Worksheet 1.0.

1 Name:

Hello! Twenty-First Century Skills Critical Thinking and Communication

1 Write and cut.

Hello! What’s your How old are

name? How are you? you?

I’m fine, My name’s

thanks. . I’m .

© Cengage Learning, Inc. LEVEL 1

2 Match and say.

© Cengage Learning, Inc. LEVEL 1

Worksheet 1.0.2 Name:

Bingo Twenty-First Century Skills Creativity and Communication

1 Write and colour.

© Cengage Learning, Inc. LEVEL 1

2 Cut and play.

1 2 3

4 5 6

7 8 9

10 black blue

brown green orange

purple red yellow

© Cengage Learning, Inc. LEVEL 1

Worksheet 1.0.3 Name:

Draw the word Twenty-First Century Skills Creativity and Communication

1 Draw. Point and say.

big small

red yellow

three one

© Cengage Learning, Inc. LEVEL 1

UNIT

1 Things for school Name:

One more Twenty-First Century Skills Critical Thinking and Communication

1 Look and ask. Draw one more.

What’s this? Is it a book? What’s this? Is it a pencil?

No, it isn’t. Yes, it is.

© Cengage Learning, Inc. LEVEL 1

UNIT

2 Toys Name:

My toys Twenty-First Century Skills Collaboration and Creativity

1 Draw and colour. Cut and play.

Is this your ball? Yes, it is. This is my ball.

No, it isn’t.

This is my teddy. This is my bat. This is my ball.

This is my kite. This is my doll. This is my plane.

© Cengage Learning, Inc. LEVEL 1

UNIT

3 People Name:

The first day of school Twenty-First Century Skills Collaboration and Communication

1 Look and cut. Match and say.

Hello! My name’s Ann. Who’s this? Is she your friend? My name’s Dan.
What’s your name?

This is Mrs Chan. This is Xi. Yes, she is.

She’s the teacher. He’s a classmate. This is Kim.

© Cengage Learning, Inc. LEVEL 1

UNIT

4 My family Name:

A family tree Twenty-First Century Skills Creativity and Communication

1 Draw and say.

grandpa grandma

dad mum uncle aunt

brother / sister me cousin cousin

© Cengage Learning, Inc. LEVEL 1

UNIT

5 My body Name:

Funny faces Twenty-First Century Skills Creativity and Communication

1 Colour and cut. Play.

© Cengage Learning, Inc. LEVEL 1

2 Glue and say. Then, draw hair and a nose.

These are my eyes. This is my mouth.

They’re green. It’s red.

© Cengage Learning, Inc. LEVEL 1

UNIT

6 Homes Name:

Find the difference Twenty-First Century Skills Communication and Critical Thinking

STUDENT A

1 Look and say.

The duck is next to the sofa.

No, it’s on the bed.

1 duck 2 bag 3 violin 4 teddy 5 umbrella

© Cengage Learning, Inc. LEVEL 1

UNIT

6 Homes Name:

Find the difference Twenty-First Century Skills Communication and Critical Thinking

STUDENT B

1 Look and say.

The duck is next to the sofa.
No, it’s on the bed.

1 duck 2 bag 3 violin 4 teddy 5 umbrella

© Cengage Learning, Inc. LEVEL 1

UNIT

7 My town Name:

Around town Twenty-First Century Skills Communication and Critical Thinking

STUDENT A

1 Look and say. Write.

museum  shop  playground  zoo

© Cengage Learning, Inc. LEVEL 1

UNIT

7 My town Name:

Around town Twenty-First Century Skills Communication and Critical Thinking

STUDENT B

1 Look and say. Write.

library  school  swimming pool  park

MUSEUM

SHOP

© Cengage Learning, Inc. LEVEL 1

UNIT

8 On the farm Name:

Animal quiz game Twenty-First Century Skills Critical Thinking and Collaboration

1 Complete the questions.

fly  jump  run  sing  swim

1 Can it ? 2 Can it ?

3 Can it ? 4 Can it ?

5 Can it ?

2 Cut. Ask and answer.

Can you guess the animal?

Can it swim?

No, it can’t.
Can it fly?

Yes, it can.
It’s a bee!

