Grade 1

Unit New vocabulary New structures pronunciation Cross curricular

focus

1 Colors: pink, purple, orange, What’s your name? My name’s a, p, s, t at, pat, Science: Nature
brown, black, white, gray Cody. How old are you? I’m sat, tap
Numbers: eleven, twelve, seven. Is it purple? Yes, it is. / No,
thirteen, fourteen, fifteen it isn’t. What color is it? It’s pink.

2 Classroom objects: pencil case, What’s this? It’s a book. It’s red. d, i, m, n dad, it, Music: Musical
pencil, pencil sharpener, ruler, It’s a red book. Are they blue? am, nap instruments
eraser, pen, book More Yes, they are. / No, they aren’t.
classroom words: backpack, What color are they? They’re
table, chair, board, desk, white.
classroom, school, student
3 Family members: sister, This is my brother/sister. How old c, g, o cat, gas, on Art: Types of art
brother, friend, aunt, mom, is he/she? He’s/She’s nine. Is
dad, grandmother, grandfather he/she a vet/an artist? Yes,
Occupations: a vet, a pilot, a he/she is. / No, he/she isn’t.
doctor, a teacher, a cook, a He’s/She’s a cook.
farmer, a dentist, an artist

4 Parts of the body: arms, head, I have a green tail. I have green ck, e, k sock, pen, Social science:
body, legs, hands, feet More arms. I have a head. It’s yellow. I kit Personal hygiene
parts of the body: fingers, have three arms. They’re red.
toes, shoulders, neck, knee,
elbow
5 Pets: hamster, dog, cat, I have a dog. He/She has a dog. :b, h, r, u bag, hot, Science: Baby
mouse, rabbit, parrot, snake, Do you have a parrot? Yes, I do. / red, up animals
turtle, frog Adjectives: big, No, I don’t. Does he/she have a
small, tall, short, long, young, parrot? Yes, he/she does. No,
old he/she doesn’t. He/She has a big
dog.
6 Places and things at home: Where’s Aunt Fifi? She’s in the f, ff, l, ll fan, off, Social science:
bedroom, living room, door, living room. Where are Waldo leg, doll Places in the
dining room, house, kitchen, and Beth? They’re in the neighborhood
bathroom, window Household bedroom. There’s a lamp on the
objects: bed, stove, desk. There are two kittens under
refrigerator, TV, sofa, lamp, the sofa.
tub, sink
7 Food items: fruit, salad, cake, like cake and milk. I don’t like j, ss, v, w jam, Food science:
bread, yogurt, milk, cheese, salad and fish. Do you like honey? mess, vet, web Healthy food
fish More food items: jello, Yes, I do. / No, I don’t.
honey, meat, chocolate, ice
cream, juice
8 Adjectives: tired, hungry, I’m hungry. He’s/She’s thirsty. Are u, x, y, z, zz Geography: Hot
thirsty, scared, happy More you happy? Yes, I am. / No, I’m queen, box, yes, and cold places
adjectives: sad, cold, hot, sick, not. Is he/she happy? Yes, he/she zip, buzz
hurt, angry, bored is. / No, he/she isn’t.
Lesson 1
Time 40 – 60 minutes
Lesson aims
To listen to names To identify colors
Target language blue, green, red, yellow
Materials Picture Cards

Warm-up Play the alphabet song (CD track A:03). Ask the students to sing together first, then split the class
into two groups. One group sings, while the other group claps, then switch.

Listen and write. Then say •Have students look at the scene. Count the children. Ask students to listen for their
names. Play the audio and have students tell you the names they hear. Write them on the board, e.g., Oscar,
Millie, Rita, Zak. Read the names and have students repeat them back to you.•Have students write the
characters' names on the spaces in their books. Play the audio again and divide students into four groups—
Oscar, Rita, Millie and Zak. They should speak the parts of each character on the audio. Write the audio script
on the board to make it easier for students to follow.

: Listen. •Pre-teach colors. Point to the stepping stones that each character is on. Say, Look at Oscar. What
color is he on? (Red). Look at Millie, What color is she on? (Green), etc. Point to Zak and gesture using your
fingers to what he's looking at. Ask, what is this? Elicit ideas from students and teach the word egg. Have
students listen to the audio and follow in their books Write the audio script on the board. Put students into
groups of four. Students act out the scene, each taking on a character role. Encourage them to learn their
words by heart after using the board as a prompt. Have student groups perform their sketch to the class.

Listen and say. Point to the colors one by one and ask, What color is it? (blue), etc. Play the audio and have
students listen and repeat after the audio.

Extension Say your name Say Hello, I'm (name). Ask students What's your name? (Hello, I'm (name). Go round
the class and have students introduce themselves. Create a rhythmic chant with clapping. (Hello, I'm (name)
(clap, clap, clap).

Listen and chant. Pre-teach Island, sun, water and tree using drawings in colored chalk (if possible), or prepare
a picture of each item using crayons. Point at the sun and ask, what color is it? (Yellow). Point at the water and
ask, What color is it? (Blue). Point at the tree and ask, What color is it? (Green). Play the audio and have
students listen. Play the audio again and ask students to sing along with the chant. Play the audio again and
have students listen. When they hear a color, they should hold up something in that color or point at
something in that color.

Find, color, and say. Have students look at the four pictures. Ask them to draw a line between each picture and
where it appears in the main picture. Point at the shoe in Picture 1 and ask, What color is it? (Blue). Do the
same for the other pictures. Have students color in the pictures using the correct colors. Check the answers
and ask individual students to show their completed pictures, point and say the colors.

Extension Find the Colors Divide the class into two teams. Say, Red. One member from each team finds
something red in the classroom. Continue with the remaining colors.Play the alphabet song (CD track A:03).
Ask the students to sing together first, then split the class into two groups. One group sings, while the other
group claps, then switch.
Lesson 2
Time 40 – 60 minutes
Lesson aims
To identify numbers 0-10
Target language zero, one, two, three, four, five, six, seven, eight, nine, ten
Materials Picture Cards 5-15

Warm-up Invite two students to the front of the class. Have them say, Hello, I'm (name) to each other. Students
continue in pairs saying, Hello, I'm (name). Hello, I'm (name). Play the chant on page 9 (CD track A:08) and
have students clap when they hear a color word.

Listen and say. Teach numbers 1-10 using your fingers. Count to ten. Students join in counting when they're
ready. Write the numbers in order on the board. Point to each, say the number, and have students repeat.
Now point to the numbers in mixed order and have students say the number.

Have students look at the numbers in their books. Play the audio and have them point at the numbers as they
listen.

Play the audio again, pausing for students to say the number before they hear it on the audio.

Listen and chant. Have students look at the pictures and tell you the numbers shown by the fingers. Have
students count to ten aloud, using their own hands Play the audio as students listen, putting up their fingers in
time to the chant.Now count again! Students chant along with the audio and put up their fingers.

Count and write. Point to the eggs and ask students, What are they? Prompt them to answer, eggs (remind
them what Zak found on the previous page). Ask them what color the eggs are (blue, white, yellow). Have
them count the number of eggs in each nest and write the number in the box. Check the answers.

Extension Numbers Game Divide the class into two teams. Draw a line down the middle of the board. Call a
student from each team to stand near the board. Now call out a number from 0-10 and the first student to
write the correct number wins a point for his or her team.

Listen and circle. Direct students' attention to the pictures and ask questions about the characters. What are
they doing in Picture 1? (greeting each other, shaking hands, saying hello) What are they doing in Picture 2
(saying/waving goodbye). Mime with a student. Say, Hello. Then say, Goodbye, while waving goodbye. Play the
audio and have students circle the correct words.

Listen and sing. Circle. Then stick on page 9. Have students look at the items and try to identify each one. Tell
students that they will have to find all these items in the course of the book. Explain that Zak and his friends
are singing a song about their quest to find the items. Play the audio and have students listen for the quest
item. Play the audio again as students sing along and have them circle the item (egg). Then direct students'
attention to the Stickers page at the back of the book. Have them peel off the corresponding sticker (egg) and
stick it on page 9.

Extension Memory Game Display Picture Cards 1-15 on the board. Tell students to look closely and try to
remember what they see. Ask them to turn around so that they cannot see the cards. Take one card away. Tell
students to look and tell you the missing item. To increase the difficulty, take away two cards. This can be a
team game.
Lesson 3
Time 40 – 60 minutes
Lesson aims
To say greetings
Additional language Hello. I'm Mandy.
Goodbye.
Materials
Picture Cards 5-11, Picture Cards 1-4, Quest sticker (egg), paper

Warm-up Give students a half sheet of paper and tell them to draw lines on it to divide it into six sections.
Show a number word card and have students draw that number of dots in one of the sections of the paper.
Count to three and students hold up their papers at the same time to check their answers. Continue with the
remaining numbers. Have students count the number of students in class wearing a red shirt, blue shirt, yellow
shirt, or green shirt.

Listen and circle. Direct students' attention to the pictures and ask questions about the characters. What are
they doing in Picture 1? (greeting each other, shaking hands, saying hello) What are they doing in Picture 2
(saying/waving goodbye). Mime with a student. Say, Hello. Then say, Goodbye, while waving goodbye. Play the
audio and have students circle the correct words.

Listen and sing. Circle. Then stick Have students look at the items and try to identify each one. Tell students
that they will have to find all these items in the course of the book. Explain that Zak and his friends are singing
a song about their quest to find the items. Play the audio and have students listen for the quest item. Play the
audio again as students sing along and have them circle the item (egg). Then direct students' attention to the
Stickers page at the back of the book. Have them peel off the corresponding sticker (egg) and stick it on page 9.

Extension Memory Game Display Picture Cards 1-15 on the board. Tell students to look closely and try to
remember what they see. Ask them to turn around so that they cannot see the cards. Take one card away. Tell
students to look and tell you the missing item. To increase the difficulty, take away two cards. This can be a
team game.

Listen. Hold up the Picture Cards (Colors) one by one. Ask students to repeat after you: pink, purple, orange,
etc. Then point to the colors of the flags in the scene in their book. Ask students to tell you the names of the
colors as you point to each one. Ask students to look at the scene and listen as you play the audio. Play the
audio again and have students listen. Ask students to identify the characters. Say, Who's Rita? Who's Millie?
Who's Oscar? Who's Zak? Ask, Is it Zak's birthday? Prompt students to answer, Yes, it is.

Listen and say. Focus on the colored flags. Play the audio and have students repeat after each word they hear.
Put the colors Picture Cards (16-22) on the board for students to refer to. Pair students and have them play a
game. One student in each pair points to some item of clothing or something on his/her desk. His/Her partner
has to say the color of the object. Students take turns and find as many different colors as possible.

Listen and number. Ask students to look at the scene again. Play the audio and have students listen first. Play
the audio again. Have students number the flags in the boxes according to the color they hear. Pair students
and have them check each other's work. Invite pairs to give their answers to the class.

Extension Color Call Distribute all the colors Picture Cards (1-4, 16-22) to different students. Explain that when
you call out the name of a color, the student holding the picture card must stand up and hold his/her card up.
If the student stands up correctly when his/her color is called, he/she passes it to another student of his/her
choice. Continue until all students have had a turn.

Lesson 4
Time 40 – 60 minutes
Lesson aims
To chant about names and ages
To ask for and give names and ages
Target language What's your name? My name is (Millie).How old are you? I'm (seven).
Materials Activity Sheet 1, Quest sticker (blanket)

Warm-up Play the chant from the Welcome Unit (CD track A:11). Ask students to do the chant together first,
then split the class into two groups. Have one group say the chant, while the other group claps.

Listen and chant. Have students look at the scene. Review the names of the characters. Play the audio and
have students listen. Play the chant again and have students chant along. Ask students to hold up the correct
number of fingers when they say the ages. Use the chant to ask students their name and age. Say, What's your
name? What's your name? The student replies, My name's (Eric, Eric, Eric). You continue, How old are you?
How old are you? The student replies, I'm (seven, seven, seven).

Write Ask students to fill in the sentences with their names and ages. Then ask them to walk around the class
and exchange information about their name and age with at least five other students. Ask several students to
line up at the front of the room and present themselves to their classmates using My name is (Anita). and I'm
(eight).

Listen and sing. Then stick. Ask the student to listen and then stick.

Extension Find Your Match Cut out enough pictures and sentences from Activity Sheet 1 to give each student
either a sentence or a picture. Check that you have an even number of students so every student will be able
to find a partner. Explain the activity to students. The student with a sentence must find the picture which the
sentence relates to. Have students walk around class to find their match. They can read out their sentences to
each other to see if the other student is a match. Ask pairs to sit together so that you can check their match.

Listen and say. Introduce the new numbers eleven, twelve, thirteen, fourteen and fifteen with the Picture
Cards (23-27). Hold them up one by one and ask students to repeat the number after you. Play the audio and
have students listen as they look at the vocabulary in their books. Play the audio again and have students
repeat.

Listen and write. Then sing and act. Ask students questions about the picture. Ask, What's happening? Prompt
students to answer, It's a birthday party. Ask students to look at the characters and see if they can spot the
numbers on their clothing. Point to the little boy and ask, How old? Do the same with the other characters.
Review clap, stamp and jump. Say, clap, clap, clap as you clap. Say, stamp, stamp, stamp as you stamp. Say,
jump, jump, jump as you jump. Then ask students to do the appropriate actions as you say them and have
them repeat and do the actions with you. Play the song and have students listen. Play the audio again and ask
students to write the number words in the spaces.

Extension Number Match Divide students into two teams. Write the numbers between zero and fifteen on slips
of paper. Then write the numbers as numerals on slips of paper. Distribute the numerals to students in one
team, then give the words to students in the other team. Each student should have a word or a numeral.
Students mingle to find their matching word and numeral. Afterward, shuffle the items and repeat the activity.

