TIME

Theme 5 LESSON 1 Vocabulary:

a.m., p.m., half past, o'clock
Structure:
Review
1. Write the vocabulary from the previous theme on the board. What time is it?
2. Have students read the words on the board. It's ______ .
3. Write the structure from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD2

01 Track 01
1. M: a.m.
1 2 3 4 2. M: p.m.
3. M: Half past.
11 12 1
11 12 1
10 2
10 2
9 3
9 3

8
7
6
5
4
8
7
6
5
4
4. M: O’clock.

a.m. p.m. half past o'clock

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

AIN STABTIO
1. Listen and read.
N
CD2
02

1
Track 02 - 03
11 12 11 12
DAN'S TRAIN TO 1 1
12
1

Narrator: Look at the pictures. Listen. There is one example.

11
2
10 2 10 2
10

GREENWOOD IS AT 3 P.M. ... 9 3

4
9 3 9 3
8

7 5
6

Dan’s train to Greenwood is at 3pm…

8 4 8 4
7 5 7 5
6 6

a b Dan: Grace, what time is it?

What time is it?
10
11 12 1
2
2
10
11 12 1
2
Grace: It’s 11 a.m..
9

8 4
3 9

8
3

4
Dan: Really? Let’s go to the train station!!
It’s 11a.m.
Grace: No, Dan! It’s only 11 a.m.
7 5 7 5
6 6

a b
WE LCOME TO Narrator: Can you see the circle? Now listen and circle.
T
RIVER OWN
11 12 3 11 12

2. Dan: Grace! What time is it?

1 1
10 2 10 2

9 3 9 3

8
7
6
5
4 8
7
6
5
4
Grace: It’s half past two.
a b Dan: Phew! OK.
10
11 12 1
2
4
10
11 12 1
2
3. Dan: There’s the train! What time is it?
9

8 4
3 9

8
3

4
Grace: It’s three o’clock.
7
6
5 7
6
5
Dan: OK. Goodbye! (TRAIN WHISTLE)
a b
4. Dan: Excuse me. What time is it?
Man: It’s 5 p.m.
1. Now introduce the situation “The children are outside a toy shop…”
Dan: OK! (SOUNDS OF STEPS) Uh, is this is Greenwood?
2. Have students call out the objects and people they can see.
(sounds unsure)
3. Have students listen and read.
Man: No, sir. This is River Town. (DOOR CLOSES)
Dan: NOOOOOOOOOOOOOOOOO!!!!!!!!!!!!!
2. Listen and number. 03 CD2

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

2. Play audio and have students listen and number.
3. Play audio again and check answers as a whole class. Track 04
STRUCTURE
3. Practice the structure. CD2
04
What time is it? W: What time is it?
It’s half past one. M: It’s half past one.
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.

56 TIME: LESSON 1
 C Listen. Sing along. CD2
05

Track 05
What time is it What time is it?
It’s half pa It’s half past one.
st one.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the response.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD2

06
Track 06
1. Focus attention on the example sentence, and briefly
B: What time is it?
explain the focus.
G: What time is it?
2. Tell students they must listen and notice the pronunciation feature.
M: What time is it?
3. Play the audio once, and draw attention to the
pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus
PRONUNCIATION TIP 06 CD2

on the feature
"What time is it?” " "Wa tymizit?"

D Listen and tick () the box. Practice. Point, ask and answer.
CD2
07

Listen and tick () the box.

1. Have students look at the pictures and call out the times Track 07
they can see. Narrator: Look at the pictures. Listen. There is one example.
2. Play audio and demonstrate the activity using the example. 1. M: What time is it?
3. Play audio and have students tick () the box. G: It’s half past 11.
4. Play audio again and check answers as a whole class. Narrator: Can you see the tick? This is an example. Now listen and
Practice. tick the box.
5. Divide class into Group A and Group B. 2. Alfie: What time is it?
T: I say “time/three a.m.” B: It’s 6 a.m.
Group A, you say “What time is it?” 3. Alfie: What time is it?
Group B, you say, “It’s 3 a.m.” OK? B: It’s 10 p.m.
T: I say “time/half past three”. 4. Alfie: What time is it?
Group A, you say “What time is it?” B: It’s half past nine.
Group B, you say, “It’s half past three.” Point, ask and answer.
T: time/three a.m.
6. Demonstrate the activity using the example.
Group A: What time is it?
7. Divide class into pairs.
Group B: It’s three a.m.
8. Have student A point to a picture and say “What time is it?” have
T: time/half past three
student B answers “It’s________.”
Continue whole class/group/individual drills, with: 9. Swap roles and repeat.
• time/four o’clock 10. Afterwards, have some pairs demonstrate in front of the class.
• time/five p.m.

