Sách Giáo Viên (Teacher's Guide) PDF
Sách Giáo Viên (Teacher's Guide) PDF
Sách Giáo Viên (Teacher's Guide) PDF
TIẾNG ANH
mil
Fa and y
Friends
National Edition
Teacher’s Guide
Scope and sequence 2 Unit 7 70
Introduction 4 Unit 8 76
Integrated component overview 8 Unit 9 82
Classroom language 11 Review 3 88
Tour of a unit 12 Fluency Time! 3 90
Starter unit 20 Unit 10 92
Unit 1 26 Unit 11 98
Unit 2 32 Unit 12 104
Unit 3 38 Review 4 110
Review 1 44 Fluency Time! 4 112
Fluency Time! 1 46 Games bank 114
Unit 4 48 Word list 119
Unit 5 54 Audioscripts 122
Unit 6 60 Workbook answer key 134
Review 2 66 Sample curriculum 140
Fluency Time! 2 68
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Scope and sequence
1 They’re
Jobs
doctor, pilot, firefighter,
student, teacher,
We’re / They’re doctors.
We / They help sick people.
Schwa /ə/: teacher,
doctor
Respect
people who
help us!
p. 10 firefighters! police officer, farmer
Word stress:
doctor, teacher,
firefighter, office
worker
2 Does he work
Places of work
hospital, airport, police
station, fire station, store,
He works in a police station.
She doesn’t work in a police
station.
n /n/: nest
o /ɑ:/: octopus
p /p/: parrot
All jobs are
important!
3 Would
Food
fries, noodles, pizza,
bubble tea, chicken
Would you like a bubble tea?
Yes, please. / No, thanks.
Would you like chicken or pizza?
q /kw/: queen
r /r/: rabbit
s /s/: sofa
Always be
polite!
Review 1 p. 28
Fluency Time! 1
1 Everyday English Classroom language: What’s this in English?
p. 30 CLIL Social Studies Jobs: fire truck, ladder, helmet, uniform
4 We have
School subjects
art, math, English, P.E.,
Vietnamese
What do we have on Mondays?
We have English on Mondays.
Can we take these bags?
t /t/: tiger
u /ʌ/: umbrella
v /v/: van
Share
things!
5 We’re having
Beach activities
read, surf, play with
a ball, go on a boat,
Present progressive: affirmative
and negative
I’m surfing.
w /w/: window
x /ks/: box
Be safe at
the beach!
6 Funny
Zoo animals
penguin, zebra, kangaroo,
camel, lizard, crocodile
Present progressive: questions
and answers
Are you reading? No, I’m not.
y /j/: yo-yo
z /z/: zebra
Be kind to
animals!
Review 2 p. 50
Fluency Time! 2
2 Everyday English Making plans: Are you free after school today? How about … ?
p. 52 CLIL Science Materials: float, sink, air, light, heavy
7 It isn’t cold
Weather
rainy, windy, hot, cold,
What’s the weather like?
It’s windy.
/ŋ/ ring, bang,
long
Be ready
for different
8 Let’s buy
Let’
Special days
candy, balloon, present,
We like / don’t like balloons.
Do they like balloons?
/ð/ father, brother,
this, that
Be good at
the party!
balloons.
He likes this candy because it’s red.
9 What time
Everyday activities
get up, have breakfast,
What time is it? It’s seven o’clock.
What time does he go to bed?
/u:/: flute, you
/ʊ/: foot
Be
respectful!
Times of day and Time What time do you / they get up?
morning, afternoon, We / I / They get up at seven
evening, two fifteen, o’clock in the morning.
two thirty, two forty-five
Review 3 p. 72
Fluency Time! 3
3 Everyday English Getting dressed: Don’t wear hats in school. Take off your sun hat.
CLIL Math A bar chart for survey results: survey, bar chart, row, column
p. 74
10 Do they like
Hobbies
read comics, play chess,
He likes / doesn’t like reading
comics.
/ɔ:/ corn, horn,
storm
Play
nicely!
11 How do we
Prepositions of place
next to, opposite,
between
How do we get to the hospital?
Turn left. Go straight at the
traffic lights.
/ɜ:/: germs, fern,
girl, bird, nurse,
hurt
Look
carefully at
the map!
p. 82 get to the It’s opposite the school.
Directions
hospital? turn left, turn right, It’s between the bookstore and
go straight the library.
It’s next to the library.
Places
train station, bus station,
supermarket
12 A smart
Adjectives to describe
people
old, young, handsome,
Past simple with be: affirmative
and negative
I / He / She was cute.
/i:/: green, eat,
dream, queen
Consonant blends:
Be interested
in other
people!
p. 88 baby! pretty, cute, smart You / We / They were very young. /sl/: sleep
Words to describe rooms My / His / Her hair wasn’t white. /sp/: spoon
neat, messy, floor You / We / They weren’t all
different.
Review 4 p. 94
Fluency Time! 4
4 Everyday English Hobbies: I like playing soccer. / I don’t. I like playing tennis.
p. 96 CLIL Geography Volcanoes: volcano, inside, hole, erupt, lava
Picture dictionary p. 98
4 Introduction
Introduction 5
6 Introduction
Introduction 7
Online Play
Online Play is the place for children
to explore the language they are
learning through fun games and
activities. It includes the story
animations, class audio, and online
Audio 71 the Stude games. Online Play is delivered on
All the audio for the o r n the Friends website.
www.oup.com/elt/fafnationalvietnam
F
Workbook is provided on
the Friends website.
Recommended Readers
Family and Friends readers draw
upon themes and language Recommended Dictionary
found in the Student Book. They Oxford Children’s Picture Dictionary
provide extra exposure to the for learners of English. A topic-based
language in a new context. dictionary for young learners. This
beautifully illustrated dictionary helps
young learners to practice over 800
words for 40 topics taught in school,
including People at Work, My Body, and
What’s the Time?
r the Teache
o
F
Sample curriculum
An example of how the Student Book material and the Printable
Resources can be integrated together to provide the curriculum.
Unit worksheets
Supplementary worksheets for each unit, covering the target
vocabulary and grammar.
1 3
a ba nana a p
2
6
4 l
a w 7
Printable Resources.
5
a m p
Review worksheets
(B) They are family photos. 10
8 9 l an a
(C) They are friends. g
After every three units there is a Review worksheet. These worksheets (B)
(C)
Grandpa is a student.
Sarah is a doctor.
What are
these?
They’re limes.
What’s this?
provide practice for children in preparation for the Review test in the Family and Friends Special Edition Grade 2
Expansion Portfolio Unit 4 81
It’s a
banana.
© Oxford University Press
Permission granted to reproduce for instructional use.
Student Book. Family and Friends Special Edition Grade 2 © Oxford University Press
Expansion Portfolio Unit 4 69 Permission granted to reproduce for instructional use.
These worksheets extend the Student Book CLIL topic and provide an
He and She
CYLET
Starters Speaking Please see instructions in the Intensive Program Lesson Plans.
opportunity to consolidate and expand on the language and concepts What’s Mr Jones?
the children have learned in this lesson. They also have the opportunity He and she are subject pronouns.
We use he when
we talk about males
(boys and men).
We use she when
we talk about females
(girls and women).
to produce a piece of work to demonstrate their understanding of Other subject pronouns are: I , you, we, they
We use it when we talk about
a thing or an object.
!
4 Listening
TOEFL
the topic.
Primary
1 Match.
a b c
1 She’s a nurse. c 1 Listen and look at the pictures. Circle A, B or C. 19
Worksheet
4 2 He’s a pupil.
Extra writing
3 She’s a teacher.
Example
4 He’s a doctor.
1 Look and write. d e f
Values worksheets
5 He’s a fireman. 3 (A) (B) (C)
1 2
1
6 She’s a vet.
f 2
1
i
r
Values, which can also be called civic education, are a key strand in
Family and Friends Special Edition Grade 2 4 76 e © Oxford University Press
3 4
Expansion Portfolio Unit 4 Permission granted to reproduce for instructional use.
f
i (A) (B) (C)
g
Tiếng Anh Family and Friends National Edition. These worksheets help
Family and Friends Special Edition Grade 2 © Oxford University Press
Expansion Portfolio Unit 4 2 75 Permission granted to reproduce for instructional use.
h
5 6 5 t
e
6 r
reinforce the importance of values to improve children’s awareness of 2 Complete the sentences.
1 2
3
(A) (B) (C)
good behavior and how their behavior and attitudes can impact on She’s a teacher. a doctor.
(A) (B) (C)
a pilot. a nurse.
There are answer keys and audio files to support the material from the
Printable Resources.
Classroom language 11
Teaching the words • Ask the children to look in their Student Books and find
and point to the words from Exercises 1 and 2 that appear
Words in the story.
• Play the recording and hold up the flashcards. The
children repeat the words. Review any words from Workbook
previous lessons that are related to this vocabulary set. The children practice
• Show the flashcards randomly and ask the class to say the recognizing and writing
words. You can hide the cards behind your back. the new words from the
• Ask the children to look in their Student Books. Play the lesson.
recording while they listen and point to the pictures. Play
the recording again and have children repeat the words as
they point.
• Teach the chant. You can ask children to perform actions
as they chant, for example pretending to be a police
officer or buying something at a store.
Story
• Prepare the children for the story. Talk about each frame
with the class. Ask simple questions such as Who’s this?
Where are they? What’s this?
• Play the recording or watch the video the whole way
through.
• Play the story again. The children point to the pictures as
they hear the text. Ask some comprehension questions
about the story.
12 Tour of a unit
Acting out the stories and teaching the • Have individual children say a sentence for the class.
grammar • Look at Exercises 3 and 4 together. Do the first question
in each exercise with the class, then encourage them to
Story work independently. Check answers with the whole class.
• Ask questions to see what the children can remember They write the answers to Exercise 4 in their notebooks.
about the story from the previous lesson. • Point to Let’s talk! and read the sentence together. The
• Play the recording again. This time, ask the children to children work in pairs to make sentences.
mime actions as the characters speak. Allow the children
to make suggestions and demonstrate the actions. Workbook
• Divide the class into groups, with each child having a The children practice
different role in the story. Play the recording and prompt recognizing and writing
the children in each group to say the lines of their the new grammar points
characters all together. Encourage the children to perform from the lesson.
actions as they speak.
