right, have the slower student sit down and choose another student at random.
-- If both answers are wrong, have both students sit down and choose two more students at random.

S Yes. The title is “It’s a pencil.”
T Do you have a pencil?
S Yes, I have.
T Where is it?
S Here it is. / It is in a pencil case.

Warm-up
[Picture Talk]
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T Where are the boy and the girl?
S They are on the chairs.
T What are on the table?
S There is an eraser, a pencil, a pen, a notebook, a crayon, a ruler, and a pencil case.
T What does she have?
S She has an eraser.
Unit 03
-- Hold up a flashcard, and point at a student. That student should pick up the object from the flashcard. Have the
class repeat the dialogue, substituting the student’s name and the item they are holding.
T (holds up the ‘pencil’ flashcard, and points at a student)
S (holds up a pencil from her desk)
S Liz, what is it?
S It’s an pencil.
[Intonation Check]
-- Ask your students, what the loudest word is.
[Word Check]
-- Write the word ‘stationery’ on the board as a title. Underline it. Have your students suggest the stationary items they
have learned.
-- Write the items under the title as your students suggest them. Write with large letters.
-- Have your students shout out the items as you point at the written words. Continue until your students recognize
the written words.
a. Have your students put a pen, a pencil, an eraser, a notebook, a book, a crayon, a ruler, and a pencil case on
their desk.
b. Put the same items on your own desk.
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c. Pick up one item, show it to your students, and tell him/her to pick it up sounding out the name of the item. Put it
down, and repeat with another item. Continue until your students are comfortable. Now do the exercise with only
verbal instructions, without showing your students the item too.
T (holds up a pencil) Pick up your pencil.
(students pick up their pencils)
S Pencil.
T (puts down the pencil) Put down your pencil.
(students put down their pencils)
S Pencil.

[Basic Practice]
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-- Tape four flashcards to the board, and number them, 1, 2, 3, and 4.
-- Next to each flashcard, draw two boxes, one with an ‘x’ and one with an ‘o’, just like in the student book, Section A.
-- Split your class into two teams. Have the two teams line up in front of the board. Have the first student from each
team step forward.
-- Call out the number of the flashcard they should consider. Shout out a sentence.
-- The sentence may correctly describe the flashcard, or incorrectly describe it.
-- The two students should race to hit the ‘x’ or ‘o’, which you wrote on the board. The student that hits the correct
answer first wins a point for his/her team.
-- Those students should sit down, and the next two students get ready to play. Continue until every student has
played.
-- Split the board into three vertical sections. At the top of each section, write a sentence: a) It’s [a notebook], b) It’s [an
eraser], c) It’s [a pencil]. Have your students read the words.
-- Find those three flashcards. Have your students line up facing the board. Have the first three students come out,
and have each stand under one sentence.
-- Hold up one of the three flashcards. Ask your class what it is. Have each of the students standing under the board
say their sentences. Have the students in the line choose the correct answer.
T (holds up ‘notebook’ flashcard) What is it? A...
S It’s a notebook.
T B...
S It’s an eraser.
T C...
S It’s a pencil.
T Is it ‘a’, ‘b’, or ‘c’?
S A!

-- Have the three students go to the back of the line, and three new students stand under the board. Choose a
different flashcard and repeat the exercise.
-- Split your class into two groups. Have the groups take turns to ask each other, “What is it?” referring to the pictures
in Section C.
-- Write each answer up on the board. Have your students practice reading the answers.
-- Pause the CD at the end of each question. Have your students say the answers together.
Unit 03
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1) Introduce plurals.
-- Draw a line dividing the board into the top half and the bottom half.
-- Tape four of the flashcards along the board, straddling the line.
-- Entitle the top half ‘One (1)’, and the bottom half ‘Two or many (2~999999)’.
-- Use the dialogue below to drill the words and their plurals.
T (points at ‘pencil’ flashcard, then indicates the top of the board) Listen and repeat “One pencil.”
S One pencil.
T (points at ‘pencil’ flashcard, then indicates the bottom of the board) Two pencils.
S Two pencils.
-- Point at one of the flashcards, and have your students read out the spelling. Write the spelling in the top half of the
board.
-- Now tell your students the word in its plural form. Ask your students how to spell it. Write the spelling in the bottom
half of the board.
2) Do Section A.
-- Have each student take out a pair of identical items from their bags.
-- Point at a student’s item and describe it using the singular. The student should hold one of his/her items up.
-- Point at another students items and describe them using the plural. That student should hold both of the items up.
-- Continue until everyone has practiced.
T It is a [pencil].
S (holds up one [pencil])
T They are [erasers].
S (holds up two [erasers])
-- Write some of the sentences on the board. Use a red marker for the nouns (both plural and single).
-- Have your students read the dialogues you wrote on the board together.
-- Circle the ‘s’ in a different color. Ask your students whether this means there is one, or many.
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T (circles the ‘s’ in ‘pens’) Is there one pen, or are there many pens?
S There are many pens!
-- Open the student book on page 20. Repeat the explanation, referring to section A of the student book.
-- Play the CD, track1-34 and have the students follow the writing in the book, and repeat after the CD.
-- Have your students put their pencils down.
-- Preview this task verbally. Point at picture 1, and conduct the following dialogue:
T What is it?
S It is a ruler.
T Very good. Choose ‘a’ or ‘b’, “a) They are rulers. b) It’s a ruler.” Is it ‘a’ or ‘b’?
S It’s ‘b’!
-- Either move on to the exercise, or preview the other question.

-- Have your students circle the correct letters as they listen. Once the exercise is over, review the answers as a class,
out loud.
[Wrap-up Practice]
1. Complete the Wrap Up Practice.
T What do you see in the picture?
S I see a bag, a book, pencils, a pencil case, an eraser, pens, a notebook, rulers, and crayons.
T How many crayons are there?
S There are four.
-- Set your students up in pairs.

-- Have them take turns asking each other the questions “What is it?”, and “What are they?” while pointing at items in
the picture.
-- Go around and encourage your students to use the intonation you have been practicing.
Wrap Up
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b. On the second time, have the students write in their student books. For track1-37, have the students write out
the sentence. For track1-40, have them write the nouns in single/plural form as appropriate.

2. Review what you have learned today while packing away.
-- Once they have answered, have them ask a question of another student. After answering one question, then asking
another, a student may quietly pack away his/her things. The last student to be asked should finish by asking the
teacher a question.
T What [are they]?
S [They are pencils]. (S1 to S2) What [is that]?
Workbook
Unit 03
-- Next have them circle the noun/pronoun. Have your students guess the correct sentences based on the two things
you have identified.
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Uni t
04 Is it a doll?
Lesson Aim To introduce children’s toys.
Target Vocabulary doll, robot, top, kite, teddy bear, ball, yo-yo, model car
Target Sentences Is it a teddy bear? Yes it is. Are they teddy bears? No they aren’t.
Potential Difficulties Distinguishing singular and plural – drill this using a clear graphical organizer.
Teaching Aids SB, WB, CD, flashcards, tape, scrap paper, markers, Supplement 3-1
Introduction

a. Collect all the flashcards into a pile. Hand the pile to one student and have the student turn the first card over.
Conduct the following dialogue with the student.
T [Sally], what is it?
S It’s [an eraser]
T All together!
S It’s an eraser!
b. S1, should put that card to the bottom of the pile, and then pass the pile on to the next student, repeating the
dialogue.

S Yes. The title is “Is it a doll?”
T Do you have a doll?
S Yes, I do. / No, I don’t.
Warm-up
[Picture Talk]
24

S They are in the room.
S She has a doll.
T What toys do you see in the room?
S I see a robot, a top, a kite, a ball, a model car, and blocks.