1. Demonstrate the game.

E Play the “What time is it, Mr. Wolf?” game.
2. Have Student A be the “wolf.” Have the other students stand
up and call out “What time is it, Mr. Wolf?” and Student A shouts
What time is it, Mr. Wolf? It’s 3 o’clock. It’s dinner time! out a time. E.g. “It’s three o’clock.”
Cla
3. The other students will clap according to the time. E.g. Three
Cla
p p
Cla Clap
!
p p
Cla Clap
!
Cla
Cla
p p
o’clock means three claps.
Cla Clap
p p
Cla
p p
Cla Clap
!
Cla Clap
!
!
4. The “wolf” repeats the step using different times.
5. The teacher gives a signal e.g. touching their stomach and the
wolf says “It’s dinner time!” All students must quickly sit down.
6. The last student to take a seat becomes the new wolf.

TIME: LESSON 1 57
 TIME
Theme 5 LESSON 2 Vocabulary:
get up, eat breakfast, eat lunch,
eat dinner, do homework, go to bed
Review
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board. What time do you__________?
3. Write the structure from the previous lesson on the board. I _______ at _______.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD2

08 Track 08
1. M: Get up.
1 2 3 10

8
11 12

7
1

5
2

4
3 4 5 6 2. M: Eat breakfast.
3. M: Eat lunch.
6

2
4. M: Eat dinner.
get up eat eat eat do go 5. M: Do homework.
breakfast lunch dinner homework to bed
6. M: Go to bed.
1. Arrange the flashcards on the board, play audio and have students
listen and repeat. Point to the flashcards along with the audio.
Repeat several times. 5. Arrange the flashcards on the board and write a number under
2. Play audio again and have students listen, repeat and point to the each card.
pictures in their books. 6. Have students look at the flashcards for the count of ten. Turn the
3. Change the order of the flashcards, point to them individually and flashcards over to face the board when the students are not looking.
have students say the words, correct pronunciation when needed. 7. Call out a number and have students take turns to guess the face
4. Play the“Guess”game. down card. Turn the flashcard over after each guess.

B 1. Listen and read. CD2

09
Track 09 - 10
GRANDPA IS BABYSITTING THE CHILDREN…
What time do you go to bed?
1
Narrator: Look at the pictures. Listen. There is one example.
I go to bed at 11 o’clock. 11:00 11:30 Grandpa is babysitting the children…
1. May: Be good for Grandpa. Goodbye!
2 Bill and Sue: OK! Heehee!
8:00 9:00
Dan: What time do you go to bed?
Bill: Hmmm. I go to bed at 11 o’clock.
Dan: 11?!
3
Narrator: Can you see the circle? This is an example. Now listen and circle.
10:00 10:30 2. Dan: What time do you get up? (sounds confused)
Sue: Oh, I get up at 9 o’clock. Heehee.
4 3. Dan: What time do you do homework?
9:30 10:30
Bill: I do homework at 10 o’clock.
4. Dan: What time do you eat dinner?
Bill: I eat dinner at half past ten.
1. Review the story from the previous lesson“It was breakfast time at the Dan: What do you eat for dinner?
Browns' house.” Bill and Sue: Ice cream!!!
2. Now introduce the situation“The children are hungry after football…” (SOUND OF CAR PARKING, DOOR CLOSING, FEET WALKING)
3. Have students call out the objects and people they can see. Dan: (Sound of snoring) (VIDEO GAME NOISES) (MEOW)
4. Have students listen and read.

2. Listen and circle. 10 CD2

STRUCTURE
1. Play audio and demonstrate the activity using the example. What time do you go to bed?
2. Play audio and have students listen and circle. I go to bed at 11 o’clock.
3. Play audio again and check answers as a whole class.

3. Practice the structure. CD2

11
Track 11
1. Draw students’ attention to the structure box. W: What time do you go to bed?
2. Play audio and have students listen. M: I go to bed at 11 o’clock.
3. Play audio again and have students listen and repeat.