Lesson 5
Time 40 – 60 minutes
Lesson aims
To ask and answer about colors
Target language Yes, it is. No, it isn't. It's pink. Is it purple? Is it purple? What color is it?
Materials Picture Cards 1-27, stickers (hats)

Warm-up Ask students to sit in a circle on chairs and have one student stand in the center of the circle.
Explain that when you call out a color, any students wearing that color must change seats. Meanwhile, the
student in the middle will try and grab a chair to sit on. The aim of the game is to get a seat
Listen and stick. Then look and circle. Tell students that the children in the pictures are missing their party hats.
Have students listen to the audio and find the right colored hat for each character. Pause the audio to allow sufficient time
for students to find the correct sticker and stick it on each picture. When students have stuck the hats on, play the
questions on the audio again, and have students say the answers along with the audio. Ask them to circle the correct
answer for Number 4. Pair students and have them ask each other about the hats using the target language. Model the
language by pointing to Number 3 and saying, Is it orange? Help students answer, Yes, it is. Partners play until they have
practiced all the target items
Listen and stick. Then look and circle. Tell students that the children in the pictures are missing their party hats.
Have students listen to the audio and find the right colored hat for each character. Pause the audio to allow sufficient time
for students to find the correct sticker and stick it on each picture. When students have stuck the hats on, play the
questions on the audio again, and have students say the answers along with the audio. Ask them to circle the correct
answer for Number 4. Pair students and have them ask each other about the hats using the target language. Model the
language by pointing to Number 3 and saying, Is it orange? Help students answer, Yes, it is. Partners play until they have
practiced all the target items.
Look and play. Ask students to look at the pictures. Ask, What are they? Help students answer, Birthday
cakes. Ask students to tell you the color of the cakes. Use the example to model the language students
should use to ask and answer about the cakes. After students have practiced asking about colors, point to
number 1 and say, It's my birthday. How old am I today? Students count the candles and reply, Eight. Write
the exchange on the board and have students practice in pairs..
Listen and stick. Then look and circle. Tell students that the children in the pictures are missing their party hats.
Have students listen to the audio and find the right colored hat for each character. Pause the audio to allow sufficient time
for students to find the correct sticker and stick it on each picture. When students have stuck the hats on, play the
questions on the audio again, and have students say the answers along with the audio. Ask them to circle the correct
answer for Number 4. Pair students and have them ask each other about the hats using the target language. Model the
language by pointing to Number 3 and saying, Is it orange? Help students answer, Yes, it is. Partners play until they have
practiced all the target items
Listen and stick. Then look and circle. Tell students that the children in the pictures are missing their party hats.
Have students listen to the audio and find the right colored hat for each character. Pause the audio to allow sufficient time
for students to find the correct sticker and stick it on each picture. When students have stuck the hats on, play the
questions on the audio again, and have students say the answers along with the audio. Ask them to circle the correct
answer for Number 4. Pair students and have them ask each other about the hats using the target language. Model the
language by pointing to Number 3 and saying, Is it orange? Help students answer, Yes, it is. Partners play until they have
practiced all the target items.
Look and play. Ask students to look at the pictures. Ask, What are they? Help students answer, Birthday
cakes. Ask students to tell you the color of the cakes. Use the example to model the language students
should use to ask and answer about the cakes. After students have practiced asking about colors, point to
number 1 and say, It's my birthday. How old am I today? Students count the candles and reply, Eight. Write
the exchange on the board and have students practice in pairs
Extension Card Search Hide several colors and numbers Picture Cards around the class. Then divide
students into two teams and have them find the cards. Be sure to tell students beforehand what to look
for. Afterward, each team shows its cards to the class and names each color or number. The teams get 2
points for each card they find. They get 5 points for each color they name correctly.
Color Cards To prepare for this activity, put the colors Picture Cards (1-4, 16-22) on the board and call
students up one by one to take off the color you call out. When all the colors have left the board, ask
students with the Picture Cards to give them to another student. Then call for them back, one by one. The
student with that color should bring it back to the board and re-attach it. When all the colors are back on
the board, write the name of each color underneath its ca
Listen to the story. Direct students' attention to the story and ask questions about the characters and the
scenes: Who can you see in the pictures? (Zak, Oscar, Millie, Rita, and Waldo.) How many cakes? (Eight.)
Ask students, How many pink cakes? (Two.) How many orange cakes? (Two.) Play the audio and have
students listen to the story and follow along in their books. Check students' understanding of the story by
asking questions and pointing to the pictures. Ask, Who are the purple cakes for? (Millie.) Who are the
green cakes for? (Oscar.) Who are the pink cakes for? (Rita.) Who eats all the cakes? (Waldo.)
Extension Picture Tic-Tac-Toe Prepare nine cards, each with the name of a color or a number on one side.
Place the cards face down on a table in the form of a Tic-Tac-Toe board (a 3x3 grid). Put students into two
teams. The teams take turns turning over a card and naming the card. If students are correct, the card
remains face up. If not, the card is turned face down again. The first team to identify three cards in a row
wins.
Hide and Find Divide students into groups of four (in two pairs) and distribute one copy of Activity Sheet 2
to the group. Ask students to cut out the three number cards at the bottom of the sheet. Explain how to
play the game. The first pair has a minute to try and memorize the position of the pictures on the sheet,
This pair then turns their backs, while the second pair puts the three number cards over three pictures on
the sheet. The first pair turns around and tries to remember which three pictures are hidden under the
cards. They call out the items in order, e.g. One, Rita. Two, blanket. etc. When they finish, ask students to
change roles and play again.

Lesson 6
Time 40 – 60 minutes
Lesson aims
To provide story comprehension To role-play a story To talk about sharing
Additional language It's good to share.
Materials Story Cards, stickers (cars), building blocks

Warm-up Do a drawing dictation on the board. Say, e.g., Draw number thirteen. Invite students individually or
in pairs to come to the board and draw the numbers according to your instructions. Play the story audio again
(CD track A:27)and review the story with students. Review the characters' names and the cake colors. Ask
questions about the story: Who is this? (It's Waldo.) Who's that? (It's Zak.)

Look and match. Tell students to look at the characters and the cakes below them. Put them in pairs or small
groups. Ask them to match the cakes to the character by drawing a line. Check students' answers. Ask, Two
green cakes? and point to the picture. Prompt students to answer, Oscar.

Role-play the story. Divide students into groups, making sure there are the same number of students in each
group as there are characters in the story. Give each group a set of Story Cards and have students place them
in order. Then ask each group to act out the story. Divide students into five groups and give each group a
character, either Rita, Zak, Oscar, Millie, or Waldo. Each group should practice their lines in class. Encourage
students to say the lines from memory using prompts. Then invite a member from each group to come and
role-play the story. Repeat with new sets of students and, if possible, give every student the opportunity to
participate.

Show how to share. Look and stick. Read the value, It's good to share. Direct students' attention to the pictures
of the children playing. Point and ask students, What are they? (They're cars.) Explain sharing, and point to the
boy with all the cars in the picture. Ask, Sharing? (No.) Say, It's good to share.

Extension Build a Tower Get a set of building blocks and give each team an equal number of blocks. Ask a
question from the story so far. Ask about colors, numbers, and characters' names and their ages. The first team
to answer correctly gets to start building a tower with its blocks, one block at a time. The aim is to have the
highest tower at the end of the game. If the tower falls over during the game, the team has to build it again.
Home-School link: Read the directive with the class: Draw a picture of sharing. Show your family. Ask students
to do this at home. Ask students to name the colors of the cars in the picture on the left. Ask, How many cars
are there? (Six.) Then have students find the car stickers and stick them on the picture on the right in a way
that shows the children sharing. (Evenly distributed in front of them)

I Listen and point. Then say. Pre-teach bird. Ask, Is the bird black? (No, it isn't. It's brown.) Ask, Is the fish
orange? (Yes, it is. It's orange.) Do the same with leaf and butterfly. Play the audio. Ask students to listen as
they look at the photos and point to the one they hear. Play the audio again. Ask students to listen and repeat.

Complete the pictures. Then say. Have students complete the pictures with their colored pencils. Then ask
them to identify the pictures. Ask, What's this? (It's a yellow flower) Have students practice asking and
answering in pairs.

Lesson 7
Time 40 – 60 minutes
Lesson aims
To learn sounds and letters a, p, s, t To practice reading and spelling sample words (at, pat, sat, tap)
Materials letter cards: a, p, s, t

Warm-up Draw simple pictures on the board of things beginning with a: ant, apple. Say, a a a a a ant, a a a a a
apple. Look around the room for anything else beginning with a, or a student whose name begins with a. All
the time say, a a a a. Encourage the group to join in saying, a a a a. Write the letter a on the board and say, a.
Have students repeat a. Point to the ant and say, ant. Point to the letter a and say, a. Now elicit ant or a from
the students depending on what you point at. Follow the same approach to introduce the other letter-sounds.
Take care to provide a good model when pronouncing the phonemes, e.g., s is a hissing sound, sss, not suh. If
you are unsure, listen to the CD and practice the phonemes before class.

Listen. Have students open their books. Play the audio a couple of times. Listen and blend the sounds.

Listen and blend the sounds. With books closed, introduce the concept of blending sounds. Start with the VC
word at, as it will be the easiest for students to follow. Put the a card on the board and sound out a. Have
students repeat after you. Then add the t card and sound out t. Have students repeat after you. Now sound
out a-t while tapping your finger under each card and have students repeat. Finally blend and say the word, a-t
at a few times, eventually having students join in with you. Now repeat with the rest of the words. Turn to the
book and do the activity on the page.
Underline a, p, and t. Read the words aloud. With books closed, write pat on the board. Sound out t and select
a student to come and underline the letter tin that word. Do the same for p and a. Then select another student
to read the word out. Now have students open their books to find the same word on the page, then underline
the letter-sounds and read th,e word aloud. Do the same with the other sample word.

Extension Build the Word Play a game to practice spelling the sample words. Prepare letter cards and put them
on the board and make a grid of two squares for the VC word and three squares for the CVC words. Say one of
the sample words, e.g., tap. Ask a student to come up and put a letter card in the first square. Then ask
another student to do the second card and another student to do the third card. Read the word out as a class
and decide if it is correct. Continue until all the sample words have been spelled out.

Listen. Then play. Direct students' attention to the board game and ask questions about the pictures on the
squares. Point and ask, What's this? Prompt students to answer, It's a pink flower. Check that students
remember all the vocabulary on the board game. Pair students. Explain the game to the class. Students use a
die and move along the board game from top to bottom right. When a student lands on a square, he/she looks
at the picture and makes a sentence about it, e.g., It's a blue bird. Students take turns. The winner is the one
who gets to the cake at the bottom first. Walk around the classroom and help students who may be having
difficulty creating these sentences.

Play the audio to model the language. Pair students again and have them play the game with their new
partners.

Listen and move. Play the audio and have students listen to the actions.

Clap 1, 2, 3, 4, 5, b, 7, 8, 9, 10, 11 Jump 1, 2, 3, 4

Clap 1, Stamp 1

Stamp 1, 2, 3, 4, 5, b, 7, 8, 9

Play the audio again and have students do the actions with you. Repeat until students are confident with the
routine. Challenge students to be the leader and call out the actions for the rest of the class.

Extension Picture Charade Choose about ten words (e.g. fish, bird, cake, flower, butterfly, flag, clap, egg, five,
thirteen) and draw them on slips of paper. Put the slips of paper in a bag. Ask a student to pull a slip from the
bag and act out the meaning of the word. The student who guesses correctly first gets to be the next actor.

Lesson 8
Time 40 – 60 minutes
Lesson aims
To assess learning progress
Materials Picture Cards 6-15; 23-27, crayons or colored pencils

Warm-up Play the audio for the chant on page 13 (CD track A:18). Have students chant along and do the
actions. Then play the chant again and when it gets to the number, turn the audio volume down low and hold
up a Picture Card with a different number on, e.g., ten. Students complete the chant with the number you are
holding up. Use a different Picture Card for every number mentioned in the chant. Ask students to count how
many fish, butterflies and birds they can find in this unit.
Listen and check Have students look at the pictures. Ask students the names of the characters in Number 2
(Rita and Millie). Then ask, What color are the leaves in Number 4? (Red.) Ask about the other pictures they
can see. Have students listen to the audio and check the box next to the item they hear. Play the audio again
for students to check their answers.

Write and color. Ask students to look at the balloons. Have them write the names of the colors, then color the
balloons accordingly. Ask students to point to their balloons. Ask, Where's the orange balloon? Where's the
white balloon?

Extension Balloon Game Divide the students into small teams. Each team forms a circle and the students hold
hands. Give each team a balloon. As a team, students have to keep the balloon in the air, but when the balloon
touches a part of someone's body they have to shout out a number or a color or another English word they
know. No repeat words are allowed.

Unit wrap-up I can: Read the two statements with students and invite students to check the boxes. Say, Good
job! Then walk around the class and initial the page.

Tests: You may wish to give Unit 1 Test (see page 192) at this time. Students can now go online on Family
Island.

Lesson 9
Time 40 – 60 minutes
Lesson aims
To listen to a story To identify classroom objects
Target language book, pen, pencil, ruler, eraser, pencil sharpener, pencil case
Materials slips of paper

Warm-up Ask students to look at the scene and talk about what they think is happening. Point to the children
and ask, Are they in school? Prompt students to answer, Yes, they are. Point to Waldo. Is Waldo in school, too?
(Yes, he is.) What is he doing? (He's eating a pencil.)

Listen. Talk about what's on your desk. Hold up your book and say, This is my book. Hold up your pencil case
and say, This is my pencil case. Point to the eraser and say eraser. Then show your ruler and say ruler. Continue
with pen and pencil sharpener. Now say the words and ask students to hold up the respective objects. Ask
students to look at the scene in their books and listen as you play the audio. Play the audio again and have
students listen. Ask students, What's on the desk in front of Millie and Oscar?

Listen and say. Focus on the pictures of classroom objects. Play the audio and have students repeat the audio
after each word they hear. Pair students and have them play a game. One student in each pair turns away
while his/her partner covers up one classroom object with a slip of paper. His/Her partner has to guess which
picture is covered up. Students take turns and practice all the words.

Listen and number. Ask students to look at the classroom objects in the scene. Play the audio and have
students listen first. Play the audio again. Have students number the classroom objects in the boxes as they
listen to the audio. Invite students to give their answers to the class.

Extension What's in my pencil case? Hold up a pencil case and ask, What's in my pencil case? Explain that you
have several items in your pencil case and students should guess what they are. Students take turns to call out
an object. If they guess right, hold the item up, saying, Yes, I have a ruler.
Listen and chant. Hold up some classroom objects item by item and ask students to repeat after you while
holding up their own items. Mention the color of the item, e.g., This is a red pen. Ask students to repeat after
you. Continue with all target vocabulary words. Have students listen to the chant and find the colors of each
classroom item they hear. Play the chant again and have students chant along. Direct students' attention to the
scene. Say, What's on the desk in front of Millie? (A green ruler.) What's on the desk in front of Oscar? (A blue
pen.) What does Waldo have in his mouth? (An orange pencil.)

Listen and number. Then say. Ask students to listen for the classroom objects. Play the audio and have students
listen. Play the audio again and ask students to number the objects in the order they hear them. Then have
students repeat the sentences after you.

Extension Ask and Color Give each student a copy of Activity Sheet 3. Working in pairs, students ask and
answer about the objects. Model the language for students. Student A points to an object on her sheet and
asks, What's this? Student B replies, It's a black pencil. Student A colors the pencil in accordingly. Students
continue until all the items have been colored in. Then they switch roles. Ask students to check their answers
at the end of the activity.

Lesson 10
Time 40 – 60 minutes
Lesson aims
To identify more classroom objects To practice the vocabulary with a song To use classroom vocabulary
Target language backpack, table, chair, board, desk, classroom, school, student
Materials Picture Cards 28-42

Warm-up Hand out Picture Cards 28-34 to students randomly. Stand at the front and ask students to hold their
pictures up if they hear you call out their item.

Stick. Then listen and say. Introduce the new vocabulary items: backpack, table, chair, board, desk, classroom,
school and student. Ask students about their own backpacks and the classroom furniture, e.g., What color is
it/are they? Have students find the stickers in the back of their books. Pair students and have them stick each
sticker above the correct word Place Picture Cards 35-42 on the board. Play the audio and have students listen
as they check if they have stuck the items in the correct places. Play the audio again and have students repeat
the vocabulary items.

Listen, count, and write the numbers. Then sing and act. Ask students questions about the mice in the picture,
e.g., How many mice? Direct attention to the rulers and ask, How many rulers? How many chairs? What color
are they? Do a TPR activity to review jump and climb. Say, jump, climb. Do the appropriate actions as you say
them and have students repeat and do the actions with you.

Play the song audio and have students listen. Play the audio again and ask students to write the number of
items they can count. Pair students and have them check their answers with their partners. Invite students to
sing the song. Play the audio again and ask students to do the actions as they sing the song.

Extension Vocabulary Line-Up Give eight students a Picture Card with target vocabulary from this page. Call out
the words one by one and have students with the corresponding cards go to the front of the classroom and
line up. Have them line up in the same order as the words were called. Ask the rest of the class if the students
have lined up in the correct order. Repeat with different groups of students.
Listen and circle. Then ask and answer. Ask students questions about the pictures. For example, Are the chairs
yellow? Help students answer, Yes, they are. Ask, Are the backpacks blue? (No, they aren't.) What color are
they? (They're red.) Play the audio and have students listen. They should circle the objects they hear. Play the
audio again, pausing for students to answer the questions on the audio by themselves. Pair students and have
them ask each other about the objects which they haven't circled. Student A says, Are the pencils red? Student
B looks at the picture and answers, Yes, they are. Partners can switch roles and play again until they have
practiced all the target items.

Listen, draw, and color Ask students to listen to the audio and draw what they hear. Play the audio and allow
sufficient time between each item to draw and color. Play the audio again as necessary.

