Reading Monster TG LV1

Authors
Katie Scuirba Joanna Page

Adjunct Professor, Elementary School Teacher
University of San Diego
Author
Creative Writing Instructor
Editor, The Journal of Equity in Education
- B.A. in Literatures of the World, University of California, - B.S. in Elementary Education, Florida State University
San Diego - M.A. in Special Education, California State University,
- M.F.A. in Creative Writing for Children San Marcos
- M.S. in Elementary Education, Mercy College - M.S. (in progress): Special Education and Teaching
- Ph.D. (in progress) - English Education, New York University in the Special Education Setting
- Her work: Oye, Celia!, Picnic, Let’s Dance, and many more.
Josephine Nobisso Sandy Lanton

Writing Consultant Author
Publisher Kindergarten Teacher
Author
Cultural Arts Teacher
- B.S. in Traveling Contract, SUNY New Paltz - B.S. in Psychology, Queens College
- Her work: Shhh! The Whale Is Smiling, The Weight of a Mass, - M.S. in Early Childhood Education, Queens College
The Moon’s Lullaby, and many more. - Her work: The Happy Hackers, Lots of Latkes,
Daddy’s Chair, and many more.
Jason Gots Michael A. Putlack

Editorial Assistant, English Lecturer
Random House Children’s Books
English Lecturer Mina Cheon
Author English Writer
Se-Won Lee
- B.F.A. in Acting/English Literature, New York University English Writer
- M.A. in Developmental Psychology, Columbia University
- His work: Once, There Were Dinosaurs, School Switch, Hannah Joo
and many more. English Writer
2
Reading Monster is a four-level series of reading comprehension books. This series is
designed for EFL learners ranging from pre-elementary school through elementary
school. It guides students to expand their general knowledge and improve their reading
skills through theme-based fiction and non-fiction passages and captivating pictures
and images. Special efforts have been made to adjust the difficulty so that the gap
between each level is almost equal.
Level Grade Passage Length
Reading Monster 1 Preschool ~ Grade 1 30 ~ 40 words
Reading Monster 2 Preschool ~ Grade 1 30 ~ 50 words
Reading Monster 3 Grade 1 ~ Grade 2 40 ~ 60 words
Reading Monster 4 Grade 1 ~ Grade 2 50 ~ 70 words
Photo activates students’ background

knowledge and prepares them to think
about the theme.
Picture Reading enables students to talk

about the provided photo to broaden their
prior experience and background knowledge
so that they can predict the story.
New Words introduces key vocabulary and

gets students ready to read the passage.
The various vocabulary activities and
listening practice help students to acquire
the key vocabulary.
3
Passage provides a methodically written story in
order to bridge the gap between storybooks and
reading comprehension skill books.
Illustration helps students better understand

the passage and exercise their imagination.
Stop and Look engages students with

the illustration related to the passage
and builds up greater interest in reading.
Think and Speak provides students

with a chance to review the passage
and practice the key sentence structures
with spoken words.
4
Reading Practice deepens students’ Word Practice is intended
understanding of the passage as well as to review the key vocabulary
gets students ready for the test format. and to expand students’
vocabulary usage.
Skill Practice is aimed at improving

students’ reading skills and helping
them to read the written form as
meaningful language.
Listening Practice provides a chant

based on the passage to capture
students’ interest and strengthen
the key sentence structure.
Writing Practice allows students to

build up their sentence writing
skills.
5
My Family and I
fiction
Unit 1 I Am Turly! 9
fiction
Unit 2 What Do I Have? 15
Growing Up
fiction
Unit 3 Super Kid 21
fiction
Unit 4 Little Brother, Big Brother 27
Weather
nonfiction
Unit 5 Weather Report 33
fiction
Unit 6 Rainbow Sisters 39
6
My Town
fiction
Unit 7 Mr. Odd Is Fun! 45
nonfiction
Unit 8 At Night 51
Animals
fiction
Unit 9 My Dinosaur on the Playground 57
fiction
Unit 10 A Jungle Party 63
Plants
fiction
Unit 11 Thank You, Tree 69
nonfiction
Unit 12 The Lettuce Farmer 75
7
Volt
Moo
Turly
Plop
Unit
1
Fiction
My Family and I
The theme is My family and I. Encourage students to talk about the monsters’ physical
characteristics. Build basis for self-introduction through description of monsters.
1 The picture shows monsters / bears .
2 Count the monsters’ legs. There are 8 legs.
Look and match. (Play the audio CD) Listen to the new words.
Then look and match the pictures to the correct words.
1 2
horn
tooth
plural: teeth
3 tummy 4
hand
Unit 1 9
3~4
Hi, I am Turly.
I am six hundred years old.

(x) six hundreds years (x) six hundred year
I have silver horns.
I have sharp teeth.

teeth: plural of tooth
I have a big tummy and two big hands.

= stomach
Stop and Look Go over Turly, the purple spotted monster’s physical
Where is Turly? Find characteristics. Practice aloud: silver horns, sharp
teeth, big tummy, and two big hands.
and circle him. Tip! Use exaggerated gestures to describe.
I have many books.
I love reading!
Think of students’ own physical characteristics and Think and Speak

practice using “I have~.” Introduce body parts and
descriptive adjectives to expand vocabulary. e.g.) I
What is special about you?
have black hair. I have big feet. I have a long neck. I have .
Read and choose.
1 The story is about .
a Turly, the reading monster
b monsters and books
c Turly’s friends
It’s about Turly, the reading monster, describing himself.
Read, look, and check.
2 I have horns.
red silver
3 I have hands.
small big
4 I am years old.
six hundred sixty
Read and circle.
5 I have many books cookies .
6 I love eating reading .
12 Reading Monster 1
Read, look, and write.
I have three sharp horns .
I have a big tooth .
I have a blue tummy .
horns tooth tummy
Read and write the letters. Students will learn to analyze characters in a story. Help them
describe Turly’s physical characteristics using adjectives.
I am Turly! silver b
I have ...
a teeth
two big hands
a big tummy
a sharp b horns
Unit 1 13
5
Practice “I have~,” and “I am~,” using chants. Then describe
Listen and chant. each other using you instead of I. e.g.) You have a cute nose.
You have a big mouth. You are Jane. You are a girl.
I have silver horns.
I have sharp teeth.
I have a big tummy.
I am Turly.
I am a monster.
Review and guide students to write “I have~” sentences
Unscramble and write.

correctly.
1
have I a big tummy
I have a big tummy .
2
sharp teeth I have
I have sharp teeth .
Unit
2
Fiction
My Family and I
The theme is My Family and I. Encourage students to introduce their family to their
classmates. Ask who their favorite family member is and think about their
characteristics.
1 The picture shows a family / a class .
2 Who is your favorite family member?

