P21 B1 Teacher’s Manual

Unit 1
Pacing Guides (3 and 2 lessons)
 Learning Objectives:
-To recognize and identify letters Aa, Bb, and Cc, their sounds, and corresponding words
(pictures).
-To segment and blend parts of words that are representative of Aa, Bb, and Cc.
-To read words that are representative of Aa, Bb, and Cc.
-To write lower/upper case letters Aa, Bb, and Cc.

Outline for Three Lessons

1 s t Lesson
Exercise Resources/Materials Time
(45 min.)
Student Book p.12; Audio
Warm-up 4 minutes
TR:4
Learn the Letters: Student Book p.12; Audio
5 minutes
Exercise A TR:5; Colored pencils
Learn the Letters: Student Book p.12; Audio
6 minutes
Exercise B TR:6; U1 Stickers
Learn the Letters:
Exercise C
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Student Book p.13; Pencil 6 minutes

Learn the Letters: Student Book p.13; Pencil;

7 minutes
Exercise D Eraser
Sound the Words: Student Book p.14; Audio
7 minutes
Exercise A TR:7
Sound the Words: Student Book p.14; Audio
6 minutes
Exercise B TR:8; Pencil
Wrap-up Aa to Cc flashcards 4 minutes

Homework Practice pp.12-14

2 n d Lesson Exercise Resources/Materials Time

(45 min.)
Warm-up Aa to Cc flashcards 5 minutes
Sound the Words: Student Book p.15; Audio
6 minutes
Exercise C TR:9; Pencil
Sound the Words: Student Book p.15; Audio
6 minutes
Exercise D TR:10; Pencil
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Read the Story:

Student Book p.16 8 minutes
Exercise A
Read the Story:
Student Book p.16; Pencil 6 minutes
Exercise B
Read the Story: Student Book p.17; Audio
9 minutes
Exercise C TR:11-12; Video 01
Wrap-up Aa to Cc flashcards 5 minutes

Homework Practice pp.15-17

3 r d Lesson Exercise Resources/Materials Time

(45 min.)
Student Book p.17; Audio
Warm-up 3 minutes
TR:12; Video 01
Sound Expert: Student Book p.18; Audio
6 minutes
Exercise A TR:13; Pencil
Sound Expert:
Student Book p.18; Pencil 6 minutes
Exercise B
Sound Expert: Student Book p.19; Pencil;
Exercise C
Sound Expert:
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7 minutes

Student Book p.19; Pencil 6 minutes

Exercise D
Sound Expert: Student Book p.19; Pencil;
6 minutes
Exercise E Eraser; Colored pencils
Wrap-up Aa to Cc flashcards 3 minutes

Unit Test Unit 1 Test; Pencil; Eraser 8 minutes

Homework Practice pp.18-19 + Unit 1 Worksheets

Outline for Two Lessons

1 s t Lesson
Exercise Resources/Materials Time
(45 min.)
Student Book p.12; Audio
Warm-up 3 minutes
TR:4

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Learn the Letters: Student Book p.12; Audio

5 minutes
Exercise A TR:5; Colored pencils
Learn the Letters: Student Book p.12; Audio
5 minutes
Exercise B TR:6; U1 Stickers
Learn the Letters:
Student Book p.13; Pencil 5 minutes
Exercise C
Learn the Letters: Student Book p.13; Pencil;
5 minutes
Exercise D Eraser
Sound the Words: Student Book p.14; Audio
5 minutes
Exercise A TR:7
Sound the Words: Student Book p.14; Audio
5 minutes
Exercise B TR:8; Pencil
Sound the Words: Student Book p.15; Audio
5 minutes
Exercise C TR:9; Pencil
Sound the Words: Student Book p.15; Audio
5 minutes
Exercise D TR:10; Pencil
Wrap-up Aa to Cc flashcards 2 minutes

Homework
敦煌網路書局
Practice pp.12-15

2 n d Lesson Exercise Resources/Materials Time

(45 min.)
Warm-up Aa to Cc flashcards 3 minutes
Read the Story:
Student Book p.16 5 minutes
Exercise A
Read the Story:
Student Book p.16; Pencil 5 minutes
Exercise B
Read the Story: Student Book p.17; Audio
5 minutes
Exercise C TR:11-12; Video 01
Sound Expert: Student Book p.18; Audio
5 minutes
Exercise A TR:13; Pencil
Sound Expert:
Student Book p.18; Pencil 5 minutes
Exercise B
Sound Expert: Student Book p.19; Pencil;
5 minutes
Exercise C Eraser
Sound Expert:
Student Book p.19; Pencil 5 minutes
Exercise D