58 TIME: LESSON 2
 C Listen. Sing along. CD2
12

Track 12
What time do you get up? What time do you get up?
I get up a I get up at 7 a.m.
t 7 a.m.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the response.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD2

13
Track 13
1. Focus attention on the example sentence, and briefly
explain the focus. B: What time do you get up?
2. Tell students they must listen and notice the pronunciation feature. B: What time do you go to bed?
3. Play the audio once, and draw attention to the G: What time do you get up?
pronunciation feature. G: What time do you go to bed?
4. Play the audio again. Have students listen and repeat with a focus PRONUNCIATION TIP 13
CD2

on the feature "…get up…" "…geddup"

"...go to..." "...goda..."

D Practice. Ask and answer.

2. Divine class into Group A and Group B.
What time do you get up? I get up at 7 a.m. T: I say “get up/seven a.m.”.
Group A, you say “What time do you get up?”
1 2
10
11 12 1
2 10
11 12 1
2
Group B, you say, “I get up at seven a.m.”
9

8 4
3 9

8
3

4
T: I say “eat breakfast/eight a.m.”.
Group A, you say, “What time do you eat breakfast?”
7 5 7 5
6 6

3
11 12 1
4
11 12 1
Group B, you say, “I eat breakfast at eight a.m.” OK?
9
10 2

3
10

9
2

3
T: get up/seven a.m.
8
7
6
5
4 8
7
6
5
4
Group A: What time do you get up?
Group B: I get up at seven a.m.
5 6
10
11 12 1
2 10
11 12 1
2
T: eat breakfast/eight a.m.
9 3 9 3

8
7
6
5
4 8
7
6
5
4
Continue whole class/group/individual drills, with:
• eat lunch/half past 11
Practice. • eat dinner/6 o’clock
1. T: I say “get up”. You say, “What time do you get up?” • do homework/8:00 p.m.
T: I say “eat breakfast”. You say, “What time do you eat breakfast?” • go to bed/9 o’clock
OK?
Ask and answer.
T: get up
Class: What time do you get up? 3. Demonstrate the activity using the example.
T: eat breakfast 4. Divide class into pairs.
Class: What time do you get up? 5. Have student A ask “What time do you _______?” have student B
answers “I _______ at _______.”
Continue whole class/group/individual drills, with:
3. Swap roles and repeat.
• eat lunch 4. Afterwards, have some pairs demonstrate in front of the class
• eat dinner
• go to bed

E Play the “Magic finger” game.

1. Demonstrate the game.
2. Divide the class into pairs.
What time do you get up?
I get up at 7 a.m. 3. Have student A write a time on student B’s back, using their finger.
Student B writes the numbers down.
4. Then have student A ask “What time do you _______?” and have
student B answer using the numbers they have written down “I
________ at ________.”
5. Afterwards, have some students demonstrate in front of the class.

TIME: LESSON 2 59
 TIME
Theme 5 LESSON 3 Vocabulary:
morning, afternoon, evening, go to the
movies, go to the playground, go to the
Review party
1. Write the vocabulary from the previous lesson on the board.
2. Have students read the words on the board. Structure:
3. Write the structure from the previous lesson on the board. What do you want to do in the _______?
4. Have students read the sentences on the board. I want to ___________________________.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD2

14 Track 14
1. M: Morning.
1 2 3 4 5 6 2. M: Afternoon.
3. M: Evening.
MOVIES

4. M: Go to the movies.
morning afternoon evening go to the go to the go to 5. M: Go to the playground.
movies playground the party
6. M: Go to the party.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along 4. Two teams. Play the game “Heads up. What’s missing?”
with the audio. Repeat several times. Arrange the flashcards on the board and remove one card
2. Play audio again and have students listen, repeat and point when students are not looking. One student from each
to the pictures in their books. team calls out the missing flashcard.
3. Change the order of the flashcards, point to them
individually and have students say the words, correct
pronunciation when needed.