-- Hold up a flashcard, and point at a student. Have the class repeat the question, substituting the student’s name and
the item from the flashcard. The student should answer the question.
T (holds up ‘doll’ flashcard, and points at a student, Liz)
S Liz, is it a doll?
S Yes, it is.
-- Repeat this exercise with each student. Now try the exercise again, only this time, swap the flashcards before the
student can answer.
T (holds up ‘doll’ flashcard, and points at a student, Karl)
S Karl, is it a doll?
T (swaps the doll flashcard for a ‘ball’ flashcard)
S No, it isn’t.
[Intonation Check]
Unit 04
[Word Check]
-- Take this opportunity to double check their pronunciation. For each word, have your students also call out the plural
form.
a. Prior to class, make two photocopies of Supplement 3-1, cut out the cards, and keep the two sets separate. As
these are usable for most classes, it may be advisable to laminate them and keep them for use later. (Supplement
3-1 contains cards with all the letters of the alphabet. Some common letters are repeated.)
b. Split the class into two teams. Have them line up at two different ends of the classroom.
c. In front of each team, spread out a set of cards from Supplement 3-1.
d. Shout out a vocabulary word. The teams should start chanting the spelling.
e. The first student in each team should come out and find a card with the first letter.
f. The second student should come out, find a card with the second letter, and stand behind the first student, and
so on until the word is spelled out completely.
g. The team which correctly spells the word first wins a point. The students that took part should put their cards on
the pile, and return to the back of the line.
h. Repeat as seems appropriate.
21
[Basic Practice]
25
-- Tape four flashcards to the board in pairs. Number the pairs, 1, and 2.
-- Next to each flashcard, draw a box. In the first box write, ‘a’, and in the second box write, ‘b’, just like in the student
book, Section A.
team step forward.
-- Call out the number of the flashcard pair they should consider. Shout out a sentence. Your sentence should
correctly describe one of the flashcards from the pair.
-- The two students should race to hit the ‘a’ or ‘b’. The student that hits the correct answer first wins a point for his/
her team.
played.
-- Split the board into three vertical sections. At the top of each section, write a sentence: a) Yes, it is. b) No, it isn’t. c)
It’s a yellow desk. Have your students read the words.
-- Choose three flashcards. Have your students line up facing the board. Have the first three students come out, and
each stands under one sentence.
-- Hold up one of the three flashcards. Ask your class a yes/no question. Have each of the students standing under
the board say their sentences. Have the students in the line choose the correct answer.
T (holds up ‘top’ flashcard) Is it a kite? A...
S Yes, it is.
T B...
S No, it isn’t.
T C...
S It’s a yellow desk.
S B!
-- Have the three students join the back of the line, and three new students stand under the board. Choose a different
flashcard and repeat the exercise.
-- Split your class into two groups. Have the groups take turns to ask each other, “Is it a [robot]?” referring to the
pictures in Section C.

26
1) Introduce yes/no questions using plurals.
-- Draw a line dividing the board into a left half and a right half.
-- In huge letters, write ‘ONE (1)’ in one half, and ‘MANY (2-9999)’ in the other.
T (holds up a [doll] flashcard, stands under the title, ‘ONE’) Is it a doll?
S Yes, it is.
T (moves under the title, ‘MANY’) Are they dolls?
S Yes, they are.
-- Repeat the dialogue as necessary. Also practice asking yes/no questions to which the answer is “No.”
-- Have your students line up along the back of the class.
-- Have the first student come out, take a flashcard, then ask two questions, just as you did.
-- Have the rest of the class answer the questions.
Unit 04
-- That student should join the back of the line, and the next student may have a go.
2) Do Section A.
-- Open the student book on page 26. Read the yellow box at the top of the page.
-- On the left side of the board, write the phrases: are not, is not, it is. Next to each phrase, write the contractions:
aren’t, isn’t, it’s.
-- Have your students identify the missing letters.
-- Demonstrate that the missing letters are replaced by an apostrophe (’).
-- Have your students put their pencils down.
-- Preview this task verbally. Point at picture 1, and conduct the following dialogue:
T Listen to this. “Are they yo-yos? Yes, they are.” Is that right?
S No!
T Are they yo-yos?
S No!
T Is it a yo-yo?
S Yes, it is!
T Very good! Listen one more time, “Are they yo-yos? Yes, they are.” Is that right or wrong?
S Wrong.
T Should you write an ‘o’ or an ‘x’?
S ‘o’!
23
-- Either move onto the exercise, or preview the other question.
-- Have your students write ‘o’ or ‘x’ as they listen. Once the exercise is over, review the answers as a class, out loud.
[Wrap-up Practice]
T What toys are there in the picture?
S There are a robot, teddy bears, dolls, model cars, tops, a kite, a yo-yo, and balls.
T How many teddy bears are there?
S There are four.

-- Have them take turns asking each other the questions “Is it a [kite]?”, and “Are they [tops]?” while pointing at items
in the picture.
-- Have your students fill in the six blanks in the Wrap Up section as they please.
-- Have them do their dialogues again, this time, go around to check that the dialogues are being done according to
what they wrote in the blanks.
Wrap Up
27

b. On the second time, have the students write in their student books. For track1-55, have the students write out
the sentence. For track1-58, have them write yes/no answers in full sentences.

-- Once they have answered, have them choose another student to ask. After answering one question, then asking
another, a student may quietly pack away his/her things. The last student to be asked should finish by asking the
teacher a question.
T Is it a doll?
S Yes, it is. (S1 to S2) Are they tops?
4. Preview the use of ‘these’ and ‘they’.

-- Place two markers on the teacher’s desk.
-- Put your hand on them and ask what they are, using the pronoun-these. Have your students answer.

-- Stand back and point at them ask what they are, using the pronoun-those. Have your students the answer.
-- Let a student come up to the desk. Have the student put his/her hand on the markers and ask what they are. Their
classmates should answer.
-- Then have the student line up by the door, and ask again from a distance. Their classmates should answer.
-- Continue until your whole class has lined up.
T (touches markers) What are these?
S They are markers.
T (points at markers) What are those?
S They are markers.
Workbook
Unit 04
-- Have your students guess the correct sentences.
-- Once the exercise has finished, review their spelling and have your students correct their own work.
25
Uni t
05 They are onions.
Lesson Aim To introduce vegetables.
Target Vocabulary carrots, onions, cucumbers, mushrooms, green peppers, potatoes, beans, radishes
Target Sentences What are these? They are carrots. These are carrots. Those are carrots.
Potential Difficulties Spelling plurals, particularly potatoes. Pay attention to this word.
Introduction

a. Collect all the flashcards together.
b. Write a big ‘o’ and ‘x’ on the board.
c. Hold one flashcard up, and hold up one finger, and have your students ask a yes/no question (e.g. “Is it a top?”).
d. Indicate the ‘o’, and have the whole class give a positive answer.
e. Repeat the exercise, this time holding up two fingers to get a question using the plural form (e.g. “Are they
tops?”).
f. Repeat the exercise with another flashcard, this time, indicating the ‘x’ to elicit a negative answer.
S Is this a top?
S Yes, it is.
S Are they tops?
S Yes they are.
S Is this a yo-yo?
S No, it isn’t.

S Yes. The title is “They are onions.”
T Do you like onions?

Warm-up
[Picture Talk]
28

T Where are people in the picture?
S They are at the vegetable store.
T What kind of vegetables do you see?
S I see carrots, onions, cucumbers, green peppers, potatoes, beans, mushrooms, and corn.