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Sound Expert: Student Book p.19; Pencil;

5 minutes
Exercise E Eraser; Colored pencils
Wrap-up Aa to Cc flashcards 2 minutes

Homework Practice pp.16-19 + Unit 1 Worksheets + Unit 1 Test

Teacher’s Instructions
Instructions
Exercise Steps (additional resources/materials if applicable)
Chant Time (1st Lesson)
 Play Chant Time TR:4 and have students just listen. Say Just listen to
the song.
 Play the song again and have students chant along. Say Chant along
with the song.
 Consider repeating the song, but chanting silently/loudly, in different
voices or tones.
Flashcards (2nd Lesson)

Warm-up

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Use flashcards Aa to Cc in the textbook and show students the word
side. Say what beginning letter it is, its sound, e.g., Aa - /a/ - apple,
and have students repeat after you.
Sing Along (3rd Lesson)
 Play TR:12 or Video 01 as a warm up exercise. Say Listen and sing
along.
Additional activity
 Use flashcards Aa to Cc, pictures facing up. Lay out 3 flashcards and
say what each is, and have students repeat after you. Then instruct
students to turn away. Take one flashcard away and have students turn
back and identify the missing flashcard.
Exercise A
 Point to Aa/ant and say Aa - /a/ - ant and have students repeat after
you. Say Repeat after me. Do the same for the other letters/pictures.
 Play TR:5 and have students listen and repeat. Say Listen and repeat.
Learn the Letters
 Instruct students to color the letters while repeating what they just
heard. Say Color each letter while repeating what you just heard for
the letter.
Exercise B

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 Point to each illustration and say what it is and have students repeat
after you. For example, say Repeat after me and point to apple and say
It is an apple.
 Play TR:6 and have students listen, point, and say. Say Listen, point,
and say.
 Instruct students to put the stickers on the marked pictures. Say Put the
stickers on the marked pictures.
 Then say a picture at random and have students point to it in their book
and repeat the word. Say Point to the picture that I say and repeat the
word.
Exercise C
 Point to each picture and say what it is. For example, point to the
picture of computer and say Computer. Then ask What letter does
“computer” begin with? Elicit the answer.
 Instruct students to complete the exercise on their own. Say Complete
the exercise on your own.
 Take up the answers with the class.
Exercise D
 Hold up a finger in the air and do the writing strokes for each letter (Aa
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to Cc) while also saying the corresponding numbers. For example, for
upper case “A”, say One, two, three while writing the strokes in the air.
Then ask What letter did I write? Elicit the answer.
 Instruct students to practice the writing strokes for each lower and
upper case letter just like you did. Say Practice the writing strokes for
each lower and upper case letter just like I did.
 Instruct students to complete the exercise on their own slowly and
carefully. Say Complete the exercise on your own slowly and carefully.
Note: Writing strokes can also be said direction-wise, for example, Down,
down, across (A).
Additional activity
 Put students in pairs and instruct them to take turns turning their back
to the other. The student facing the back draws a corresponding picture
for Aa, Bb, or Cc on the back for the other to guess.
Exercise A
 Point to Aa and say Repeat after me. Then say /a/ followed by each of
Sound the Words the 3 words. Do the same for the other letters/pictures.
 Say each word again while clapping its syllables and have students
follow you. Say Repeat and follow me.

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 Play TR:7 and have students listen, point, and blend. Say Listen, point,
and blend.
Note: The presented syllabic sounds and symbols are based on “actual”
sound and usage, so they will not always follow “standard” phonics rules.
Exercise B
 Point to each picture in the illustration, say what it is, and ask what
letter it begins with. For example, point to the butterfly and say
Butterfly. Then ask What letter does “butterfly” begin with? Elicit the
answer.
 Then point to Aa, Bb, and Cc, and say Now listen and repeat, and
match the letters to the correct pictures. Play TR:8.
 Take up the answers with the class.
Exercise C
 Point to Aa and ask What sound does “Aa” make? Elicit the answer.
Then point to the group of words for Aa and ask What do these say?
(or What words are these?). Elicit answers. Do the same for the other
letters and words.
 Point to #1, #2, and #3, and say Listen and match. Play TR:9.
 Take up the answers with the class.
Exercise D