B 1. Listen and read. CD2

15
Track 15 - 16
1 Narrator: Look at the pictures. Listen. There is one example.
GRANDPA HAS PLANS FOR THE NEXT DAY...

What do you want to M O VIE S

Grandpa has plans for the next day…
do in the morning? 1. Tony: Ok, what do you want to do in the morning?
Dan: I want to go swimming.
2 Tony: Ok, great.
I want to go swimming.
MOV IE S
Narrator: Can you see the tick? This is an example. Now listen
and tick the box.
woOO
! 2. Tony: And what do you want to do in the afternoon?
3 Dan: I want to go to the movies.
wooo! wooo! Tony: Ok.
3. Tony: What do you want to do in the evening?
Dan: I want to go to the party.
MOVI ES

4
4. Dan: Oh! And I want to go to the playground in the morning.
Narrator: In the morning.
(Sound of a playground)
1. Review the story from the previous lesson“It was breakfast time at the Dan, Sue, Bill: Wooooo.
Browns' house.”
2. Now introduce the situation“The children are hungry after football…”
3. Have students call out the objects and people they can see. STRUCTURE
4. Have students listen and read. What do you want to do in the morning?
2. Listen and () . 16 CD2 I want to go to the playground.
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and ().
3. Play audio again and check answers as a whole class. Track 17
B: What do you want to do in the morning?
3. Practice the structure. CD2
17 G: I want to go to the playground.
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.

60 TIME: LESSON 3
 C Listen. Sing along. CD2
18

g? Track 18
ornin
What do you want to do in the m What do you want to do in the morning?
I want to go I want to go to the playground.
to the playground.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the response.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD2

19
Track 19
1. Focus attention on the example sentence, and briefly B : I want to go to the party.
explain the focus. G: I want to go to the party.
2. Tell students they must listen and notice the pronunciation feature. M: I want to go to the party.
3. Play the audio once, and draw attention to the
pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus PRONUNCIATION TIP CD2
19
on the feature.
"…want to…?" "…wanna…?"

D Practice. Point, ask and answer. T: I say “afternoon/eat lunch”.

Group A, you say, “What do you want to do in the afternoon?”
What do you want to do in the morning? I want to go to the playground.
Group B, you say, “I want to eat lunch.” OK?
T: morning/go swimming
morning afternoon Group A: What do you want to do in the morning?
Group B: I want to go swimming.
T: afternoon/eat lunch
1 2
Continue whole class/group/individual drills, with:
• evening/do homework
evening • morning/go to the playground
• afternoon/go to the party
MOVIES
• evening/go to the movies
3 Point, ask and answer.
2. Demonstrate the activity using the example.
3. Divide students into pairs.
Practice. 4. Have student A point to a picture and ask “What do you want
1. Divide class into Group A and Group B. to do in the morning/afternoon/evening?” have student B answer
T: I say “morning/go swimming”. “I want to _______ in the morning/afternoon/evening?”
Group A, you say “What do you want to do in the morning?” 5. Swap roles and repeat.
Group B, you say, “I want to go swimming.” 6. Afterwards, have some pairs demonstrate in front of the class.

E Play the “Chain” game.

What do you want to

What do you want to
do in the morning?
do in the afternoon?
1. Demonstrate the game.
I want to eat breakfast. 2. Have the students stand up.
I want to go to the playground.
3. Student 1 turns to student 2 and they ask and answer.
4. Student 2 turns to student 3 and they ask and answer.
5. Continue until all students have practiced. (Have students
alternate between morning, afternoon and evening)

TIME: LESSON 3 61
 TIME
Theme 5 LESSON 4 Vocabulary:
January, February, March, April, May,
June, July, August, September, October,
Review November, December
1. Write the vocabulary from the previous lesson on the board.
2. Have students read the words on the board. Structure:
3. Write the structure from the previous lesson on the board. When’s your/her/his birthday?
4. Have students read the sentences on the board. It’s in ________.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD2

20 Track 20
1. M: January. 7. M: July.
2. M: February. 8. M: August.
3. M: March. 9. M: September.
4. M: April. 10. M: October.
5. M: May. 11. M: November.
6. M: June. 12. M: December.

have students say the words, correct pronunciation when needed.

1. Arrange the flashcards on the board, play audio and have students
4. Play the“Word Tennis”game. Have one student come to the front
listen and repeat. Point to the flashcards along with the audio. Repeat
and play‘Tennis’with you.
several times.
5. As you say a word hit it to the student and have the student
2. Play audio again and have students listen, repeat and point to the
respond with another word and hit it back to you.
pictures in their books.
6. Divide students into pairs and have them play with each other. Have
3. Change the order of the flashcards, point to them individually and
some pairs demonstrate in front of the class.