Students’ answers may vary. Use “I like~,” and “My favorite family member is~.”
Look and write the letters. (Play the audio CD) Listen to the new words.
Then look and write the correct letters.
1 wife a 2 son b 3 brother d 4 mother c
a c
d
b I
Unit 2 15
7~8
noun phrase: article +

adjective + noun
My dad has a beautiful wife.

the boy’s mother
But I don’t. 3rd person singular of simple

present tense: (o) has, (x) have
= I don’t have a beautiful wife.
My dad has a twin brother.

the boy’s uncle
But I don’t.
= I don’t have a twin brother.
My dad has a funny mother.

the boy’s grandmother
But I don’t.
My dad has a super excellent son.

uses the word to emphasize himself
But I don’t.
Stop and Look

Where is Dad’s funny Dad’s funny mother is the boy’s
grandmother. Review the family
mother? Find and circle members in the story and the
her. words: uncle, grandmother, etc.
From the boy’s point of view, he envies his dad who has all the family members. But
in the end, he realizes that he is lucky to have a dad who has everybody. He shows
affection for his dad, family, and himself.
What do I have?
A very lucky dad !
= I have a very lucky dad!
Think and Speak

The boy’s dad has a super excellent son. Use the
3rd person singular of simple present tense “My
My dad has a super
dad has~.” Encourage students to use additional excellent son.
adjectives. e.g.) smart, tall
Read and choose.
a twin brothers
b a super excellent son
c a lucky dad
The boy says “What do I have?”, “A very lucky dad!” at the end of the story, therefore, the main topic is about the
boy’s dad.
Read and match.

Guess who says each line.
2 I have a
twin brother.
It’s Dad’s line. It means the boy’s uncle; his father’s twin.
3 I have a
lucky dad.
It’s the boy’s line.
4 I have a
funny mother.
It’s Dad’s line. It means the boy’s funny grandmother.
Read and choose.

5 Who is a super excellent son?
a b
“My dad has a super excellent son.” A super excellent son means the boy himself.
Look, read, and write. Distinguish between male and female family members.
son
father mother
wife
son daughter brother
mother
husband wife
brother sister
Students will learn to categorize objects or ideas. Note that
Read and write the letters.

family titles change depending on who the subject is.
My dad has ... I have ...
a beautiful wife a beautiful mother
a funny mother a funny grandmother
a a twin uncle
a super excellent son
a a twin brother b a lucky dad
Unit 2 19
9
Practice “I have~,” and “He has~,” using chants. Also,
Listen and chant. practice 3rd person singular by changing the subject to She.
e.g.) She has a handsome husband. She has a funny father.
She has a twin sister.
I have a lucky dad.
He has a beautiful wife.
He has a twin brother.
He has a funny mother.
Review and use “I have~,” and “He has~,” correctly.
Read and write.
1
My dad has a twin brother.
have has
My dad can be replaced by he, 3rd person singular, so use has.
2
I have a lucky dad.
have has
I is 1st person singular, so use have.
Unit
Fiction
Growing Up 3
The theme is Growing Up. Students mature as part of their family and help out
around the house. Talk about the boy in the picture helping his father wash his car
and ask how they help around the house.
1 The boy is washing the car / his shoes .
2 Do you help your family at home?

Students’ answers may vary. Use “Yes, I do,” and “No, I don’t.”
10
1 2
a make the bed
b d b set the table

3 4 c wash the car
d feed the dog

a c
Unit 3 21
11~12
I am Super Kid.
Here I go!
The boy calls himself Super Kid who
can do all the housework by himself.
I can make the bed.

Use infinitive after can
I can set the table.

I can wash the car.
Stop and Look

Find and circle the cookies in the
Where are the cookies? picture that Super Kid couldn’t find.
Find and circle them.
I can feed the dog.
I can do everything.
Uh-oh!
Uh-oh! is an exclamation used when one discovers something is wrong.
I cannot find the cookies.

can’t
The boy calls himself Super

Kid but is embarrassed when
he can’t find the cookies.
Guess the look on his face.
Share what housework students

Think and Speak
do to help. Answer using the You help your family.
sentence “I can~.” e.g.) I can take
out the garbage. I can do the What can you do?
dishes. I can clean the house. I can .
Read and choose.
a helping at home
b playing at home
c finding cookies
Read and check.

True False
2 I can make the bed.
3 I can set the table.
4 I can find the cookies.

I, Super Kid cannot find the cookies.
Look and choose.

The boy is proud he can wash the car. But when he cannot find the
5 How do “ I ” feel? cookies he is embarrassed.
? ?
a b
Look, read, and circle.
1 make
I can the table.
set
2 make
I can the bed.
wash
3 play
I can the dog.
feed
Students will learn to identify details. Check what the boy can and
Look and check.

cannot do in the story.
I can ...
feed the dog set the table
find the cookies wash the car make the bed
Unit 3 25
13
Chant “I can~,” and “I cannot~.” Then talk about what they
Listen and chant.

can and cannot do using their own words. e.g.) I can make
the bed. I cannot wash the car. I can sing. I cannot dance.
I am Super Kid.
Here I go! Here I go!
I can make the bed.

I can set the table.
Uh-oh! Uh-oh!
I cannot find the cookies.
Review and practice “I can~,” and “I cannot~.” Then write

Unscramble and write. the correct sentence.
1
make the bed can I
I can make the bed .
2
find the cookies cannot I
I cannot find the cookies .
Unit
4
Fiction
Growing Up
The theme is Growing Up in relation to brotherhood. Guess why the little brother looks happy,
but the big brother doesn’t. Encourage students to talk about experiences with their siblings.
1 The picture shows two brothers / two sisters .
2 The big brother looks unhappy with his little brother / his mom .
14
1 play a 2 sleep d 3 eat c 4 pull b
b c
a
Unit 4 27
15~16
I have a little brother.
He plays with my toys.

= My little brother preposition
I am not happy about that.

be happy about + noun = the fact that he
plays with my toys
He pulls my hair.
= the fact that he pulls my hair
He eats my cookies.
= the fact that he eats my cookies
Stop and Look

Find the big brother’s On the right side of the page, the big
brother is looking at his little brother
happy faces and circle sleeping. Also, on the wall, there is a
them. picture of the big brother smiling.
From the big brother’s perspective, the little brother is annoying and bothersome,
so he is relieved when he is asleep. However, we can guess from his smile that he
loves his little brother.
Zzz! Zzz! He sleeps on the floor!

The sound of a person snoring preposition
I am happy about that.