-- Have your students practice their ‘mom’ voices. Say “They are carrots.” in a motherly voice, and have your students
copy. Hold a short competition to find the best ‘mom-voice’.
-- Hold up a flashcard. Have the class repeat the dialogue, substituting the item from the flashcard. The class should
use their best ‘mom-voice’ when reading the mother’s part.
T (holds up ‘onions’ flashcard)
S (normal voice) Mom! What are these?
S (mom-voices) They are [onions].
[Intonation Check]
Unit 05
[Word Check]
-- Take this opportunity to double check their pronunciation. For each word, have your students also call out the single
form.
a. Write the vocabulary words on the left side of the board.
b. Next to each vocabulary word, write the singular form.
c. For each word, have the class say both forms in a sentence.
T (points at [potato], and hold up one finger)
S There is one [potato].
T (points at [potato], and hold up three fingers)
S There are [three] [potatoes].
27
[Basic Practice]
29
-- Tape four flashcards to the board. Number the flashcards, 1, 2, 3, and 4.
-- Next to each flashcard, draw two boxes. In the first box write, ‘o’, and in the second box write, ‘x’, just like in the
student book, Section A.
team step forward.
-- Call out the number of the flashcard they should consider. Shout out a sentence. Your sentence should either
correctly or incorrectly describe the flashcard.
-- The two students should race to hit the ‘o’ or ‘x’. The student that hits the correct answer first wins a point for his/
her team.
played.
-- Choose three flashcards. In this example, we will use radishes, carrots, and onions.
-- Split the board into three vertical sections. At the top of each section, write a sentence: a) They are radishes. b)
They are carrots. c) They are onions. Have your students read the words.
-- Have your students line up facing the board. Have the first three students come out, and each stand under one
sentence.
-- Hold up one of the three flashcards. Ask your class, “What are these?” Have each of the students standing under
the board say their sentences. Have the students in the line choose the correct answer.
T (holds up ‘carrots’ flashcard) What are these? A...
S They are radishes.
T B...
S They are carrots.
T C...
S They are onions.
S B!
flashcard and repeat the exercise. Repeat until every student has participated.
-- Split your class into two groups. Have the groups take turns to ask each other, “What are [these/those]?” referring
to the pictures in Section C.

30
1) Practice using ‘these’ and ‘those’.
-- Have every student take out two pencils. Place two pencils on the teacher’s desk, and hold two more in your hand.
-- Hold up the two in your hand, and say “What are these?” Have your students repeat, following your gesture.
Answer, “They are pencils.”
-- Point at the two on your desk, and say “What are those?” Have your students repeat, following your gestures.
Answer “They are pencils.”
-- Repeat the two questions again and again.
-- Once your students are confident, have them take turns to say the questions on their own. Have the first student
(in the front, stage-left chair) stand up, hold up their pencils shout out the question, point at the pencils on the
teacher’s desk, shout out that question, then sit down as quickly as possible.
-- Have the next student stand up and do the same. Continue until every student has done it.
T (holding up pencils) What are these?
S (holding up pencils) What are these?
T They are pencils.
T (pointing at pencils) What are those?
S (pointing at pencils) What are those?
T They are pencils.
(repeat and repeat)
S (stands up, holds up pencils) What are these?
T They are pencils.
S (points at pencils) What are those? (sits down)
T They are pencils.
Unit 05
S (stands up, holds up pencils) What are these?
2) Do Section A.
-- Open the student book on page 30.
-- Ask questions about each picture in the white boxes in Section A.
-- Read through the words in each box, and connect them to the pictures.
-- Hold up a flashcard, and have the students read the words in the boxes, substituting the flashcard word.
-- Put two flashcards on the board.
-- Close by one of the flashcards (in our example, beans), draw a hand. Further from the other flashcard (in our
example, carrots), draw a pointing finger.
-- Label each flashcard ‘a’, and ‘b’.
29
T Number 1, “Those are carrots.” Which one is number 1, ‘a’ or ‘b’?
S ‘b’
T Number 2, “These are beans.” Which one is number 2, ‘a’ or ‘b’?
S ‘a’!

-- Have your students number the pictures as they listen. Once the exercise is over, review the answers as a class, out
loud.
[Wrap-up Practice]
S I see a girl, two baskets, and many kinds of vegetables.
T What kind of vegetables do you see?
S I see green peppers, carrots, cucumbers, mushrooms, onions, potatoes, and radishes.

-- Have them take turns asking each other the questions “What are these?” and “What are those?“ while pointing at
items in the picture.
-- Have your students fill in the four blanks in the Wrap Up section as they please.
Wrap Up
31

b. On the second time, have the students write in their student books. For both tracks1-67, and 1-70, have the
students write out the answers in full sentences.
2. Review the words ‘this’, ‘that’, ‘these’, and ‘those’.

-- Have each student take a turn to stand up and make a sentence with the word ‘this’. Complete the exercise quickly.
-- A student should stand up, say their sentence, then sit down quickly, and the next student should start right away.
The sentence can be anything they like, so long as it is grammatically correct.
-- Repeat for the words ‘that’, ‘these’, and ‘those’.

4. Preview some family words.
-- Draw a stick figure on the board. Tell your students that it is you.
-- Next to the stick figure, draw a stick-girl, and a stick-boy. Ask them who they are. Introduce the words, ‘brother’
and ‘sister’.
-- Above the three of you, draw a stick-man and a stick-woman. Ask your students who they are. Introduce the words
‘mother’ and ‘father’.
-- Tell your students that they will study family members next class.
-- Have your students look at Exercise D. First have them circle the punctuation. Have your students show their
understanding of the punctuation mark by performing the assigned gestures.
Workbook
-- Look at the pictures in the boxes in Exercise C.
-- Pay attention to whether the pictures show someone close to the items (Use ‘these’.) or someone pointing to the
items (Use ‘those’.).
Unit 05
-- Have your students guess what goes in the blanks. As they guess, write those words up on the board.
31
Uni t
06 She is my mother.
Lesson Aim To introduce family members.
Target Vocabulary father, mother, sister, brother, grandmother, grandfather, uncle, aunt, parents
Target Sentences Who’s she? She is my mother. Who are they? They are my uncles.
Potential Difficulties Confusion with mother tongue. Use graphic organizers.
Introduction
3. Review the vocabulary you learned last unit.

-- Review the words with a memory chain.
a. Hold up one flashcard, and describe what it is. Have your students listen and repeat. Tape the flashcard to the
board.
b. Hold up a second flashcard. Describe the first flashcard, then describe the second flashcard. Have your students
listen and repeat. Tape the flashcard to the board.
c. Hold up a third flashcard. Describe the first and second flashcards, then describe the third flashcard. Have your
students listen and repeat. Tape the flashcard to the board.
T (holds ‘peas’ flashcard) They are peas.
S They are peas.
T (holds ‘onions’ flashcard) They are peas. They are onions.
S They are peas. They are onions.
T (holds ‘cucumbers’ flashcard) They are peas. They are onions. They are cucumbers.
S They are peas. They are onions. They are cucumbers.
d. Continue until all the flashcards are on the board. Your students will probably now recognize what to do.
e. Have one student start off by describing one vegetable. Have the other students continue the chain. See if they
can keep it going until you have mentioned all of the vegetables. Repeat the activity so all students can try.

S Yes. The title is “She is my mother.”
T How many family members do you have?
S I have four.
T Who are they?
S They are my mother, father, sister, and me.

Warm-up
[Picture Talk]
32

T How many people are there in the picture?
S There are three people.
T Who is the woman standing in front of the house?
S She is the boy’s mother.
T What is his mother doing?
S She is waving to him.