B 1. Listen and read. CD2

21 Track 21 - 22
Narrator: Look at the pictures. Listen. There is one example.
THE CHILDREN TALK ABOUT
THEIR BIRTHDAYS …
It’s in May.
The children talk about their birthdays …
Hello! Happy When’s your
birthday, Sue?
1. (Sound of car door opening)
birthday Alex.
Ann: Hi everyone.
Sue: Hello. Happy birthday Alex.
(Sound of front door closing)
Lucy: When’s your birthday, Sue?
Sue: It’s in May.
Narrator: Can you see the circle? This is an example. Now listen
and circle.
2. Lucy: When’s your birthday, Bill?
Bill: It’s in November.
3. Bill: What about you, Lucy? When’s your birthday?
Lucy: Oh, it’s in January.
Bill: January?
1. Review the story from the previous lesson "Tom and Alfie were Lucy: Yes.
visiting Bill and Sue….” 4. Bill: And you, Tom? When’s your birthday?
2. Now introduce the situation“Tony is buying the children ice cream….” Tom: It’s in July.
3. Have students call out the objects and people they can see. Ann: Time for cake. (Pause)
4. Have students listen and read. Everyone: Happy birthday to you…
(Sound of Alex blowing and falling into the cake)
2. Listen and circle. 22 CD2
(Sound of everyone gasping in shock)
1. Play audio and demonstrate the activity using the example. Alex: Ha ha! Mmmm! (laughing and licking his face)
2. Play audio and have students listen and circle.
3. Play audio again and check answers as a whole class.
STRUCTURE Track 23
3. Practice the structure. CD2
23
When’s your birthday? B: When’s your birthday?
1. Draw students’ attention to the structure box. It’s in May. G: It’s in May.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.

62 TIME: LESSON 4
 C Listen. Sing along. CD2
24

Track 24
When’s your birthday? When’s your birthday?
It’s in Janu It’s in January.
ary.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. group B: sing the response.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD2

25
Track 25
1. Focus attention on the example sentence, and briefly B: It’s in May.
explain the focus. G: It’s in May.
2. Tell students they must listen and notice the pronunciation feature. M: It’s in May.
3. Play the audio once, and draw attention to the
pronunciation feature.
4. Play the audio again. Have students listen and repeat with a focus PRONUNCIATION TIP 25 CD2

on the feature
“It’s in…” "Tsin…"

D Write. Practice. Point, ask and answer. Group A, you say “When’s your birthday?”
Group B, you say, “It’s in February.” OK?
When's your birthday?
T: birthday/January
It’s in May.
Group A: When’s your birthday?
Group B: It’s in January.
T: birthday/February
Continue whole class/group/individual drills, with:
05 12
01
• birthday/March
M a y J a a r D c e b • birthday/April
• birthday/May
• birthday/June
03
11 09 • birthday/July
N v m e r M a S p t m e r
• birthday/August
• birthday/September
Write. • birthday/October
1. Have students call out the people they can see. • birthday/November
2. Demonstrate the activity using the example. • birthday/December
3. Have students write the missing letters.
Point, ask and answer.
4. Check answers as a whole class.
6. Demonstrate the activity using the example.
Practice.
7. Divide students into pairs.
5. Divide class into Group A and Group B.
8. Have student A point to a picture and ask “When’s your
T: I say “birthday/January”.
birthday?” have student B answer “It’s in _______.”
Group A, you say “When’s your birthday?”
9. Swap roles and repeat.
Group B, you say, “It’s in January.”
10. Afterwards, have some pairs demonstrate in front of the class.
T: I say “birthday/February”.

E Play the “Guess who” game.

When's your birthday?

1. Demonstrate the game.
It’s in December. 2. Have one student face away from the class and ask “When's
Tom?
your birthday?”
3. Have another student answer “It’s in _______.”
4. Have the student facing the board turn around and guess
who said the sentence.
5. Choose another student to take a turn.
No, it’s Nick.