Extension Draw Some More Pass out drawing paper and ask students to take out their crayons or colored
pencils. Have them draw and color three desks, two pens and two rulers in a color they know. Students work in
pairs, not showing each other their pictures. Student A describes the items as above (e.g., three desks), while
Student B asks about them (What color are they?). Student A answers, They're (yellow). Students switch roles
and repeat the activity.

Lesson 11
Time 40 – 60 minutes
Lesson aims
To consolidate target language in a story
Additional language drum, violin, boys, girls, dragon Very good.

Warm-up

Ask students what they know about Waldo. He's a green dragon. Ask them to look at the picture. Where is he?
(He's in the blue backpack.) Mime Waldo hiding in the backpack.

Listen to the story. Direct students' attention to the storyboard and ask questions about the characters and
the scene: What can you see in the pictures? There are two desks. There are two yellow chairs. There's a
board. There's Zak. There's a student. Pre-teach violin and drum using mime and sound. Ask whether anyone
in the class plays these instruments. Play the audio and have students listen to the story as they follow along in
their books. Play the audio again. Check students' understanding of the story by asking questions and pointing
to the pictures: What's this? (It's a red drum.) What's this? (It's a black violin.) What's this? (It's a green
dragon.)

Extension Be the Teacher Students work in groups of three, one acting out the role of teacher, the other two
acting the role of students. The "teacher" uses the Student Book (pages 22-26) to ask students to identify
objects. What's this? (It's a pencil case.) What's this? (It's a green dragon.) Remind students playing teacher
that they must only ask questions which they know the answers to. Encourage the "teachers" to say Very
good! when a student gets the answer right.

Listen and check (✓). Tell students to look at the numbered pictures and the Yes/No boxes underneath. Put
students in pairs or small groups, and see if they can predict what they will hear on the audio. Then have them
listen and check the correct box.
Role-play the story. Divide students into groups, making sure there are the same number of students in each
group as there are characters in the story. Give each group a set of Story Cards and have students place them
in order. Invite four student volunteers to come to the front to act out the roles of Zak, Waldo, boy and teacher.
Play the audio while students role-play the story. Ask other groups of students to come to the front to role-play
the story.

Look and stick Read the value, Work hard at school. Direct students' attention to the sticker page. Point to the
picture of the boy and girl in class, answering questions and writing neatly. Say, It's good to work hard at
school. Ask students to stick their stickers on the corresponding box Ask students to look at the remaining
pictures. Say, these students don't work hard. Students complete their sticking.

Extension Musical Chairs Arrange chairs in a circle—there should be enough chairs for all students. Use the
classroom objects Picture Cards (28-42). Play the song or chant from this unit. Each time the music stops,
students sit down. Select one student and show him/her a Picture Card. Ask the student to identify what's on
the Picture Card. Ask, What's this? If the student answers correctly, e.g., It's a pencil/It's a blue pencil, he/she
gets to stay in the game. Play the music again and repeat the activity. If a student gives a wrong answer, he/she
is out. Home-School link: Read the directive with the class: Show your homework to your family. Ask students
to do this at home.

Lesson 12
Time 40 – 60 minutes
Lesson aims
To integrate cross-curricular content (music) into English class To develop cross-curricular content through a
short project
Additional language drum, piano, violin, guitar
Materials CD with a selection of music, Activity Sheet 4, scissors

Warm-up Play a CD with a selection of music played on different instruments (piano music, guitar, drum and
violin). Ask, e.g., What's this? Elicit, e.g., It's a piano. Ask students if they can match the music to the
instruments on page 28. Ask students to look again through the unit so far. How many other pictures of
instruments can they find? (Five.)

Listen and point. Then say. Write "Musical instruments" on the board. Act out playing the piano. Say, Play the
piano. Invite students to role-play with you. Direct students' attention to the photos and ask questions about
them. Ask, e.g., Is this a piano? Elicit, Yes, it is. or No, it isn't. Play the audio. Ask students to listen as they look
at the photos and point to the one they hear.

Listen and number. Then say. Direct students' attention to photos A—D. Have students identify the instruments
in the pictures. Say, e.g., What's this? (It's a violin.) Then ask them to listen to the audio and write the number
next to the instrument they hear Play the audio again and ask them to mime playing along to the music. Ask
students, Which music do you like best?

Extension Bingo Give each student a copy of Activity Sheet 4 and ask them to cut each object out to make ten
cards. The students choose six of their cards to place in front of them. They put the other four cards aside.
Turn up the first picture from the pile on your desk (same ten pictures, shuffled) and call out the word, e.g., It's
a backpack. Then students who have a backpack showing turn their picture face down. Continue calling out
objects. The first student to turn over all six cards should shout Bingo!
Mini-project: Have students make a poster of musical instruments, including those featured in the unit and
others of their own choosing. They can work in pairs or in small groups. Ask students to label the instruments.

Listen Have students open their books. Play the audio a couple of times

Listen point and say. Play the audio, pausing after each letter-sound to allow students to do the activity. Repeat
several times.

Listen and blend the sounds. Write a word on the board. Underline each phoneme in the word as you sound it
out, e.g., d-i-p. Now have students whisper the word to the person next to them. Ask for a volunteer to say the
word and encourage the students to cheer if they got it right. As a group, chorus the sounding out and word
one more time, d-i-p. Now repeat with the rest of the words.

Underline d, m, and n. Read the words aloud. With books closed, write sit on the board. Sound out and select
a student to come and underline the grapheme in that word. Then select another student to read the word
out. Now have students open their books to find the same word on the page, then underline the grapheme
and read the word aloud. Do the same with the other sample words.

Extension Scrambled Words Play a game to practice spelling the sample words. Put the letter cards for a word
on the board making sure the cards are scrambled. Sound out and say the word. Have a student come to the
board and unscramble the cards to make the word. To increase the challenge, say the word without sounding it
out. Continue with the rest of the words.

Lesson 13
Time 40 – 60 minutes
Lesson aims
To review unit language with a game
Materials Picture Cards 28-42, die, words cards of target vocabulary

Warm-up Display the Picture Cards 28-42 or realia in the classroom to review classroom object vocabulary. Say,
What's this? (Hold up a pencil.) Is this a yellow backpack? Play a drawing game on the board, in teams. Two
students draw the item you tell them and whoever's team guesses first, scores a point.

Listen. Then color and play. Direct students' attention to the board game and ask questions about the pictures
in it. Ask, Who's this? (Zak.) Who has a yellow backpack? (Rita.) Pair students. Explain the game to the class.
Students first color the different items on their board. Then they use a die and move along their partner's
game board from top to bottom right. When a student lands on a square, he/she looks at the picture and
makes a sentence about it, e.g., It's a blue eraser. Students take turns. The winner is the one who first gets
back to the starting point. Walk around the classroom and help students who may be having difficulty creating
these sentences. Play the audio to model the language.

Listen and move. Play the audio and have students listen to the actions. Play the audio again and have students
do the actions with you. Repeat until students are confident with the routine. Challenge students to be the
leader and call out the actions for the rest of the class.

Extension Match the Cards Have students sit in groups. Give a set of Picture Cards 28-42 and matching word
cards to each group. All cards should be turned face down. Students take turns to turn up two cards at a time
and try and pair a picture with the corresponding word. Whoever makes a correct pair gets another go. The
winner is the student with the most pairs. To make this game easier, have students work in pairs within the
group.

Count and write. Have students look at the pictures. Ask students the names of the instruments and their
colors, e.g., Are they yellow guitars? (No, they aren't. They're blue.) Ask students to write the numbers in the
boxes, along with the colors.

Write and draw. Then listen and color. Ask students to write the name of the objects and draw the pictures.
Then ask them to listen to the audio and color the objects accordingly.

Extension What is it? Divide the class into small groups of four or five and ask students to sit in circles. Pass out
drawing paper and ask students to take out their colored pencils or crayons. Have them draw a classroom
object or musical instrument on their papers. Have them ask and answer after they have finished drawing.
Model the conversation. Turn to one student and ask, What is it? Prompt the student to answer, It's a (ruler),
depending on what he or she drew. Be sure every student has an opportunity to ask and answer in his/her
group.

Unit wrap-up! can: Read the two statements with students and invite students to check the boxes. Say, Good
job! Then walk around the class and initial the page.

Tests: You may wish to give Unit 2 Test (see page 195) at this time. Students can now go online to Family Island.

Lesson 14
Time 40 – 60 minutes
Lesson aims
To listen to a story To identify family members
Target language mom, dad, brother, sister, grandmother, grandfather, friend
Materials Picture Cards 43-49, paper, double-sided tape

Warm-up Ask students to look at the scene and talk about what they think is happening. Ask, Where is Zak?
Ask, Who's this? (Sister. Rita.) Point at Vava and ask, Who's this? Prompt students to answer, Brother. Point to
Zak's dad and mom on the sofa and ask, Who's this? (Dad. Mom.) Pre-teach grandfather and grandmother.
Point to the grandparents' photographs on the wall one by one and ask, Who's this? (Grandmother.
Grandfather.) Continue asking students questions about objects they see in the picture.

Listen. Stand in front of the class and hold up Picture Cards 43-49 one by one. Say, Dad. Mom. Sister. Brother.
Grandmother. Grandfather. Friend. Have students repeat after you. Ask students to look at the scene in their
books and listen as you play the audio. Play the audio again and have students listen. Ask students, Who's
Vava? (Zak's brother.) Who's Rita? (Zak's sister.) Who's Waldo? (Zak's friend.)

Listen and say. Focus on the pictures of Zak's family members. Play the audio and have students repeat the
audio after each word they hear. Pair students and let them take turns listing all of Zak's family members
whom they can remember.

Listen and number. Ask students to look at the scene again. Play the audio and have students listen first. Play
the audio again. Have students number the boxes as they listen to the audio. Pair students and have them
compare their work with their partners. Invite pairs to give their answers to the class.
Extension Sticky Ball Make a sticky ball with crumpled-up paper and double-sided tape. Display Picture Cards
43-49. Ask a student to come to the front of the room and take the ball. Say one of the words on the cards and
tell the student to throw the ball at the correct picture. The student who hits the correct picture says the word
and invites another student to hit a which he/she names.

Listen and chant. Invite two girls and two boys to the board. Ask each, How old are you? Elicit, e.g., Six. Then
say, He/She's (six). Now point to each one in turn and ask the class, How old is he/she? (He/She's six). Tell
students that they will listen to a chant. Have students listen and find how old Rita is. Then ask, How old is Zak?
How old is lava?

Listen and say. This is my brother. / How old is he? / He's nine. This is my sister. / How old is she? / She's nine.

Listen and write. Then say. Play the audio and have students listen. Play the audio again and ask students to
write the ages in the boxes as they hear them. Then have students repeat the sentences.

Listen and sing. Then stick. Listen to the quest and stick

Extension Are you Mom? Put students into groups of six. Give each group a copy of Activity Sheet 5. Ask them
to cut out the family members and give one to each student in the group. They should put the picture in their
pocket and then mingle to find others in their "family". In this case, the family consists of all grandmothers or
all dads, or all moms, etc. Students ask each other, Are you grandfather/grandmother/sister/mom/dad/
brother? depending on who they are searching for. Students answer, Yes, I am or No, I'm not, before moving on
to ask another student.

Lesson 15
Time 40 – 60 minutes
Lesson aims
To listen to a story To identify family members
Target language mom, dad, brother, sister, grandmother, grandfather, friend
Materials Picture Cards 43-49

Warm-up

Ask students to look in their books and tell them you're going to mime one of the occupations featured in the
book. Say, What am I? Choose one occupation from those illustrated on this page and mime, e.g., a dentist.
Ask students to call out if they know who you are (a dentist). Repeat by choosing another occupation and
miming it for students.

Stick. Then listen and say. Hold up Picture Cards 50-57 one by one and say the occupations. Ask students to
repeat after you, e.g., A cook. A doctor. A teacher. etc. Ask students to find the corresponding stickers and stick
them on the correct occupation. Play the audio and have students listen as they look at the vocabulary in their
books. Play the audio again and have students repeat the vocabulary.

Listen. Find and match. Then sing and act. Ask students questions about the picture. Say, Where's the family?
(At the airport.) Where's me? Where's my sister? Where's my brother? Point to them. Mime happy and sad.
Ask students to make a sad face and a happy face. Point at brother. Say, He's sad. Point at sister. Is she sad? No,
she's happy. Ask students to draw a line between the words in the bubbles and the family members. Ask
students to check their answers by listening to the song. Ask, What is Dad? (A pilot.) What is Mom? (A pilot,
too.) Invite students to sing the song. Play the audio again and ask students to act along with the song (pretend
to be an airplane, a pilot, show a happy/sad face).

Extension Mime the occupation Ask students to choose one of the occupations illustrated in Activity 6 and
mime it to their partner. Model the language. Say, Who am I? Elicit, e.g., An artist! Students take turns miming
each occupation while their partner tries to guess it.

Listen and circle. Then ask and answer. Ask students to tell you the words for all the occupations featured in
this activity. Then ask questions about the pictures, e.g., la - Is she a doctor? Help students answer, No, she
isn't. She's an artist. 3a - Is he a teacher? Yes, he is. Play the audio and have students listen and circle the
answer they hear. Play the audio again, pausing for students to answer the questions on the audio by
themselves. Pair students and have them ask each other about the objects which aren't circled. Student 1
points, e.g., to picture 4a and asks, Is she a cook? Student 2 looks at the picture and answers, No, she isn't.
She's a pilot. Partners can switch roles and play again until they have practiced all the target items.

Look and write. Demonstrate this activity on the board first. Draw a picture of a farmer. Below, write ... a
farmer? .... he is. Ask students to tell you what is missing from the sentences. (Is he a farmer? Yes, he is.) Have
students look at the pictures in their books and decide what occupations they show. Write the words on the
board: teacher, pilot, cook. Ask them to write in the missing words to make questions and answers. Then ask
them to read aloud their answers to the class. While students are working, offer help to those who need it,
pointing out the Look! box at the top of the page as an example.

Extension Draw the Word Divide the class into two teams. Two students come to the front of the class and pick
a Picture Card (50¬57). The students then have to draw the vocabulary item on the board while their team
tries to guess what the word is. Whichever team guesses correctly first, wins a point, and the turn moves to
the next members of each team and a new picture card.

Lesson 16
Time 40 – 60 minutes
Lesson aims
To consolidate target language in a story
Additional language My family. friend, yup
Materials Picture Cards 43-48, Activity Sheet 6, scissors and glue

Warm-up Draw four silly faces on the board. Write a made-up name below each (two girls and two boys).
Introduce each in turn saying, This is (Sam). He's my brother. He's seven. This is (Eva). She's my sister. She's
eight. etc. Now point to them one by one and say, This is Sam. How old is he? Students tell you his age: He's
seven. Review family vocabulary with Picture Cards 43-48. Ask students to tell you the people in Zak's family.

Listen to the story. Ask students to look at the story and answer questions: Who's this? (Vava.) Is this Vava's
mom? (No, it isn't. It's Vava's sister.) Ask students what occupations Vava's dad and mom have. What's Zak's
dad? (Students can turn to page 35 for another clue). Play the audio and have students listen to the story as
they follow along in their books. Play the audio again. Check students' understanding of the story by asking
questions: Is Vava's dad a pilot? Is Vava's mom a doctor? How old is Zak? How old is Rita?

Extension This is my family! Divide the class into groups. Explain that each group is a family. Pupils each choose
a member of the family they wish to be. They create a name and an age for themselves. One member of each
"family" introduces the family to the class. This is my sister. She's called (Ella). She's (5). Students could also
include jobs when introducing mom and dad, e.g., He's a doctor.