= the fact that he sleeps on the floor
Think and Speak

The big brother doesn’t like his little brother playing
My little brother plays with
with his toys. Ask how the big brother feels. Check if my toys. I am not
students understand the meaning of “I am (not)
happy about that.”
happy about that.
Read and choose.
a my big brother
b my toys
c my little brother
Look, read, and write the letters.
a b c
2 My little brother eats my cookies. b
3 My little brother sleeps on the floor. c
4 My little brother plays with my toys. a
Read and circle.
one little brother

5 I have .
three little brothers
pants
6 My little brother pulls my .
hair
Look, read, and write.
1
I play with my doll.
eat
2
I eat pizza. play
sleep
3
I sleep in my bed.
Look, read, and match. Students will learn to identify cause and effect. Match the
pictures to the big brother’s feelings.
He plays with my toys. He sleeps on the floor. He pulls my hair. He eats my cookies.
I am happy. I am not happy.

Unit 4 31
17
In the simple present tense, we add -s/-es at the end of
Listen and chant. verbs(infinitive) when subject is he, she, or it. Use chants to
practice the subject-verb change. e.g.) My little sister wears my
skirt. She drinks my milk.
I have a little brother.
He plays with my toys.

I am not happy.
He eats my cookies.
I am not happy.
He sleeps on the floor.

I am happy! Yeah!
Read and write.
1
He plays with my toys .
plays toys
Review changes in verbs according to the 3rd person singular subjects(He, She, It).
2
I am not happy.
not am
Review negative sentences with be verb.
Unit
Nonfiction
Weather
Students learn about weather report in relation to weather. Discuss the role of a
weather forecaster in the picture and what to wear in different weather.
1 The man is showing the sun / the weather .
2 On a sunny day, I wear a raincoat / a hat .
18
1 2 3 4
scarf sweater rain boot shorts

plural: rain boots. usually go in pairs.
Unit 5 33
19~20
Uncommon to say “It will be rainy.”
On Sunday, it will be a rainy day.

(x) On sunday, (x) On the Sunday: Days of the week are capitalized.
Wear your rain boots.
On Monday and Tuesday,

future tense: will + infinitive
it will be windy. be is infinitive of: am, is, are
It is an impersonal subject to express weather.
Wear your scarf.
On Wednesday,
it will be cloudy.
Wear your sweater.
Stop and Look

Find the person who reports the
Who is reporting about the weather. They are called a
weatherman, a weather forecaster,
weather? Find and circle or a weathercaster.
him.
From Thursday to Friday,
from A to B
it will be sunny.
Wear your shorts and a hat.
Imperative sentence: (You) Wear~.
But right now, it’s bedtime.

It is an impersonal subject to express time.
Wear your pajamas and go to sleep!
Sun Mon Tue Wed Thu Fri

rainy windy windy cloudy sunny sunny
Think and Speak

Practice reading weather using the chart. Look at the weather chart.
Thursday shows a sun, meaning it will be
sunny. Answer using the sentence “It will It will be sunny on
be sunny on Thursday.” Practice with Thursday.
other days in the chart.
Read and choose.
a seven days in a week
b different weather
c different clothes
Look and write the letters. According to the weather forecast, it will be windy on Mon,
cloudy on Wed, and sunny on Fri. He recommends a scarf on a
windy day, a sweater on a cloudy day, and shorts on a sunny day.
b a a d c c
a b c d
Read and check.

3 Wear your scarf on a day.
sunny windy
4 Wear your rain boots on .

Sunday Thursday
5 People wear clothes in different weather.

the same different
1 In spring, I wear rain boots .
sweater
2 In summer, I wear shorts . rain boots
scarf
3 In fall, I wear a scarf .
shorts
4 In winter, I wear a sweater .
Students will learn to identify details and find

Look, read, and write the letters. appropriate clothing for various weather
conditions. Write the correct letters.
a
Wear shorts.
b
d
Wear a scarf.
c
c
Wear a sweater.
d b Wear rain boots.
Unit 5 37
21
Future tense will comes in the order: “subject + will(auxiliary
Listen and chant. verb) + infinitive.” And imperative sentences always begin with
infinitive. Practice using chants.
It will be windy.
Wear your scarf.
It will be cloudy.
Wear your sweater.
It will be sunny.
Wear your shorts.
Review future tense will and imperative sentence.
Read and write.

Then complete the sentences.
1
It will be sunny. Wear your shorts.
Wear be
2
It will be windy . Wear your scarf .
scarf windy
Unit
Fiction
Weather
The theme is Weather. Introduce new words related to weather and ask what
weathers they like and dislike, and why. Talk about their favorite weather.
1 The picture shows a rainy / snowy day.
2 I like snow / rain / the sun / rainbows .

Students’ answers may vary.
22
1 2
cold
wet
3 4
sticky
same
Unit 6 39
23~24
My sister likes snow.

I do not like snow.
do + not + infinitive
My nose gets cold.
My sister likes the sun.

I do not like the sun.
get + adjective
My ice cream gets sticky.
Stop and Look

Find the person who is dressed inappropriately.
Who is not wearing the The younger sister is wearing boots while the older
sister is wearing slippers in the snow. Discuss right
right shoes for snow? shoes and clothes for each weather.
Find and circle her.
My sister likes rain.
I do not like rain.
= don’t
My shoes get wet.

= become
My sister likes rainbows.

So do I! The younger sister is
so + do (auxiliary verb) + subject = I like rainbows, too.
We are the same.

trying to find things she
has in common with her
sister, so that she can
say they are the same.
Think and Speak

Practice the structure “My sister My sister likes snow ,
likes~,” to talk about her sister’s the sun , rain ,
favorite weather.
and rainbows .
Read and choose.
a two sisters and rain
b two brothers and weather
c two sisters and weather
Read, look, and match.
2 I like rain.
The older sister likes all weathers.

3 I like snow.
4 I like rainbows.
Both like rainbows.
What the younger sister likes rainbows.
Read, look, and write the letters.
5 On a a day, my ice cream gets sticky.
6 On a b day, my nose gets cold.
7 On a c day, my shoes get wet.
a b c
sunny snowy rainy
1 hot
The ice is .
cold
2 dry
The shirt is .
wet
3 sticky
The honey is .
soft
Students will learn to compare and contrast things. Use the

Look and write the letters. Venn diagram to compare the sisters’ weather preferences and
what they have in common.
The weather they both like
The weather
only the older
I
a
sister likes
My sister
c
d b The weather only
the younger sister
likes is none.
a snow b rain c rainbows d the sun
Unit 6 43
25
Listen and chant.
My sister likes snow.

I do not like snow.
My sister likes rain.