© Cengage Learning, Inc. LEVEL 1

© Cengage Learning, Inc. LEVEL 1
UNIT

9 My clothes Name:

Match the clothes Twenty-First Century Skills Critical Thinking and Creativity

1 Colour, cut and glue. Say.

1 2

3
2 Match. Write the number.

© Cengage Learning, Inc. LEVEL 1

© Cengage Learning, Inc. LEVEL 1
UNIT

10 Eat and drink Name:

The food game Twenty-First Century Skills Collaboration and Communication

1 Play and say.

I like bread. I don’t like rice.

START

banana bread

milk lemon sweet

yoghurt potato
rice

apple tomato water

FINISH

orange kiwi

© Cengage Learning, Inc. LEVEL 1

UNIT

11 Beach holidays Name:

Fun in the sun Twenty-First Century Skills Creativity and Communication

1 Cut. Then, draw and glue.

2 Point and say.

© Cengage Learning, Inc. LEVEL 1

UNIT

12 Free time Name:

Make a video Twenty-First Century Skills Collaboration and Creativity

1 Complete.

In my town,
1

Examples
1 There’s a library next to my school.
2 There’s a zoo with monkeys and elephants.
3 I can see a garden with trees and flowers.
4 I can fly a kite at the park.

2 Work in pairs. Ask and answer.

• What’s your name?
• How old are you?
• What’s in your town?
• What can you see?
• What can you do?

3 Work in groups of four. Make a video.

Student A: Ask the questions from Exercise 2.
Students B, C and D: Answer the questions.
Ask your teacher to film you.

TIPS

• Practise.
• Speak slowly.
• Smile!