• Once they have practiced a few times, act out the story
again without the recording, or have individual groups act
it out to the class.
Grammar
• Ask the children to look at the Let’s learn! section in their
Student Books and read the grammar examples. The class
repeats chorally.
• Use flashcards of the vocabulary in the grammar examples
and have the children repeat again. Use other flashcards
to substitute new words. The children will see how
the grammar structure works with different words. The
children repeat the new sentences.
Tour of a unit 13
14 Tour of a unit
Tour of a unit 15
16 Tour of a unit
Tour of a unit 17
Teaching Everyday English • Check the answers as a class. Ask individual children to
play the part of the people in the picture and say the
Everyday English Everyday English phrases.
• Focus on the pictures. Ask children to say where the
people are (at home / in the kitchen) and what they think Speaking
is happening in each picture. Ask children what they • Ask children to work in pairs.
can see in the picture. Point to items they know such as • Ask two children to read out the example dialogue.
clothes, colors, etc. • In pairs, children read the example dialogue. Ask children
• Play the recording for children to listen and follow in their to point to the items in the wordpool as they are
Student Books. mentioned. Explain that they can choose other items and
• Play the recording again, pausing if necessary, for children make their own dialogues.
to repeat the phrases. • Monitor children’s performance. Ask some pairs to act out
• Children practice the dialogue in pairs or groups. their dialogues in front of the class.
• Ask groups of children to act out the conversation for
the class.
Comprehension
• Show children Exercise 2. Explain that they need to look at
the picture and listen to the dialogue. They then complete
the activity (circle the answer with their pencils.)
• The recording contains examples of the Everyday English
in context. Remind the children that they don’t need to
understand every word.
• Play the recording for the children to listen and point to
the correct part of the picture.
18 Tour of a unit
Tour of a unit 19
20 Starter
Story actions
Picture 1: Rosy waves to her video camera.
Picture 2: Rosy holds the camera up to film Tim. Tim waves.
Picture 3: Rosy holds the camera low to film Billy’s photo.
Picture 4: Rosy and Tim walk into Billy’s bedroom, filming.
Picture 5: Tim bends down to look under the bed. Rosy looks
around for Billy, while Billy “hides” on the bed.
Picture 6: Billy jumps up with a big smile. Rosy and Tim are
happy and surprised.
Starter 21
Song actions
Monday, Tuesday, Wednesday, jump! – jump in the air
Thursday, Friday. Down with a bump! – sit down on chairs
Saturday, Sunday. Let’s say “Hi!” – wave hello
Lesson Three Words and Days of the week. Let’s say “Goodbye!” – turn around and wave
song SB page 6 WB page 6
Objectives • Below level: Review days of the week. Say Monday and
To say the days of the week encourage the children to continue saying the days of
the week around the class.
Language • At level: Write the days of the week on the board. Say
Recycled: days of the week one of them. Ask children to point to the correct word.
Extra: bump, down, week If you wish, make it a game by dividing the class into
teams. Teams discuss the answer before coming to the
Resources and materials board. Give one point for each correct answer.
Audio Tracks 04–05 • Above level: Tell children they are going to make their
own song. Write the words to the song on the board
with the actions missing. Invite the children to call out
Warmer different actions that could be used e.g. touch your toes,
• Play Do it! (see Games bank). jump on the spot, bend your knees, clap! Divide children
into small groups to write their own version of the
Lead-in song. Invite groups to perform their song for the rest of
• Ask children what they can remember about Rosy’s family. the class.
Ask Who is Billy / Tim? to elicit He’s Rosy’s brother / cousin. Ask
How old is Billy? Further practice:
Workbook p. 6; Classroom Presentation Tool
1 Listen, point and repeat. 04
• Ask children to look at the picture and ask them what they
think it is (a page from a diary). Ask them what they think
the words at the top are (days of the week).
• Play the first part of the recording for children to point to
the days.
• Play the second part for children to repeat.
• Play the recording again for children to listen and point
and then repeat the words.
22 Starter
• Below level: Explain to the children that you are going
to say a number and they have to make a group with
that number of people. The children stand up. Say six
Lesson Four Words and and encourage the children to get into groups of six.
grammar SB page 7 WB page 7 Repeat a few times until the children are confident with
the numbers.
Objectives • At level: Write a list of numbers on the board. Ask
To ask and answer questions about favorite things children to come to the front and write the words next
To ask and answer questions about numbers to each number. When all the words are there, erase the
digits and ask children to write them.
Language • Above level: Ask children to stand in a row at the front
Recycled: red, green, blue, yellow, pink, black, brown, of the classroom. Say a word, and ask the first child to
orange, numbers 1 to 20 spell it. If correct, they stay at the front. If incorrect, they
Extra: color, animal, toy, food, favorite sit down, and the next child tries. Continue until there is
only one child left. That child is the winner.
Resources and materials
Further practice:
Audio Track 05–06
Workbook p. 7; Classroom Presentation Tool
Warmer 05
• Sing Monday, Tuesday, Wednesday, jump! from page 6 to
energize the class and review the days of the week.
Lead-in
• Write the numbers 1–20 on the board in random order.
• Point to the numbers for the children to say the words in
chorus.
• Ask questions to revise the structure Do you like … ?, e.g.
Do you like teddy bears? Do you like cars?
• Encourage the children to think of questions to ask
a partner.
Starter 23
Language
Recycled: vocabulary and structures seen previously
• Below level: On the board write nine, sister, green,
short, blue, brother, cousins. Tell children to find and
point to these words in the speech bubbles. Then they
Resources and materials
complete the activity.
Audio Track 07
• At level: Children complete the activity as suggested.
• Above level: After children finish, ask them to write
Warmer one more sentence about each character, e.g., Leo is
• Play Forwards and backwards (see Games bank) to review Amy’s brother. Max is Amy’s cousin.
numbers from the previous lesson.
Lead-in
Further practice:
Workbook p. 8; Classroom Presentation Tool
• Ask children to turn to page 5 and look at the picture of
Rosy’s family for one minute.
• Tell the children to close their books. Describe one of the
family members, e.g. He has short, brown hair. The children
say the family member.
24 Starter
• Below level: Go through each of the notes on the form
and elicit the full sentences. Repeat the sentences for
the children to say them again. Then divide them into
pairs to complete the activity.
• At level: Children complete the activity as suggested.
• Above level: Once they have finished, put the children
into different pairs and ask them to tell each other four
facts about their previous partner.
Further practice:
Workbook p. 9; Classroom Presentation Tool; Starter Unit Test
Lesson Six Skills time! SB page 9 WB page 9
Objectives
To read, talk, and write about personal information
Language
Recycled: vocabulary and structures seen previously
Warmer
• On the board, write good, bad, curly, straight, big, small,
long, short, slow, quick.
• The children draw a 2 x 3 bingo grid and choose six words
to write in their grid.
• Play Bingo (see Games bank) with the words on the board.
Lead-in
• Ask questions to individual children about their likes and
dislikes, e.g., What’s your favorite toy? What’s your favorite
day of the week?
Starter 25
26 Unit 1
3 Write.
Lesson Two Grammar SB page 11 WB page 11 • Show the example. Children write the full sentences in
their notebooks.
Objectives
ANSWERS
To say what people’s jobs are and what they do 1 We’re doctors. 2 We’re pilots. 3 We’re firefighters.
To choose we or they for describing people
To identify short forms of the present simple of be 4 Look and say.
To act out a story • Look at each picture and ask children what they can see.
• Read out the example with the class to model the task.
Language • Divide the class into pairs to take turns saying something
Core: We’re students. We study. They’re firefighters. They about the pictures for their partners to guess the picture
fight fires. number.
SUGGESTED ANSWERS
Resources and materials 1 They fight fires. They’re firefighters.
Audio Tracks 10–11; Jobs flashcards 2 They teach students. They’re teachers.
3 They help people. They’re doctors.
Warmer 4 They study. They’re students.
• Play a miming game. Pretend that you are putting out a
fire with a hose. Ask the class to guess your job.
• Below level: Children identify each job. Then they
• Ask a child to the front. Give him / her a job flashcard.
make a list of possible verbs they can use to talk about
He / She mimes for the class to guess the job. Repeat with
the jobs. Children complete the activity.
other children.
• At level: Children complete the activity as suggested.
Lead-in • Above level: Children complete the activity. Then they
• Hold up the Student Book and ask What happened in the practice the question form, e.g., Are they firefighters? Yes,
story? Can you remember the jobs? they are.
• Below level: Children point and say what each job is,
e.g. doctors, doctors, They’re doctors. Play the song and
demonstrate the actions for the first verse (doctors).
Encourage children to join in for the remaining verses.
Lesson Three Song SB page 12 WB page 12 • At level: Divide the class into groups of ten. Assign
each child in the group a role, so that there are two
Objectives doctors, two police officers, two farmers, and two
To identify more jobs words students. Play the song again. Children sing the song in
their groups while taking turns “greeting” the child who
To use different jobs words in the context of a song
has the same role as them during their verse.
Language • Above level: Divide the class into groups of four to six.
Children can turn their chairs around to work with the
Core: police officer, farmer, help everyone, grow food
children behind them. Give each group a large piece of
Extra: sick, study paper and a job flashcard (use the flashcards from this
Recycled: jobs words lesson and from Lesson 1) and some colored markers.
The groups write a verse of the song for the job shown
Resources and materials on their flashcard. Children then illustrate their posters
Audio Tracks 12–13; Jobs flashcards with a picture of the two people meeting.
Lead-in
• Hold up the jobs flashcards. Say the words for children to
repeat.
28 Unit 1
Unit 1 29
30 Unit 1
Unit 1 31
Unit 2 33
Song actions
Invite two children to come to the front to be the boy and
his mom and to do the following actions for each chorus:
Places to go – walk
Things to see – shade eyes as if looking
Lesson Three Song SB page 18 WB page 18 Out and about, my mom and me – hold out arms towards
each other
Objectives The rest of the children do the following actions:
We go to the bank – count money
To identify more words for places of work
We go to the park – mime sitting on a swing
To use place of work words in the context of a song We go to the farm – mime digging the ground with a spade
We go to the airport / We see some planes – hold out arms like
Language wings
Core: office, farm, bank We go to Dad’s office / before it rains – put a hand out looking
Extra: place, thing, out and about, dark, rain (v) at the sky as if to check if it’s raining and run on the spot;
Recycled: place of work words move arms in a circular motion at sides to imitate train’s
wheels
Resources and materials
Audio Tracks 23–24; Places of work flashcards
• Below level: Children point to the places they see in
the song lyrics. Play the song again. Children clap when
Warmer they hear a place.