Rainbow Sisters
I do not like rain.
My sister likes rainbows.

So do I!
Practice negative sentence “subject + do/does + not + infinitive” using chants. Note we use does for 3rd person
singular subject. Practice with additional verbs. e.g.) I want new shoes. I do not want new shoes. My sister
wants new shoes. My sister does not want new shoes.
Review and write the affirmative and the negative

sentences with like.
1
likes My sister snow
My sister likes snow .
2
I rain do not like
I do not like rain .
Unit
Fiction
My Town
The theme is My Town. Ask about the man in the picture and
whether he is a good or a bad neighbor.
1 The woman’s neighbor is good / bad .
2 Do you like your neighbors?

Students’ answers may vary. e.g.) “Yes, I do,” or “No, I don’t.”
26
a
1 living room c
b
2 kitchen d
3 bathroom b c
d
4 roof a
Unit 7 45
27~28
I have breakfast in the kitchen.

preposition of place
Mr. Odd has breakfast on the roof.

=strange, Odd is a name. preposition of place
I watch TV in the living room.

Mr. Odd watches TV in the tree.
Watches is the present tense of 3rd person singular.
I wash my hands in the bathroom.

Mr. Odd washes his hands in the pond.
Washes is the present tense of 3rd person singular.
Stop and Look

Look closely and find what is
Is Mr. Odd a human? There strange about Mr. Odd. He is a
is something strange about werewolf and has a tail. Check
the meanings of the words
Mr. Odd’s body. Find and strange and odd.
circle it.
Practice preposition in using the sentence “I
wash my hands in the~.” Use additional verbs
Mr. Odd is strange. and prepositions of place for more practice.
Think and Speak

But he is my fun neighbor. Where do you wash your hands?
Mr. Odd is a strange neighbor who is different from I wash my hands in the
others. However, the boy describes him as a ‘fun
neighbor’ showing his interest and positive attitude.
.
Read and choose.
a my strange neighbor
b my fun house
c my strange day
c
d
f
b
a g
e
2 Mr. Odd watches TV in the b .
3 Mr. Odd washes his hands in the a .
4 I have breakfast in the e .
Read and circle.

5 Mr. Odd is a lucky strange neighbor.
6 I like do not like Mr. Odd.

Describing Mr. Odd as ‘my fun neighbor’ shows that the boy likes him.
Look and write.
1 bathroom
You see bathtub, soap, and towel in the bathroom.
2 kitchen
You see food, fork, and pot in the kitchen.
3 living room
You see sofa, TV, and table in the living room.
bathroom living room kitchen
Students will learn to contrast things and find the differences
Look and write the letters.

between Mr. Odd and the boy. Write “O” for Mr. Odd and “I”
for the boy.
I I O
I O
O
I
O
Unit 7 49
29
Add -s/-es at the end of verbs when subject is 3rd person
Listen and chant. singular. e.g.) have has, watch watches. Also, practice
using prepositions in and on.

He has breakfast on the roof.

He watches TV in the tree.
He is strange. He is strange.
But he is my fun neighbor.
Review simple present tense of 3rd person
Read and write. singular verbs. Write the correct verb form.
1
have has
2
He watches TV in the tree.
watch watches
Unit
Nonfiction
My Town
The theme is My Town. Learn about neighbors, not just the people who live next door
but those who live in your community. Talk about people who work at night while we
are asleep.
1 The man is sleeping / working at night.
2 Who works at night?

Students’ answers may vary. Use the sentence “______ works at night.” e.g.) A nurse works at night.
30
1 2 3 4
a taxi driver b police officer c sweeper d baker
Unit 8 51
31~32
Tips for Teachers!

Tips for Teachers!
verb noun (verb + -er) The sun goes down.
drive driver
bake baker
sweep sweeper
You go to bed.
teach teacher You refer to the readers of the story.
work worker
sing singer
Some people start their days.
The taxi drivers drive their taxis.

The bakers bake bread.
Bread is an uncountable noun.
The sweepers sweep the streets.
The police officers watch the town.
Stop and Look
Who is sleeping? Only the boy on the second floor
Find and circle him. is asleep. It’s night and most
people in the story are asleep.
Tips for Teachers!
Here are additional names of people who work at night:
1. The security guards protect museums.
2. The road workers fix the broken roads.
3. The late-night radio DJs play music for night workers.
4. The waitresses(at the all-night café ) serve food.
5. The newspaper boys deliver the newspaper.
The sun goes up.

They go to bed.
You start your day.
= wake up
Think and Speak

List the jobs with night-shift in the story and
describe their jobs using given expression. The taxi drivers, the bakers ,
e.g.) The taxi drivers drive their taxis. the sweepers , and the police
officers work at night.
Read and choose.
a days and nights
b our neighbors
c night workers
a b c d
a police officer a baker a sweeper a taxi driver
2 He drives a taxi. d
3 He bakes bread. b
4 He sweeps the street. c
5 He watches the town. a
Read and check.

6 The sun goes up. You .
start your day go to bed
Look and write.
Clothes Vehicles Jobs
police officer
taxi driver
baker
taxi driver police officer baker
Students will learn sequencing skills.

They put events in the order of time
they occur. List what You(average
people) and Some People(people with
night jobs) do in order of time. Also,
Look, read, and write the letters. review the meaning of work.
You go to bed sleep start your day
Some b a
work
People
a go to bed b start their days
Unit 8 55
33
You(2nd person) or they(3rd person plural) use infinitive just
Listen and chant.

like I(1st person) in the simple present tense. Review using
chants.
The sun goes down.

You go to bed.
They start their days.
The sun goes up.

They go to bed.
You start your day.
Review simple present sentences.

Then write the words in the correct order.
1
goes The sun up
The sun goes up .
2
your day start You
You start your day .
Unit
dog
9
rabbit
Fiction tarantula
snake
Animals
Talk about the names of the animals in the picture and ask which animals(tarantula,
dog, rabbit, snake) they would like to keep as pets.
1 The children have toys / pets .
2 What animal do you want to have?

Students’ answers may vary. e.g.) I want to have a/an (name of animal).
34
1 swing b 2 slide a 3 seesaw c 4 merry-go-round d
b d
c
Unit 9 57
35~36
My pet is a grumpy dinosaur.

The entire story describes the grumpiness of the dinosaur.
“Do you want to go on the swing?”

want + to infinitive
“No,” says the dinosaur. “Sand.”
= I want to play in the sandbox.
“Do you want to go on the slide?”

“Do you want to go on the seesaw?”

= The dinosaur says, “No.”
“Do you want to go on the merry-go-round?”

“Okay. We can play in the sandbox.”