TIME: LESSON 4 63
 TIME
Theme 5 LESSON 5 Content and culture - The Lunar New
Year (Tet)
Useful language:
Review eat Tet cake, visit my family, get lucky money,
1. Write the vocabulary from the previous lesson on the board. watch a lion dance, watch the fireworks
2. Have students read the words on the board.
What are you going to do in the Lunar
3. Write the structure from the previous lesson on the board.
New Year?
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the I’m going to _______.
vocabulary and structure in front of the class.

NEW WORDS Listen, point and say. CD2

26 Track 26
1. M: Eat Tet cake.
1 2 3 4 5 2. M: Visit my family.
3. M: Get lucky money.
4. M: Watch a lion dance.
5. M: Watch the fireworks.
eat Tet visit my get watch a watch the
cake family lucky money lion dance fireworks

have students say the words, correct pronunciation when needed.

1. Arrange the flashcards on the board, play audio and have students
4. Two teams. Play the game“Heads up. What’s missing?”Arrange the
listen and repeat. Point to the flashcards along with the audio. Repeat
flashcards on the board and remove one card when students are not
several times.
looking. One student from each team calls out the missing flashcard.
2. Play audio again and have students listen, repeat and point to the
pictures in their books.
3. Change the order of the flashcards, point to them individually and

LISTENING Listen and number. CD2

27
KIM LEARNS ABOUT THE LUNAR NEW YEAR...
1 Nam: I’m going to eat Tet cake. My mom makes it.
1. Have students look at the pictures and call out what they can see.
2. Demonstrate the activity using the example.
3. Play audio and have students listen and number the phrases with
the number of the frame they are heard in.
4. Play audio again and check answers as a whole class.
5. Play audio again and have students listen and repeat.
Track 27
Narrator: Look at the pictures. Listen. There is one example.
Kim learns about the Lunar New Year…
1. Vinh: Hooray! It’s nearly Tet!
Kim: What’s that?
Vinh: It’s the Lunar New Year. I’ts great, Kim.
Nam: What are you going to do in the Lunar New Year?
Vinh: I’m going to visit my family.
Narrator: Can you see number 1? This is an example. Now listen and number.
2. Vinh: And I’m going to watch a lion dance.
Kim: A lion dance?
Vinh: Yeah! Boom, boom, boom, boom, boom! (makes sound of drums.)
3. Kim: It sounds fun! What are you going to do in the Lunar New Year, Nam?
4. Kim: Oh! Yummy!
Nam: Yeah and I’m going to watch the fireworks.
5. Vinh: Me too. But my favorite thing is. I’m going to get lucky money!!!
Nam: Yay! I love lucky money!!!
Vinh: You are going to love the Lunar New Year, Kim.

STRUCTURE 28 CD2

What are you going to do in the Lunar New Year?

 Useful language box I’m going to eat Tet cake.
1. Have students look at the useful language box.
2. Have students listen to audio and repeat.
Track 28
Kim: What are you going to do in the Lunar New Year?
Vinh: I’m going to eat Tet cake.

64 TIME: LESSON 5
 READING Read and circle ”True” or “False”.

My Lunar New Year in Vietnam!

In Vietnam, we call the Lunar New Year, Tet. It is a lot of fun.
I’m going to watch a lion dance and I’m going to watch the
fireworks. I’m going to visit all my family and I’m going to eat 1. Have students read the text individually.
Tet cake. My favorite thing is I’m going to get lucky money! 2. Read the text as a whole class.
3. Demonstrate the activity using the example.
1. The Lunar New Year is called Tet in Vietnam. True False
4. Have students look at the text and circle true or false.
2. Vinh is going to visit his teacher. True False
5. Check answers as a whole class.
3. Vinh is going to watch a dragon dance. True False
4. Vinh is going to get lucky money. True False

SPEAKING Point, ask and answer.

What are you going to do in the Lunar New Year?

I'm going to watch a lion dance.
1 2 3 4 5

watch a visit my eat Tet watch the get

lion dance family cake fireworks lucky money

1. Divide students into pairs.

2. Demonstrate the activity using the example.
3. Have student A ask “What are you going to do in the Lunar New Year?” and student B answer “I’m going to _______.”
4. Swap roles and repeat.
5. Afterwards, have some students demonstrate in front of the class.

WRITING Look at
SPEAKING . Write the sentences.

1. I’m going to watch a lion dance.

2. I’m going to _________________________________________________.

3. I’m_________________________________________________________.

4. ____________________________________________________________.

5. ____________________________________________________________.