Who's at the airport? Give each student a copy of Activity Sheet 6 and some glue. Explain that they should cut
out the images of the people below and choose five people to stick onto their airport scene. Demonstrate the
game. Say, Close your eyes. Ask, Who's at the airport? and see if students can guess, e.g., a pilot. After they
have guessed the five people at the airport, show them the picture. Have students play in pairs and their
partner guess. Then change roles.

Listen and number. Tell students to look at the pictures and number what they hear on the audio. Students
check their answers in pairs.

Role-play the story. Divide students into groups, making sure there are the same number of students in each
group as there are characters in the story. Give each group a set of Story Cards and have students place them
in order. Students act out the story in groups of six. Rotate the speaking part (Vava) and other parts between
all the students so that everyone gets a turn at being someone different each time. As an alternative, they can
tell the story from Zak or Rita's point of view. Students can mime the doctor and pilot roles or impersonate Zak
and Rita. Ask one group to show the class its story. Encourage students to say the lines from memory using
prompts.

Draw your family and write. Read the value, Love your family. Direct students' attention to the picture of mom
and dad and me. Say, It's good to love your family. Ask students to draw a picture of their own family in the
space and embellish it with illustrations. They can add pets they love, too. Ask them to add the family name of
each member.

Extension Hot Potato Use the occupation Picture Cards (50-57) and a bean bag or a stuffed animal as a "hot
potato." Students sit or stand in a circle and pass the "hot potato" around while music is playing. Suddenly stop
the music. When the music stops, the student left holding the "hot potato" has to answer a question about the
Picture Card or the story to stay in the game. Ask questions like, Who's this? (An artist.) How old is Rita?
(Eight.) Is Vava's dad a teacher? (No, he isn't. He's a doctor.)

Home-School link: Read the directive with the class: Tell your family that you love them. Ask students to do this
at home.

Lesson 17
Time 40 – 60 minutes
Lesson aims
To integrate cross-curricular content (social science) into English class To develop cross-curricular content
through a short project
Additional language dancer, baker, actor, sailor
Materials Props associated with the new occupations on this page, Picture Cards 50-57

Warm-up If you can, bring in some props (e.g., a bread roll, a rolled-up map/binoculars, a mask or make—up
set/ stage props, a tiara/women's tights) associated with each of the occupations in Activity 14. Ask students to
open their Student Book on page 40 and point to which occupation as you show them the props. As they
answer, say actor, dancer, baker, sailor. Write the words on the board and ask students to repeat them after
you. Ask what other occupations they remember from earlier in the unit. Write them on the board, too.
Listen and number. Direct students' attention to the photos and ask questions about them, e.g., Is she a
dancer? (No, she isn't. She's a baker.) Play the audio. Ask students to listen as they look at the photos and write
the numbers in the boxes. Play the audio again. Ask students to listen and say the word they hear.

Draw and say. Ask students to look at the four small pictures on the left. Each picture represents something
missing in the four big pictures. Ask students to tell you which one goes where and name the occupation (book
to teacher, cat to vet, stethoscope to doctor, cap to pilot).

Extension Memory Chain This game requires students to listen and repeat what the previous student said and
add on another action. For example, the first student acts out an occupation and says a sentence to the
student next to him or her, e.g., I'm a dancer. The second student then acts out two actions and says them,
He's/She's a dancer. I'm a cook. The third student then acts out three actions and says them, He's/She's a
dancer. He's/She's a cook. I'm a vet. Continue until students have said all the occupations. Allow students to
help each other remember.

Mini-project: Ask students what they would like to be when they grow up. Use Picture Cards 50-57 to remind
them of all the occupations discussed in the unit so far. Ask them to draw a picture of what they want to be
and label the occupation. Put the pictures up and make a poster for discussion. Which occupation was the
most popular? Have students draw what is missing in each picture, then ask them to repeat the occupation
words.

Listen Play the audio a couple of times.

Listen, point, and say. Play the audio, pausing after each letter—sound to allow students to do the activity.
Repeat several times.

Listen and blend the sounds. Put the g card on the board and sound out g. Have the students repeat after you.
Then do the same for a and s. Now sound out g-a-s while tapping your finger under each card and have the
students repeat. Finally blend and say the word, g-a-s, gas a few times, eventually having students join in with
you. Now repeat with the rest of the words. Turn to the book and do the activity on the page.

Underline c, g, and o. Read the words aloud. With books closed, write cap on the board. Sound out c and select
a student to come and underline the grapheme c in that word. Then select another student to read the word
out. Now have students open their books to find the same word on the page, then underline the grapheme
and read the word aloud. Do the same with the other sample words.

Extension Five Lives Play a game to practice spelling the sample words. Prepare word cards for the Unit 3
sample words. Write the numbers 1-5 and a grid of three squares on the board. Put all the introduced letter
cards on one side of the board. Take a word card (e.g., top) from a box but do not show it. Explain that
students have five chances to guess the word on the card. Ask a student to call out a letter-sound. If this is in
the word, show the student where to place the letter card in the grid, if it isn't, the class loses one life. The
students win if they can make the word before their five lives are over.

Lesson 18
Time 40 – 60 minutes
Lesson aims
To review unit language with a game
Materials
Picture Cards 43-57, paper

Warm-up Review the song on page 36 and play CD track A:69. Tell students to stand up when they hear the
word brother, wave their hands when they hear sister, clap when they hear mom and jump when they hear
dad. Ask them to mime happy and sad when they hear those words, too.

Listen. Then play Os and Xs. Direct students' attention to the board game and ask questions about the pictures
in it. Ask, e.g., 1. Who’s this? Elicit, e.g., Zak and his mom. Explain the game to the class. Students play in pairs
— one tries to make a line of Os, the other a line of Xs. Tell students to use a use pencil (that can be erased)
and ask and answer about the picture on the board game that they wish to have. Play the audio to model the
language. Ask and answer about all the pictures in turn, checking students' language before letting them get
on with the game in pairs. Walk around the class to check they are using language correctly. Pair students again
and have them play the game with new partners.

Listen and act. Play the audio and have students mime the occupations or emotions. Extend this activity by
using Picture Cards 50-57 and asking students to mime other occupations. While students mime, say, Sad. and
ask them to modify their mime to show, e.g., a sad doctor. Then say, Happy. and ask them to modify their
mime to show, e.g., a happy cook

Extension Think Fast Display the Picture Cards for this unit all over the room. Divide the class into two or more
teams. Alternate asking each team to point to one of the cards and say the name of the word. Give each team
a maximum of 10 seconds to speak. Make it a rule that a different member of the team must speak each time,
but can get help from his/her team members. Teams are not allowed to repeat words. If a team gets a word
correct, it gets five points. Keep up the pace. A team loses a turn if it does not answer in time

Listen and check (/). Have students look at the pictures. Ask students the names of the occupations and family
members. Ask students to listen to the audio and check the boxes they hear.

Extension Same or Different For this game, students will look at three items and choose the one that is in a
different category from the other two. Call three students to the front of the class. Then select three Picture
Cards, e.g., grandmother, teacher, dancer and give one to each of them. As you say each word, ask the
students to hold up their card. Then point to teacher and dancer and say, Same. Point to grandmother and
shake your head and say, Different. Teacher and dancer are occupations, but a grandmother isn't. Next, give
three more Picture Cards, e.g., mom, sister, pencil, to three new students at the front of the class. Ask these
students to say the name of their card as they hold it up. Point to mom and sister and prompt students to say,
Same. Point at pencil and shake your head. Prompt students to say, Different. Put together groups of three
Picture Cards in which one is different. Give three cards to three students and ask them to hold up their card
one by one and say the name. Have the students name all three items and then the rest of the class to call out
some or different.

Unit wrap-up I can: Read the two statements with students and invite students to check the boxes. Say, Good
job/ Then Walk around the class and initial the page.

Tests: You may wish to give Unit 3 Test (see page 198) at this time. Students can now go online on Family
Island.

Lesson 19
Time 40 – 60 minutes
Lesson aims
To listen to a story To identify parts of the body
Target language body, head, hands, arms, feet, legs
Materials Picture Cards 58-63, slips of paper

Warm-up Ask students to look at the scene and talk about what they know. Point to Millie and ask, Is she Rita?
Prompt students to answer, No, she isn't. She's Millie. Continue asking students questions about objects they
see. Ask questions about the colors in the scene. Call out color words and invite students to find them on the
page. You may also hold up your book, point to a color and ask, Is it blue? Are they purple?

Listen Stand in from of the class and say, This is my body. Point to your head and say, My head. Then show your
hands and say, My hands. Continue with legs, arms, and feet. Now say the words and ask students to point to
the respective parts of their bodies. Ask! students to look at the scene in their books and listen as you play the
audio. Play the audio again and have students listen.

Listen and say. Focus on the pictures of parts of the body. Play the first part of the audio and have students
point to the pictures as they hear the body vocabulary. Pair students and have them play a game. One student
in each pair turns away while his/her partner covers up one body part picture with a slip of paper. His/Her
partner has to guess which picture is covered up. Students take turns and practice all the words.

Listen and number. Ask students to look at the scene again. Play the audio and have students listen. Play the
audio again. Have students number the body parts in the scene as they listen to the audio. Pair students and
have them compare their work with their partners. Invite pairs to come up to the front and name the body
parts.

Extension Stand up Display Picture Cards 58-63 (body, head, hands, arms, legs). Ask students to stand up by
their desks. Call out a part of the body, e.g., (legs). Prompt students to move their legs. Continue with other
vocabulary. Invite students to call out the target vocabulary and play again.

Listen and chant. Show pupils your hands and say, I have hands. Ask students to repeat after you. Continue
with other target vocabulary words bTell students that they will listen to a chant said by one of the characters.
Play the audio and have students listen and find the character who is saying the chant (Waldo).Play the chant
again and have students chant along. As students chant, have them pretend to be Waldo and to touch the
parts they hear and point to an imaginary tail and flap their imaginary wings. Direct students' attention to the
scene. Say, Look at Zak's hands. What color are they? (Blue.) Now ask more questions about the characters.
Pair students and have them ask and answer with partners.

Listen and number. Then say. Ask students to look at Waldo and name the parts of his body. Play the audio and
have students listen.Play the audio again and ask students to number the body parts in the order they hear
them. Then have students repeat the sentences after you.

Extension Body part match Give each student a copy of Activity Sheet 7. Have students look at the body parts
words and pictures. Say each target vocabulary word and have students repeat it. Then have students cut out
the body words and pictures and mix them up. Call out each word in random order and have students find
both word and picture to form a correct pair.

Lesson 20
Time 40 – 60 minutes
Lesson aims
To identify more parts of the body To practice the vocabulary with a song To use body vocabulary
Target language fingers, toes, shoulders, neck, knee, elbow
Materials paper, crayons or colored pencils

Warm-up Play the chant (CD track B:05) from the previous page. Have students point to their bodies as they
say the words. Draw an outline of a monster on the board or use pictures you or students have drawn. Invite
students to say sentences about the monster, e.g., I have red hands.

Listen and say Introduce the words fingers and toes. Show or move one of your fingers and say, I have one
finger. Now show or move all ten fingers and say, I have ten fingers. Continue with other target body
vocabulary. Play the audio and have students listen as they look at the vocabulary in their books. Play the
audio again and have students repeat the vocabulary.

Listen and write the numbers. Then sing and act. Ask students questions about the monsters in the picture.
(How many monsters?) Direct attention to one of the monsters and ask, How many (hands)? What color are
they? Do a TPR activity to review clap and stamp. Say, Clap you hands. Stamp your feet. Then say, Click your
fingers and Wiggle your toes. to introduce click and wiggle. Do the appropriate action as you say them and
have students repeat and do the actions with you. Play the song audio and have students listen. Play the audio
again and ask students to write the numbers they hear. Have students check their answers with their partners.
Invite students to sing the song. Play the audio again and ask students to do the actions as they sing the song.

Extension Follow me Tell students that you will do an action and they must say the action word. Tell them to
put their heads down on their desks so that they can't see you. Clap your hands, snap your fingers, or stamp
your feet. Students listen and say the action. Invite students to come to the front and be the leader.

Listen and number. Then ask and answer. Ask students questions about the children dressed as monsters. Say,
e.g., What color is her head? Help students answer, It's yellow. Ask, What color are his arms? (They're red.)
Play the audio and have students listen Play the audio again. Tell students to number the

pictures according to the descriptions they hear. Pair students and have them play a guessing game with their
partners. Student 1 says, I have a head. It's yellow. Student 2 looks at the pictures and answers, Number one.
Partners can switch roles and play again

Listen and stick. Then point and say. Ask students to take out the body stickers from the back of their books.
Tell them that they will listen to the audio and then stick the body parts in place. Play the audio and have them
listen. Play the audio again and ask students to stick the body parts as they listen Pair students or have them
work in small groups. Have partners take turns pointing to the monsters and saying the body parts they have.

Extension Draw and ask Pass out drawing paper and ask students to take out their crayons or colored pencils.
Have students think of a monster and draw it on their papers. Then tell students to pretend they are the
monsters they drew. Divide the class into small groups and ask students to take turns talking about themselves
as monsters. Model the language, I have (three legs). They're red.

Lesson 21
Time 40 – 60 minutes
Lesson aims
To consolidate target language in a story
Materials Picture Cards 1-4; 16-22; 58-69, slips of paper, Activity Sheet 8, crayons or colored pencils

Warm-up Ask students questions about the story in Unit 3. Say, e.g., Is Vava's father a pilot? Prompt students
to answer, No, he isn't. He's a doctor. Continue with other questions: How old is Vava's brother? (He's six.)
Review colors and body parts vocabulary with Picture Cards (1-4, 16-22, 58-69) or drawings.

I Listen to the story. Direct students' attention to the story and ask questions about the characters and the
scene: Who's this? What color it? Then ask students to predict what will happen in the story. Pre-teach ice
cream by pointing to the ice cream cone in Frame 2 and asking, What's this? Elicit, It's ice cream. Also pre-
teach clean by pointing to Vava in Frame 4 and saying, He's dirty. Then point to him in Frame 6 and say, He's
clean. Play the audio and have students listen to the story as they follow along in their books. Play the audio
again. Check students' understanding of the story by asking questions: What color are Zak's feet? (They're red.)
What color is Waldo's head? (It's red.)

Extension Colorful handprints Have students make colorful handprints. Pass out drawing paper and ask
students to take out their crayons or colored pencils. Help them trace their hands on the paper. Then ask
students to color in their handprints. Pair students and have them talk about their handprints: I have (purple)
hands. You may wish to display the handprints in a classroom collage.

Color the Body Parts Give students two copies of Activity Sheet 8. Ask them to color in the pictures of body
parts on one copy in whatever colors they wish, and leave the other one blank. Have students ask and answer
about their body parts, coloring in the blank parts according to what their partner tells them. Encourage
students to use the target language, e.g., Student A asks, What do you have? And Student B answers, I have a
body. It's red. Student A colors in a red body on his/her blank set. Students switch role and continue the
activity until they have colored in all body parts.

Look and match. Tell students to look at the pictures of the characters in the first row and then to match each
character with a correct body part in the second row. Divide the class into small groups or pair students. Have
them check their answer with their partners.

Role-play the story. Invite six students to come to the front to act out the roles of Mrs. Voom, Mr. Voom, Zak,
Millie, Waldo, and the ice cream man. Play the audio while students role-play the story. Encourage students to
say the lines from memory using prompts. You may wish to use props for the role-play. Ask other groups of
students to come to the front to role-play the story. Give every student the opportunity to participate.

Look and check (✓). Read the Value, Be clean! Remind students that, in the story, Zak's feet were clean. Direct
student's attention to the picture of the boy and girl washing their hands. Say, It's good to be clean! Ask
students to look carefully at the numbered pictures. Then ask them to check the pictures that show clean
habits. Pair students and have them check their work with their partners.

Extension Stand up! Before class, make cards of words from the story (ice cream, hands, feet, body, head,
clean). Divide the class into six groups and give each group one of the word cards. Tell students that when they
hear their word their groups should stand up. Play the story audio or read the story.