-- Have your students circle the word, ‘mother’ in the dialogue. Flip through the family member flashcards until your
students identify the one for ‘mother’.
-- Ask your students whether ‘mother’ is male or female (boy or girl/man or woman)
-- Draw a table on the board. Entitle one column ‘Boys/Men’, and entitle the other column ‘Girls/Woman’.
-- Go through the flashcards, and have your students suggest which family members should go in which column.
-- Erase the titles of each column, and replace them with the titles, ‘he’ and ‘she’.
-- Drill the sentences “[He/She] is my [mother/father/sister etc.].”
-- Have your students circle the word ‘she’.
-- Hold up the ‘father’ flashcard. Now have your students read the dialogue again, this time substituting ‘he’ and ‘father’
into the dialogue.
-- Repeat for the remaining flashcards.
[Intonation Check]
Unit 06
[Word Check]
33
-- Prior to class, make two photocopies of Supplement 3-1, cut out the cards, and keep the two sets separate. As
-- Split the class into two teams. Have them line up at two different ends of the classroom.
-- In front of each team, spread out a set of cards from Supplement 3-1.
-- Shout out a vocabulary word. The teams should start chanting the spelling.
-- The first student in each team should come out and find a card with the first letter.
-- The second student should come out, find a card with the second letter, and stand behind the first student, and so
on until the word is spelled out completely.
-- The team that correctly spells the word first wins a point. The students that took part should put their cards on the
pile, and return to the back of the line.
-- Repeat as seems appropriate.

[Basic Practice]
33
-- Have two students come out and stand in front of the whiteboard. Above their heads, write ‘a’ and ‘b’.
-- Give the students one flashcard each to show the class.
-- Describe one of the flashcards. Have the rest of the class decide which is the correct one. Have the student holding
the correct flashcard repeat the key sentence. Have the student holding the incorrect flashcard tell the class that it
isn’t his/her card:
T (gives ‘grandmother’ to S1 and ‘mother’ to student S2) She is my mother.
S B!
S (happy voice) Yes! She is my mother!
S (sad voice) She isn’t my grandmother.
-- Repeat the exercise as you feel necessary.

-- Review the family tree activity you did last class.
-- Draw a stick figure of yourself on the board. Tell your students who it is.
-- Place a ‘brother’ flashcard next to you, but turned backwards, so your students can’t see it. Ask who it is.
T Who is [he]?
T (pointing at picture of himself) This is [me]. (pointing at flashcard-back) Who is [he]?
S [He] is your [brother]!
T Very good. He is my [brother].
-- Turn the ‘brother’ flashcard around and tape it to the board next to your picture of yourself.

-- Repeat with the ‘sister’ flashcard, again using the above dialogue.
-- Repeat with the ‘mother’ and ‘father’ flashcards, only add those above rather than next to your own picture.
-- Add the remaining flashcards, again repeating the dialogue every time.
-- Add lines to complete the family tree. Review each family member, by pointing and asking who it is.
-- Now look at the pictures in Section B. Have your students identify the circled relatives.
-- Split your class into two groups. Have the groups take turns to ask each other, “Who’s [he/she]?” referring to the
34
-- Practice the flashcards once as singular nouns, then as plural nouns.
-- Open the student book on page 34.
-- Ask questions about each picture in the white boxes in Section A.
T Look at him. (pointing at one brother) Who is he?
S He is a brother.
T How many people can you see?
S I can see two people.
T They are brothers.
-- Play the CD, track1-77 and have the students follow the writing in the yellow box, and repeat after the CD.
-- Have them read the sentences, substituting in the plural nouns shown in Section A.
-- Play the CD, track1-78. Have your students repeat after the CD. Check their pronunciation.
-- Look at the pictures in Section B. Have your students describe what is in each picture (e.g. [She] is a [grandmother].).
Unit 06

-- Pause the CD after each question. Point at picture number 1, and ask whether that is the right picture.
T Look at number 1. Is she a grandfather?
S No, she isn’t.
T Should we write an ‘x’ or an ‘o’?
S X!
35
[Wrap-up Practice]
T What is it?
S It is a family tree.
T How many people are there?
S There are 12 people.
T Who do you think they are on the top of the family tree?
S They are grandparents.

-- Have them take turns asking each other the questions “Who’s [she/he]?” and “Who are they?“ while pointing at
people in the picture.
-- Go around and encourage your students to use the correct intonation for questions and answers.
-- Have your students fill in the three blanks in the Wrap Up section as they please.
Wrap Up
35

-- For the first and last sections, you may wish to play the track twice.
b. On the second time, have the students write in their student books. For track1-80, have the students take
dictation. For track1-83, have the students write out the answers in full sentences.
2. Review the unit as your students pack up.

-- Hold up a flashcard, and ask your students who it is. The student that answers correctly may pack his/her things
away.
-- Continue until all your students have packed their things away.

-- Ask your students about their pets.
T Do you have a pet?
S Yes, I have.
T What kind of pet do you have?
S I have a cat.

-- Have your students add as many different kinds of pets as possible.
Workbook
-- Have the students look at the number of people in each picture and their gender to determine the right questions.
-- Having asked the questions, have your students answer.
-- As they guess, write those words up on the board in a random order. You need not write the spellings for colors.
Unit 06
37
Uni t
07 I have a cat.
Lesson Aim To introduce household pets.
Target Vocabulary dog, cat, rabbit, bird, fish, hamster, turtle, iguana
Target Sentences What do you have? I have a cat. I have cats. I have a dog and a fish.
Potential Difficulties Correct use of indefinite article (a/an) – drill sentences with plural nouns and singular
nouns and pay attention to use of ‘a/an’, Confusion about plural for fish – pay special
attention to this word.
Teaching Aids SB, WB, CD, flashcards, tape, scrap paper, markers, Supplements 3-1, 7-2a
Introduction
3. Review the last unit.

-- Have two students come out to the front. Give each one a board marker.
-- Show them a family-member flashcard, but don’t let the rest of the class see. Have the two students race to draw a
picture of the family-member.
-- The rest of the class must guess who it is. They should put their hands up, and if chosen, call out the answer in a
full sentence (e.g. “She is my mother.”).
-- The student whose picture was recognized should stay by the board. The other student should sit down. The
student that correctly answered should come to the front to compete.
-- Continue the game as time allows.

S Yes. The title is “I have a cat.”
T Do you have a cat?
S Yes, I have. / No, I don’t have.
T What’s your cat’s name?
S Her/His name is Lucy.

Warm-up
Unit 07
[Picture Talk]
38

S They are in her room.
S She has a cat.
T What’s in the fish tank?
S There is a fish.

-- Split your class into two groups. Have one group read the boy’s part and one group read the girl’s part. Have them
put on voices to indicate which part they are reading.
-- As a class, choose some gestures and motions to go along with the dialogue.
-- Have your students practice the dialogue in pairs, using the actions and special voices.
-- Have pairs of students perform the role-play in front of their classmates.
[Intonation Check]
[Word Check]
39
-- The team which correctly spells the word first wins a point. The students that took part should put their cards on the

[Basic Practice]
39
1) Practice using ‘a’ and ‘an’.
-- Have your students brainstorm all the nouns they have learned so far. As you write them up, write consonants in
one color, and vowels in another color.
-- For each word, have the students repeat after you as you say it with the correct indefinite article (a/an).
-- Write the indefinite article in front of each word. Write ‘a’ using the color with which you wrote the consonants. Write
‘an’ using the color with which you wrote the vowels.
-- Point at a word, and have your class shout it out with the correct indefinite article. Repeat, and repeat quickly.
-- Erase indefinite article (a/an) in front of each word on the brainstorm.
-- Draw a table on the board, within reach of the students. Give one column the title ‘a’ (in the appropriate color), and
entitle the other column ‘an’ (in the appropriate color).
-- Have your students line up.
-- The first student should come to the board, write a word in the correct column of the table, then sit down.
-- Their classmates should shout out the word and its marker (e.g. “A pencil!”).
-- Continue until every student has added a word to the table.
2) Do Section A.
-- As a class, review the pictures in section A. Ask them how many animals they see in each picture.
-- Check the spelling of the animal (to confirm whether to use ‘a’ or ‘an’), and have your students make a good
sentence to describe the picture.
-- Review the exercise verbally before starting.
-- Prior to class, photocopy and cut out Supplement 7-2a. (Supplement 7-2a shows an ‘x’ and an ‘o’ and has the
writing ‘wrong answer’ and ‘correct answer’.)
-- Look at the first picture.
-- Point at one student, and call out ‘a’. Ask the student what s/he has. Hold up the ‘x’ card.
-- Have the student make a wrong answer.