1. Demonstrate the activity using the example.

2. Have students look at the pictures in “Speaking” and write sentences.
3. Check answers as a whole class.

TIME: LESSON 5 65
 TIME
Theme 5 LESSON 6 Review and Practice

LISTENING Listen and tick () the box. CD2

29

10
11 12 1
2 10
11 12 1
2 10
11 12 1
2 Narrator: Can you see the tick? This is an example. Now listen
Example 9 3 9 3 9 3

8
7
6
5
4 8
7
6
5
4 8
7
6
5
4
and tick the box.
a b c
1. W: What time is it?
10
11 12 1
2 10
11 12 1
2 10
11 12 1
2
M: It’s half past two.
1 2
W: It’s what time?
9 3 9 3 9 3

8 4 8 4 8 4
7 5 7 5 7 5
6 6 6

a b c a b c
M: Half past two.
10
11 12 1
2 10
11 12 1
2 10
11 12 1
2 2. G: When’s your birthday?
3 4 9 3 9 3 9 3

8
7
6
5
4 8
7
6
5
4 8
7
6
5
4
B: It’s in April.
a b c a b c
G: April?
1. Play audio and demonstrate the activity using the example. B: Yes, that’s right.
2. Play audio and have students listen and tick the box. 3. B: When’s your birthday?
3. Play audio again. G: It’s in February.
4. Play audio again and check answers as a whole class. B: It’s when?
G: In February.
Track 29 4. M: What time is it?
Narrator: Look at the pictures. Listen. There is one example. W: It’s eleven o’clock.
M: What time is it? M: Eleven o’clock?
W: It’s eight o’clock. W: Yes, that’s right.
M: Eight o’clock? Narrator: Now listen again
W: Yes, that’s right.

READING & WRITING Read the sentences. Choose a word from the box.
Write the correct words next to the letters A – D.

go to the party go swimming go to the playground eat lunch

Example What do you want to do in the evening?

I want to (A) go to the party in the evening.

What do you want to do in the morning?

1 I want to (B)____________________________________
in the morning.

What do you want to do in the afternoon?

2
I want to (C)______________________ in the afternoon.

What do you want to do in the morning?

3
I want to (D)________________________in the morning.

1. Demonstrate the activity using the example.

2. Have students look at the pictures, read the statements and write the correct words next to the letters.
3. Check answers as a whole class.
4. Afterwards, have some students practice the question/answer pattern.

66
 SONG Turn to page 103. Listen. Sing along. CD2
30

1. Have students turn to page 103.

2. Read lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

GAME Ask and answer. Play the “Connect three” game.

Pair 1 vs. Pair 2

11 12 1 11 12 1 11 12 1 11 12 1

What time is it?

10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3 It’s ______.
8 4 8 4 8 4 8 4
7 5 7 5 7 5 7 5
6 6 6 6

11 12 1 11 12 1
11 12 1 11 12 1
10 2 10 2
10 2 10 2

What time do you I _______ at

9 3 9 3
9 3 9 3
8 A:M 4 8 A:M 4
7 5 8 4 8 4 7 5
6 6
7 5 7 5

________? _______.
6

I win!
6

When’s your
birthday? It’s in ______.

What are you

I’m going to
going to do in the
______.
Lunar New Year?

1. Divide the class into groups of 4. Divide the groups into pairs. Have each pair use a different color pen.
2. Have students play rock, paper, and scissors. The winners will go first.
3. Student A from the first team points to space on the board where they wish to put a mark and asks the related question. Student B
answers. If correct, then that team can put a mark on the space. If incorrect, the next team takes their turn.
4. The winners are the team that can get three of their own marks in a row, horizontally, vertically or diagonally.
Note: Swap students roles after each turn.

I CAN...

Go through "I can" statements with students, have them color

• I can talk about what time it is. the stars to represent their understanding.
• I can talk about when I do daily activities. • I can talk about what time it is.
• I can talk about when someone's birthday is.
• I can talk about when I do daily activities.
• I can talk about when someone's birthday is.

‘Can Do’ statements

1. Read out the statements and give an example for each.
2. In pairs, have students give a few more examples of each function, then briefly practice.
3. Ask students to color one, two or three stars, to show how well they can perform the tasks.
= Great!
 = Ok
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity
Multi-ROM (if they have it).

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