Home-School link: Read the directive with the class: Wash your hands before dinner. Show your family. Ask
students to do this at home.
Lesson 22
Time 40 – 60 minutes
Lesson aims
To identify more parts of the body
Target language fingers, toes, shoulders, neck, knee, elbow clean dirty

Warm-up Play the chant on page 45 again (CD track B:05) to review body vocabulary. Pre-teach the words
clean and dirty. On the board, draw simple pictures of a child's clean face next to a dirty face. Point to the first
face and say, He has a clean face. Then point to the second face and say, He has a dirty face. Ask students to
look again at the story on page 48. Direct their attention to the second frame. Ask, Are Millie's hands clean?
Prompt students to answer, No.

number. Then say. Write Wash your hands. on the board. Act out washing your hands under a faucet. Say,
Wash your hands. Be clean. Invite students to role-play with you. Direct students' attention to the photos and
ask questions about them. Ask, Are his hands clean? Is his face dirty? Play the audio. Ask students to listen as
they look at the photos. Play the audio again. Ask students to listen and number the photos.

Look and circle or write. Direct students' attention to numbers 1, 2, and 3. Have students look at the pictures
as you read the phrases and sentences below them. Ask students to circle the phrases or sentences that
describe the pictures. Have students look at numbers 4 and 5. Tell them to trace the words below the pictures.
Pair students and have partners share their work with each other.

Extension Drawing dictation Pass out sheets of paper and ask students to take out their colored pencils or
crayons. Do a drawing dictation with the words clean and dirty. Ask students to listen to you and then to draw
what they hear. Say, e.g., I have clean hands. Pair students and have them check their work with their partners.
Fill in the body part.

Before class, prepare a handout sheet with these partial words:

f _ _ t, _ egs, h _ _ ds, rms, k _ e b _ , e k.

Pair students and hand out one sheet per pair. Have students write in the missing letters and then draw what
they wrote.

Mini-project: Have students draw pictures showing clean habits, such as brushing teeth or taking a shower.
Display the pictures in a classroom poster.

Listen. Have students open their books. Play the audio a couple of times to introduce the new letter-sounds.

Listen, point, and say. Explain to students that even though ck is two letters, it is one sound and it comes at the
end of a word. Elicit the other letters that make the same sound (c and k). Play the audio, pausing after each
letter-sound to allow students to do the activity. Repeat several times.

Listen and blend the sounds First, do this activity as a whole group. Blend the eight sample words in a different
order to the one in the book, one by one, by writing them up on the board. Model the blending yourself. Play
the audio. Now have students turn to their books and do the same blending activity in pairs. Walk around the
room and offer help as needed. Then play the audio again and have students check with their partners.

Underline the ck, e, and k sounds. Read the words aloud. Ask students to close their books. Write one of the
sample words on the board. Select a student to read the word out. Select another student to come and
underline the target letter-sound in that word. Now have students open their books. Ask them to find and read
the same word on the page and underline the letter-sound. Continue with the other sample words. Have
students check with partners.

Extension Build a wall Play a game to practice spelling CVC words. Put all the introduced letter cards on one
side of the board. Then draw three bricks in a row toward the bottom of the other side. Say a sample word
e.g., ten and then sound it out, t-e-n. Ask a student to find the t card and put it into the first brick, then e and
then. Now write the letters into the spaces and put the cards back. Draw the next row of bricks and do the
procedure again. Continue building the wall with more CVC words until you reach the top of the board.
Challenge the students to read all the words in the wall from top to bottom.

Lesson 23
Time 40 – 60 minutes
Lesson aims
To review unit language with a game
Materials Picture Cards 58-69, bag or small box, drawing paper, crayons or colored pencils

Warm-upDisplay Picture Cards 58-69 and review body vocabulary. Do TPR to review actions of this unit. Say,
Touch your (arm). Wiggle your (toes). Ask, How many (hands) do you have? Do you Listen.

Then play Direct students' attention to the board game and ask questions about the pictures in it. Ask, Who's
this? What's this? Who has (clean feet)? Who has (two heads)? Pair students. Explain the game to the class.
Students use a die and move along the board from top left to bottom right. When a student lands on a square,
he/she looks at the picture and makes a sentence about it, e.g., I have (dirty hands). If the sentence s correct,
he/she gets a point. If the sentence is wrong, the student loses his/her turn. Walk around the classroom and
help students who may be having difficulty creating these sentences. Play the audio to model the language.
Pair students again and have them play the game with new partners.

Listen and move. Play the audio and have students listen to the actions. Play the audio again and have students
do the actions with you. Repeat until students are confident with the routine. Challenge students to be the
leader and call out the actions for the rest of the class.

Extension Body call-out Put the body parts Picture Cards (58-69) in a bag or small box. Have students sit in a
small circle. As they pass the bag or box around, shout, Stop! The student holding the bag or box takes out a
Picture Card and says the part of the body on the card. As a challenge, invite the student to do and say an
action related to the Picture Card. For example, if he/she chose the hands card, he/she could say, Clap your
hands.

Listen and number. Then write and match. Direct students attention to the girl in the photo and the twelve
boxes surrounding her. Play the audio and have students listen. Play the audio again and ask students to
number. Have students look again at the girl in the photo. Ask students to trace the words and write the
numbers, which should match the numbers in the boxes around the girl. Walk around the class and help
students as needed. Pair students and have them check their work with their partners.

Extension What is it. Divide the class into small groups of four or five and ask them to sit in circles. Pass out
drawing paper and ask students to take out their colored pencils or crayons. Have them draw a body part on
their papers. Model the activity. Turn to one student and ask, What is it? Prompt the student to answer, It's a
(hand), depending on what he/she drew. Be sure every student has an opportunity to ask and answer in
his/her group.

Lesson 24
Time 40 – 60 minutes
Lesson aims
To describe animals using adjectives To practice pet vocabulary with a song
Target language big, small, tall, short, long, thin, fat, young, old
Materials paper, crayons or colored pencils

Warm-up Sing the song (CD track B:37) from page 58. Then point to the pictures in the Student Book and ask
questions, e.g., What does the boy have? Is it big/ small? Say, e.g., He has a big dog. She has a small cat. Ask
students to point to the children with their animals in the picture. Show a photo of your pet (or a photo from a
magazine) and say, e.g., I have a (cat). It's an orange cat. It's very big. Invite students who have pets to talk
about them to the class.

Listen to the story. Direct students' attention to the story and ask questions about the characters and the
scene: What can you see in the pictures? Rita is on the telephone. Pre-teach telephone using mime. Pre-teach
baby and the words hot and cold. Pretend you're shivering and say, I'm cold. Now pretend it's very hot and
you're fanning yourself. Say, I'm hot. Invite students to the front of the class to mime hot and cold. They may
mime being hot or cold or perhaps eating or drinking something hot or cold. Ask about the man in the white
coat. Who's this? Remind students of the word vet. Ask about the other pets they can see in the story. Play the
audio and have students listen to the story as they follow along in their books. Play the audio again. Check
students' understanding of the story by asking questions and pointing to the pictures. Ask, How old is Waldo?
(He's a baby.) Ask, Is he cold? Prompt students to reply, Yes. Mime the vet spooning medicine into Waldo's
mouth. Say, This is hot. Mime hot. Play the audio again and ask different groups of students to read along the
parts of Rita and the vet, while you read Waldo.

Extension Story Vet Ask a student to read the story with you. The student should take the role of the vet. You
read the role of Rita. The other students in the class should listen to the story with their books closed. As you
read the story, make a few intentional mistakes. Say e.g., No, I don't. I have a cat. in Frame 1. Ask students to
put up their hands when they hear a mistake and correct it, e.g., No, I don't. I have a dragon. Encourage
students to remember the exact phrase used in the story.

Look and number. Tell students to look at the pictures. Discuss each picture: dragon oil medicine, Waldo feeling
better, Waldo cold, Waldo taking medicine, Rita taking Waldo to the vet. Put students in pairs on small groups,
and ask them to put the pictures in the correct sequence by numbering the boxes. Have students check their
answers against the story.

Role-play the story. Divide students into groups, making sure there are the same number of students in each
group as there are characters in the story. Give each group a set of Story Cards and have students place them
in order. Have students in groups of eight role-play the story. Ask five of the students to mime the parts of Rita,
the vet, Waldo and the two visitors to the Pet Vet's office. Have the other three students act as "voices" to tell
the story while the others mime. The "voices" can put on funny voices to make the story as comic as possible.
Have students continue the story another frame or two. Students could act out what Waldo does next or act
out the two other pets coming in to see the vet. Help them with language as necessary.
Look and stick. Read the value, Take care of your pets. Direct students' attention to the pictures of the pets'
homes. Point to each one and ask, e.g., What's here? (A dog.) Ask and have students answer about each home.
Then ask students to stick their stickers in the correct places on the pictures. Ask students in pairs to choose a
pet from one of the pictures. Their partner should ask questions to find the pet. Student 1 asks, e.g., Do you
have a fish? Student 2 answers, e.g., No, I don't.

Extension Play a game Give each pair of students a copy of Activity Sheet 10 and a die. Read through all the
questions/sentences with students, but don't give them the answers. Pre-teach Go forward one space. and Go
backward one space. Have students work their way across the board taking turns according to the throw of the
die. Move around the class listening to language and checking students can answer the questions and make
the sentences.

Home-School link: Read the directive with the class: Choose and draw a pet. Show your family. Ask students to
do this at home.

Lesson 25
Time 40 – 60 minutes
Lesson aims
To integrate cross-curricular content (science) into English class To develop cross-curricular content through a
short project
Additional language chick, kitten, puppy, goose
Materials Picture Cards (70-78), pictures of a chick, kitten and puppy, pictures showing the life stages of frogs

Warm up Start by listening again to the story (CD track B:42) on page 60. Remind students of the story and ask
questions about the pictures. Review the words baby, hot, and cold. Use the Picture Cards (70-78) to review
the names of animals. Choose several cards and stick them on the board. Then write the matching words next
to them, leaving out a letter in each word. Ask students to complete the words

Listen and point. Then match and say. Ask students if they know what the babies of cats, dogs, and birds are
called. Stick the dog, cat and parrot Picture Cards on the board. Show a picture of a puppy and say, e.g., This is
a puppy. Stick the picture below the dog Picture Card and say, e.g., The dog has a puppy. Continue with kitten
and chick.Have students listen to the audio.Have students listen again and match the photos. Then point to the
cat and ask, What does the cat have? Prompt students to answer, a kitten. Do the same with bird and dog.

Listen and number. Then say. Ask students what they know about the life cycle of a bird. Ask questions about
the pictures, e.g., What's this? (It's an egg, a goose, a chick.) What color is it? Is it big or small? Play the audio.
Play the audio again. Have students number the photos in the order they hear. Check the answers with
students.

Extension Egg to Frog Teach students about the life cycles of frogs. Bring pictures to class showing the life
stages of a frog. Teach the word tadpole. Explain it's what comes out of a frog's egg. Describe the tadpole's
appearance, e.g., It's small and black. Wiggle! Wiggle! Ask students what color the frog is. What can it do?
(Jump!) Give groups of students a complete set of life stage pictures for frogs. Groups have to put them in the
right order, from baby to adult.

Mini—project: Have students make a photo album comprising photos of themselves and their parents. Display
them in class.
Listen. students open their books. Play the audio a couple of times.

Listen, point, and say. Play the audio, pausing after each letter-sound to allow students to do the activity.
Repeat several times.

Listen and blend the sounds. Write a word on the board. Underline each phonem in the word, e.g., red as you
sound it out, r-e-d. Now have the students whisper the word to the person next to them. Ask for a volunteer to
say the word and encourage the students to cheer if they got it right. As a group, chorus the sounding out and
word one more time, r-e-d red. Now repeat with the rest of the words. With books closed, write hot on the
board. Sound out h and select a student to come and underline the grapheme h in that word. Then select
another student to read the word out. Now have students open their books to find the same word on the
page, then underline the grapheme and read the word aloud. Do the same with the other sample words.

Extension Telephone Line Play a game to practice spelling the sample words. Form students into lines of about
four. Sound out one of the sample words by whispering into the first person's ear, e.g., c-u-p. Have students
pass this along the line in the same way to the last person. This student should go to the board and write the
word cup. Now put the word card on the board so the teams can compare it with what they wrote. Play until
everyone has had a go at being the last person.

Lesson 26
Time 40 – 60 minutes
Lesson aims
To review unit language with a game
Materials Picture Cards 50-57; 70-87

Warm-up Tell students they are going to review occupations. Hold up a Picture Card of e.g., a pilot. Ask, e.g., Is
he a vet? Elicit, No, he isn't. He's a pilot. Do a drawing dictation. Divide the class into two teams and call a
student from each team to the board. Show both students the same occupation Picture Card and have them
draw a picture of the occupation. The first team to correctly guess the occupation wins five points. Call two
new students to the board and repeat with another Picture Card. Practice animal vocabulary. Give Picture
Cards 70-78 (Nature) to children. Each one holds up his/her card. Say, e.g., He has a (parrot). Students name
the child holding the parrot Picture Card. Then play as a team game, with other students making a sentence
about each child with a card.

Listen. Then play. Point to various animals on the page and ask, e.g., What's this? Is it a cat/kitten? Tell
students they have to help Rita and Zak find their way out of the maze and "collect" animals along the way.
They may play individually or in pairs. Explain that they have to trace each character's route through the maze
and say the name of any animals they find. Students may wish to draw their route with a pencil or follow it
with their finger. Students then tick the appropriate boxes in the grid under the game and make sentences
about each character, e.g., She has a rabbit. It's brown. Play the audio to model the language.

Listen and do. Play the audio and have students listen to the actions. Pre-teach how animal noises are said in
English. Play the recording of the animal noises. Ask students the animal names, e.g., What says Miaow! (A
cat.) Play the audio again and have students mime the animal.

Extension Touch the Card Prepare a number of Picture Cards (about 25 cards) to review vocabulary you wish
the students to practice. Put them on the table and spread them out. Say a vocabulary item and have students
race to touch the corresponding word. The first student to touch the word gets to keep the card. The student
with the most cards at the end of the game wins.

Listen and check Have students look at the pictures. Ask students to identify the animals they see there. Point
and ask, What's this? (It's a frog.) What's this? (It's a hamster.) Students continue the activity, asking and
answering in pairs about all the pictures.

Extension My pet shop Students pretend they own their own pet shop. Students draw the animals in their
shops. They share their drawings with a partner and say, e.g., I have (four) cats. I have (six) turtles. etc.
Students can label their drawings with the animal names. Have individual students present their pet shop to
the class. Have students listen to the audio as they look at the pictures.

Unit wrap-up I can: Read the two statements with students and invite students to check the boxes. Say, Good
job! Then walk around the class and initial the page.

Tests: You may wish to give Unit 5 Test (see page 208) at this time. Students can now go online on Family
Island.

Lesson 27
Time 40 – 60 minutes
Lesson aims
To listen to information To identify rooms in a house and household objects
Target language house, living room, kitchen, bedroom, bathroom, dining room, window, door
Materials Picture Cards 88-95, slips of paper

Warm-up Walk a round the classroom and ask students general questions from the previous units, e.g., What's
your name? How old are you? Pick up a classroom object, e.g., a pencil, and ask, e.g., What's this? What color
is it?

Listen. Ask students to name the characters and briefly review the family relationships, e.g., mom, dad,
brother, sister. Hold up the house Picture Card and say, This is a house. Use the main illustration to point to
various items and ask questions, e.g., Who's this?(Rita.) What's this? (A window.) Then consolidate the new
vocabulary house, bedroom, kitchen, living room, bathroom, door and window by pointing to the pictures on
the page and having students say the words.Play the audio and have students listen. Play the audio again and
have students speak along with the audio. Then attach the Picture Cards (door, window, living room, bedroom,
kitchen, bathroom) to your house outline on the board. Let students fill in the missing words as you introduce
your house, pointing to the rooms or objects in turn. Say, This is my .... (let students say, house). This is the ....
(let students say, kitchen) and so on, for the rest of the house.