-- Point at another student, and call out ‘b’. Ask the student what s/he has. Hold up the ‘x’ card. Have the student
make a wrong answer.
Unit 07
-- Point at a third student, and call out ‘c’. Ask the student what s/he has. Hold up the ‘o’ card. Have the student make
the correct answer.
-- Now ask your class if the answer is ‘a’, ‘b’, or ‘c’.
-- Repeat the exercise as you see fit.
T (points at Section A, picture 1, a dog) A! (points at S1, holds up ‘x’ card) What do you have?
S I have cats.
T B! (points at S2, holds up ‘x’ card) What do you have?
S I have an iguana.
T C! (points at S3, holds up ‘o’ card) What do you have?
S I have a dog.
T Okay, everyone. Is it ‘a’, ‘b’, or ‘c’?
S C!

-- Split your class into two groups. Have the groups take turns to ask each other, “What do you have?” referring to the
40
-- Drill the flashcards once as singular nouns, then as plural nouns.
-- Make a list of each of the single nouns and plural nouns on the board, include both plural forms of ‘fish’ (‘fish’, and
‘fishes’).
-- Drill each one in a correct sentence.
-- Have them read the sentences, substituting in the plural nouns shown in Section A.
-- Look at the pictures in Section B. Have your students describe what is in each picture.
-- Pause the CD after each question.
-- Have your students identify the picture it describes and write the number in that box.
41
[Wrap-up Practice]
-- Have the students look at the picture on page 40 and talk about it.
T Where are the children in the picture?
S They are in the animal hospital(vet).
T How many kids are there?
S There are five.
T What do they have?
S They have animals.
T What kind of animals do you see?
S I see a dog, a turtle, a cat, a fish, a rabbit, etc.

-- Have them take turns asking each other the questions “What do you have?” while pointing at people in the picture.
-- Have your students fill in the blank in the Wrap Up section as they please.
Wrap Up
41

2. Review the spellings of each household pet word as your students pack up.
-- Hold up a flashcard, but cover the written word.
-- Ask your students how it is spelled.
-- The student that answers correctly may pack his/her things away.
-- Continue until all your students have packed their things away.
4. Preview the subject you will study next time.

-- Ask your students how the weather is.
-- Write the word ‘weather’ in a brainstorm diagram on the board.

-- Add your students’ description of the weather to this brainstorm diagram.
-- Have your students add as many different kinds of weather to the diagram as possible.
Unit 07
Workbook
-- Read the questions, and have your students answer.
-- As they guess, write those words up on the board in a random order. Listen to CD, track3-30. As they listen to the
sentences, have them fill in the blanks. Review the answers as a class.
43
Uni t
08 It’s sunny.
Lesson Aim To introduce the weather.
Target Vocabulary sunny, rain, windy, snowy, cloudy, foggy, cold, hot, weather, spring, summer, fall, winter,
season
Target Sentences How’s the weather? It’s sunny. It’s spring.
Potential Difficulties Distinguishing weather and seasons – Use graphics organizers. Add the season to your
greeting.
Teaching Aids SB, WB, CD, flashcards, tape, scrap paper, markers, Supplements 8-2b, 8-2c
Introduction

T (tapes ‘cat’ flashcard to board) I have a cat.
S I have a cat.
T (tapes ‘dog’ flashcard to board) I have a cat and a dog.
S I have a cat and a dog.
T (tapes ‘iguana’ flashcard to board) I have a cat, a dog, and iguana.
S I have a cat, a dog, and iguana.
a. Continue until all the flashcards are on the board.

b. Now start off a new chain. After each sentence, have the class repeat it.
c. Try to keep the chain going until all the words have been used. Repeat until every student has participated.

S Yes. The title is “It’s sunny.”
T How’s the weather?
S It’s sunny (rainy, cloudy, snowy, etc.).
T Do you like sunny days?

Warm-up
[Picture Talk]
Unit 08
42

T What are the girl and the boy doing in the picture?
S They are talking on the phone.
T Where is she?
S She is in the room.
S It’s sunny.
T How do you know about it?
S The sun is shining in the sky.

[Intonation Check]
-- Ask your students what is emphasized most.
[Word Check]
-- Play a vocabulary game.
a. For each kind of weather, as a class create a couple of different gestures (e.g. for ‘snowy’ you could imitate a
snowball fight, or pretend to shovel snow). Practice the gestures.
b. Have your students line up at the back of the class.
c. Have one student come (quickly) round to the front. Show that student a flashcard, but don’t let the other
students see.
45
d. The student should perform the gesture and the student’s classmates should shout out the sentence. That
student should (quickly) move and join the back of the line. Another student can come out.
e. Repeat until every student has participated.

[Basic Practice]
43
-- As a class, review the pictures in section A. Ask them what kind of weather they see in each picture.
-- Have your students make a good sentence to describe the picture.
-- Choose three flashcards.
-- Split the board into three vertical sections. At the top of each section, write a sentence: a) It’s rainy. b) It’s snowy. c)
It’s sunny. Have your students read the words.
-- Have your students line up facing the board. Have the first three students come out, and each stand under one
sentence.
-- Hold up one of the three flashcards. Ask your class, “How’s the weather?” Have each of the students standing
under the board say their sentences. Have the students in the line choose the correct answer.
T (holds up ‘sunny’ flashcard) How’s the weather? A…
S It’s rainy.
T B...
S It’s snowy.
T C...
S It’s sunny.
S C!
flashcard and repeat the exercise. Repeat until every student has participated.
-- Split your class into two groups. Have the groups take turns to ask each other, “How’s the weather?” referring to
the pictures in Section C.

Unit 08
44
1) Introduce the season and the weather.
-- Review all the flashcards, including the weather flashcards and the season flashcards.
-- Place the four season flashcards, face up, on the teacher’s desk.
-- Look at each weather flashcard as a class. Decide which seasons have that weather.
-- Have your students line up. Stand at the front of the line with a pile of weather flashcards. Give one to the first
student, and say the word out loud. That student must put it on an appropriate season-flashcard, then return to the
back of the line.
-- Continue until all of the weather flashcards have been used.
-- Have your students stay in their places.
-- Review each weather flashcard. Pick up the season flashcard in one hand and one of the weather ones in the other.
Have your students shout out the season and the weather. Continue until you have done all the weather flashcards.
T (holds up ‘summer’ and ‘hot’ flashcards)
S It’s summer. It’s hot.
-- Now repeat the activity so that the students that did not get a turn last time may have their turns.
2) Do Section A.
-- Have each student take turns to stand up and make two sentences, naming a season and a corresponding weather.
-- Have them read the sentences, substituting in the words shown in Section A.
-- Look at the pictures in Section B. Have your students describe what is in each picture.
-- Look at each picture, and have your students describe both the weather and the season.
-- Have your students identify the correct answer and circle it.
-- Play a memory game with the seasons and weather.
a. Prior to class, make photocopies of Supplements 8-2b and 8-2c, and cut them out (Supplement 8-2b has four
pictures, which shows items identifying a season, Supplement 8-2c has similar things for weather).
b. Place the cards upside down on the teacher’s desk.
c. Have one student turn over one season card (large card), and make a sentence about it (e.g. It’s summer.).
d. Have the student turn a weather card over and make a sentence about that (e.g. It’s sunny.).
47
e. As a class, decide whether the weather card and the season card match. If they do, give the two cards to the
student and let him/her have another go. If they don’t match, have the student turn the cards back over in their
original places and let another student have a go.
f. Hand out sets of cards to groups of students and have them play the game. Go round and monitor to make sure
they are using the language as they play the game.
[Wrap-up Practice]
1. Complete the Wrap-up Practice.
T How’s the weather in the first picture?
S It is sunny.