“No,” says the grumpy dinosaur. “Swing.”
= I want to go on the swing.
The grumpy dinosaur did

not change his mind to
swing. He just does
opposite of everything.
Stop and Look

Where are the boy and the
grumpy dinosaur? Find
the word and circle it.
They are on the playground.

Think and Speak
What do you want to
The grumpy dinosaur says “No,” all the
time. So, we are not sure if he really do on the playground?
wants to swing or not. Let students be
creative and share what will happen next.
I want to go on
.
Practice the sentence “I want to go
on + playground equipments.”
Read and choose.
a my playground
b my grumpy pet
c my angry dinosaur
Read and match. The grumpy dinosaur says “sandbox” to all the boy’s suggestions,
but when he finally suggests the sandbox, he answers “swing.”
2 Do you want to
go on the slide?
No. Sand.
3 Do you want to
play in the sandbox?
4
No. Swing.
Do you want to
go on the seesaw?
Read and check.

5 My pet is grumpy. It .
always says, “No.”
always wants to play in the sandbox
This is an animal playground.

Look at the picture.
The rabbits are on the seesaw .
The monkey is on the swing .
The dog is on the slide .
seesaw swing slide
Students will learn to summarize
Read and write the letters. stories and identify key words.
I have a c dinosaur. a sandbox
b go on
It doesn’t want to go on the swing.
c grumpy
It doesn’t want to b the slide.
It doesn’t want to play in the a .
It always says, “No.”
Unit 9 61
37
Use “Do you want to~?” to make suggestions. Practice “want +
Listen and chant. to infinitive” using chants and not grammatical explanations.
e.g.) Do you want to go on the monkey bar? Do you want to go
on the roller coaster?
Do you want to go on the swing?

No. No. Sand.
Do you want to go on the slide?

No. No. Sand.
Do you want to play in the sandbox?

No. No. Swing.
Review “want + to infinitive” and put the words
Read and write.

in the correct order.
1
Do you want to go on the swing ?
the swing want
2
Do you want to play in the sandbox ?
to play sandbox
Unit
10
Fiction
Animals
The theme is Animals. Learn about animal movements and sounds. The slowest
animal in the world is the sloth. Let students imagine and share sloth’s movements
and sounds.
1 The picture shows a koala / a sloth .
2 The animal is running / climbing .
38
a
1 fly b
b
2 climb c
c
3 swing a d
4 slither d
Unit 10 63
39~40
Hurry! Hurry! It s a jungle party!

Imperative sentence
The tiger runs. Grrrrr! Grrrrr!

Grrrrr! is the sound of a tiger.
The monkey swings. Chitter chatter!

Chitter chatter! is the sound of a monkey.
The fish swims. Plop! Plop!

Plop! is the sound of a fish.
The bird flies. Tweet! Tweet!

Tweet! is the sound of a bird.
The snake slithers. Sssss! Sssss!

Sssss! is the sound of a snake.
The sloth climbs slowly.

Sloth is too slow to make any noise.
Everyone wants some chocolate cake!
Count the number of animals in Learn additional animals.

the picture. There is one snake, e.g.) “The crocodile crawls.
one monkey, one sloth, four Snap! Snap!” using the same
birds, one tiger, two fish, and sentence structure.
one crocodile, eleven in total.
Stop and Look

How many animals are there?
Count them.
Tips for Teachers!
adjective adverb (adj + -ly)
slow slowly
quiet quietly
quick quickly
careful carefully
Think and Speak

How does the monkey
Ask about each animal’s movement. move?
Answer using the given sentence.
The monkey swings .
Read and choose.
a animal sounds
b a birthday party
c jungle animals
2 The animals go to the .

a playground b pond c party
3 The animals want some .
a b c
bananas chocolate cake plants

“Everybody wants some chocolate cake,” implies the animals want “cake.”
4 5
a It says, “Tweet!”
b b It says, “Grrrrr!” d
6 c It slithers. 7
d It swings.
c a
1
fly
A bat, a bee, and a bird fly.
slither
2
fly
slither
An earthworm, a snake, and a climb
caterpillar slither.
3
climb
A squirrel, a sloth, and a koala
bear climb.
Students will learn to identify details in a story.

Read and write the letters. Find the correct word that describes each animal’s
movement to finish the chart.
How Do They Move?

tiger monkey fish
a slither
run swing b b swim

bird snake sloth
c fly
c a climb
Unit 10 67
41
Add -s/-es at the end of verbs when the subject is the simple
Listen and chant. present tense of 3rd person singular. Review using chants.
Hurry! It’s a jungle party!
The tiger runs. Grrrr! Grrrr!
The fish swims. Plop! Plop!
The snake slithers. Sssss! Sssss!
Review the simple present tense of 3rd person
Read and write.

singular. Then write the correct verb.
1
The snake slithers .
slither slithers
2
The tiger runs .
run runs
Unit
toy train
11
chair house
newspaper
Fiction hanger
Plants
spoon
Learn about Plants and what trees give us. There are things made of wood that come
from trees. Discuss additional benefits of trees.
1 The picture shows a toy train, a chair , a house, newspaper ,

a hanger, and spoons .
2 They come from trees / flowers .
42
1 shade 2 branch 3 fresh air 4 apple
Unit 11 69
43~44
Thank you, Tree, for your fresh air.

= tree
You’re welcome!
= You are = polite reply to “Thank you.”
Thank you for your apples.

No problem!
= You’re welcome.
Thank you for your shade.

Any time!
= You’re welcome.
Stop and Look Count the number of apples on the tree.

There are five apples including the one the
How many apples are there tree is holding. Discuss what else trees give
in the tree? Count them. us. e.g.) fresh air, shade, etc.
Thank you for your branches.
Can I climb them?
= your branches
No, sorry. You’re not welcome.

= used as an expression of refusal,
negation of “You’re welcome.”
Think and Speak

Learn to reply to “Thank you,” using “You’re
Complete the dialogue.
welcome,” “No problem,” and “Any time.” A: Thank you for your help.
B: .
Read and choose.
a a boy and an apple
b a boy and a tree
c a good boy
It’s about a boy thanking a tree.
2 Thank you, Tree, for your .

a shade b flower c tree house
He asks for permission to climb up, but the tree refuses.
3 The boy cannot .

a b c
eat the apple breathe the fresh air climb the tree
Read and write the letters.
4 : Thank you for your branches. Can I climb them?
: b
.
5 : Thank you for your fresh air.
: a
.
a You’re welcome.
b No, sorry. You’re not welcome.
1
I sleep in the shade .
shade
2
I eat an apple . apple
fresh air
3
I feel fresh air .
Students will learn labeling skills; to identify
Look, read, and write the letters. and summarize main ideas and details. Use
the picture to explain what trees give us.
Good Things About a Tree
apples
Thank you,
Tree!
a
shade
b
a fresh air b branches
Unit 11 73
45
Learn to say thank you and reply using chants.
Listen and chant. Use “Thank you for + (object of appreciation),”

and make a dialogue. e.g.) A: Thank you for
your help. B: You’re welcome!
Thank you for your fresh air.