Listen and say. Students look at the pictures at the bottom of the page and identify the following: door,
window, bedroom, bathroom, kitchen, living room, house. Play the audio. Students point at the items as they
hear them. Play the audio again and have students repeat each item

Listen and number. Ask students to look at the pictures of Zak's family again. Play the audio and have students
listen first for the names of the rooms and objects. Play the audio again and have students write the numbers
in the boxes for the rooms and objects they hear. Ask students to check their answers in pairs.

Extension Hide from the Monster Write the words for four rooms on cards or slips of paper and stick them on
the walls in different parts of the classroom. Put the Picture Cards (matching the four rooms) in a bag. Choose
one student to be the monster. Divide the class into four groups and have each group hide from the monster in
one of the "rooms", while you and the monster count to 10. The monster then takes a Picture Card from the
bag and visits that room. Everyone in that room loses one life (out of five). The winner is the group with the
most "lives" left.

Listen and chant.Ask students to point to each of Zak's family members. Say, e.g., Point to Dad. Have students
mime the activities that the family members are doing. Teach the word bed by pointing to the bed where Zak
and Waldo are sleeping.

Play the audio and have students listen. Have students point to the people in Zak's house as they are
mentioned. Ask them to listen again and say the chant, one group asking the questions, e.g., Where's my
mom? and the other group saying the answers, e.g., She's in the living room.

Listen and write ✓ or X. Then say. Play the audio and have students listen. Where's Waldo? He's in the kitchen.
Where's Waldo? He's in the living room. Where's Waldo? He's in the bedroom. 4' Where's Waldo? He's in the
bathroom. Play the audio and have students write ✓ or x in the box below each picture according to whether
the answer on the recording is true or not. Check the answers. Have students ask and answer about each
picture in pairs using, Where's Waldo? He's in the (bathroom).

Extension Where are they? Cut out enough characters and sentences from Activity Sheet 11 so that every
student has either a picture or a matching question. Ask students holding the questions to try and find the
answers by asking other students their question as they walk around the class. If a student doesn't know,
he/she can say, I don't know. Continue until all the students have found their matching pictures and then ask
them questions, e.g., Where's Mr. Voom? (He's in the dining room.)

Lesson 28
Time 40 – 60 minutes
Lesson aims
To identify household objects To practice locations with the preposition in using a song To use household
vocabulary
Target language bed, stove, refrigerator, TV, sofa, lamp, tub, sink
Materials Picture Cards 1-4; 16-22; 58-69; 70-78; 88-95, mouse puppet

Warm-up Put students into three teams. Place a selection of the Picture Cards across the board (70-78, 88-95).
Have students line up in three rows and face the front. Go to the back of the room. Ask the last student in each
row to turn to you. Silently say the name of one of the Picture Cards (or show the word matching the Picture
Card). Have each student whisper the name to the student in front of him or her. The last student in the row,
runs to the board and taps the Picture Card as they say the name. The first student to do so correctly, gets five
points for their team. Repeat the activity until each student has had a turn at touching the board.

Listen and say. Hold up the Picture Cards (bed, stove, refrigerator, TV, sofa, lamp, tub, sink) one by one and say
the names. Ask students to repeat after you. Ask, What's cold? (refrigerator) What's hot? (stove/lamp) What's
pink? (sofa) What's long? (Bed.) Play the audio and have students point in their books as they hear the
vocabulary. Play the audio again and have students repeat after the audio. Use the Picture Cards one by one
and ask, e.g., What's this? (stove), etc.

Listen and write. Then sing and act. Before class, draw a house with a garden and a path leading to a small
shed. Also draw a bath in the bathroom and a bed in the bedroom of the house. Now draw a mouse (or use a
mouse puppet) which you can move around the house and attach to different places as needed. Start with the
mouse in the garden. Point and ask students questions about the pictures to recycle known vocabulary. What's
this? (house, mouse, chair, flower, bed, bedroom, bathroom, etc). Is it (big/ small)? Pre-teach hippo and ask
why students think the hippo is standing on a chair (mime scared). Say, e.g., It's scared of the mouse. Show
students your prepared picture of a house and garden. Teach the words garden, shed, shrub, path and tub by
pointing to the words, saying them several times while students repeat. Also remind students of the word bed.
Point to the mouse in the garden. Ask, Where's the mouse? (It's in the garden.) Now move the mouse into the
bed in the bedroom and ask, Where's the mouse? (It's in the bed.) Do the same for in the tub/shed. Continue
until students are confident with these new sentences. Play the song and have students listen. Play the song
again and have students complete the missing words. Play the karaoke version of the song for students to sing
and mime along to. Tell them to point when they hear the word "Look!" and mime searching for the mouse.

Extension Pass the Bag Put a mix of Picture Cards (1-4,16-22,58-69, 88-95) in a bag filled with shredded paper.
Students sit in a circle and pass the bag around while music is playing. Stop the music. The student who is
holding the bag picks out a card and identifies the picture. Play the music again and repeat.

Listen and check (✓). Then say. Ask students to tell you what they can see in the pictures. Point to the TV in
Picture la and ask, Where's the TV? Play the audio and have students listen. Play the audio again, pausing for
students to check the correct pictures. Pair students and have them ask each other about the location of the
objects in each picture. Partners can switch roles so they both practice asking and answering.

Listen and stick. Then play. Ask students about the pictures. Point and ask, What's this? (a tub), What's this? (a
sink). Play the audio, allowing time for students to stick the correct sticker on the pictures. Put students in pairs
and have them play. Use the model sentences to demonstrate the activity.

Extension Draw the Word Divide the class into two teams. Two students come to the front of the class and pick
a Picture Card (96-103). The students then have to draw the vocabulary item on the board while their team
tries to guess what the word is. Whichever team guesses correctly first, wins a point, and the turn moves to
the next members of each team and a new picture card.

Lesson 29
Time 40 – 60 minutes
Lesson aims
To consolidate target language in a story
1 Additional language This is my bedroom. Hi! Come in. cool
Materials Picture Cards 28-34; 43-49, Activity Sheet 12

Warm-up Hide several different classroom objects around the room, or use Picture Cards 28-34. Then divide
students into two teams and have them find the objects. Be sure to tell students beforehand what objects to
look for. Afterward, each team shows its objects to the class and names each object. The teams get 2 points for
each object they find. They get 5 points for each object they name correctly. Review family vocabulary with
Picture Cards 43-49. Ask students to tell you the people in Zak's family.

Listen to the story.Look at the story pictures and talk about the characters and where they are. Ask some
questions about the pictures, Who's this? (Mr. Voom.) What color is the chair? (Purple.) Where is Zak? (In the
kitchen.), etc. Ask students to briefly tell you what they think happens in the story (Millie comes to visit Rita).
Ask, Are Millie and Rita friends? (Yes, they are.)nPre-teach cool and Hi! Come in. Point at a student's backpack
and say, That's a cool backpack. Explain that cool means something attractive/nice. Mime opening your front
door and greeting a friend, saying Hi! Come in. Play the audio and have students listen to the story as they
follow along in their books. Check students' understanding of the story by asking questions: Is Waldo in the
kitchen? (No, he's in the bathroom.) Is Vava's mom in the bedroom? (No, she's in the kitchen.) Play each line of
the audio one by one, stopping after each. Encourage students to repeat the words of each character.

Extension Silly Sentences Put students in small groups. Ask them to use words they know to make silly
sentences. Model the activity by saying a few silly sentences yourself, e.g., There's a hamster on my foot. Ask
groups to tell you their sentence and write them on the board. Ask the class which they like best. What's in my
bedroom? Divide students into small groups. Give each group a copy of Activity Sheet 12 and have students
color the items and cut them out. Demonstrate the game. Say, Close your eyes. Stick a few items into the
different rooms of the house. Ask, What's in my bedroom? and see if students can guess, e.g., There's a blue
door. Have students play the game in their groups. One student puts items in his/her house and the other
students have to guess. Then have them switch roles so each student has the chance to "dress" his/her house.

Look and match. Have the students tell you the names of the characters in the pictures. Then ask them to look
at the photographs and match the characters to their location. Do the first one with students. Say, e.g.,
Where's Zak? He's in the kitchen. Students check their answers in pairs.

Role-play the story. Divide students into groups, making sure there are the same number of students in each
group as there are characters in the story. Give each group a set of Story Cards and have students place them
in order. Divide students into seven groups and give each group a character, either Rita, Zak, Millie, Mrs. Voom,
Mr. Voom, Vava or Waldo. Each group should practice its lines/mime in class. Encourage students to say the
lines from memory using prompts. Then invite a member from each group to come and role-play the story.
Repeat with new sets of students and, if possible, give every student the opportunity to participate.

Look and stick. Read the value, Be neat! Direct students' attention to the picture of the two rooms. Talk about
the differences between the two rooms. Ask about what's on the floor and what's on the bed. Have students
tell you which picture shows neat and tidy. Say, It's good to be neat. Have students find the stickers in the back
of the book and stick them onto the correct places.

Extension Hot Potato Use a bean bag or a stuffed animal as a "hot potato." Students sit or stand in a circle and
pass the "hot potato" around while music is playing. Suddenly stop the music. When the music stops, the
student left holding the "hot potato" has to answer a question about the story to stay in the game. Ask
questions like Who's this? (Millie.) Who is her friend? (Rita.) Who is Mr. Voom? (Zak's father.) What is in Rita's
bedroom? (A cool bed.) etc.

Home-School link: Read the directive with the class: Clean your bedroom. Show your family. Ask students to do
this at home.

Lesson 30
Time 40 – 60 minutes
Lesson aims
To integrate cross-curricular content (social science) into English class
To develop cross-curricular content through a short project
Additional language store, library, playground, cafe, zoo, garden It's a playground.
Materials pictures (store, library, playground, cafe, zoo, garden)
Starting the lesson Play a version of Simon Says. Clear a space for students to stand up. Have students follow
the directions that Millie says, e.g., Millie says touch your nose (students touch their nose). Say, Millie says
touch your head (students touch their head). Say, Millie says stand up (students stand up). Say, Sit down!
(students shouldn't sit down because Millie didn't say sit down). Those that do the wrong action are out.
Continue until there is one student left. Demonstrate the prepositions in, on, under using objects on your desk.
Ask students, e.g., Where's the book?

Listen and number. Then say. Pre-teach store, library, playground, cafe, zoo and garden by using your own
photos of local places familiar to students and miming what you can do in each place, e.g., mime drinking a
cup of tea/reading a book/paying for something/petting animals. Point to the photos at the top of the page
and ask, Where's the (store)? Students find the store. Repeat with the other places featured. Have students
listen to the audio and point in their books. Play the audio again and ask students to listen as they look at the
photos and write the numbers in the boxes. Get students in groups to act out one of the places and see if the
others can guess what it is.

Listen and match Look at the photos and ask students to say what the places are. Then they look at the
pictures of the children. Ask questions such as, Who has books? Where is he? Is he in a library? (Yes, he's in a
library) Ask students to guess where they think each child is. Then have students listen to the audio and draw
lines to match.

Extension Memory Chain This game requires students to listen and repeat what the previous student said and
add on another sentence. For example, the first student says a sentence to the student next to him or her, e.g.,
I'm in the bedroom. The second student then says, He's/She's in the bedroom. I'm in the bathroom. The third
student then says three sentences, He's/She's in the bedroom. He/She's in the bathroom. I'm in the garden.
Continue until students have said all the locations. Allow students to help each other remember. Mini-project:
Ask students to draw a picture of themselves in their favourite place. Help them label their pictures then make
a display on the wall. Talk about places students have drawn.

Listen. Explain to students that when f and /come at the end of a word the letters are doubled to ff and // but
the sound is the same. Have students open their books. Play the audio a couple of times

Listen, point, and say. Play the audio, pausing after each letter-sound to allow students to do the activity.
Repeat several times.

Listen and blend the sounds Stay silent. Show the group the first letter card for a CVC word, e.g., bell, and elicit
the phoneme b. Place it on the board. Now repeat this for e and for IL Now tap your finger under each card to
prompt the students to blend the letter-sounds. Finally make a 'What is it?' gesture to elicit the word and then
look delighted when they get it. Now repeat with the rest of the words.

Underline f, ff, 1, g, and IL Read the words aloud. Have students work individually. First they should hide the
illustrations with a ruler or notebook. Once they have underlined the graphemes and read the line of words
aloud, they can reveal the illustrations. Continue with the second line. Follow up as a whole group asking for
volunteers to read the words aloud.

Extension Fingers Play a game to practice spelling the sample words. Say a word, e.g., off, and sound out o-ff,
holding up two fingers for each sound in the word. Have the students use their fingers to sound out the word.
As they do so, write the word on the board. Now do the same with other VC and CVC words, but this time have
the students write the words themselves on a piece of paper. At the end, put the word cards on the board so
students can check their work in pairs.
Lesson 31
Time 40 – 60 minutes
Lesson aims
To review the unit language with a game
Materials Picture Cards 50-57; 70-78; 88-103

Warm-up Divide the class into teams. Have a team member from each team come up to the board. Face the
team members at the board and show them a Picture Card (Pets, Occupations, Classroom objects). Make sure
the class cannot see the card. Have the students begin to draw the item. The first team that guesses the item
correctly wins a point. Repeat with other team members. Put the Picture Cards 88-103 on one side of the
board and write the matching words in a jumbled up column on the other side of the board. Call students to
the board to match a picture of their choice with the corresponding word.

Listen. Then check (✓) and say. Direct students' attention to the picture and ask questions about the characters
in it. Point and ask about the characters below the scene, e.g., Who's this? (Zak.) Who's this? (Mrs. Voom) etc.
Explain the game to the class. Students play in pairs, taking turns to ask about each character. As they ask
about the characters they should check the boxes. Play the audio to model the language. When students have
completed the activity, ask individual students, Where's Vava? Where's Mr. Voom? Where's Millie? etc. to
check their understanding. You can also ask questions about the animals, Where's the dog? (In the
playground.) Where's the rabbit? (In the playground.) Where's the bird? (In the tree.) Where's Waldo? (In the
playground.)

Listen and act Play the audio and have students listen. Ask students what places they hear mentioned and
write them on the board. Play the audio again. Pause the audio and have students mime the location by doing
actions connected with the places, e.g., reading in the library.

Extension Picture Tic-Tac-Toe Put students into 4-5 teams. Place nine Picture Cards that students have learned
face down on a table in the form of a Tic-Tac-Toe board (a 3 x 3 grid). The teams take turns turning over a card
and naming the picture. If students are right, the card remains face up. If not, the card is turned face down
again. The first team to identify three cards in a row wins. Repeat the activity with nine more Picture Cards.

Look and write. Have students look at the pictures. Ask students the names of the rooms and household
objects they see in each picture. Point at 1 and ask, What's this? (Bathroom.) Point to 4 and ask, What's this?
(Tub.) Ask students to write the words of the objects and rooms they see. Check spellings by having a few
students write their answers on the board.

Listen and draw. Ask students what they see in the pictures. Point and say, What's this? (A desk.) What's this?
(A chair.) What's this? (A table.) Have them listen to the audio, allowing time between each sentence for them
to draw the items. Play the audio again and have students check their work. Extend the activity by asking them
to color the items according to your instructions, e.g., Color the books blue. Color the desk brown. Color the
puppies black, etc.

Extension Find Your Match Divide students into two teams. Write the unit target vocabulary on slips of paper.
Students in one team each get a word. Cover the words on Picture Cards 88-103 with pieces of paper. Give
each student in the other team a card. Students mingle to find their matching word or card. Remind students
with the word cards to call out the words written on their cards. Afterward, swap the items and repeat the
activity.