© Cengage Learning, Inc. LEVEL 1

Level 1 Worksheets
Teacher's Notes
Worksheet 1.0.1 Hello!
Twenty-First Century Skills Critical Thinking and
Communication
••Before the lesson, prepare a worksheet with
the puzzle pieces cut out and completed as a
model.
••Give one set of worksheets to each student.
Direct students’ attention to the six small images
with questions and answers. Read the questions
and answers aloud with the class.
••Read aloud the first puzzle piece: Hello! What’s
your name? Then point to the matching puzzle
piece: My name’s . Ask students
to write their own names. Repeat with the
remaining puzzle pieces. Be sure students
write their own age for the piece with I’m
. bingo cards accordingly.
••Hand out scissors. Tell students to cut out the
puzzle pieces. Help with cutting as needed.
••Model matching the puzzle pieces together. Then
tell students to match them.
••Check that students matched the puzzle pieces
correctly. Then hand out glue. Tell students
to glue the pieces in the correct spaces for
Exercise 2.
••With a student, model using Exercise 2 to ask
and answer the questions. Then invite students
to walk around the classroom, asking and
answering with as many classmates as they can.
Worksheet 1.0.2 Bingo
Twenty-First Century Skills Creativity and
Communication
••Give one bingo card (Exercise 1) to each student.
Tell students that they are going to play Bingo. First,
ask students to prepare their bingo cards by writing
numbers 1–10 and colouring boxes in the spaces
at random. Make sure students use only black,
blue, brown, green, orange, purple, red or yellow
crayons to mark the colours.
••Divide students into groups of four. Give each
group a bag or a small box, a pair of scissors
© Cengage Learning, Inc.
and a copy of Exercise 2. Ask one student in
each group to cut out the cards and put them in
the bag. You may prefer to prepare the bags with
cards beforehand.
••Assign one student in each group to be the
Bingo caller. This person will pick a card from
the bag and call out the number or colour. Tell
students to check if they’ve got that number
or colour on their card. If they have, tell them
to mark that box on their card with a marker
or crayon, or with a small scrap of paper. The
winner is the first student to mark four boxes in
a row on the bingo card. Invite students to play
again, with the winner being the Bingo caller
each time.
••As an alternative, play the game as a class. Call
out the words and tell students to mark their
Worksheet 1.0.3 Draw the word
Twenty-First Century Skills Creativity and
Communication
••Give one worksheet to each student. Read the
words together as a class.
••Explain that students will draw something they’ve
got that is big, something small, something
red and something yellow. They will also
draw something they’ve got only one of and
something they’ve got three of.
••Model completing the worksheet. Copy the
six words and boxes onto the board. Say Big.
I ’ve got a big book. If possible, show students
your big book. Then draw this in the big box on
the board. Continue modelling with the other
words.
••Give students time to think of objects. Walk
around to help them with the words for these
objects. Then ask them to complete the sheet
individually.
••After they finish, put students in pairs. Invite them
to point to their pictures and say the words to
their partner.
LEVEL 1
Unit 1 One more
Twenty-First Century Skills Critical Thinking and
Communication
••Give one worksheet to each student. Review the
object names with the class.
••Explain that each row of photos has got a
pattern. Students need to look at the pattern,
guess the missing object, and then draw a
picture of the object.
••Model the activity with a volunteer. Draw
students’ attention to the empty box in the first
row. Model thinking through the pattern. Point
as you say Book, book, pencil. Book, book, ...
pencil! Invite a volunteer to use the model to
ask you What’s this? Is it a book? Say No, it isn’t.
Again, prompt the student to ask What’s this? Is
it a pencil? Then say Yes, it is. Model drawing a
picture of a pencil in the empty box.
••Ask students to draw the missing objects on their
own. Then, put students in pairs. Tell them to take
turns asking and answering about the missing
objects. Review answers as a class.
ANSWERS
1 pencil 2 rubber 3 ruler 4 book
Unit 2 My toys
Twenty-First Century Skills Collaboration and
Creativity
••Before the lesson, prepare completed game
cards, with pictures drawn, coloured and cut out.
••Give one worksheet to each student. Read aloud
the six sentences to the class, holding up your
model card for each sentence.
••Ask students to draw and colour pictures for
each sentence. Then hand out scissors. Tell
students to cut out their cards.
••Model playing the game with a volunteer. Draw
students’ attention to the model conversation.
Shuffle your cards and the volunteer’s cards,
and place them facedown in a pile. Invite the
volunteer to take a card from the pile. Ask [Lucia],
is this your [ball]? Prompt the student to respond
accordingly. Repeat several times to model
affirmative and negative responses.
••Put students into groups of four to play the game.
Ask students to shuffle their cards and place
them facedown in a pile. Tell one student to take
© Cengage Learning, Inc.
a card and ask the other three, one at a time, Is
this your [kite]? The others reply Yes, it is or No, it
isn’t. The student who answers yes keeps his/her
card.
••Tell students to take turns choosing a card from
the pile and asking and answering questions.
The winner is the first student to collect all his/her
own cards.
Unit 3 The first day of school
Twenty-First Century Skills Collaboration and
Communication
••Put students in pairs. Give one worksheet to each
pair. Ask students to look through the scenes of the