• Play Smiley face (see Games bank) with the places • At level: Write the song lyrics on the board with blanks
vocabulary. for the places. Play the song again and ask children to
say the places.
Lead-in
• Use the Places of work flashcards to introduce the new • Above level: In pairs, children talk about places they go
to with their families, e.g., We go to the park. Help with
vocabulary. Hold up the cards one at a time and say the
additional vocabulary if needed.
words for children to repeat.
• Show the cards in a different order for children to repeat. Further practice:
1 Listen, point, and repeat. 23 Workbook p. 18; Classroom Presentation Tool
• Ask children to look at the pictures in their books. Play the
first part of the recording. Children point to the pictures.
• Play the second part of the recording for children to
repeat the words.
• Play the whole recording. Children listen and then repeat.
• Hold up flashcards one at a time for individual children to
say the words.
34 Unit 2
Unit 2 35
36 Unit 2
• Below level: Before listening, play Mime the word (see
Games bank) using the answer choices in the exercise.
For the numbers, children can use their fingers to show
the numbers or draw them in the air. Then they do the
exercise.
• At level: Children complete the activity as suggested.
• Above level: After children finish, ask them to imagine
they work at the zoo with Nam. They are being
interviewed about their job. In pairs, children ask
questions, e.g., What’s your favorite animal? Are they big
or small? What colors are they?, etc. Put some model
questions on the board for support.
Unit 2 37
• Below level: Children complete the activity as
suggested.
• At level: Write the food words on the board. Give the
Lesson One Words SB page 22 WB page 22 food flashcards to different children. Ask children to
match the pictures to the words. Make it a game by
Objectives
dividing the class into teams. Give three cards to each
To identify types of food team. The team who can match all their cards first wins.
To understand a short story Shuffle the cards, hand them out, and play again.
• Above level: Place the flashcards in a row. Above them
Language write blanks for the letters of each word. Call children to
Core: fries, noodles, pizza, bubble tea, chicken the board to write in the letters. Encourage children to
Extra: It’s OK, bad say the word after they’ve written it. Erase and repeat.
38 Unit 3
Lead-in
• Hold up your hands showing numbers 1–10 in order for
children to say them. Then hold up your hands showing
the numbers in random order.
• Hold up flashcards 1–20 from the previous level and say
the words for children to repeat.
• Show the cards in random order. Children say the
numbers.
40 Unit 3
Unit 3 41
• Below level: Ask children to read the four words in the
Lesson Five Skills Time! SB page 26 WB page 26 activity. Ask them to re-read the dialogue, look for those
words, and point to them. Then they complete the
Skills development
activity.
Reading: read and understand a caption story; find
• At level: Children complete the activity as suggested.
specific information in a text
• Above level: Write the dialogue on the board with
Language blanks for the food and drinks so that children can
personalize it. Children copy the text into their
Recycled: vocabulary and structures seen previously
notebooks and fill in the blanks with their own ideas.
Extra: much, late
42 Unit 3
Lesson Six Skills Time! SB page 27 WB page 27 • Below level: Ask children to tell you all the words
for food and drink they know, and write them on the
Skills development board. Then ask them to do the activity in pairs.
Listening: listen for specific information • At level: Children complete the activity as suggested.
Speaking: ask and answer questions for buying fruit Ask them to swap notebooks and check each
other’s work.
Writing: write a menu with six items and their prices
• Above level: After children finish, put them into pairs.
They take turns being the server and the guest. The
Language
server asks Would you like (water or a bubble tea)? The
Recycled: vocabulary and structures seen previously guest answers I’d like (water), please.
Resources and materials Further practice:
Audio Track 40; Food flashcards Workbook p. 27; Classroom Presentation Tool; Unit 3 Test
Warmer
• Play Shopping game (see Games bank) with the food
flashcards.
Lead-in
• Ask What can you remember about the story from the last
lesson? What does the boy want? Does the man have noodles /
chicken / bananas? What is the boy’s new favorite food?
• Ask children to look at the pictures on page 27. Ask what
they can see, and whether they like each food.
Unit 3 43
44 Review 1
Review 1 45
• Below level: Encourage the children to practice
ordering one thing only first, so that they don’t need to
add up the price: What would you like? I would like juice,
Lesson One Everyday English please. OK, that’s twelve thousand dong, please. Make sure
children switch roles for extended practice.
SB page 30
• At level: Children complete the activity as suggested.
Objectives • Above level: Ask the children to draw a picture of
To learn how to order food and drink in a restaurant one of the food and drink words they know. Then
they move around the class, asking and answering
Language questions about each other’s picture (What’s this in
What would you like? I’d like noodles, please. OK, that’s forty English? / Chicken.) and buying and selling it. When they
five thousand dong, please. buy/sell an item, they swap drawings and repeat the
conversation with another partner.
Resources and materials
Further practice:
Audio Tracks 43–44; flashcards / pictures of known items
Classroom Presentation Tool
Warmer
• Do a Spelling Bee with the class to review words from
Units 1 to 3.
• Divide the class into two teams and stand them on
opposite sides of the classroom.
• Say one word at a time to each child, alternating teams. If
the child spells the word correctly, he/she goes to the end
of the line. If he/she spells the word incorrectly, he/she sits
down. The team with the last member standing wins.
Lead-in
• Tell children they are going to learn how to ask for help
with new words in English. Ask if they know how to ask for
help, e.g., I don’t understand. Sorry, can you say that again?
How do you say … ? What’s this in English?
46 Fluency Time! 1
Lesson Two CLIL: Social studies • Below level: Divide the class into groups of four or five
SB page 31 to work together to complete the sentences. Have each
group report back to the class. Other groups can listen
Objectives and complete the rest of the activity.
To learn some useful content and language about jobs • At level: Children complete the activity as suggested.
Language
• Above level: Children work individually to complete
the sentences. Children ask and answer questions in
Core: fire truck, ladder, helmet, uniform pairs, e.g., What color is Jack’s helmet? Yellow and red.
Extra: firefighter, fire station, big, fast, light, fire, safe What color is the fire truck? Red and white.
Fluency Time! 1 47
• Below level: Review the vocabulary words again. Show
the flashcards, and ask children to call out the words.
Line the flashcards up on the chalk rail and write the
words in random order above them. Ask a child to draw
a line, matching one word to its flashcard. Repeat for
the other words.
• At level: Play Musical cards (see Games bank) with the
new words.
• Above level: Play the “at level” game, but when the
music stops, children must say and spell the word.
48 Unit 4
50 Unit 4
Language
Core: tiger, umbrella, van • Below level: Drill the sounds t, u, and v. Ask children to
Extra: tall, vet, under, twenty point to each picture and say the word. Say the sounds
/t/, /ʌ/, and /v/ one at a time. Ask children to raise their
Resources and materials hand when they hear the correct one. Then children do
the exercise independently.
Audio Tracks 52, 53–55; Phonics cards (tiger, umbrella, van)
• At level: Children complete the activity as suggested.
Warmer 52 • Above level: After children have completed the
activity, ask them to draw three more pictures of words
• Sing At our school on page 34 to energize the class. beginning with t, u, or v. If time permits, they can share
• Play I know, I know, I know (see Games bank). their words and drawings with the class.
Lead-in
• Ask children if they can remember the sounds from the Let’s talk!
previous phonics lesson (/kw/, /r/, and /s/). Say the words • Ask children to look at the picture and speech bubble. Say
queen, rabbit, and sofa to help them remember. The tiger is tall!
• Teach the sounds and letters in this lesson, using the • In pairs, children take turns saying sentences using other
phonics cards. Hold up the first card and say the letter vocabulary from the page.
name, sound, and then the word, for children to repeat. Further practice:
• Repeat with the other phonics cards. Workbook p. 33; Classroom Presentation Tool
• Hold up each card. Say the words for children to repeat.
Unit 4 51
52 Unit 4
Unit 4 53
• Below level: Put children in pairs. Write the vocabulary
words on pieces of paper, and give one to each pair.
Lesson One Words SB page 38 WB page 36 Then give one flashcard to each pair. Children work
together to see if they have a match. If not, they should
Objectives ask other children to swap papers or cards.
To identify different beach activities • At level: Use the Beach activities flashcards and a piece
To understand a short story of paper with a 2.5-inch hole in it to play Can you see?
(see Games bank).
Language • Above level: Play Can you see? but ask children to make
Core: read, surf, play with a ball, go on a boat, snorkel, a sentence using the word, e.g., I can surf.
collect shells
Extra: water, stand on his hands, fall, swim 3 Listen and read. 60
• Remind children of the characters they met in Lesson 5 of
Resources and materials the Starter unit: Max, Holly, Amy, and Leo.
Audio Tracks 58–60; Beach activities flashcards • Focus children’s attention on the story. Talk about each
frame and ask questions, e.g., Where are the children? Who
Values is in the picture? Who is Amy talking to? What is Max doing?
Be safe at the beach! What does Holly have? Where is Leo? What’s he doing? Is Leo
surfing now? Encourage predictions about the story.
Warmer • Play the video or the recording for children to watch or
listen and follow along.
• Hold up your book to review the story on page 32. Ask
Can Tim play soccer in the end? • Ask comprehension questions, e.g., What does Amy say
about Max? What does she say about Holly? Does Leo like
Lead-in snorkeling? Is he good at surfing? What happens to Leo?
• Tell children they are going to learn the names of some • Play the recording a second time for children to follow in
beach activities. their books again.
• Hold up the Beach activities flashcards one at a time to elicit • Ask children to find the beach activities from Exercise 1
the vocabulary for this lesson. Model any unknown words. that appear in the story (play with a ball, read, surf ).