You’re welcome!
Thank you for your apples.

No problem!
Thank you for your shade.

Any time!
Practice the expression “Thank you for + noun,”

and use them correctly.
1
you for your apple Thank
Thank you for your apple .
2
Thank you your for shade
Thank you for your shade .
Unit
12
Nonfiction
Plants
The theme is Plants and growing plants.Talk about what the girl in the picture is
doing and what things you need to grow plants.
1 The girl grows lettuce / carrots in the garden.
2 You want to grow vegetables. What do you need?

Students’ answers may vary. e.g.) I need seeds, soil, water, a shovel, and time.
46
1 2
shovel
seed
3 hole 4
soil
Unit 12 75
47~48
Let’s grow lettuce.

Suggestion: Let’s + verb infinitive
You need seeds, soil, water, a shovel, and time!

Soil, water, and time are uncountable nouns. Do not use a/an or the plural form.
First, dig a hole with the shovel.

ordinal number of one
Second, put the seeds in the hole.

ordinal number of two
Stop and Look

What does the girl dig
The girl “digs a hole with a shovel.”
a hole with? Find and Make a sentence for the fifth picture
circle it. using the preposition with. “Water
the seeds with a watering pot.”
Third, cover them with soil.
ordinal number of three
Don’t make a mountain!

= Do not A funny exaggeration to prevent
putting too much soil.
Fourth, water the seeds.

ordinal number of four
Don’t make a river!
Last, wait and wait.

forget + to infinitive
Don’t forget to come back.

Show concern that they might forget because of the long
wait.
Now you have lettuce!
Think and Speak

You are growing lettuce. What is
Answer the question using imperative
the third step?
sentence and ordinal number. e.g.) “Third, Third, cover the seeds
cover the seeds with soil.” Talk about other
steps and what you do in each step. with soil .
Read and choose.
a growing lettuce
b eating lettuce
c covering lettuce

2 put
Let’s a hole with the shovel.
dig
3 cover
Let’s the seeds with soil.
make
Read and write. Write the letters according to the story: First Second Third Fourth Last.
a Third
4 c , dig a hole.
e , put the seeds in the hole. b Last
a , cover the seeds with soil. c First
d , wait and wait. d Fourth

b , you have lettuce.
e Second
This is a cartoon about a boy planting seeds.
I have a shovel . I dig a

hole .
soil
shovel
I put the And I cover
seeds in it. them with hole
soil .
Students will learn sequencing skills. Draw a line in order of process.

Draw a line in order. Refer to the ordinal numbers in the story for help.
Unit 12 79
49
Practice ordinal numbers and imperative sentences
Listen and chant. using chants. Imperative sentences start with
infinitive form of verbs.
Let’s grow lettuce.
First, dig a hole.
Second, plant the seeds.
Third, cover the seeds.
Last, water the seeds.
Review imperative sentences and
Read and write.

use them correctly.
1
First, dig a hole .
hole dig
2
Third, cover the seeds .
seeds cover
Word
Cards
Level 1 Level 1
Level 1 Level 1
I I
Level 1 Level 1
I I
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
tooth hand
Unit 1 Unit 1
horn tummy
Unit 1 Unit 1
wife son
Unit 2 Unit 2
brother mother
Unit 2 Unit 2
feed the dog set the table

Unit 3 Unit 3
wash the car make the bed

Unit 3 Unit 3
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
sleep play
Unit 4 Unit 4
pull eat
Unit 4 Unit 4
shorts sweater
Unit 5 Unit 5
rain boot scarf

Unit 5 Unit 5
cold same
Unit 6 Unit 6
sticky wet
Unit 6 Unit 6
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
kitchen living room
Unit 7 Unit 7
roof bathroom
Unit 7 Unit 7
baker police officer

Unit 8 Unit 8
sweeper taxi driver

Unit 8 Unit 8
swing slide
Unit 9 Unit 9
merry-go-round seesaw
Unit 9 Unit 9
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
Level 1 Level 1
fly swing
Unit 10 Unit 10
climb slither
Unit 10 Unit 10
shade fresh air

Unit 11 Unit 11
branch apple
Unit 11 Unit 11
soil seed
Level 12 Level 12
shovel hole
Level 12 Level 12
MEMO
MEMO
Extra Activities
1
1 I Am Turly!
Activity Hi Game
Objective Students can introduce themselves.
Language Skill Speaking
Materials N/A
Duration 10 – 15 min
Write name, age, and one physical characteristic on the board, “I am . I am

years old. I have .” Students prepare their self-introduction using these
three sentences. Help them find their physical characteristics. e.g.) big eyes, long
legs, small hands, sharp nails, shot hair, etc.
Teacher( T ): Let me introduce myself. I am Mr. Brown. I am 30 years old.

I have long legs.
Stand in the middle while students sit in a circle around you.
Go stand in front of Student 1(S1), then S1 must stand up. Shake hands with S1
and say, “Hi, I am Mr. Brown. I am 30 years old. I have long legs,” and go sit in S1’s
spot in the circle.
S1 approaches another Student 2(S2) and does the same. S1 can seat himself in
S2’s spot if he completes the introduction. However, if S1 fails he/she must go on to
choose another student and repeat the introduction until it is complete.
When students get used to the rule, teacher tells them to add one more “I have
,” describing another feature of their characteristics.
Student(S): Hi, I am . I am years old. I have black hair. I have big

eyes. ...
. T i p Mix up the boys and girls so that they sit next to each other.
2
2 What Do I Have?
Activity Introducing My Family
Objective Change subject-verb in the sentence:“subject+have+a(an)+adjective+noun.”
Language Skill Listening, Speaking
Materials Post-it
Write two sets of the following adjectives(beautiful, twin, funny, super excellent,
lucky) and nouns(wife, brother, mother, son, dad) on the post-its. Use different color
post-its to distinguish adjectives from nouns.
Put two post-its; an adjective and a noun on one student’s back. Other students
practice making sentences using those words; one in 1st person singular and
another one in 3rd person singular using the student’s name.
T : (Put lucky and dad on Mike s back.) Make sentences.