Unit wrap-up I can: Read the two statements with students and invite students to check the boxes. Say, Good
job! Then walk around the class and initial the page.
Tests: You may wish to give Unit 6 Test (see page 211) at this time.

Lesson 32
Time 40 – 60 minutes
Lesson aims
To listen to a conversation To talk about food
Target language fruit, cheese, bread, meat, vegetables, milk, juice, coffee, soda, yogurt
Materials Picture Cards 1-27; 43-49; 58-69; 104-113, a bean bag or a stuffed animal

Warm-up Use a bean bag or a stuffed animal as a "hot potato". Students sit or stand in a circle and pass the
"hot potato" around while music is playing. Suddenly stop the music. When the music stops, the student left
holding the "hot potato" has to identify a Picture Card to stay in the game. Choose from Picture Cards 1-69.

Listen. Hold up Picture Cards 104-113 one by one. Ask students to repeat after you: fruit, cheese, bread, meat,
vegetables, milk, juice, coffee, soda, yogurt. Have students find them on the page and point to them. Ask
questions about the scene. Point to Mom and ask, What does she have? (Meat.) Point to Dad and ask, What
does he have? (Vegetables.) Do the same for the other characters in the book. Also use the picture to review
any other vocabulary such as colors, etc. Ask, What color is the cheese? What color is the bread? Ask students
to look at the scene in their books and listen as you play the audio. Play the audio again and have students
listen. Ask students what food each character likes. Ask, Who likes meat? (Mom.) Who likes fruit and yogurt?
(Zak.) Who likes milk? (Vava and Waldo.) etc.

Listen and say. Play the recording and have students speak along to the audio. Put students in pairs. Using the
pictures in Activity 2, each student must think of something he/she would like to eat, which his/her partner
must guess. Have students ask questions, e.g., Is it hot? Is it yellow? Is it bread? etc. The partner can answer
with yes/no. When the partner discovers the answer, pairs switch roles

Listen and number. Play the audio and have students listen first. Play the audio again. Have students number
the boxes according to the food they hear. Invite students to give their answers to the class.

Extension Balloon Game Divide students into small teams. Each team forms a circle and the students hold
hands. Give each team a balloon. As a team they have to keep the balloon in the air, but when it touches a part
of someone's body they have to shout out an English word, either a food or household object.

Listen and chant. Play the chant about food. Ask them to tell you what food items they hear on the chant. Play
the chant a few times. I like fruit and yogurt. I don't like meat and cheese. I like bread and milk and juice. Can I
have some, please? I like fruit and vegetables. I don't like coffee and cheese. I like meat and milk and juice. Can
I have some, please?

Listen and match. Then ask and answer. Have students listen to the audio and draw a line to the foods which
Waldo and Vava want. Have students check their answers in pairs.

Extension Like/Don't like? Have students walk interview each other about food. Student A simply says, e.g.,
Bread? Student B replies either I like bread or I don't like bread. In turn, Student B asks Student A. Students
then move on to interview other students. Continue the activity for about ten minutes.
Lesson 33
Time 40 – 60 minutes
Lesson aims
To identify food items To practice foods and say. with a song
Target language
tea, water, chocolate, honey, jello, salad, ice cream, cake
Materials Picture Cards 70-78; 114-121, Activity Sheet 13, die

Warm-up Review parts of the body vocabulary by playing a sentence chain game. For example, one student
says, This is my eye. and the next student says This is my ear. Students continue to say sentences about their
body parts without pausing. Those who pause too long are out. Ask a student to drill the class on animals by
holding up Picture Cards 70-78, one by one, at the front of the class, as students call out the name of the
animal. Reverse the procedure and allow students to call out an animal and the student at the front to find and
hold up the matching card.

Listen and say. Introduce the new words with the Picture Cards. Hold them up one by one and ask students to
repeat the words after you. Then ask students to look in their books and point at the words as you say them.
Play the audio and have students say the words after the audio. Point to individual pictures and ask student to
tell you the food name.

Listen and write. Then sing and act. Draw a picture of a bear on the board and pre-teach bear. Ask what bears
like to eat (elicit the fact that they like sweet things and like eating people's food). Draw some bees on the
board and a pot of honey or a honeycomb. Teach the word honey and remind students of the word bees. Draw
a happy face and a sad face at the top of the board. Say Yum! I like (honey). Mime to show the meaning of like
and draw a pot of honey below the happy face. Then make a horrible face and say Ugh! I don't like (cheese).
Draw some cheese below the sad face. Alternatively, use Picture Cards 114-121. Ask individual students, Do
you like (honey)? (Yes/No.) Play the song audio and have students listen. Play the audio again and ask students
to write the missing words in the spaces. Have students check their answers with their partners. Have students
do the actions (mime eating jello and cake, etc.) as they sing the song.

Extension What food is it? Divide the class into pairs or small groups. Students choose one of the foods from
the unit and mime eating it. His/Her partner guesses which food it is. In my backpack, I want ... Put students in
pairs and give each pair a copy of Activity Sheet 13. Explain the game. Students take turns to throw the die and
travel across the board game, picking up things they want for their backpack. When they land on a picture,
they should say, In my backpack, I want (chocolate). Check students understand Move forward/back one space.
The winner is the first person to reach the finish. Students switch partners and play the game again.

Listen and write ✓ or X. Then ask and answer. Play the audio and have students listen. Play the audio again and
ask students to write ✓ or A', depending on whether Millie likes a food or doesn't like a food. Have students
check their answers in pairs first. Ask students to add ✓ or X to their chart in the Student's Book, depending on
if they like the foods in the box. Pair students and have them ask and answer about the foods, recording the
results in the box.

Listen and guess. Then play. Play the audio and have students listen. Stop the audio after Who am I? and ask
students to guess the animals' identity. Then play the audio so students can check if they were right.

Extension Food Bingo Write a list of the foods and drinks from this unit on the board. Students choose four of
the items and write or draw them on a piece of paper. Call out the words in turn and have students cross out
the words/ pictures they have drawn as you say them. The first student to cross out all of his/her
words/pictures wins

Lesson 34
Time 40 – 60 minutes
Lesson aims
To consolidate target language in a story
Additional language Let's go home. Hooray!
Materials Picture Cards 104-121, Activity Sheet 14, crayons or colored pencils

Warm-up Put Picture Cards 104-121 in a pile. Choose a random card and say, Dike (cheese). Students who like
cheese clap their hands and repeat the sentence. Continue with the other foods Play the song on page 80 (CD
track C:11). Have students sing along and put their hands up when they hear a food word..

Extension What's next? Divide the class into groups. Students decide what happens after the last frame of the
story. Give each group a piece of paper and ask them to draw a final frame for the story. Invite the groups to
the front of the class to share their drawings with the class. Find what I don't like. Make copies of Activity
Sheet 14 so that every student has a picture card. Explain to students that they shouldn't show their card to
anyone, but look at it, then put it their pocket. Then pair students (for example boy and girl, by same first letter
of name, by same color of pants, etc.) Tell students the aim of the game is to discover what their partner
doesn't like. They can ask using the question, Do you like (chocolate)? The answering student must reply, Yes,
unless he/she is asked about the picture on his/her card, in which case he/ she is "discovered" and the answer
is "No, I don't." Then pairs switch roles. Have students change partners and play again.

Look and circle the food they like. Have students work in pairs. They should look at each character and based
on the story so far, decide which items of food the characters like. Check students' answers. Ask, e.g., What
does Zak like? (Cake, fruit.)

Role-play the story. Divide students into groups, making sure there are the same number of students in each
group as there are characters in the story. Give each group a set of Story Cards and have students place them
in order. Divide students into groups and have them role-play the story. When you say, Change, they should
change character and role-play a new character. Rotate through the characters giving students the chance to
play each one. Read the value, Be polite. Ask students how they can be polite. Have them mime asking for
juice or cake. Remind them to say please and thank you. Have students look at the pictures in their books.
Point and ask what's happening in each picture (she's saying hello, it's his birthday, she wants milk, she's sorry
for dropping the pens). Ask students to listen as they look at the pictures and point to the one they hear. Play
the audio again. Ask students to listen and number the boxes.

Extension Clapping Game Draw a large happy face on one side of the board and a large sad face on the other
side. Now choose a food Picture Card, (e.g., bread), and stick it next to the happy face. Now say, I don't like
chocolate. I like bread. Students clap when you say a sentence that relates to the information on the board
(Dike bread). Continue saying sentences. Home-School link: Read the directive with the class: Help a friend.
Draw a picture and show your family. Ask students to do this at home.
Lesson 35
Time 40 – 60 minutes
Lesson aims
To integrate cross-curricular content (social science) into English class To develop cross-curricular content
through a short project
Additional language It's good for me. It's bad for me.
Materials Picture Cards 104-121 paper, crayons or colored pencils, box and ten pens

Warm-up Review numbers. Show students a closed box with ten pens in it. Shake the box and ask, What's in
the box? and have students guess. When a student guesses correctly, open the box and count the pens. Say,
Close your eyes. Hide some pens behind your back and put the rest back in the box. Say, Open your eyes.
Shake the box and ask, How many pens? Encourage students to guess. Open the box, take out the pens and
count them with the students.

Listen and number. It's good for me. and It's bad for me. Tell students to look at the photographs of the
children and name the foods. Ask, Do you like salad? Then ask, Is salad good for you? Show thumbs up or other
appropriate gesture to convey the meaning. Now ask, Is chocolate good for me? Show thumbs down or other
gesture to show No, it's bad for me. Have students listen and number the pictures they hear. Check the
answers with students.

Check ✓(I) the foods that are good for you. Then say. Ask students to point to each photo with a partner and
say whether they like it and whether it's good for them e.g., I like/don't like (salad). It's good/bad for me.
Students can give a thumbs up/down sign as they say the words. Have students check the foods that are good
for them

Extension Let's Go Fishing Divide students into two teams. Have all students draw and cut out a selection of
paper foods. Have students attach a paper clip to their shape and stick it down with tape. Scatter the paper
shapes on the floor or put them in a box. Give each team a fishing line with a magnet, and show students a
food word. Have students catch whatever they read (e.g., cake, salad, honey), calling out the word as they
catch the food. The first student to catch the food and correctly name it, gets a point for their team. New team
members take turns fishing for what you show them.

Mini-project: Have students make a poster drawing of healthy and unhealthy food. Stick Picture Cards 104-121
on the board to remind them of the words. Students can organize their poster into two parts and draw a heart
above pictures of food which is healthy and a heart with a cross through it above pictures of food which is
unhealthy. Encourage students to write labels for their food.

Listen. Explain to students that when s comes at the end of a word the letters are doubled to ss but the sound
is the same. Have students open their books. Play the audio a couple of times.

Listen, point, and say. Play the audio, pausing after each letter-sound to allow students to do the activity.
Repeat several times.

Listen and blend the sounds. Before turning to the book, do this activity as a whole group. Blend the sample
words one by one in a different order to the one in the book, by writing them up on the board. Model the
blending yourself. Now have students turn to their books and do the same blending activity in pairs. Monitor
their progress. Then play the audio for students to check.

Underline j, ss, v, and w. Read the words aloud. Have students work individually. First they should hide the
illustrations with a ruler or notebook. Once they have underlined the graphemes and read the line of words
aloud, they can reveal the illustrations. Continue with the second line. Follow-up as a whole group asking for
volunteers to read the words aloud.

Extension Build a Wall Put all the introduced letter cards on one side of the board. Then draw three bricks in a
row toward the bottom of the other side. Say a sample word e.g., jam and then sound it out, j-a-m. Ask a
student to find the j card and put it into the first brick, then a and then m. Now write the letters into the spaces
and put the cards back. Draw the next row of bricks and do the procedure again. Continue building the wall
with more CVC words until you reach the top of the board. Challenge the students to read out all the words in
the wall from top to bottom.

Lesson 36
Time 40 – 60 minutes
Lesson aims
To review unit language with a game To find the unit's quest item
Materials Picture Cards 88-121, die and shaker, drawing paper, crayons or colored pencils

Warm-up Ask a student to come to the front of class. Divide the other students into two teams. The teams take
turns asking the chosen student questions using Do you like... ? The goal is to get the student to answer only,
Yes, I do. The team with more "yes" answers wins. The answers should be at least three words long such as
Yes, I do. Play a version of Simon Says, only this time use Waldo says. Commands can include: Waldo says, "Flap
your wings." Waldo says, "Eat cake." Waldo says, "Squeak like a mouse."(draw examples from the Student's
Book). Students have to follow the commands, but only when preceded by Waldo says. If students react to the
command when you do not start with Waldo says, they are out of the game.

Listen. Then play and draw Direct students' attention to the game board and ask questions about the pictures
on the squares. Ask, What's this? Prompt students to answer, Chocolate. Say, Look at Mrs. loom. Does she like
chocolate? Prompt students to answer, No, she doesn't like chocolate. Point to Rita. Say, What's this? (Jello.)
Does Rita like jello? (No.) Pair students. Explain the game to the class. Students use a die and move clockwise
around the game board from top left. When a student lands on a square, he/she looks at the picture and
makes a sentence about it as if he/she was the character depicted, such as Dike milk. They can draw a happy
face for like, or a sad face for don't like. Students take turns. Play the audio to model the language. Pair
students again and have them play the game with new partners.

Listen and act. Play the audio and have students listen. Play the audio again and have students do the actions
with you, pretending to be the animals. Repeat until students are confident with the sentences. Then call out
an animal name and ask students to remember the line for that animal.

Extension Match the pictures and words Hand out a selection of Picture Cards 88-121 and matching word
cards, so that each student has one word or one picture. Explain to students that they need to find the
matching picture or word to their card. When students have found their partner, ask them to line up. Ask each
pair to present heir word and picture. Then shuffle and redistribute the cards and play again.

Listen and circle. C:24 Have students look at the pictures. Ask students to identify the food in each picture.
Point and ask, What's this? (Tea.) Show students the smiley face. Say, I like tea. Show students the sad face.
Say, I don't like tea. Point at each of the foods in turn. Elicit the name of the food from students, then point at
either a sad or happy face to elicit like or don't like. Have students to listen to the audio and point at the food
they hear and the happy or sad face. Play the audio again for students to circle the answers. Pause the audio as
necessary to give students sufficient time. Pair students. Have them ask and answer about the pictures they
circled. Check the answers as a class.

Draw and write. Ask students to write sentences about their own likes and dislikes using the guides. Do a few
examples with them. Draw a happy face. Write Dike fruit. on the board. Then draw a sad face beneath. Write I
don't like bread. Ask students in pairs to read their sentences to each other. Make a tally of how many students
liked (e.g. vegetables) and count the number. Ask students to find the matching number card.

Extension Pass, Stop and Say Sit students in a circle. Make up cards with several easily confused letters on
them. Make one card for each letter. Fold each card. Play music and distribute the cards to students around the
circle and motion them to pass the cards. Stop the music. The students holding cards open them, show them
to the class, and say the letters and words that start with the letters. Students fold up their cards. Start the
music again and have students pass the cards.

Unit wrap-up I can: Read the two statements with students and invite students to check the boxes. Say, Good
job! Then walk around the class and initial the page.

Tests: You may wish to give Unit 7 Test (see page 214) at this time. Students can now go online on Family
Island.

Lesson 37
Time 40 – 60 minutes
Lesson aims
To listen to a conversation To identify emotions and feelings
Target language hungry, thirsty, tired, scared, excited
Materials Picture Cards 79-87; 122-126, flashlight

Warm-up Review adjectives that students know from previous units. Ask students to mime
tall/short/young/old/big/ small. Point at some pictures of characters in earlier units and ask Is he/she tall?