• Say all the words again for children to repeat. Further practice:
• Hold the flashcards up in a different order and repeat. Workbook p. 36; Classroom Presentation Tool; Values worksheet
54 Unit 5
Objectives ANSWERS
1 e 2 a 3 b 4 d 5 c
To identify the present progressive affirmative and negative
To complete present progressive sentences with the
correct form of the verb be • Below level: Ask children to cover the sentences. Focus
To act out a story on the pictures. Children say what’s happening. Then
cover the pictures. Children mime the actions in each
Language sentence, then complete the activity.
Core: I’m surfing. I’m not snorkeling. He’s going on a boat. He • At level: Children complete the activity as suggested.
isn’t surfing. We / They’re playing with a ball. We / They aren’t • Above level: After children finish, put them in pairs and
collecting shells. have them make negative sentences, e.g., b. She’s not
snorkeling, using the pictures in the activity.
Resources and materials
Audio Tracks 60–61; Beach activities flashcards
4 Write.
• Look at the example with the class.
Warmer • Children write the full sentences in their notebooks.
• Play Listen, point, and say (see Games bank) to energize the
class and review the vocabulary at the start of the lesson. ANSWERS
1 isn’t, ’s eating 2 aren’t, ’re going on a boat
Lead-in 3 aren’t, ’re taking photos 4 isn’t, ’s reading a book
• With books closed, ask children to remember the beach
Let’s talk!
activities Leo does in the story (surfing and swimming).
• Ask about the story, e.g. Who does Amy phone? What does
• Show the picture and speech bubble and ask a child to
read the sentence.
Max / Holly do? Hold up your book to encourage ideas.
• In pairs, children take turns saying sentences, using other
1 Listen to the story and repeat. 60 vocabulary words on the page.
• Play Track 60, pausing for children to repeat. Further practice:
• Divide the class into groups of four to play Amy, Amy’s Workbook p. 37; Classroom Presentation Tool
mom, Max, and Holly.
• As a class, decide on the story actions (see ideas below).
• Children practice acting out the story. Ask a few groups to
act out the story at the front.
Unit 5 55
56 Unit 5
• Below level: Hand phonics cards to different children.
Say different phonics words, e.g., six, walk. When
children hear their word, they raise the card in the air.
• At level: Divide the class into two groups, one for
each sound. Tell children you are going to read some
Lesson Four Phonics SB page 41 WB page 39 sentences. The groups stand up when they hear a
word with their sound. Read these aloud:
Objectives The window is open. / What’s in the box? / I’m six years old. /
To recognize and learn the name of the letters w and x I can see a fox from my window. / The fox is sleeping. /
and associate them with their corresponding sounds I walk to school!
To pronounce the sounds /w/ and /ks/ on their own and • Above level: Read the sentences from the “at level”
as part of words activity aloud. After each sentence, children recall
words with the sounds w and x, say them, and then
Language spell them.
Core: web, box
Extra: window, walk, fox, six 4 Listen and complete the words. 66
• Children look at the first picture. Play the recording. Ask
Resources and materials What’s the word? (box). Ask What letter makes the last sound
Audio Tracks 54, 64–66; Phonics cards (web, window, walk, in that word? Draw attention to the example letter x.
box, fox, six) • Play the rest of the recording for children to write the
missing letters with their pencils.
Warmer 54 • Ask children to say the missing sounds, then the words.
• Ask children which sounds they looked at in their last • Go over the answers with the class.
phonics lesson (/t/, /ʌ/, and /v/). Do the chant from page ANSWER
35 to review the sounds. 1 x 2 w 3 x 4 w 5 x
Lead-in Let’s talk!
• Teach the new sounds and letters for the lesson, using the • Ask children to look at the picture and speech bubble. Say
phonics cards. There’s a web on the window.
• Hold up the web card. Say the letter name, sound, and • Ask a child to read the sentence.
then the word for children to repeat. Repeat with the • In pairs, children take turns saying the sentence, using
box card. other vocabulary words on the page.
• Show each card and say the words for children to repeat.
Further practice:
1 Listen, point, and repeat. 64 Workbook p. 39; Classroom Presentation Tool
• Play the first part of the recording. Children listen and
point to the pictures.
Unit 5 57
• Below level: Ask children to re-read the text, look for
those words, and underline them. Help if needed. Then
children complete the activity.
Lesson Five Skills Time! SB page 42 WB page 40 • At level: Children complete the activity as suggested.
• Above level: After children finish, ask them to write five
Skills development new sentences, using those words.
Reading: read and understand a vacation postcard
4 Where do you go on vacation? Why do you like it?
Language • Ask individual children about their vacations.
Core: sitting, collecting shells, swimming, snorkeling, • Encourage them to ask other children the questions.
playing
Extra: sand, seafood, restaurants, postcard Further practice:
Workbook p. 40; Classroom Presentation Tool
Recycled: vocabulary and structures seen previously
Warmer
• Play Word chain (see Games bank) using the weather
flashcards.
Lead-in 63
• Tell children they are going to sing The beach from
page 40.
• Ask children which activities they remember from the song.
• Ask children to open their books to page 40 to check.
• Play Track 63 and sing the song.
• Show the children flashcards in random order and ask
them to call out the word.
58 Unit 5
Unit 5 59
• Below level: Put children in pairs. Write the vocabulary
words on pieces of paper. Give one piece of paper and
one flashcard to each pair. Children work together to
decide if they have a match. If not, they should ask
other children to switch papers or cards.
• At level: Use a piece of paper with a 2.5-inch hole cut
in it together with the Zoo animals flashcards to play
Can you see? (see Games bank).
• Above level: Play Can you see?, but ask children to make
a sentence using the particular word, e.g. I like penguins.
60 Unit 6
Story actions
Picture 1: Max holds his book. Amy points to the penguins.
Leo looks at the kangaroos. Holly stands on tiptoes to see.
Picture 2: Leo holds a sandwich and the monkey takes it. Leo
is surprised. Amy and Max laugh. Amy holds her bag. Holly
stands on tiptoes.
Picture 3: Max tugs to keep his book. Amy tries to hold onto
her bag. Holly stands on tiptoes. Leo laughs.
Picture 4: Leo lifts Holly on his shoulders (ask the children
who are playing Leo just to pretend to lift someone). Holly
reaches and takes the things from the monkey. Amy and
Max smile at the monkey.
Warmer • Below level: Look at the example question. Point out the
• Draw a plan of a zoo on the board. Write the names of the order of the words: what, verb be and subject pronoun.
zoo animals from the previous lesson in each enclosure. • At level: Children complete the activity as suggested.
• Hold up the Zoo animals flashcards one-by-one and ask • Above level: After children finish, ask them to choose
children to tell you where to put them. a different picture in their book. In pairs, they take turns
Lead-in asking and answering What is he/she doing? What are
they doing?
• Ask children what happened in the story. Ask Where are the
children? What animals do they see? What do the monkeys
take? Who do the monkeys like? Hold up your book on Let’s talk!
page 44 to encourage ideas. • Ask children to look at the picture and speech bubble. Ask
What are they doing? Elicit the answer They’re sleeping.
1 Listen to the story and repeat. 71 • In pairs, children ask and answer similar questions, using
• Play Track 71, pausing for children to repeat. other vocabulary words on the page.
• As a class, decide on the actions for the story.
Further practice:
Workbook p. 43; Classroom Presentation Tool
Unit 6 61
• Below level: Choose a girl. Ask children what she is
doing / wearing. Ask if another girl is doing / wearing
the same thing. Different children write sentences on
the board. Then children choose another girl and write
on their own.
• At level: Children complete the activity as suggested.
• Above level: Ask the children to write about individual
girls. Include one thing the girl is doing / wearing
and one thing she isn’t, using but, e.g. Mai is eating a
sandwich, but she isn’t wearing a hat.
Language
• Below level: Ask children to close their books. Play
Core: yo-yo, yogurt, yellow, zebra, zoo, zero the recording and pause it after each word. Ask the
children to say the word chorally, paying attention to
Resources and materials the first sound. Write the letters on the board if needed.
Audio Tracks 65, 74–76; Phonics cards (yo-yo, yogurt, Children complete the activity.
yellow, zebra, zoo, zero) • At level: Children complete the activity as suggested.
• Above level: After children complete the activity, put
Warmer 65 them in pairs. Together, they take turns pointing to a
• Ask children which sounds they looked at in their last picture for their partner to say the word.
phonics lesson (/w/ and /ks/).
• Play the chant from page 41 to energize the class and Let’s talk!
review the sounds from the previous unit. • Ask children to look at the picture and speech bubble. Say
Lead-in the sentence and ask the class to repeat it chorally.
• Teach the sounds and letters for this lesson, using the • In pairs, children take turns saying the sentence, using
phonics cards. other vocabulary words on the page.
• Hold up the yo-yo card. Say the letter name, sound, and Further practice:
then the word for children to repeat. Repeat with the Workbook p. 45; Classroom Presentation Tool
zebra card.
• Show each card and say the words for children to repeat.
Unit 6 63
Lesson Five Skills Time! SB page 48 WB page 46 • Below level: Ask children to look at the text again.
Skills development Turn the sentences in Exercise 4 into comprehension
questions, e.g. When is the school trip? Where are they
Reading: read and understand information about a
going? Children find the answers in the text, then
school trip; understand the reasons for specific rules
complete the activity.
Language • At level: Children complete the activity as suggested.
Core: lunchbox, a drink, sun hat, bring; don’t touch, don’t • Above level: After children finish, ask them to write
open, be quiet sentences about a zoo they’ve visited or a school trip
they’ve been on. If time permits, ask children to share
Extra: zebra, kangaroo, camel, penguin, lizard, monkey, lion,
with the class.
zookeeper
Recycled: vocabulary and structures previously seen
4 Where do you go on school trips?
Resources and materials • Have a class discussion about school trips the children
Audio Tracks 73, 77 have been on.
• Ask a few children what their favorite school trip is
and why.
Warmer
• Play Simon says with the verbs in Exercise 1 on page 46. Further practice:
You can add other verbs. Workbook p. 46; Classroom Presentation Tool
Lead-in 73
• Tell children they are going to listen to Are the monkeys
climbing?
• Ask children which animals they remember from the song.
• Ask children to open their books to page 46 to check.
• Play Track 73 and sing the song.