Ss: I have a lucky dad. Mike has a lucky dad.
Divide students into two groups. Students choose two post-its (1 adjective; 1 noun)
with their eyes closed.
Each team stands in line. Put the two post-its on the backs of the members
standing in front of them. The first person in line holds their post-its.
Signal “Start!” Student standing at the end of the line(S1) makes a sentence using
the words on the back of the person in front(S2),“S2 has a .” Then, S2 listens
to what S1 says and makes a sentence, “I have a ,” then adds another
sentence using the words on S3’s back, “S3 has a .”
S1: S2 has a lucky mom.

S2: I have a lucky mom. S3 has a beautiful brother.
S3: I have a beautiful brother. S4 has a funny dad.
The student standing at the very front makes a sentence, “I have a .” Then,
adds the final sentence using the words they have and uses the teacher’s name, “T
has a .”
The team to finish first using accurate sentences wins the game.
3
3 Super Kid
Activity I Can Do It!
Objective Students can use “I can ,” to express various housework phrases.
Materials N/A
Brainstorm various kind of housework.

make the bed
set the table
throw out the garbage

wash the car Housework
feed the dog do the dishes

clean my room
After brainstorming, practice the expression “I can ,” and create gestures for
each sentence.
T: I can make the bed. (Mimic spreading bed sheet)
Students stand in a circle.
S1 says “I can ,” and at the same time, mimics the gesture.
S2 repeats what S1 says and adds another sentence, “He/she can . I can
,” with S1 and S2’s gestures one after the other.
S1: I can make the bed. (Mimic spreading bed sheet)

S2: He can make the bed. (Mimic spreading bed sheet) I can throw out the
garbage. (Mimic throwing out the garbage)
S3: He can make the bed. (Mimic spreading the bed sheet) She can throw out
the garbage. (Mimic throwing out the garbage)
Students who forget the sentence or gesture(s) is out of the game. Student that
survives to the end wins the game.
4
4 Little Brother, Big Brother
Activity Step on the Cards
Objective Students can express feelings for each behavior using “I am (not) happy
about that.”
Language Skill Speaking, Reading
Materials Activity Sheet 1 – Picture Cards
Show students the Picture Cards in Activity Sheet 1. Read the expressions below
the pictures. Make sentences to express their feelings for each picture using “I am
(not) happy about that.”
T : (Show a card) My brother plays with my toys.

Ss: I am not happy about that.
T : (Show a card) My brother makes the bed.
Ss: I am happy about that.
Place enlarged copies of the Picture Cards on the floor. Add Start and Finish card
on either ends. Make sure they are taped fast to the floor.
Start
Finish
Divide students into two teams. Choose a team leader and have them come up to
the front.
The team leaders do rock-paper-scissors. The winner moves one step forward. The
winner looks at the picture on the spot and makes a sentence,“My brother .”
Then, the team members say “I am (not) happy about that.” If they make a mistake,
the team leader goes back to the Start and does rock-paper-scissors again with the
opposing team leader.
Repeat game step number 4 and keep playing.
The team to reach the Finish first wins the game.
5
Activity Sheet 1 Unit 4 Little Brother, Big Brother
Picture Cards
My brother pulls my hair. My brother plays with my toys.
My brother eats my cookies. My brother sleeps on the floor.
My brother makes the bed. My brother sets the table.
My brother washes the car. My brother feeds the dog.
6
5 Weather Report
Activity Whisper Game
1. Students can understand and express weather.

Objective
2. Students can choose appropriate clothes for each weather.
Materials Word Cards(rain boot, shorts, scarf, sweater) in the Student Book
Show a Word Card and ask what clothes are appropriate for the particular weather.
Practice answering.
T : It will be sunny. What should I wear?

Ss: Wear your shorts.
Scatter the cards on the teacher’s desk.
Divide students into two teams. Have each team stand in a line facing the teacher’s
desk.
Go to the last student(S1) in line at the back of the class and whisper,“It will be
.”
Signal “Start!” S1 whispers the sentence he/she hears to S2.
S2 goes on to whisper what he/she hears to S3.
Repeat the process until they reach the first student standing in their line.Then, the
first student in line runs to the teacher’s desk and picks up the corresponding card
and answers,“It will be . Wear .”
The team which repeats the correct sentence and chooses the right clothing gets
one points. The team with the most points wins the game.
7
6 Rainbow Sisters
Activity Weather Survey
Objective Students can ask and answer their favorite weather.
Materials Activity Sheet 2 – Weather Survey
Draw snow, sun, rain, and rainbow on the board. Practice answering questions
about weather.
T : Do you like (snow, the sun, rain, rainbows)?

Ss: Yes, I do. / No, I dont.
Hand out Activity Sheet 2 (Weather Survey) and explain how to do the survey.
T: Susan, do you like snow?

S: Yes, I do.
T: She likes snow. Then, I will write down her name.
Give five minutes. Move around and do the survey.
When they are done, ask questions about the survey

results. If there is time, draw a graph on the board to see
the weather preferences of the entire class.
T : Who likes snow?

Ss: Susan! David! ...
T : Who does not like snow?
Ss: Amy! Paul! ...
8
Activity Sheet 2 Unit 6 Rainbow Sisters
Weather Survey
Name :
Survey your classmates and write down the name.
Do you like snow? Yes, I do. / No, I don’t.
Question
Answer Name
Do you like ?
Yes, I do.
No, I don’t.
snow
Yes, I do.
No, I don’t.
the sun
Yes, I do.
No, I don’t.
rain
Yes, I do.
No, I don’t.
rainbows
9
7 Mr. Odd Is Fun!
Activity Who Are They?
Objective Students can talk about home activities.
Materials Activity Sheet 3 – Sentence strips
Duration 10 min
Students sit down in a circle on the floor.
Hand out one Sentence strip each at random.
Tell them not to reveal their Sentence strips.
Ask “Who has breakfast in the kitchen?” Student with the corresponding card
stands up and answers, “I have breakfast in the kitchen.” Practice by going through
all the cards the same way. While they check the cards together, they have to
memorize who has which card as much as they can. Have students focus on who
has what.
Ask “Who has breakfast in the kitchen?” Students raise their hands and answer.
Choose a student and he/she answers “(Name of student with corresponding card)
has breakfast in the kitchen.” Point out student with the corresponding card cannot
answer.
Student gets one point for correct answer. Student with the most points wins the
game.
10
Activity Sheet 3 Unit 7 Mr. Odd is Fun
Sentence Strips
I have breakfast in the bathroom.
I have breakfast on the roof.
I wash my hands in the bathroom.
I wash my hands in the pond.
I wash my hands in the kitchen.
I watch TV in the tree.
I sleep on the floor.
I sleep in the bed.
11
8 At Night
Activity Speed Game
Objective Students can use job related words.
Materials Word Cards (taxi driver, sweeper, baker, police officer) in the Students Book
Show the Word Cards. Practice sentences about jobs and what they do.
T : What does he do?