Listen. Teach the words hungry, thirsty, tired, scared and excited by miming (or using Picture Cards 122-126).
Mime each adjective and say the word. Students repeat the words several times. Then say the words and
students mime the emotions. Teach the word shadow and flashlight by creating a shadow with a flashlight or
light, if possible. Point to Waldo and ask students to find the shadow he's created with his flashlight. Ask
students to look at the scene in their books and listen as you play the audio. Play the audio again and have
students speak along to the audio. Ask, Who's tired? Who's hungry? Who's excited?

Listen and say. Play the audio and have students listen. Then have students say the words together as they
point to each picture. Students play a game in pairs. One student secretly chooses a character and mimes
him/her, while his/her partner has to guess which character it is, e.g., Rita. Students take turns miming and
guessing.

Listen and number. Ask students to look at the picture again. Play the audio and have students listen first. Play
the audio again. Have students number the boxes according to what they hear on the audio. Pair students and
have them compare their work with their partners. Invite pairs to give their answers to the class. Have them
point and say, e.g., He's hungry. She's scared.
Listen and chant. Review the names of the characters. Then play the recording of the chant and stop after the
first part of each line, e.g., He's hungry. Students point to the correct character, e.g., Zak in the scene. Continue
the recording to confirm the answer. He's hungry. Zak. She's thirsty. Rita. He's tired. Oscar. She's scared. Millie.
He's excited! Waldo. Divide the class into two halves and play the chant again. One half says the first half of
each line (She's thirsty) The other half calls out the name of the character (Rita).

Listen and number. Then say. Ask students to identify each character. Then point to the picture in the thought
bubbles and ask, e.g., What's this? (Food.) Have students listen to the audio. Play the audio again and have
students number the boxes. Students talk about the characters in pairs. Student A chooses a character secretly
and says, She's excited. Student B identifies the matching character by name —Rita. Students take turns

Extension Unscramble and Match Have students work in pairs and give each pair a copy of Activity Sheet 15.
Have students first unscramble the adjectives then cut out the pictures and sentences and match them up.
Have students write the correct sentences.

Lesson 38
Time 40 – 60 minutes
Lesson aims
To practice adjectives To practice actions with a song
Target language happy, sad, cold, hot, sick, hurt, angry, bored
Materials paper, colored pencils or crayons

Warm up Review parts of the body. Say, Show me your hands, feet, fingers, toes, arms. Challenge students to
remember an action associated with each of these parts of the body from previous units (clap, stamp, wiggle, click,
etc.) Write the actions on the board to help students remember. Review numbers 1-10 (or more, depending on the
number of students). Write ten or more pairs of numbers (i.e., two ls, two 2s, two 3s, etc.) on separate slips of paper.
Divide the class into two teams and give out one of each pair of numbers to a student in each team. Do this randomly.
Every student should have a number and every number should have a match somewhere in the class. Tell students
you will call out a number and the students with that number (and only that number) should race to the front of the
classroom. The first student to touch the board (with the correct number) wins a point for their team.

Listen and say. Play the audio and have students listen as they look at the vocabulary in their books. Play the audio again
and have students repeat the vocabulary. Have students work in pairs. Student A covers over four photos with coins or
slips of paper while his/her partner looks away. Then Student B has to remember which emotions are covered up.
Students switch roles.

Listen and stick. Then sing and act. Teach the new action turn around by demonstrating and asking students to copy you.
Now jump a few times and say, Jump up and down! Say the actions several times and have students do the actions and
say the words. Say, Click your fingers. and have students do the action. Say, Drink and eat. and have them mime. Ask
them to wiggle their toes. Say, Let's all lie down. and demonstrate the action. Then say, Roll over once. and demonstrate.
Add, Now Turn around. Play the song audio and have students listen. Play the audio again and ask students to find the
stickers for the spaces. Allow sufficient time for them to stick them on the correct spaces. Have students check their
answers with partners. Play the audio again and have students sing along and mime the actions.
Extension My Picture Students draw a picture of themselves displaying an emotion — happy, sad, excited, bored, etc. and
a thought bubble or picture explaining why. Have students present their pictures to the class, saying, I'm
happy/sad/excited. etc. Talk about why.

Listen and check (✓). Then ask and answer. Have students work in pairs, looking at the pictures and guessing what's
wrong. Have students read the adjective options aloud for each picture. Play the audio and have students listen. Play the
audio again and have students check the boxes. Then point and ask, Is he sick? Elicit, No, he isn't. He's angry. Do the
same with the other pictures. Have students practice asking and answering about the pictures in pairs.

Look and write. Then play. Ask students to look at the pictures. Point to Number 1 and ask, Is she excited? Elicit, Yes, she
is. Point to Number 2. Ask, Is he happy? (No.) Ask a student to make a question (Is he sad?) and answer it yourself Yes,
he is. Point to Number 3 and ask, Are you happy? Elicit, No, I'm not. Point to Number 4 and mime cold. Say, What can
you ask? Are .... (you cold). Answer, Yes, I am. Brrr. Have student write in the missing words. Ask several students to
write their answers on the board for class checking. Have students work in pairs asking and answering as they point to
individual pictures.

Extension Object Search Hide several Picture Cards (1-5, 16-22, 104-121) around the class. Then divide students into
two teams and have them find the cards. Be sure to tell students beforehand what to look for. Afterward, each team
shows their cards to the class and names each item on the card. The teams get 2 points for each object they find. They
get 5 points for each object they name correctly.

Lesson 39
Time 40 – 60 minutes
Lesson aims
To consolidate target language in a story
Additional language Phew! Oops!
Materials Picture Cards 43-49; 88-103, blocks, Activity Sheet 16

Warm-up Divide the class into two teams. Get a set of building blocks and give each team an equal number of
blocks. Ask a vocabulary or comprehension question using the Student Book or Picture Cards. The first team to
answer correctly gets to start building a tower with their blocks, one block at a time. The aim is to have the
highest tower at the end of the game. If the tower falls over during the game, the team has to build it again.
Have students sit in a circle. Assign each student the name of a food. You may start with only two kinds of
food, e.g., cake and milk. Stand in the middle of the circle and call out the name of one food. If you call out
cake, all students who are "cake" will get up and change places with one another. Once the class is familiar
with the game, take the place of one of the students. The student without a seat calls out the name of a food
and tries to take a seat as the others change places

Listen to the story. Look at the story and talk about the characters and where they are. Ask some questions
about the pictures. Point and ask, Who's this? (Waldo.) What color is he? (Green.) Ask, Where is Waldo now?
(In the forest.) Point to the dragon at the end of the story. Ask, Who's this? (Waldo's mom.) Ask students to
briefly tell you what they think happens in the story. Play the audio and have students listen to the story as
they follow along in their books. Point to each of the story frames one by one and ask students how Waldo is
feeling in each. Point to the first frame and ask, Is he sad? (No, he's happy.) Now say sentences about Waldo
and how he is feeling and students say the number of the relevant frame. Say, Waldo's scared. Elicit, Number
4.

Extension Picture Tic-Tac-Toe Put students into two teams. Place nine Picture Cards (43-49, 88-103) face down
on a table in the form of a Tic-Tac-Toe board (a 3x3 grid). The teams take turns turning over a card and naming
the picture. If students are correct, the card remains face up. If not, the card is turned face down again. The
first team to identify three cards in a row wins.

Puzzle Put students in pairs. Prepare sufficient copies of Activity Sheet 16 for each pair to have one copy. Then
cut out the picture of the six children. Then cut them up into 4 pieces (do this by drawing 1 vertical and 1
horizontal pencil lines across the sheet before cutting out). Give each pair of students a set of puzzle pieces
and ask them to assemble the 6 puzzles. Once the puzzles are assembled they should make a sentence about
each child, e.g., He's hot. To make this activity easier, color the Activity Sheet first and then make color
photocopies of the puzzle for students.

Look and circle. Point to each picture of Waldo and ask, Is he (tired)? (yes/no) Elicit the emotion Waldo is
feeling in each picture. Play the audio and have students number the boxes accordingly. Check students'
answers.

Role-play the story. Divide students into groups, making sure there are the same number of students in each
group as there are characters in the story. Give each group a set of Story Cards and have students place them
in order. Divide the class into four groups – one group tells the story, one group plays Waldo, one group plays
big dragon and the last group plays Waldo's mom. Play the audio while students act it out, or say the lines and
students repeat. Rotate the identity of the groups so students have a chance to speak/mime each part. Divide
students into small groups of three. Each student should mime and speak his/her part (Waldo, Waldo's mom,
Big Dragon). Encourage students to say the lines from memory using prompts. Then invite groups to come and
role-play the story in front of the class.

Look and write. Read the values, Respect feelings. Help others. Ask students to look at the pictures. Point and
ask, Are you happy? (No.) Are you scared? (No.) Are you sad? (Yes.) Point and ask about Number 2 in the same
way. Ask students what is happening in Number 3. The girl is offering to help the boy with his work. Teach the
question, Can I help you? (write it on the board). Then have students fill in the missing words in their books.
Divide the class into two groups. Have the first group say the line in the Student Book and the second group
follow up with Can I help you? (for Numbers 1 and 2). For Number 3 have them say, Yes, please. as a follow-up
answer. Discuss ways in which students can help others and respect each others' feelings.

Extension Role-play Ask students in small groups to perform a short role-play of a situation where they can
help others. They can use the language from the Student Book in Activity 13 or supply their own adjectives.
Stick the adjectives up on the board as reference. Walk round the class monitoring and offering help with
language where necessary. Have groups perform to the class.

Lesson 40
Time 40 – 60 minutes
Lesson aims
To integrate cross-curricular content (science) into English class To develop cross-curricular content through a
short project
Additional language Look at my shadow. It's a long/short shadow.
Materials Flashlight, paper, pencils, card

Warm-up Review animals. Put some scrambled animal names on the board and ask students to spell them out
correctly. Have students sit in a circle. The first student says, e.g., I'm sad. The second student says, He's/She's
sad. I'm happy. The third student says, He's/She's sad. He's/She's happy. I'm scared. etc. Students continue to
say sentences without pausing. Those who pause too long are out. If the game is played in teams, the team
loses.

Listen and number. Introduce the theme of shadows, if possible within the classroom, by asking a student to
stand with the sun behind him/her (or another light source, e.g., a flashlight or a lamp), so that a shadow is
formed. Remind students of the word shadow and talk about how shadows are formed when an object blocks
the light. If it's not possible to see shadows within the classroom, look at examples of shadows in the Student's
Book. Play the audio. Students listen and point to the photo described. Play the audio again pausing after each
line and have students repeat. Play the audio again. Ask students to listen and number the boxes.

Match. Ask students to identify each of the pictures on the left side of the page (a violin, a book, a flower, an
apple). Students match each of the items to its shadow on the right side of the page. Ask, What's this? Is it
(big)?

Extension Students make shadow puppets. Prepare a few templates of animals or people using sturdy card or
cardboard. Give each student a piece of sturdy card or cardboard. Students trace around your template and
cut out their own puppets. Students attach a rod or straw to the back of their puppets. Students hold their
puppets in front of a light source to cast a shadow on a wall or flat surface. Students can create simple
dialogues to use with their puppets, e.g., Hello, I'm (Aisha). Hello, I'm (Tom). etc.

Mini-project: Have students work in groups to make a shadow puzzle album. They can draw around each
other's shadows or the shadows of classroom objects to make shadow drawings. They will need a light source,
e.g., a flashlight and a piece of paper. Students then position a pencil in front of the light source and draw
around its shadow on a piece of paper. They can experiment with different positions and see what happens
when the light source is moved nearer/further from the object (shadow gets bigger or smaller). Have each
group draw four shadow puzzles. Then display them in the class and talk about them. Students practice saying,
It's big/ small. It's a (big) (eraser). etc.

Listen. explain to students that q and u are best friends and always stick together to make the qu sound, and
when z comes at the end of a word the letters are doubled to zz but the sound is the same.

Listen, point, and say. Play the audio, pausing after each letter-sound to allow students to do the activity.
Repeat several times.

Listen and blend the sounds. Stay silent. Show the group the first letter card for a CVC word (e.g., quick) and
elicit the phoneme qu. (These are in fact two phonemes, but for simplicity, they are treated as one here. The
same applies to x.) Place it on the board. Now repeat this for i and for ck. Now tap your finger under each card
to prompt students to blend the letter-sounds. Finally, elicit the word and then look delighted when they get it.
Now repeat with the rest of the words. Note that taxi is the only CVCV word in Level 1.Underline qu, x, y, z, and
zz. Read the words aloud. Have students work individually. First, they should hide the illustrations with a ruler
or notebook. Once they have underlined the graphemes and read the words aloud, they can reveal the
illustrations. Continue with the second line.

Extension Relay Race Play a game to practice spelling the sample words. Put the group into two teams and
have them form two lines at the back of the class. Call out a word, e.g., mess. The first students in each line
must race to the board and write the first grapheme, m, then race back and hand the pen to the next students
and go to the back of the line. The next students must race to write e and then the next students to write ss.
The team to write the word first is the winner. Continue with the rest of the words.

Lesson 41
Time 40 – 60 minutes
Lesson aims
To review unit language with a game
Materials Picture Cards 122-134, bag or small box with die, drawing paper, crayons or colored pencils

Warm-up Display a selection of Picture Cards (e.g. Parts of the Body, Numbers, Food). Tell students to look
closely and try to remember what they see. Ask them to turn around so that they cannot see the cards. Take
one card away. Tell students to look and tell you the missing item. Allow students to act out the item if they
can't remember the name. To increase the difficulty, take away two cards. This can be a team game. Make a
sticky ball with crumbled-up paper and double-sided tape. Display Picture Cards 122-134. Ask a student to
come to the front of the room and take the ball. Say one of the words and tell the student to throw the ball at
the correct picture. Repeat with other students.

Listen. Then play Explain how to play the game in pairs. Students throw a die and move a counter (or coin)
around the board. If students land on a standard square, they make a sentence about the character in that
square, e.g., It's Rita. or He's scared. Each time a player makes a correct sentence he/she puts a check in the
check box. If students land on a corner square, they go to the matching card in the middle of the board try to
name all the items in the picture within 30 seconds. The aim of the game is for students to check off all 12
main squares on the board. The winner is the player with the most checks in their color. Each time a student
lands on a corner square he/she needs to do the recycling challenge, but he/she does not need to name an
item on a standard square if it is already checked off by his/her partner. Play the audio to give students an idea
of the language they will need to play the game.

Listen and act. Play the audio and have students listen. You're excited! YA Y! YA Y! Now you're sad. BOO HOD!
You're thirsty. PANT! PANT! Now you're cold. BRR! BRR! You're hurt. OW! OW! Now you're tired. YAWN! YAWN!
You're bored. HO! HUM! Now you're hungry. YUM! YUM! Play the audio again and have students mime the
actions with you. Challenge individual students to be the leader and call out the actions for the rest of the
class, in any order they wish.

Extension Touch It Relay Place various Picture Cards along the board. Have students line up in rows and face
the front. Go to the back of the room. Ask the last student in each row to turn to you. Silently say the name of
one of the Picture Cards (or show photocopies of the Picture Cards). Have each student whisper the name to
the student in front of him or her. The last student runs to the board and taps the correct card. That student
then runs to the back. Repeat.

Listen and check (✓). Then write. Have students look at the pictures. Point and ask, Is she scared? (No, she's
thirsty.) Is she bored? (No, she's hungry.) Check that students can correctly identify the emotions/feelings in
each picture. Have students listen to the audio and point to the picture. Play the audio again for students to
check the boxes. Check the answers and then have students fill in the missing words.

Extension Secret Picture Take a Picture Card and piece of paper. Using the paper, cover up the card so that only
a small part of the picture is showing. Ask students to guess what the picture is. If students find it hard to guess
the picture, show a little more until they are finally able to guess.

Unit wrap-up I can: Read the two statements with students and invite students to check the boxes. Say, Good
job! Then walk around the class and initial the page.

Tests: You may wish to give Unit 8 Test (see page 217) at this time. Students can now go online on Family
Island.