-- Have them take turns asking each other the questions “How’s the weather?” while pointing at people in the picture.
-- Have your students fill in the blanks in the Wrap Up section as they please.
Wrap Up
45

2. Review what you have learned today while packing up.

S It’s sunny.
4. Preview the subject you will study next time.

-- Ask your students what day it is today.
-- Start to chant the days of the week.

-- Have your students follow your chant, listen and repeat.
-- Keep the chant going, and as your students chant, one by one, let your students line up to leave.
Workbook
Unit 08
49
Uni t
09 It’s Monday.
Lesson Aim To introduce the days of the week. To introduce “I like.” and “I don’t like.”
Target Vocabulary Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, day, week
Target Sentences What day is it today? It’s Monday. I [like/don’t like] Monday.
Potential Difficulties Remembering to use capital letters for days of the week.
Teaching Aids SB, WB, CD, flashcards, tape, scrap paper, markers, Supplement 2-2a
Introduction
3. Review the weather and the seasons as you learned last class.
-- Hand out weather flashcards to groups of students.
-- Hold up a season flashcard and say the season in a sentence (e.g. “It’s summer.”).
-- All the students with summer-appropriate weather flashcards should stand up. Point at one group and have them
shout out the season and their weather-word in complete sentences. Point to the next group, and repeat. Do this
quickly.

S Yes, the title is “It’s Monday.”
S It’s Tuesday (Monday, Wednesday, Thursday, etc.).
Warm-up
[Picture Talk]
46
T Who do you think the woman is?

S She is a teacher.

T What does she have in her hand?
S She has a book.
T What are they looking at?
S They are looking at a calendar.

-- Split your class into two groups. Have one group read the boy’s part and one group read the teacher’s part. Have
them put on voices to indicate which part they are reading.
[Intonation Check]
Unit 09
[Word Check]
-- Use a different colored board marker to write the rest of the days of the week on the board. Write them so that
Sunday is on the left, and Saturday is on the right.
-- Split your class into seven groups, each named after a day of the week.
-- Have the groups stand up as you call their day of the week. Chant the days of the week.
-- Once your students have come to recognize the sounds of the words, sometimes reverse the order of the days of
the week (Saturday, Friday, Thursday...).

[Basic Practice]
47
-- As a class, review the pictures in section A. Read the headings of each column in the calendars (Mon, Tue, Wed,
Thu, Fri, Sat), and make sure your students understand what they stand for.
51
-- Ask them what day of the week it is in each picture.
-- When they think they hear the correct answer for question 1, they should go and stand under the correct card (‘a’, ‘b’,
or ‘c’)
-- Play the CD, track2-31, one more time and have your students circle the correct answers.
-- Split your class into two groups. Have the groups take turns to ask each other, “What day is it today?” referring to
the pictures in Section C.
48
1) Introduce the phrase, “I like [Saturday].”
-- Draw a smiley face on the board. Smile, and tell your class what day of the week you like.
-- Repeat the phrase, really emphasizing your smile, and using a ‘happy voice.’
-- Have your students practice using the phrase with every day of the week.
-- Now ask your students who likes [Monday]. Have those students reply:
T Who likes [Monday]?
(students raise their hands)
S I like [Monday]!
S I like [Monday]!
S I like [Monday]!
-- Repeat, with the other days of the week.

-- Show your students how the days of the week are written with an initial capital letter.
-- Point out the days of the week you wrote on the board earlier.
-- Underline the first letter in each word, and show your students they are capital letters.

-- Have your students find the capital letters in the days of the week on page 46 of their student books.
-- Practice the spellings of the vocabulary words with a spelling race.
-- Introduce the phrase, “I don’t like [Monday].”
-- Frown, and tell your class what day of the week you like.
-- Repeat the phrase, really emphasizing your frown, and using a ‘grumpy voice’.
-- Have your students practice using the phrase with every day of the week.
-- Now ask your students who doesn’t like [Monday]. Have those students reply:
Unit 09
T Who doesn’t like [Monday]?
(students raise their hands)

S I don’t like [Monday]!
2) Do Section A.
-- Play the CD, track2-33, and have the students follow the writing in the yellow box, and repeat after the CD.
1) Practice using the phrases “I like.” and “I don’t like.”
-- Draw a table on the board, which shows the seven days of the week, a column for ‘like’ and a column for ‘don’t like’.
-- For each day of the week, ask each student whether they like it, or don’t like it. Add their names in the appropriate
columns.
-- Stand at the front, and call out a day of the week. The students that like that day of the week should stand up and
shout out in jolly voices “I like [Monday].” Then the other students should stand up and call out in grumpy voices, “I
don’t like [Monday].”
-- Review each day of the week this way.
T It’s [Monday].
S :-) I like [Monday]!
S :-( I don’t like [Monday].
2) Do Section B.
-- Look at the pictures in Section B. Have your students identify the day of the week in each picture.
-- Have your students make two sentences for each picture.
a. One “I like.” sentence for the day of the week with a smiley face, and one “I don’t like.” sentence for the day of
the week with a sad face.
-- Have your students identify the correct answer and circle it.
53
[Wrap-up Practice]
S It’s a calendar.
T What’s the short name for Monday?
S It is Mon.
T How about Tuesday?
S It is Tue.

-- Have them take turns asking each other the questions “What day is it today?”, “What day do you like?” And “What
day don’t you like?”
Wrap Up
49

b. On the second time, have the students write in their student books. For both tracks2-36, and 2-39, have the
students write out the answers in full sentences.

S It’s Monday.
4. Preview.
-- Ask your students what kind of food they like or who likes cake (or noodles, spaghetti, pizza, etc.).
T What kind of food do you like? or Who likes cake?
S I like cake. / Me.
-- Have your students add as many different kinds of food as possible.

Workbook
Unit 09
55
Uni t
10 I want bread.
Lesson Aim To introduce some foodstuffs.
Target Vocabulary bread, noodles, cake, pizza, spaghetti, salad, hamburger, sandwich
Target Sentences What do you want? I want bread. Do you want some noodles? Yes, I do. No, I don’t.
Potential Difficulties Distinguishing countable and uncountable – introduce the concept, but mostly rely on
drilling to teach when to use ‘a’ and when to use ‘some’.
Introduction
3. Review the days of the week.

-- Start a rhythm by alternately clapping your hands and clicking your fingers. Have your students take up the rhythm.
-- Call out a day of the week, then point at a student. That student should call out the next day of the week,
maintaining the rhythm. Point at another student, and so on until everyone has practiced.
T (clap, click, clap, click) Today is Monday (points at S1).
S Today is Tuesday.
T (points at S2)
S Today is Wednesday.

S Yes, the title is “I want bread.”
T Do you like bread?
T Do you want bread now?
Warm-up
[Picture Talk]
52

T How many people are there in the picture?
S There are three people.
T Where are they?
S They are in the restaurant.
T Who do you think the woman is?
S She is a waitress.
T What are the kids doing?
S They are ordering food.

-- Split your class into two groups. Have one group read the boy’s part and one group read the lady’s part. Have them
[Intonation Check]
Unit 10
[Word Check]
e. The first student in each team should come out and find a card with the first letter.
f. The second student should come out, find a card with the second letter, and stand behind the first student, and
57
[Basic Practice]
53
-- As a class, review the pictures in section A. Have your students describe what is in the pictures, and be sure that
they use ‘a’ or ‘some’ correctly.
-- Split the class into three groups. Name the groups ‘A’, ‘B’, and ‘C’.
-- Play track2-49 and listen to only the first question. Have group ‘A’ repeat after the answer ‘a’, group ‘B’ repeat after
answer ‘b’, and group ‘C’ repeat after answer ‘c’.
-- Have the groups try to remember their answers without listening to the CD again. Ask each group what their answer
is.
-- Look at the picture. Have your students describe the picture, what they can see. Help them by asking leading
questions.
-- Have the groups repeat their answers.
-- Repeat for questions 2 and 3.
-- Split your class into two groups. Have the groups take turns to ask each other, “What do you want?” referring to the
54

1) Introduce the question, “Do you want [some bread]?” and the answers “Yes, I do.” and “No, I don’t.”
-- Have two volunteers come up to the front. They should stand facing the class.
-- Have one volunteer stand shaking his/her head, and making an X with his/her arms. Have the other stand, nodding
his/her head and holding his/her thumbs up.
-- Take a flashcard out and hold it in front of the nodding student. Ask whether s/he wants some bread. Have you
class shout out “Yes, I do.” Try again, this time holding the card in front of the other student.
-- Drill the flashcards this way.
2) Practice when to use ‘a’ and when to use ‘some’.