64 Unit 6
Unit 6 65
Language
Listening: 1 (zoo animals)
Reading: 2 (beach activities, present progressive)
Writing: 3, 5 (school subjects, animals, present
progressive)
Speaking: 4 (zoo animals, present progressive)
Phonics: 6 (sounds /ks/, /w/, /z/, and /y/)
66 Review 2
Review 2 67
• Below level: Write No, he’s ____ing. on the board, and
Lesson One Everyday English ask the children what words they can use to complete
the sentence.
SB page 52
• At level: Children complete the activity as suggested.
Objectives • Above level: Do the “below level” activity, but ask
children to add the after-school activities that they do.
To learn language for making plans
Lead-in
• Tell children they are going to learn some language for
making plans. Ask them how they know when a class is
about to start. Ask them what they usually do after school.
68 Fluency Time! 2
• Below level: Complete the activity as a class.
• At level: Children complete the activity as suggested.
• Above level: Ask children to make a list of three heavy
things and three light things. The children then ask and
Lesson Two CLIL: Science SB page 53 answer questions in pairs about the items on their list,
e.g. Do soccer balls float? Yes, they do. They have air inside,
Objectives so they float. Check answers by inviting pairs of children
To learn some useful content and language about to ask and answer questions in front of the class.
different materials
4 Which objects are light and float? Which objects
Language are heavy and sink? Make a poster.
Core: float, sink, air, light, heavy • On the board, write the headings float / sink. Say stone and
Extra: object, bottom, duck, stone ask the class to tell you which heading you write it under.
Repeat with toy duck.
Resources and materials • Divide the class into pairs and ask them to copy the
Audio Tracks 82–83; Science Time! flashcards headings into their notebooks. The children write objects
under the correct heading.
Warmer • Children make a poster to illustrate what floats and sinks.
• Ask children to think of the ocean. Ask them to suggest
5 Look and color.
things you can see on the water and things you can see
under the water. • Children color the smiley faces depending on how well
they feel they understand what they have learned in
Lead-in Units 4, 5, and 6, and Fluency Time! 2.
• Hold up the Science Time! flashcards and say the words Further practice:
for children to repeat. CLIL worksheet; Classroom Presentation Tool
• Write the words light and heavy on the board. Ask children
to name things which are light and things which are
heavy. Write the words under the correct headings.
• Ask children to say which of the things on the board they
think will float, and which they think will sink in water.
Fluency Time! 2 69
• Below level: Put children in pairs or groups. Scramble
the letters of the new words and write them on the
board. Children work together to unscramble the
words. They can use their books for support. You could
make it a game by setting a time limit. The group that
has unscrambled the most words when time is up is
the winner.
• At level: Children complete the activity as suggested.
• Above level: Ask children to close their books. Place
the flashcards in a row on the board. Above them, write
blanks for the letters of each word. Call children to the
Lesson One Words SB page 54 WB page 50 board to write in the letters. Erase and repeat.
Objectives
To identify different types of weather 2 Listen and chant. 85
To understand a short story • Play Track 85 and teach the chant.
• Play the recording a second time for children to repeat
Language the words.
Core: rainy, windy, hot, cold, snowy, sunny • Children say the chant as a class, without the recording.
Extra: weather, like (prep), sun hat, quick, key, wet
3 Listen and read. 86
Resources and materials • Draw attention to the story pictures. Talk about each
frame with the class. Encourage predictions.
Audio Tracks 73, 84–86; Weather flashcards
• Ask children to look at the story in their books. Play
Values the video or the recording for them to watch or listen
and point to the different speech bubbles as they hear
Be ready for different weather!
the words.
• Ask comprehension questions, e.g. What’s the weather like
Warmer 73 at the beginning / middle / end of the story? Does Grandpa
• Sing Are the monkeys climbing? from page 46 to energize have the key? Who opens the door?
the class.
• Ask children to look at the story again. They find and point
• Hold up your book on page 44 to retell the story from to words from Exercise 1 (sunny, cold, hot, windy, rainy).
the previous unit with the class. Ask Where are the children?
What animals can they see? What do the monkeys do? Further practice:
Workbook p. 50; Classroom Presentation Tool; Values worksheet
Lead-in
• Elicit the vocabulary, using the weather flashcards. Hold
them up one at a time and ask What’s the weather like?
Model any unknown words.
70 Unit 7
Story actions
Picture 1: Rosy reaches for her coat. Tim opens the door.
Picture 2: Billy puts on his coat. Grandpa hands out hats to
the children.
Picture 3: Rosy holds onto her hat. Tim tries to catch his hat.
Picture 4: Rosy holds out her hand to feel the rain. Billy and
Tim put their coats on.
Picture 5: Grandpa searches for the key in his pocket.
Picture 6: Mom opens the door. Everyone runs in quickly.
Unit 7 71
72 Unit 7
Unit 7 73
• Below level: Tell children you are going to read some
sentences. When they hear a time, they hold up their
fingers to show what time it is. When they hear the
weather, they do an action. Decide on actions together,
or use the ones from Lesson 3. Read these sentences:
It’s seven o’clock in the evening. It’s rainy outside. / It’s five
Lesson Five Skills Time! SB page 58 WB page 54 o’clock in the morning. It’s snowy! / It’s two o’clock in the
afternoon. It’s hot. / It’s ten o’clock at night. It’s cold.
Skills development
• At level: Make a weather chart. Draw a chart with three
Reading: read and understand a weather report; match columns on the board, and write times of day at the
images with text top of each column. Give each child a sheet of paper
and colored pencils. Ask them to copy the chart and to
Language draw a picture for the weather in each column. Children
Recycled: vocabulary and structures seen previously talk about their charts in pairs, e.g. It’s rainy at six o’clock.
Extra: wet, a good time, because • Above level: Do the “at level” activity, but ask children
to make five columns and write a sentence for each
Resources and materials one, e.g. It’s eight o’clock in the morning. It’s sunny. If time
Audio Tracks 89, 93; paper and colored pencils (optional) permits, put children in pairs talking about their charts.
74 Unit 7
Lead-in
• Ask children what they can remember about the weather
report in the previous lesson.
• Focus on the pictures in Exercise 1 and identify the
weather. Ask them to predict what they are going to hear.
Unit 7 75
76 Unit 8
• Below level: Give the Special days flashcards to
different pairs of children, without showing them to
the class. Ask the pairs to agree whether they like the
Lesson Two Grammar SB page 61 WB page 57 item or not. Point to a pair. The children show the
flashcard and mime liking or not liking. The class says
Objectives Do they (like) (candy)? Yes, they do. / No, they don’t. Point
To say what someone likes and why to another pair and elicit the sentence. Repeat with
To ask and answer questions about what people like different children and the other flashcards.
To act out a story • At level: Children complete the activity as suggested.
• Above level: Put children into pairs and the pairs into
Language groups of four. Give each pair two flashcards from
Core: We like/don’t like balloons. Do they like balloons? Yes, previous units without showing them to the others, and
they do. No, they don’t. What do they like? They like balloons. ask them to agree on whether they like the items or
He likes/doesn’t like this candy because it’s red. not. One pair shows one flashcard and mimes liking it
or not liking it. Child A in the other pair asks Do they like
Resources and materials (math)?, and child B replies Yes, they do. or No, they don’t.
Then the first pair shows their second flashcard, miming
Audio Tracks 97–98; Special days flashcards
liking or not liking it, and child A and B from the other
pair swap roles. Then the pairs swap roles.
Warmer
• Play What’s missing? (see Games bank). 4 Look again and write.
Lead-in • Ask individual children to read the incomplete sentences.
• Retell the story. Ask children which party objects were • Show the first picture in Exercise 3. Establish that the
mentioned in the story. missing words are it’s delicious.
• The children write the full sentences in their notebooks.
1 Listen to the story and repeat. 97
ANSWERS
• Show the story on page 60 for children to check their 1 it’s delicious 2 doesn’t like 3 it’s a new toy
answers. Play Track 97, pausing for children to repeat. 4 don’t like
• As a class, decide on the story actions (see ideas below).
• Divide the class into groups of five to play Rosy, Tim, Billy, Let’s talk!
Mom, and Dad. • Focus on the speech bubble. Ask a child to read the sentence
• Groups practice acting out the story. Ask groups to act out and elicit other reasons, e.g. … because it’s pretty / yummy!
the story at the front. • In pairs, children take turns saying the sentence using
other vocabulary words on the page.
Story actions
Picture 1: Mom and Tim look around the toy store. Rosy Further practice:
points to the toys on the shelf. Workbook p. 57; Classroom Presentation Tool
Unit 8 77
78 Unit 8
Unit 8 79
• Below level: Read the instructions as you demonstrate
each step by making a card.
• At level: Ask children to close their books to play a
memory game. Hold up your rectangle of card for
the class. Ask What do I do first? Choose a child to give
the first instruction (fold the card). Fold the card to
demonstrate. Continue with the other stages. Mime all
of the instructions.
• Above level: Ask children to write their own sentences
on their cards to thank their friends. Encourage them to
think of something they liked at the party.
Warmer 102
• Sing the chant from page 63.
• Play Concentration (see Games bank).
Lead-in
• Talk about cards with the class. Ask Who do you send cards
to? When do you send cards? Do you make cards or do you
buy them?
80 Unit 8
Lesson Six Skills Time! SB page 65 WB page 61 4 Draw and write a thank-you card for a family
member. Look at the example to help you.
Skills development • Focus on the example text. Ask the children to read it, and
Listening: match children with things they like elicit what type of things you can say in a thank-you card.
Speaking: ask and answer about likes and dislikes, and • Ask them to choose a family member they want to thank,
give reasons and to think about what they want to thank them for, and
Writing: write a thank-you card what they can add to the card.
• Ask the children to write the text of the card in their
Language notebooks.
Recycled: vocabulary and structures seen previously
Resources and materials • Below level: Brainstorm reasons to thank someone
and write the children’s ideas on the board. Then write
Audio Track 104; Special days flashcards
Here’s a picture of a … I know you like … and ask children
to think about what their relative likes and how the
Warmer sentences could be completed. Allow children to work
• Put the Special days flashcards on the board. Tell children in pairs to help each other.
that it’s their birthday next week. In small groups, the • At level: Children complete the activity as suggested.
children choose a present the group would like and write • Above level: Ask children to think of a present for that
its name. person and to mention the present in the card.