Ss: He is a taxi driver. He drives a taxi.
Divide students into two teams. Each team chooses a leader(S1) to play charades.
S1 comes up to the front. Teacher stands behind the team members and shows a
card to S1.
Signal “Start!” and within one minute, S1 has to act the word while team members
try to guess the answer. Point out that they must answer using the sentences
they’ve practiced. e.g.) “He is a taxi driver. He drives a taxi.”
Student gets one point for correct answer. Team with the most points wins the
game.
12
9 My Dinosaur on the Playground
Activity Please, Mr. Dinosaur
Objective Students can distinguish names of different rides on the playground.
Materials Two sets of the Word Cards (swing, slide, seesaw, merry-go-round) in the
Student Book, string
Practice the sentences using the Word Cards.
T : (Show the swing card) I am Mr. Dinosaur. Ask me.

Ss: Mr. Dinosaur, do you want to go on the swing?
Hand out one card each and have them stand against one side of the wall.
Mark the playground on the opposite side of the classroom by placing the string on
the floor.
Play the part of Mr. Dinosaur and guard the playground entrance. Students want to
go on the playground.
Using their Word Card, each student takes turns to ask Mr. Dinosaur if he wants to
go on the ride. If Mr. Dinosaur says “Yes,” students with matching word cards enter
the playground. If Mr. Dinosaur says “No,” students with different cards cannot enter.
S1: (Holding the swing card) Do you want to go on the swing?

T : Yes. (Students holding the swing card get passed Mr. Dinosaur to enter the
playground.)
T : No. (Students with other word cards try to get passed Mr. Dinosaur to
enter the playground).
Students who managed to get passed Mr. Dinosaur can stay on the playground.
Students who get caught by Mr. Dinosaur are out of the game.
Continue playing until one student is left. The last student to survive plays the part
of Mr. Dinosaur in the next round.
13
10 A Jungle Party
Activity In the Jungle
Objective Students can express characteristics and sounds of animals.
Materials CD Player, exciting song (Recommend “The Lion Sleeps Tonight”)
Students choose one animal each and agree on a particular behavior and sound.
T: Imagine you are an animal. Mike, what are you?

S: I am a tiger. I can run. Grrrrr! (mimic running).
Students stand in a circle and shout all together “Let’s have a jungle party!”
Take turns acting out their animal’s actions and sounds they chose.
When introduction is over, play the music. Call out one name of animal.The
corresponding students say the sentence and act their part.
T : Tigers!
Ss(Students who chose to be the tiger): I am a tiger. I can run. Grrrrr! Grrrrr!
(mimic running).
T : Monkeys! Birds!
Ss(Students who chose to be the monkey): I am a money. I can swing. Chitter!
Chatter!
Ss(Students who chose to bethe bird): (Simultaneously) I am a bird. I can fly.
Tweet! Tweet! (mimic flying)
14
11 Thank You, Tree
Activity Thank You, Tree
Objective Students can identify things made of wood and express their appreciation.
Language Skill Writing, Speaking
Materials Post-it, Word Cards(shade, branch, apple, fresh air) in the Student Book
Write things that are made of wood on a post-it, e.g.,desk, blackboard, house,
pencil, book, newspaper, etc. Also, write four things that are not made of wood,
e.g.,ice cream, pants, glasses, computers, etc. (Use words that students have
learned before).
Practice expressions of appreciation for the things trees provide, e.g.,apples,

branches, fresh air, shade using the Word Cards.
T: (Show the apple card) Trees give us apples. I would say Thank you for
your apples.
(Show the branch card) Let’s try with branches.
Ss: Thank you for your branches.
Draw two trees on the board and stick the post-its below. Divide students into two
teams.
One student from each team comes up to the front and picks one post-it. Stick the
post-it with item made of wood on their team’s tree. Then say, “Thank you for .”
When all team members have had their turn, pick the post-its with items made of
wood from each team’s tree. Show the post-it and the team member says, “Thank
you for ,” correct answers.
The team with the most points wins the game.
15
12 The Lettuce Farmer
Activity How to Grow the Plants
Objective Students can describe the steps of growing a plant.
Materials Two sets of Picture Cards
Duration 10 min
Show the pictures one at a time and review the expressions.
T : Let’s grow lettuce. (Show the first picture) What is the first step?
Ss:First, dig a hole with a shovel.
Divide students into two teams. Give a set of shuffled Picture Cards to each team.
Signal “Start!” and students put the Picture Cards in order. Raise hands to show
they are done.
When both teams are done, the team that finished first takes turns describing the
picture.
The team that finishes and says the correct expressions wins the game.
16

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Authors

Katie Scuirba Joanna Page

Josephine Nobisso Sandy Lanton

Jason Gots Michael A. Putlack

Level Grade Passage Length

Reading Monster 1 Preschool ~ Grade 1 30 ~ 40 words

Reading Monster 2 Preschool ~ Grade 1 30 ~ 50 words

Reading Monster 3 Grade 1 ~ Grade 2 40 ~ 60 words

Reading Monster 4 Grade 1 ~ Grade 2 50 ~ 70 words

Photo activates students’ background

Picture Reading enables students to talk

New Words introduces key vocabulary and

Illustration helps students better understand

Stop and Look engages students with

Think and Speak provides students

Skill Practice is aimed at improving

Listening Practice provides a chant

Writing Practice allows students to

1 The picture shows monsters / bears .

2 Count the monsters’ legs. There are 8 legs.

I am six hundred years old.

I have silver horns.

I have sharp teeth.

I have a big tummy and two big hands.

Think of students’ own physical characteristics and Think and Speak

Read, look, and check.

six hundred sixty

Read and circle.

5 I have many books cookies .

6 I love eating reading .

I have three sharp horns .

I have a big tooth .

I have a blue tummy .

horns tooth tummy

two big hands

I have silver horns.

I have sharp teeth.

I have a big tummy.

Review and guide students to write “I have~” sentences

Unscramble and write.

I have a big tummy .

I have sharp teeth .

1 The picture shows a family / a class .

2 Who is your favorite family member?

1 wife a 2 son b 3 brother d 4 mother c

noun phrase: article +

My dad has a beautiful wife.

But I don’t. 3rd person singular of simple

My dad has a twin brother.

My dad has a funny mother.

My dad has a super excellent son.

Stop and Look

Think and Speak

Read and match.

It’s the boy’s line.

It’s Dad’s line. It means the boy’s funny grandmother.

Read and choose.

Students will learn to categorize objects or ideas. Note that