story. Use the illustrations to review the language for
making introductions. Invite students to guess what
the children in each scene might be saying. Write
their ideas on the board.
••Read the sentences on the worksheet aloud to
the class. Hand out scissors. Tell pairs to cut out
the boxes to make small cards. Then ask pairs
to match the sentences to the correct speech
bubbles to show the story. You may choose to tell
students to glue the conversations in place.
••Check answers by asking students to read aloud
the completed story, one sentence at a time.
••If time allows, invite one or two pairs to act the
story out for the class.
ANSWERS
Scene 1: Hello! My name’s Ann. What’s your name? /
My name’s Dan.
Scene 2: Who’s this? / This is Xi. He’s a classmate.
Scene 3: This is Mrs Chan. She’s the teacher.
Scene 4: Is she your friend? / Yes, she is. This is Kim.
Unit 4 A family tree
Twenty-First Century Skills Creativity and
Communication
••Before the lesson, prepare a completed
worksheet to use as a model.
••Give one worksheet to each student. Read aloud
the labels. Ask students to repeat them chorally.
••Ask students to draw pictures of the family
members in the spaces. Invite students to invent
a family if they choose. Allow students to leave
spaces blank if they haven’t got that family
member.
LEVEL 1
••When students finish, model talking about your
own family tree. Point to each family member on
your model worksheet as you say, for example,
I’ve got a mum. Her name is Sylvia.
••Tell students to work in small groups to tell
classmates about their family tree.
Unit 5 Funny faces
Twenty-First Century Skills Creativity and
Communication
••Before the lesson, prepare a completed
worksheet, with facial features cut out and glued
onto the face, to use as a model.
••Give one set of worksheets to each student.
Tell students that they are going to make cards
first, and then use the cards to make a funny
face. Review the names of the facial features
with students. Then show them your completed
worksheet as a model.
••Ask students to colour the facial features in
Exercise 1. Encourage students to make them
as colourful as they can. Hand out scissors. Tell
students to cut out the facial features to make
cards. Help with cutting as needed.
••Put students in pairs. Ask them to shuffle the
cards and place them facedown in a pile on the
table. Tell partners to take turns taking three cards
from the pile. The goal is to get one mouth card,
one eyes card and one ears card. If students get
a facial feature that they’ve already got, tell them
to put it back in the pile and choose again until
they’ve got one of each facial feature.
••Hand out glue. Ask students to glue the facial
features in the appropriate places on the face in
Exercise 2. Then, tell them to draw hair and a nose.
••Divide students into groups of four. Use your
completed funny face to model talking about the
face. For example, point and say This is my mouth.
It’s [yellow]. These are my ears. They’re [purple].
••Invite students to take turns talking about their
funny faces.
••Display students’ funny faces in the classroom.
Ask students to vote on the funniest face.
Unit 6 Find the difference
Twenty-First Century Skills Communication and
Critical Thinking
••Put students in pairs. Give one set of worksheets
to each pair. Assign the roles of Student A and
© Cengage Learning, Inc.
Student B. Tell each partner not to look at the
other’s worksheet.
••Explain that partners must find the differences
between their pictures. Tell students to look over
their picture carefully.
••Model the language needed by reading aloud
the conversation in the speech bubbles. For
example, point to the duck in Student B’s picture
and say The duck is next to the sofa. Then point
to the same duck in Student A’s picture and say
No, it’s on the bed.
••Ask pairs to find the five differences. To add
challenge, set a timer and see if students can
find the differences within a certain time limit,
such as three minutes.
••When students finish, invite them to compare
their pictures.
ANSWERS
1 duck: picture A – on the bed in the bedroom;
picture B – next to the sofa in the living room
2 bag: picture A – next to the shower in the bathroom;
picture B – on the cupboard in the kitchen
3 violin: picture A – under the table in the kitchen;
picture B – next to the shower in the bathroom
4 teddy: picture A – on the TV in the living room;
picture B – on the bed in the bedroom
5 umbrella: picture A – next to the cupboard in the
kitchen; picture B – under the table in the kitchen
Unit 7 Around town
Twenty-First Century Skills Communication and
Critical Thinking
••Put students in pairs. Give one set of worksheets
to each pair. Assign (or allow students to choose)
the roles of Student A and Student B.
••Draw students’ attention to the maps. Point out
that there are four empty spaces on each map.
Direct students’ attention to the places listed in
the box. Explain that students need to talk to
their partner to find the location of the missing
places. Say Talk to your partner. Don’t look at your
partner’s map. Ask and answer questions. Then
write the places on your map.
••Model and write on the board: Where’s the
museum? It’s next to the houses. There’s a park
next to the museum. Review prepositions of place
(on, next to and under) as needed.
••Walk around the classroom as students work,
helping as needed. Review answers as a class.
LEVEL 1
Unit 8 Animal quiz game
Twenty-First Century Skills Critical Thinking and
Collaboration
••Ask students to work individually. Give one
worksheet to each student. Draw their attention
to the photos in Exercise 1. Say Complete the
questions. Use the words in the box.
••To check answers, ask students to read aloud the
completed questions. Explain that students will