• Ask a child from one group to stand up. Choose a present
for them from the board. Say, e.g. Your present from me Further practice:
is candy. If the present is the same as the one the group Workbook p. 61; Classroom Presentation Tool; Unit 8 Test
wanted, put a check on the board.
• Repeat the activity with different groups.
• Play What’s the meaning? (see Games bank).
Lead-in
• Ask children what they can remember about the reading
text from the previous lesson. Ask What does the boy
make? How does he make it?
• Allow children to check the text on page 64 of their books
to see how much they remembered.
Unit 8 81
• Below level: Assign one phrase to each child. Play the
chant again. When children hear their phrase, they
mime the action.
Lesson One Words SB page 66 WB page 62 • At level: Write scrambled vocabulary words on the
board. Give flashcards to different children. Ask them to
Objectives unscramble the words and then match the cards to the
To identify everyday actions words.
To understand a short story • Above level: Place the flashcards in a row and write
blanks for the letters of each word above them. Ask
Language children to the front to write in the letters. Erase and
repeat.
Core: get up, have breakfast, go to school, go home,
have dinner, go to bed
Extra: at night, asleep, at seven o’clock, What time is it?, it’s 3 Listen and read. 107
seven o’clock • Draw attention to the story. Talk about each frame with
the class and encourage predictions.
Resources and materials • Ask children to look at the story in their books. Play the
Audio Tracks 100, 105–107; Everyday activities flashcards video or the recording. Children watch or listen and point to
the speech bubbles.
Values • Ask comprehension questions, e.g. What does Rosy’s friend
Be respectful! want to do? Who gets up at seven o’clock in the evening?
Can the girls listen to music?
Warmer 100 • Play the recording again. Children point to the correct
flashcard when the activity is mentioned, and mime it.
• Sing The party from page 62 to warm up the class.
• Hold up your book on page 60 to retell the story. Ask Why Further practice:
are Mom, Rosy, and Tim shopping? Where do Mom and Rosy Workbook p. 62; Classroom Presentation Tool; Values worksheet
put Billy’s presents? Does Billy like his presents?
Lead-in
• Use the Everyday activities flashcards to elicit the
vocabulary for this lesson. Show them one at a time.
Model any unknown words.
82 Unit 9
Story actions
Picture 1: Rosy’s friend points to the CD player. Rosy shakes
her head.
Picture 2: Rosy points upstairs and mimes sleeping.
Picture 3: Rosy points to a clock or her watch.
Picture 4: Dad yawns / stretches / rubs his eyes.
Picture 5: Rosy’s friend points to the CD player. Rosy shakes
her head.
Picture 6: Mom gives headphones to Rosy and her friend.
Rosy’s friend dances.
Language
Core: What time is it? It’s seven o’clock. What time do they • Below level: Draw a clock face on the board with the
get up? They get up at seven o’clock in the morning. What big hand to 12. Ask a child to draw in the little hand to
time do you have lunch? I have lunch at one o’clock in the any number on the clock. Ask What time is it? and elicit
afternoon. What time does he go to bed? He goes to bed at It’s (six) o’clock. Repeat with other times.
nine o’clock in the evening. • At level: Children complete the activity as suggested.
• Above level: Write five or six times of the day on the
Resources and materials board. In pairs, children talk about what they do at
Audio Tracks 105–106; Everyday activities flashcards; those times every day.
A toy clock (optional)
4 Write.
Warmer • Ask children to identify the everyday activities and times.
• Play Jump using the Everyday activities flashcards (see • Allow time for children to write the complete sentences in
Games bank). their notebooks.
ANSWERS
Lead-in
1 He gets up at six o’clock. 2 He has breakfast at
• Ask children what they remember about the story in seven o’clock. 3 They go to school at eight o’clock.
the previous lesson. Show the pictures on page 66 to
encourage ideas. Let’s talk!
• Ask children which everyday activities were mentioned in • Ask children to look at the picture and speech bubbles.
the story. • Ask two children to ask and answer the question.
1 Listen to the story and repeat. 107 • In pairs, children ask and answer the question. Encourage
them to use morning, afternoon, and evening times.
• Ask children to turn to page 66 in their books. They check
how many everyday activities they remembered. Further practice:
• Play Track 107, pausing for children to repeat. Workbook p. 63; Classroom Presentation Tool
Unit 9 83
• Below level: Give different times from the song to
individual children. Play the song again. When children
hear their time, they wave their arms in the air.
• At level: Divide the class in half. Ask one side to sing
the questions What time is it? for the other half to sing
the answers. Switch the groups for each verse.
• Above level: Tell children they’re writing a new song
called “What time is it?”. Write the song lyrics on the
board, with blanks for the times. In pairs, children
discuss and write new lyrics.
Language
Core: two fifteen, two thirty, two forty-five
Extra: platform
Warmer
• Play Slow reveal (see Games bank) using the Everyday
activities flashcards.
Lead-in
• Use the flashcards to introduce the new vocabulary.
• Hold up the cards and say the phrases for times of the day
for children to repeat.
• Hold up the cards in a different order for children to
repeat.
84 Unit 9
• Below level: Ask children to look at the text again and
say the times they see. Ask them to find gets up, walks to
Lesson Five Skills Time! SB page 70 WB page 66 school, goes to work, and goes home in Exercise 3 and to
point to them. Then children complete the activity.
Skills development • At level: Once the children have completed the
Reading: read and understand information about activity, ask them to correct the false sentences.
someone’s typical day; find specific details in a text • Above level: Write the text on the board with blanks
for children to write about themselves and another
Language family member. Children copy the text and fill in the
Recycled: vocabulary and structures previously seen blanks. If time permits, children share their writing with
Extra: take my school bag, walk to school, cook dinner, the class.
together
Further practice:
Resources and materials Workbook p. 66; Classroom Presentation Tool
Audio Tracks 110, 113
Warmer 110
• Sing What time is it? from page 68.
• Discuss daily routines. Ask What do you do every day? What
time do you get up / have breakfast / go to school? What does
your mom / dad do every day?
Lead-in
• Ask children to look at the pictures on page 70. Ask them
to identify the different activities and make predictions
about what they are going to read.
86 Unit 9
• Below level: Play Mime the word (see Games bank)
with the phrases in the box. In pairs, children complete
the activity.
• At level: Put children in pairs. Give each pair a paper
plate and markers. Ask them to write the numbers
1–12 on the plate, to make a clock. Using two pencils,
children show different times. In pairs, one child sets a
time, and the other says what Linh’s dad does, e.g. At
8 o’clock … / He has breakfast.
• Above level: Do the “at level” activity. In pairs, one child
sets a time, and the other says what he/she usually
Lesson Six Skills Time! SB page 71 WB page 67 does at that time, e.g. At four o’clock in the afternoon,
I play soccer.
Skills development
Listening: listen for times when people do activities 3 Talk about your family’s day.
Speaking: talk about what someone does at • Read aloud the example speech bubble and elicit
different times sentences from the children.
Writing: write about what you do every day
4 Write about activities in your day. You can start
with the example.
Language
• Focus on the example text. Ask the children to read it, and
Recycled: vocabulary and structures seen previously
ask them if their day is different, and how. Ask them to
think about times of the day and activities.
Resources and materials
• Ask the children to write a similar text about activities in
Audio Track 114; paper plates
their day in their notebooks.
Lead-in
• Ask children what they can remember about Linh and her
mom’s day from the previous lesson. Ask them to say what
Linh does in the morning and in the afternoon.
• Allow children to check the text on page 70 to see how
much they remembered correctly.
Unit 9 87
Language
Listening: 2 (things people like)
Reading: 3, 4 (everyday activities)
Writing: 1 (weather), 6 (everyday activities), 7 (phonics)
Speaking: 5 (everyday activities, different times)
Phonics: 7 (spelling of /ŋ/, /ʒ/, /ð/, /ʊ/, and /uː/)
88 Review 3
7 Write.
• Ask the children to look at the letters in the box. Ask them
if they can remember the sounds these letters make.
• Ask the children to say the sounds aloud.
• Do the first item with the class.
• Ask the children to complete the exercise.
ANSWERS
1 th 2 ng 3 sion 4 ou 5 sure 6 oo
Review 3 89
90 Fluency Time! 3
Fluency Time! 3 91
92 Unit 10
Story actions
Picture 1: Holly, Dad, and Leo hold fishing rods. Max reads a
book. Amy shows Max her fish.
Picture 2: Max catches a big fish and Amy and Holly point at
it. Leo and Dad walk (along the river bank).
Picture 3: Max holds the fish and stands next to Dad. Leo
points at them.
Picture 4: Max holds a fishing rod. Dad picks up the tackle
box. Amy, Leo, and Holly fold their arms and look bored.
Lead-in
Let’s talk!
• Ask children about the story. Hold up your book on
page 76 to encourage ideas.
• Ask children to look at the picture and speech bubble.
• Close your book. Ask which hobbies were in the story
• Ask a child to read out the sentence for the class.
(read, fish, play basketball). • In pairs, children take turns saying the sentence using
other vocabulary words on the page.
1 Listen to the story and repeat. 122 Further practice:
• Play Track 122, pausing for children to repeat. Workbook p. 71; Classroom Presentation Tool
• Divide the class into groups of five to play Holly, Max, Dad
(silent), Amy, and Leo, and agree the actions for the story.
Unit 10 93
• Below level: Ask children what three hobbies they see
in the chart. Say the example together. Ask children
to say a sentence about one of the other pairs. After
practicing aloud, ask children to write at least one
sentence on their own.
• At level: Children complete the activity as suggested.
• Above level: After children finish, write Trung, Max,
Nam and Phong like playing chess, but Alex and Lee don’t.
on the board. Ask children to write two more sentences
about each hobby. With very strong children, elicit the
alternative structure: Alex and Lee don’t like playing chess,
but Trung, Max, Nam, and Phong do.
Lesson Three Song SB page 78 WB page 72
Objectives 3 Listen and sing. 124
To ask and answer questions with do + like + -ing • Ask children to look at the pictures and name the hobbies.
To write sentences with like / don’t like + -ing Elicit playing basketball, playing tennis, playing chess, taking
photos, fishing, and drawing (pictures).