-- Drill the flashcards again, this time including the words ‘a’ and ‘some’ before each word.
-- Now drill the flashcards again, but don’t have your students say the actual vocabulary word, simply have them
shout out ‘a’ or ‘some’, as appropriate.
-- Split the flashcards into two piles; a pile of countable, and a pile of uncountable.
-- Pick up one flashcard from each pile.
-- Start asking a question (e.g. Do you want a [hamburger]), but do not say the last word.
-- Have your students work out which flashcard-word to use, depending on whether you said ‘a’ or ‘some’.
-- Repeat the exercise until your students are confident.
-- Now start asking for individuals to volunteer answers. When an individual answers correctly allow him/her to pack
away his/her things.
T (holds up a ‘hamburger’ flashcard and a ‘cake’ flashcard) Do you want some...
S cake?
T (holds up a ‘sandwich’ flashcard and a ‘pizza’ flashcard) Do you want a...
S pizza?
3) Do Section A.
Unit 10
-- Have your students identify the picture, and write the number in the box.
[Wrap-up Practice]
T What kind of food do you see?
S I see a hamburger, some noodles, some spaghetti, a sandwich, a piece of cake, a piece of pizza, bread, and some
salad.
T How much is the sandwich?
S It is 2 dollars 50 cents.
T Which food is the most expensive?
S Spaghetti is the most expensive.

-- Have them take turns asking each other the questions “What do you want?” and “Do you want some [pizza]?”
59
-- Have them do their dialogues again, this time, go round to check that the dialogues are being done according to
Wrap Up
55


T What do you want?
S I want bread. (S1 to S2) What do you want?
S I want some cake.
4. Preview language your students will learn next class.

-- Tell your students that you are a teacher. Then ask them what they do. Show them, listen and repeat, how to say “I
am a student.”
-- Repeat the conversation several times, until your students seem confident.
-- Split the class into three groups. Conduct the dialogue with each group, both asking and answering. Once a group
has finished their dialogue, they may pack their things away.
Workbook

Unit 10
61
Uni t
11 I am a student.
Lesson Aim To introduce occupations.
Target Vocabulary student, teacher, police officer, doctor, nurse, fire fighter, office worker, bus driver, singer,
artist, farmer, dentist
Target Sentences What do you do? I am a student. What does [he/she] do? [She] is a fire fighter.
Potential Difficulties Using gender appropriate pronouns and the correct form of the verb ‘to be’- clearly
show who takes which pronoun, and practice using the verb ‘to be’.
Teaching Aids SB, WB, CD, flashcards, tape, scrap paper, markers, Supplement 2-2a
Introduction
3. Review of the previous unit. (materials: flashcards)

-- Hold up a flashcard, and nod your head. Have your students ask you whether you want that food. Give the
appropriate reply.
-- Do the same thing with a different flashcard, only shaking your head, and giving a negative answer.
-- Drill the flashcards this way.
T (holds up ‘hamburger’ flashcard and nods)
S Do you want a hamburger?
T Yes, I do.

S Yes, the title is “I am a student.”
T Are you a student?
S Yes, I am.
T Am I a student?
S No, you are not. You are a teacher.
Warm-up
[Picture Talk]
56

T Where are the people in the picture?
S They are in the street.
T What does the boy have?
S He has a backpack.
T What do you think he does?
S He is a student.
T What does the woman have?
S She has a book.
T How about her?
S She is a teacher.

-- Split your class into two groups. Have one group read the boy’s part and one group read the teacher’s part. Have
them put on voices to indicate which part they are reading.
[Intonation Check]
[Word Check]
Unit 11
e. The first student in each team should come up and find a card with the first letter.
f. The second student should come up, find a card with the second letter, and stand behind the first student, and
63
[Basic Practice]
57
1) Introduce the pronouns, ‘he’, and ‘she’.
-- Hand out the flashcards to 8 students.
-- Have one student stand up, and ask the student what s/he does. After they reply, have their classmates make the
sentence using the appropriate pronoun.
-- Repeat with the other students, then hand out the flashcards to other students and conduct the exercise again.
T (hands out flashcards to S1-S8, points at S1) What do you do?
S I am a police officer.
T Very good. Everyone point at [Sally]. Listen and repeat, “She is a police officer.”
S She is a police officer.
T (points at S2) What do you do?
S I am a teacher.
T Very good. Everyone point at [Frank]. Listen and repeat, “He is a teacher.”
S He is a teacher.
2) Do Section A.
-- As a class, review the pictures in section A. Have your students describe what is in the pictures, and be sure that
they use ‘he’ or ‘she’ correctly.
-- When they think they hear the correct answer for question 1, they should go and stand under the correct card (‘a’, ‘b’,
or ‘c’)
-- Play the track again, and have your students circle the correct answers.
-- Split your class into two groups. Have the groups take turns to ask each other, “What do you do?” referring to the

58
1) Practice when to use ‘do’, and when to use ‘does’.
-- Point at one student, look at him/her and say “What do you do?”
-- Have the class repeat your sentence.
-- Say the sentence one more time, but pause before ‘do’ and have your students shout out the word, ‘do’.
-- Point at one student, and look at another. Ask “What does [she] do?”
-- Have the class repeat your sentence.
-- Say the sentence one more time, but pause before ‘does’ and have your students shout out the word, ‘does’.
-- After practicing this for a little but, have individuals volunteer the answers. Once a student has given a correct
answer, let that student pack away his/her things.
T (points at [Sally], looks at [Sally]) What do you do?
S What do you do?
T (points at [Sally], looks at [Sally]) What...
S do
T you do?
2) Review the sentence structure by building a structure box on the board.

-- Write out the sentence “I am a teacher.” on the board. Leave large spaces between each word.
-- Underline the word teacher. Ask your students to suggest other professions. If the word starts with a vowel, write it
above ‘teacher’. If it starts with a consonant, write it below ‘teacher’.
-- Read through the professions and have your students identify which ones take ‘a’ and which ones take ‘an’. Write
the word ‘an’ in front of the list of initial vowel words.
-- Now look at the first word in the sentence. Have your students suggest other pronouns (e.g. he/she).
-- Read the sentence, substituting in one of the new pronouns (e.g. “He am a teacher.”), and ask your students
whether that is right or not.
-- Write the correct form of the verb ‘to be’ after the pronouns.
Unit 11
-- Now draw lines around the words to make a grammar-book style sentence structure box.
-- Have your students practice making all the different forms of the sentence by using the box.
3) Do Section A.
-- Review the structure box on the board.
-- Have your students describe the person in each picture, using complete sentences.
-- Have your students choose the correct answers.
65
[Wrap-up Practice]
T How many people are there?
S There are 12 people.
T What does the woman in the first picture do?
S She is a doctor.
T What does the man in the third picture do?
S He is a farmer.

-- Have them take turns asking each other the questions “What do you do?” and “What does [he] do?” while pointing
at the pictures.
Wrap Up
59


T What do you do?
S I am a student. (S1 to S2) What does he do?
S He is a farmer.
4. Preview language your students will learn next class.