use these questions in the quiz game in Exercise 2.
ANSWERS
1 swim 2 fly 3 jump 4 run 5 sing
••Draw students’ attention to the photos on the
second page. Review animal names as a class. For
each one, ask What’s the animal? Elicit answers in
complete sentences, for example It's a bee.
••Next, brainstorm some ideas about what each
animal can do. For example, ask Can a bee
sing? (no) That’s right! But can a bee fly? (yes)
Write the ideas on the board.
••Hand out scissors. Ask each student to cut out
the cards.
••Put students in pairs. Tell partners to put their
cards together in one pile, mix them up and
place them facedown on the table.
••Now students are ready to play the quiz game.
Explain how to play:
• Student A picks a card from the pile and looks
at it. Student A doesn’t tell his/her partner
what is on the card. Student A asks Can you
guess the animal?
• Student B asks one of the questions from
Exercise 1.
• Student A answers Yes, it can./No, it can’t.
• Students repeat steps 2 and 3 until Student B
guesses the animal correctly.
• Students A and B swap roles and repeat.
••Model the language in the speech bubbles with
a student. Then ask students to play the game.
Unit 9 Match the clothes
Twenty-First Century Skills Critical Thinking and
Creativity
••Give one set of worksheets to each student. Direct
students’ attention to the photos in Exercise 2 and
review place names: playground, museum, farm.
••Direct students’ attention to the three outfits and
review words for clothes.
© Cengage Learning, Inc.
••Explain that students are going to match the
clothes with the correct place. Hand out coloured
pencils or crayons and scissors. Ask students to
colour the outfits in and then cut them out.
••Then hand out glue. Ask students to glue the
clothes on each picture of the girl.
••Say Now, look at the places - the playground,
the museum and the farm. Hold up a student's
completed picture of the child with the outfits
glued on. Point to the outfit the student put
for number 1. If it’s the dress, for example, ask
Playground? (no) Farm? (no) Museum? (yes)
That's right. So, write 1 next to the museum.
••Walk around to help students complete the
numbering activity. Then, ask them to work in
pairs to talk about the clothes for each place.
Give them sentence starters on the board to
help them: She’s at the . She’s got
. To extend the activity, ask students to
say what colour the clothes are.
ANSWERS
playground: T-shirt, trousers, shoes
museum: dress, shoes
farm: shirt, jeans, boots
Unit 10 The food game
Twenty-First Century Skills Collaboration and
Communication
••Put students in pairs or small groups. Give a
game cube and one worksheet to each pair/
group. Ask each student to use a small object
(for example, a coin or a small rubber) as a
game piece.
••Explain and model how to play the game. First,
roll the game cube and move the game piece
the number of spaces indicated on the game
cube. Point to the photo in the space and read
aloud the word, for example: Bread. Then direct
students’ attention to the two speech bubbles,
point to the speech bubble that is true for you,
and say, for example, I like bread.
••Ask the class to read aloud the food words on
the game board. Then, in their pairs/groups, tell
students to take turns rolling the game cube,
moving their game piece and saying sentences
with I like or I don’t like.
••When students finish the game, invite a few
students to share their likes and dislikes with the
class.
LEVEL 1
Unit 11 Fun in the sun
Twenty-First Century Skills Creativity and
Communication
••Give one worksheet to each student. Draw
students’ attention to the pictures at the top.
Review words for these pictures.
••Hand out scissors. Ask students to cut out the
pictures.
••Draw students’ attention to the large beach
scene. Say This is your beach holiday. Ask
students to draw a simple picture of themselves
in the beach scene. Hand out glue and tell
students to glue the items to the scene. Tell them
to glue at least five pictures into the scene. You
may also choose to invite students to colour their
beach scene.
••Put students in pairs. Tell them to take turns
pointing and talking about their holiday scenes.
If needed, write the following on the board: This
is me. There’s a ___. There are ___.
I’ve got a ___.
••Invite students to share their holiday scenes with
the class.
Unit 12 Make a video
Twenty-First Century Skills Collaboration and
Creativity
••Give one worksheet to each student. Explain that
they will be making a video.
© Cengage Learning, Inc.
••For Exercise 1, brainstorm places and buildings in
your town as a class. Write students’ ideas on the
board.
••Ask students to use their ideas to write sentences.
Review the examples. Point out that they can
write about:
• the places in their town and their locations
• things they can see in their town
• things they can do in their town
••Tell students to practise asking and answering
the questions in Exercise 2 in pairs. Walk around
as students work. Help with pronunciation and
grammar, as needed.
••Next, tell pairs to join with another pair to form
small groups. Tell students they will now make
their video.
••Assign (or allow students to choose) the roles
of Students A, B, C and D. Explain that Students
B, C and D should each give one answer per
question. Ensure that students rotate roles within
the groups so that each student has got a
chance to ask and answer questions.
••Schedule a time to record your students’ video.
Use a video camera or your smartphone to
record students. NOTE: Please be aware of any
school rules about filming students.
••After you’ve filmed students’ videos, show them
in class. Or, if you’ve got a private class website/
social media page, post the videos for the
students and their families to see.
LEVEL 1