To use like + -ing and hobby words in the context of
a song • Point to the pictures and ask questions to elicit short
answers, e.g. Does the boy like fishing? Do they like drawing
Language pictures?
Core: Do Alex and Lee like playing chess? No, they don’t. • Play Track 124 for children to listen and point to the
They like reading comics. Dad / Mom likes … I like … pictures in their books.
Extra: happy, play tennis, like + best, weekend, Hip, hurray! • Say the words of the song with the class, without the
picture, have fun, all day, lots to do recording. Say each line and ask children to repeat.
• Play the recording for children to sing along.
Resources and materials
4 Sing and do.
Audio Track 124; Hobbies flashcards
• As a class, decide on the actions for the song (see below).
• Practice the actions with the class.
Warmer
• Play the recording for children to sing and do the actions.
• Hold up and show three Hobbies flashcards (e.g. read
comics, fish, and play basketball), then shuffle them and Song actions
give each one to a child. The children mustn’t show the playing basketball – mime throwing a ball into a hoop
class the cards. playing chess – mime moving a chess piece
• Tell the class that each of their three classmates likes the playing tennis – mime serving a tennis ball
hobby on their card. They must guess the hobbies. fishing – mime catching a fish with a fishing rod
• Children make guesses, e.g. (Son) likes fishing. If the Hip, hip, hip, hurray! / We have fun all day! – wave your hands
sentence matches the card, the child shows the card in the air
and gives it to the classmate who guessed correctly. If it drawing pictures – draw with your finger on your palm
doesn’t, the child keeps the card and children guess again. taking photos – mime holding a camera
• Collect the three cards, shuffle, and repeat. Further practice:
Workbook p. 72; Classroom Presentation Tool
Lead-in
• Write I’m happy it’s …! on the board. Explain that this is the
title of today’s song. Invite children to guess the full title.
94 Unit 10
Lead-in
• Teach the sounds for this lesson, using the phonics cards.
Hold up the phonics card for the sound /ɔː/ (horn, corn,
storm) and say the words for the children to repeat.
• Repeat with the phonics cards for the sound /ɑː/ (car,
farm, star).
Unit 10 95
• Below level: Ask children to point to the hobbies in
the text. Then ask questions based on the sentences
in Exercise 3, e.g. What does Hoang like doing? Then
children complete the activity.
• At level: Children complete the activity as suggested.
• Above level: After children finish, they write a short
profile about their hobbies. They can use the profiles in
Exercise 2 as a model.
Language
Core: play the guitar, visit family, play soccer
Extra: pen pal
Recycled: vocabulary and structures previously seen
Warmer
• Play Musical cards (see Games bank) with the Hobbies
flashcards.
Lead-in
• Show children the Hobbies flashcards from Lesson 1. As a
class, decide on a mime for each activity.
• Ask children to stand up and play Mime the word (see
Games bank).
96 Unit 10
Unit 10 97
• Below level: Review the new words with the Directions
flashcards again. Then play Whispers (see Games bank).
Repeat as needed.
• At level: Children complete the activity as suggested.
• Above level: Play Quick flash (see Games bank) with
the Directions flashcards.
Lesson One Words SB page 82 WB page 76 2 Listen and chant. 131
• Play the recording and teach the chant.
Objectives
• Play the recording a second time for children to repeat the
To identify directions
phrases in the chant.
To understand a short story
• Children say the chant as a class, without the recording.
Language 3 Listen and read. 132
Core: next to, opposite, between, turn left, turn right, • Focus on the story. Ask questions about each frame. Ask
go straight What is Max holding? Where do they want to go? Why are
Extra: near, go back, traffic lights, in five minutes, come on, they worried? Who is in the car? Encourage predictions.
walk fast, together • Play the video or the recording for children to watch or
listen and follow along.
Resources and materials • Ask questions to check comprehension, e.g., Do they go
Audio Tracks 24, 130–132; Places in town flashcards; back to the traffic lights? Are they going to be late?
Prepositions of place flashcards; Directions flashcards • Ask children to find the words from Exercise 1 that appear
in the story (next to, turn right, opposite, between).
Values
Look carefully at the map!
Further practice:
Workbook p. 76; Classroom Presentation Tool; Values worksheet
Warmer 24
• Sing Places to go from page 18 to energize the class.
Lead-in
• Hold up your book to review the story on page 76. Ask
Does Max like fishing at the beginning of a story? Who has a
big fish? Does Max like fishing at the end of the story?
• Tell children they are going to learn some new words for
giving directions.
98 Unit 11
Lesson Two Grammar SB page 83 WB page 77 • Below level: Allow children to work in pairs.
• At level: Children complete the activity as suggested.
Objectives • Above level: After children finish, ask them to write
To learn how to give directions directions to the school and the bus station.
Language ANSWERS
Core: Turn left. Go straight at the traffic lights. Turn right 1 straight 2 left 3 opposite 4 right 5 next to
here. It’s opposite the school. It’s between the bookstore and
the library. It’s next to the library. Let’s talk!
• Ask children to look at the picture and speech bubble.
Resources and materials • Ask a child to read out the sentences for the class.
Audio Tracks 132–133; Directions flashcards • Have pairs take turns saying the sentences, using other
vocabulary words from Lessons 1 and 2.
Warmer Further practice:
• Play Slow reveal (see Games bank) with the Directions Workbook p. 77; Classroom Presentation Tool
flashcards from Lesson 1 (next to, opposite, between, turn
left, turn right, go straight).
Lead-in
• Ask children about the story, e.g., Where do they want to
go? How do they get to the hospital? Hold up your book on
page 82 to encourage ideas.
• Ask children to open their books to page 82, and check
how well they remember the story.
Unit 11 99
• Below level: Place flashcards on the board that
match the places, directions, and prepositions of a
place mentioned in the song. For example, place the
train station flashcard, the turn right flashcard, and the
opposite flashcard for the first two verses.
• At level: Divide the class in half. Ask one side to sing
the questions How do we get to the …? Where is the …?
for the other half to sing the answers. Switch the groups
for each verse.
• Above level: Tell children they’re writing a new song
called “How do we get to the …?”. Write the song lyrics
on the board, with blanks for the places, directions,
and prepositions of place. In pairs, children discuss and
write new lyrics.
Lead-in
• Use the Places of work flashcards to introduce the
new vocabulary.
• Hold up the cards and say the places for children
to repeat.
• Hold up the cards in a different order for children
to repeat.
100 Unit 11
Unit 11 101
• Below level: Ask children to look at the text again.
Turn the sentences into comprehension questions,
e.g., What is the invite for? When is the party? Where is
the party? Is Vinh’s house next to or opposite the police
station? Children find the answers in the text, and then
complete the activity.
• At level: Children complete the activity as suggested.
• Above level: After children finish, ask them to make
Yes or No questions based on the sentences, e.g., Is
Vinh having a party? Then, children ask and answer the
questions. If the answer is no, children say the correct
complete answer.
ANSWERS
1 T 2 F 3 F 4 F 5 T
Language
Core: turn left (at), go straight (to), next to, opposite
Extra: reply, invite
Recycled: vocabulary and structures seen previously
Warmer 124
• Sing I’m happy it’s the weekend! from page 78 with books
closed.
• Children sing along and do the actions.
Lead-in
• Ask the children what they usually do to invite friends to
a party.
102 Unit 11
Unit 11 103
• Below level: Put children in pairs or groups. Scramble
the letters of the vocabulary words and write them
on the board. Children work together to unscramble
the words. They can use their books for support. You
could make it a game by setting a time limit. Whichever
group has unscrambled the most words when the time
Lesson One Words SB page 88 WB page 82 is up is the winner.
Objectives
• At level: Children complete the activity as suggested.
To identify different adjectives to describe people
• Above level: Ask children to close their books. Place
the flashcards in a row on the board. Above them, write
To understand a short story blanks for the letters of each word. Call children to the
board to write in the letters. Erase and repeat.
Language
Core: old, young, handsome, pretty, cute, smart
3 Listen and read. 143
Extra: still (adv), baby, different
• Focus children’s attention on the story. Talk about each
frame with the class and ask questions, e.g. Who are
Resources and materials
the people on the sofa? (left to right: Dad, Grandma,
Audio Tracks 135, 141–143; Prepositions of place and Grandpa). What are the children looking at? What
flashcards; Directions flashcards; Adjectives to describe is Dad doing? Who do you think the baby in the photo is?
people flashcards Encourage predictions about the story.
• Play Track 143 for children to listen and follow the story in
Warmer 135 their books.
• Play What’s missing? with the Prepositions of place and • Ask comprehension questions, e.g. What does Grandpa say
the Directions flashcards from Unit 11 to energize the about Grandma? What color was Grandpa’s hair when he
children. was young? What color is it now? Was Max different when he
• Play the song How do we get to the station? from page 84, was a baby?
or your own music, as children pass the cards around • Play the recording a second time for children to read and
the room. follow again.
Lead-in • Ask children to find the words from Exercise 1 that appear
in the story (old, young, handsome, pretty, cute, smart).
• Hold up your book to review the story on page 82. Ask
Where’s the hospital? Are they near the hospital? How do they Further practice
go to the hospital? Workbook p. 82; Classroom Presentation Tool
104 Unit 12
Story actions
Picture 1: Dad reads the paper. Grandpa reads a book.
(Grandma knits). Max holds the photos. Amy comes in. Holly
beckons her over and points at the photo. Dad looks up and
responds to comments.
Picture 2: Max turns the page in the photo album. Holly
points at another photo. The kids look at Grandma.
Picture 3: Max and Leo point to the photo. Grandpa touches
his hair.
Picture 4: Holly holds up a photo and points. Amy and Leo
laugh. Max is embarrassed.
Warmer 134
• Below level: Drill the past of be with a substitution
• Play How do we get to the station? from page 84 to energize exercise. Start with I was cute, and then change the
the children.
subject to elicit the different forms, e.g. say she and
Lead-in elicit She was cute, then say you and elicit You were cute,
etc. When the children seem confident, ask them to
• Use Story poster 12 to retell the story on page 88. Ask
complete the exercise in pairs.
What are the children looking at? Who do they see in the
photos? (Dad, Grandma, Grandpa, and Max). What color was • At level: Children complete the activity as suggested.