-- Write out the numbers 1-10 on the board. Read through the numbers with your students.
-- Shout out, “One!” and have one random student stand up. Have your class shout out “One student.” That student
may sit down now.
-- Shout out “Four!” and have four random students stand up. Have your class shout out “Four students.” The four
students may sit down.

-- If too many students stand up, don’t have your class shout out the phrase “[Four] student[s].”, have them all sit
down and try again.
-- Once your students are used to the activity, have your students pack their things away, then sit down.
-- Start the activity again, only this time, if the right number of students stand up, allow those students to line up to
leave.
Workbook
Unit 11
-- Have your students guess what goes in the blanks. As they guess, write those words up on the board in a random
order.
67
Uni t
12 There are four balls.
Lesson Aim To introduce numbers in sentences.
Target Vocabulary one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen,
fifteen, sixteen, seventeen, eighteen, nineteen, twenty
Target Sentences How many [balls] are there? There are [four] [balls]. How much is it? It’s [twelve] dollars.
Potential Difficulties Word order, use/non-use of counters – drill the numbers in sentences, with lots of
repetitions.
Teaching Aids SB, WB, CD, flashcards, tape, scrap paper, markers, Supplements 12-2a, 12-2b
Introduction
3. Review the last unit. (materials: flashcards)

-- Tape the flashcards to the board.
-- Have your students line up along the back of the class.
-- Point at a flashcard (e.g. ‘office worker’). Have the student at the back of the line touch the next student’s shoulder
and shout out “[He] is an [office worker].”
-- Be sure that they use the correct pronoun for the student they describe.
-- Point another flashcard, and have the next student do the same.
-- Use a clock or stopwatch to time how long it takes for every student to complete their sentence.
-- Tell your students that it is too slow, and have them try to reduce their time by 50%.
-- Before repeating the activity, have the students change their positions, so that they will have to use different
pronouns.

S Yes, the title is “There are four balls.”
T How many balls are there?
S There are four.

Warm-up
[Picture Talk]
60

T Where are a boy and a girl in the picture?
S They are in the gym.
S There are four balls.
T What kind of balls are there?
S There are basketballs.

[Intonation Check]
-- Ask your students, what the loudest word is.
[Word Check]
Unit 12
69

[Basic Practice]
61
-- As a class, review the pictures in section A. Have your students describe what is in the pictures.
-- Split the class into three groups. Name the groups ‘A’, ‘B’, and ‘C’.
-- Play the CD, track2-75 and listen to only the first question. Have group ‘A’ repeat after the answer ‘a’, group ‘B’
repeat after answer ‘b’, and group ‘C’ repeat after answer ‘c’.
-- Have the groups try to remember their answers without listening to the CD again. Ask each group what their answer
is.
-- Look at the picture. Have your students describe the picture, what they can see. Help them by asking leading
questions.
-- Have the groups repeat their answers.
-- Repeat for questions 2 and 3.
T Can everyone remember their answer? Group a?
A Yes, there are.
T Group b?
B There are three dolls.
T Group c?
C Yes, there are.
T Look at picture number 1. How many dolls are there?
S There are three dolls.
T Is it a, b, or c?
S B!
-- Play the track again, and have your students circle the correct answers.

-- Split your class into two groups. Have the groups take turns to ask each other, “How many [dogs/rulers/kites] are
there?” referring to the pictures in Section C.
62
1) Introduce the language needed to ask for an item’s price, and understand the answer.
-- Tape a few flashcards to the board, and next to each flashcard, draw a price tag showing how much the object on
the flashcard costs.
-- Write up the dialogue, “How much is it?” “It’s [five] dollar[s].”
-- Drill the dialogue, referring to each of the items you put on the board.
-- Once your students are confident with each of the sentences, change the prices in the price tags and repeat the
exercise.
2) Practice asking for the price an item.

-- Practice asking for the price of an item by using the information gap activity on Supplement s 12-2a and 12-2b.
(Supplements 12-2a and 12-2b have pictures of 8 items. On each supplement, four of the price tags are filled in,
and four are left blank.)
-- Split your class into pairs.
-- Give one student from each pair a copy of Supplement 12-2a and the other student a copy of Supplement 12-2b.
-- Have the pairs sit back-to back so that they cannot see each other’s papers.
-- Have the pairs take turns to ask each other the price of the items, and fill in the answers.
3) Do Section A.
-- Review the structure box on the board.
Unit 12
-- Split your class into two groups and have the two groups take turns asking for the price of the items in each picture.
-- Have your students choose the correct answers.
71
[Wrap-up Practice]
S I see cats, baseballs, pencil cases, colored pens, and robots.
T Where are they?
S They are on the shelf.

-- Have them take turns asking each other the questions “How many [cats] are there?” and “How much is it?” while
pointing at the pictures.
what they wrote in the blank.
Wrap Up
63


S There are four balls. (S1 to S2) How many pencils are there?

Workbook
Unit 12
73
M E M O

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Uni t

Potential Difficulties Pronunciation (/r/ and /l/ sounds / consonant blends).

2. Ask your students some simple everyday questions.

3. Introduce the topic of today’s lesson. Read the title aloud.

2 Winners’ Speaking & Listening 1

[Listen & Read Aloud]

-- Play the CD, track1-06.

4 Winners’ Speaking & Listening 1

[Let’s Learn More]

-- Repeat until your students understand the exercise.

-- Simply follow the instructions on the CD to conduct the test.

3. Assign homework from the Workbook. (pages 1~3)

4. Preview the language you will study next class.

6 Winners’ Speaking & Listening 1

Potential Difficulties Pronunciation.

2. Ask your students some simple questions.

3. Review the previous unit. (materials: different colored drawings)

4. Introduce the topic of today’s lesson. Read the title aloud.

8 Winners’ Speaking & Listening 1

1. Talk about the picture on page 14 before listening.

[Listen & Read Aloud]

-- Now, circle the letter, ‘A’.

10 Winners’ Speaking & Listening 1

[Let’s Learn More]

-- Have your students work in pairs.

-- Simply follow the instructions on the CD to conduct the test.

2. Review what you have learned today while packing up.

3. Assign homework in the Workbook. (pages 4~6)

12 Winners’ Speaking & Listening 1

Target Sentences What is it? It’s an eraser.

Potential Difficulties Confusion between ‘it’, ‘they’, ‘this’, and ‘that’.

2. Ask your students some simple questions.

3. Review the previous unit. (materials: flashcards)

4. Introduce the topic of today’s lesson. Read the title aloud.

14 Winners’ Speaking & Listening 1

1. Talk about the picture on page 18 before listening.

Presentation & Practice

16 Winners’ Speaking & Listening 1

[Let’s Learn More]

-- Either move on to the exercise, or preview the other question.

-- Set your students up in pairs.

-- Simply follow the instructions on the CD to conduct the test.

18 Winners’ Speaking & Listening 1

3. Assign homework in the Workbook. (pages 7~8)

2. Ask your students some simple everyday questions.

3. Review the previous unit. (materials: flashcards)

4. Introduce the topic of today’s lesson. Read the title aloud.

20 Winners’ Speaking & Listening 1

[Listen & Read Aloud]

22 Winners’ Speaking & Listening 1

[Let’s Learn More]

-- Set your students up in pairs.

-- Simply follow the instructions on the CD to conduct the test.

2. Review what you have learned today while packing away.

3. Assign homework from the Workbook. (pages 10~12)

4. Preview the use of ‘these’ and ‘they’.

24 Winners’ Speaking & Listening 1

2. Ask your students some simple everyday questions.

3. Review the previous unit. (materials: flashcards)

4. Introduce the topic of today’s lesson. Read the title aloud.

26 Winners’ Speaking & Listening 1

1. Talk about the picture on page 28 before listening.

[Listen & Read Aloud]

WinnersSpeaking&Listening1 TG

WinnersSpeaking&Listening1 TG