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Point to #1, #2, and #3, and say Listen for the word, check it, and then
read/say it. Play TR:10.
 Take up the answers with the class.
Additional activity
 Taking turns, put students in pairs and instruct them to face each other
with their hands behind their backs, and put a picture flashcard (Aa to
Cc) facing out in each of their hands. Then instruct them to try to see
what flashcard the other is holding while trying to prevent the other
from seeing. The first to say his/her partner’s flashcard wins.
Exercise A
 Write It is a ____ and It is an ____ on the board. Point to each word
and read it aloud for students to repeat. Then read as wholes for
students to repeat.
Read the Story  First model the exercise, so expectations are clear:
 Ask for a volunteer to help you demonstrate the exercise.
 Follow the sample given in the book i.e. point to the ant and say It
is an ant. Then instruct the volunteer to follow the same pattern of
It is a(n) ____ and point to something else.

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 Put students in pairs and instruct them to take turns pointing and
saying just as you demonstrated with the volunteer. Say Now work with
a partner and take turns pointing and saying.
Notes: Explain a vs. an i.e. words beginning with a vowel follow an and
words beginning with a consonant follow a; explain the contraction of It is
 It’s.
Exercise B
 Point to #1, #2, #3, and #4, and say Look at the pictures. Then read,
say, and match the correct sentence pattern for each. Follow the
example.
 Take up the answers with the class.
Exercise C
 Point to the illustration and ask What can/do you see in the
illustration? Elicit answers. Consider following up with other
questions.
 Direct students’ attention to the lyrics and say Now we are going to
read about these things. Let’s read together. Read the lyrics chorally
with the class one line at a time slowly and steadily.
 Then say Now we are going to hear a song about these things. Play
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TR:11 and instruct students to read along with the lyrics. Say Listen
and read along with the lyrics.
 Play TR:12 and instruct students to listen to the song. Say Listen first.
Then pause at the end of the song and say Now sing aloud and
continue playing TR:12 for students to sing along (the song is repeated
twice on TR:12).
Note: A music video is available at https://youtu.be/CbH68e3XtY0.
Additional activity
 Organize groups to sing different parts of the song and to come up with
actions/gestures for their part. Then sing the song as whole with each
group doing their part.
Exercise A
 Point to each letter and ask What sound does this letter make? Elicit
the answer.
 Point to each picture and ask What is it? What letter does it begin
Sound Expert
with? Elicit answers.
 Play TR:13 and have students listen, circle, and repeat. Say Listen,
circle, and repeat.
 Take up the answers with the class.

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Exercise B
 Hold up two random picture flashcards and ask Do they begin with the
same first sound? Elicit the answer.
 Point to #1, #2, and #3, and say Say the two words for each set of
pictures and check “same” or “different.” Focus on the first sound.
 Take up the answers with the class.
Exercise C
 Point to each picture and ask What is it? Elicit the answer. Then ask
How do you spell it? and again, elicit the answer.
 Instruct students to trace and write the letters for each word. Say Trace
and write the letters for each word slowly and carefully.
Exercise D
 Write an example sentence on the board e.g., = Aa; pple, and ask
What does this say? Elicit the answer. Then do another example.
 Point to #1, #2, and #3, and say Look, read, and check the correct
sentence for each #.
 Take up the answers with the class.
Exercise E
 Do an example on the board, e.g., draw a picture of an apple and ask


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How do you spell “apple”? Then write it under the picture.
Instruct students to draw a picture for each letter and spell the words.
Say Draw a picture for each letter and spell the words.
 Have students show one another their pictures.
Additional activity
 Play a speaking game called Me too!
 First, make a list of Aa to Cc words and have students listen and
repeat.
 Second, make a list of 1 to 3 sentence patterns that can elicit the Aa
to Cc words and the response Me too! e.g., I like ___; I want ___; I
have ___; etc. and have students listen and repeat.
 Using 4 to 16 chairs, spread them out in a circle and instruct
students to sit in them.
 The teacher demonstrates how the game is played: standing in the
center of the circle, say one of the pre-taught sentence patterns
completed with one of the pre-taught Aa to Cc words e.g. I like
apples.
 If any number of students agree, they need to shout Me too!, get
out of their chairs, and try to change chairs before they are

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occupied by you and the others who shouted Me too! (Essentially,

the person standing in the center is trying to sit down).
 Whoever is left standing must continue the game with another
sentence pattern and Aa to Cc word.
Flashcards
Wrap-up  Show the picture side of a flashcard (from Aa to Cc) at random and
have students say what word it is. Repeat it several times.
 If time allows, have students do Unit 1 Test in class as a review, or
Unit Test
assign it as homework.

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