Grandpa’s hair? What color is it now? Was Max different then? • Above level: Children write sentences about where
• Cover the poster and ask children which words to they were at the time mentioned in items 1–3.
describe people were used in the story (old, young,
handsome, pretty, cute, smart). Further practice
Workbook p. 83; Classroom Presentation Tool
1 Listen to the story and repeat. 143
• Ask children to turn to the story on page 88. They check
which of the words to describe people they remembered.
• Play Track 143, pausing for children to repeat.
Unit 12 105
• Below level: Play the song again and tell children to
clap when they hear the cleaning up words.
• At level: Play Musical cards (see Games bank) with the
Cleaning up flashcards.
• Above level: Write the lyrics on the board with
blanks for the new words. You could also put blanks
for balloons, food, and cards. In pairs, children work
together to write a new version of the song. If time
permits, children read or sing their songs for the class.
Warmer
• Play It’s your party! (see Games bank).
Lead-in
• Introduce the new vocabulary using the flashcards. Hold
up the flashcards one at a time and say the words for
children to repeat.
• Hold the flashcards in a different order for children to
repeat again.
106 Unit 12
3 Read the chant again. Say the words with ea, ee,
sl, and sp. Write.
• Ask children to read the chant and find all the words
with ea, ee, sl, and sp, say them and write them in their
notebooks.
• Children do the exercise individually.
ANSWERS
sleep dream green spoon eat ice cream queen
Unit 12 107
108 Unit 12
• Below level: Say the words in the word box for the
children to point to the pictures. Say sentences about
each picture, e.g. They were giraffes. His costume was
Lesson Six Skills Time! SB page 93 WB page 87 blue and yellow. The children say the name of the child/
children.
Skills development • At level: Children complete the activity as suggested.
Listening: listen for specific detail • Above level: In small groups, children imagine they
Speaking: talk about people’s costumes did a play at their school. They make notes about which
Writing: write about a place you were last weekend animal each person played. Nominate one person to
feedback to the class about their play, e.g. In our play,
Language Mai was a lion; Nam was a tiger; Long and Huy were
monkeys; Trang was a giraffe; and Son was a chicken!
Recycled: vocabulary and structures seen previously
Unit 12 109
2 Write.
• Show the sentences. Check that children understand how
to complete the sentences. Do the first one as an example
if necessary.
ANSWERS
1 weren’t 2 wasn’t 3 was 4 were
Language
Listening: 1 (directions)
Reading: 3, 4 (adjectives, simple present and simple past
of be)
Writing: 2, 6 (simple past of be)
Speaking: 6 (like + -ing form)
Phonics: 7 (spelling of /ɜː/)
110 Review 4
Review 4 111
Language
I like (playing volleyball). Me, too. I don’t like (fishing).
Warmer
• Play Quick flash (see Games bank) with flashcards from
previous units.
Lead-in
• Tell children they are going to learn some useful language
to have conversations about their favorite activities. Ask a
few children what they like doing with their friends.
• Below level: Do the whole activity as a class.
• At level: Children complete the activity as suggested.
Lesson Two CLIL: Geography • Above level: Ask children to write two or more new
true or false sentences in their notebooks, based on
SB page 97
information in the text. Children can then switch
notebooks and mark each other’s sentences T or F.
Objectives
To learn some useful content and language about
volcanoes 4 What happens when a volcano erupts? Make a
poster.
Language • Ask the class the question and make notes on the board.
Core: volcano, inside, hole, erupt, lava Make sure they use the new vocabulary in their answers.
Extra: amazing • Divide the class into pairs to draw a picture of a volcano
erupting.
Resources and materials • Ask the children to label the vocabulary on their poster.
Audio Tracks 154–155; Geography flashcards; Large
5 Look and color.
pieces of paper
• Children color the smiley faces depending on how well
they feel they understand what they have learned in Units
Warmer 10, 11, and 12, and Fluency Time! 4.
• Slowly draw a simple picture of a volcano (erupting) on
the board. Ask children to guess what you are drawing
Further practice:
CLIL worksheet; Classroom Presentation Tool
before you finish the picture. Encourage them to call out
guesses (mountain, hill, etc.). Teach the word volcano.
Lead-in
• Hold up the Geography flashcards and say the words for
children to repeat.
• Shuffle all the flashcards and hold them up in a different
order for children to say the words chorally.
Lesson 6 Lesson 6
Shopping game Bingo
• Children write down three different types of food from • Ask the children to draw a three-by-three grid. In each
this unit. of the squares, they write a different word from the
vocabulary they have studied in the unit.
• Have children work in pairs. One child is the customer and
the other is the store employee. The customer uses his/ • Call out words from the vocabulary in any order. Keep a
her words to ask questions with Do you have … ? The store record of the words as you say them, so that you don’t say
employee looks at his/her list of words and answers the the same word twice. The children cross off the words in
questions. their grids as they hear them. The first child to complete a
line of three, shouts Bingo!
Lesson 5
Concentration
• Put children in groups of three or four.
• Give each group a set of concentration cards and ask
them to spread them out face down in random order.
• Ask children to take turns flipping over two cards and
saying the sound and the word.
• If the flashcards are a match, the child keeps the cards. If
they are different, they put them back, face down.
• The child with the most cards at the end is the winner.
Lesson 6
What’s the meaning?
• Choose a word that is unknown to children, using a
dictionary as needed. Children in groups of three, without
using a dictionary, guess the meaning of the word and
write down a definition.
• Allow children a few minutes to think and write.
Encourage them to use their imaginations and emphasize
that it doesn’t have to be the correct meaning.
Unit 12
bad /bæd/ đáng ghét, xấu
costume /ˈkɑːstuːm/ trang phục
floor /flɔːr/ sàn nhà
friendly /ˈfrendli/ thân thiện
good /ɡʊd/ tốt
handsome /ˈhænsəm/ đẹp trai
hood /hʊd/ mũ trùm đầu
ice cream /ˈaɪs kri:m/ kem
kitchen /ˈkɪtʃɪn/ nhà bếp
messy /ˈmesi/ bừa bãi
neat /niːt/ ngăn nắp, gọn gàng
queen /kwi:n/ nữ hoàng
shy /ʃaɪ/ rụt rè, nhút nhát
smart /smɑːrt/ thông minh, lanh lợi
spoon /spuːn/ cái thìa / muỗng
take a seat /teɪk eɪ siːt/ ngồi xuống
wet /wet/ ẩm ướt
wolf /wʊlf/ con sói
year /jɪr/ năm
young /jʌŋ/ trẻ
122 Audioscripts
124 Audioscripts
Audioscripts 125
126 Audioscripts
Listen and write the missing letters. Match. Page 85, activity 1 136
1 star 2 corn 3 forty 4 scarf 5 horn 6 park
Listen, point, and repeat.
Page 81, activity 1 129 /ɜː/ germs, fern
/ɜː/ girl, bird
Listen and match. What do they like? /ɜː/ nurse, hurt
1 Girl Look at this. It’s a pen pal website. bird, hurt, germs, girl, fern, nurse
Boy Oh, great! I want a pen pal.
Girl Look at number one. This is Khang. He’s from Viet Page 85, activity 4 138
Nam. He likes playing soccer.
Boy I don’t like playing soccer. Listen and complete the words with er, ir, or ur.
Girl Oh, ok. 1 /ɜː/ nurse
2 Boy Who’s that girl, number two? 2 /ɜː/ skirt
Girl Her name is Young. She’s from South Korea. 3 /ɜː/ fern
Boy What does she like doing? 4 /ɜː/ purse
Girl She likes cooking. 5 /ɜː/ shirt
Boy Oh, I don’t like cooking. 6 /ɜː/ germs
3 Girl Number three is Ken. He’s from Japan.
Boy What does he like doing? Page 87, activity 1 140
Girl He likes fishing.
Boy I like fishing, too. Good! He can be my pen pal. Listen and point to the route. Where is Leo going?
4 Girl I want a pen pal, too. Walk to the bus stop. Turn right after the stores. Go straight.
Boy Well, look! Number four is Maria. She’s from Thailand. Turn left at the traffic lights. Go straight. It’s on your right.
Girl What does she like doing?
Boy She likes playing chess. Do you like playing chess?
Girl Yes, I do. Maria can be my pen pal.
Boy Great!
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Unit 9 Unit 10
Page 62 2 1 A 2 B 3 C 4 C Page 70
Lesson One
1 1 get up 2 have breakfast
Page 65 Lesson One
1 (From left to right, top to bottom:)
3 go to school 4 go home Lesson Four 4, 5, 6, 2, 3, 1
5 have dinner 6 go to bed 1 1 flute 2 new 3 foot 4 you 2 1 They like playing chess
2 1 They go to school at seven 2 1 June 2 books 3 new 2 They like playing basketball
o’clock. 4 you 5 balloons 3 They like fishing
2 He goes home at five o’clock. 3 u_e: cube, tube ew: few, new 4 They like reading comics
3 I get up at six o’clock. ou: soup, you oo: book, look
4 We have dinner at seven o’clock.
Page 71
5 He has breakfast at six thirty. Page 66
6 She goes to bed at nine fifteen. Lesson Two
Lesson Five 1 1 2 3 4
Page 63 2 1 Hieu 2 doctor 3 o’clock 2 1 c 2 a 3 e 4 f
4 goes to work 5 Hieu’s dad
Lesson Two 6 eleven Page 72
1 1 b 2 a 3 c 4 b 3 get up – six o’clock,
2 1 It’s seven o’clock in the evening. go to school – seven thirty, Lesson Three
2 It’s three o’clock in the go home – four o’clock, 1 1 B 2 C 3 A 4 B
afternoon. go to bed – eight o’clock 2 1 reading, they do 2 playing,
3 It’s ten o’clock in the morning. they don’t 3 playing, they do
4 It’s six o’clock in the evening. 3 1 likes 2 chess 3 playing
4 like 5 drawing 6 I
7 photos 8 we
Page 92
Unit 7
1 Because it’s sunny.
2 Because it’s rainy.
3 Because it’s snowy.
4 Because it’s hot / sunny.
Unit 8
1 likes, it’s delicious
2 don’t like, it pops/goes pop
3 like, it’s fun / the children are
happy
4 doesn’t like, it has jelly / it is
chocolate/there are candles