Hello
● can say hello and goodbye,
● can sing with the group.
Hello Goodbye It’s nice to see you See you next time.
Using English consistently in your lessons is crucial for effective language learning In a monolingual class where you share the students' native language, it can serve as a helpful backup Strive to communicate primarily in English, using gestures or mimed actions to aid understanding If needed, reiterate your message in English before translating it into the mother tongue This approach helps students recognize the importance of English from the very beginning.
English should be viewed as an independent system that functions effectively like a mother tongue, rather than as a secondary alternative It is crucial to establish a set of commonly used classroom phrases that are easily understood by all students, such as "Open your book to page XX," "Look at the photo," "Repeat after me," "Listen carefully," "Thank you," and "Please."
To engage students effectively, begin by sitting at the front of the class while all students are seated Demonstrate the action by standing up yourself and use hand gestures to encourage them to follow suit.
Sit down, sitting down yourself and gesturing for them to do the same Repeat this several times
It’s nice to see you.
● Draw two stick figures on the board walking towards each other with smiles on their faces
● Say: Listen carefully Play the recording all the way through twice.
● Say: Look and listen Play the recording twice, and point to the two stick figures in turns as they speak.
● Say: Listen and repeat Play the recording, pausing after each sentence for the students to repeat chorally
● Once the students have mastered the phrases, practice without the recording.
If students are prepared, split them into two groups, assigning one group to represent one stick figure on the board and the other group to represent the second stick figure.
● Have each group take turns greeting the other, and indicate the pictures as they speak (If necessary, they can say it along with the recording.)
It’s nice to see you!
It’s nice to see you!
✹ to say hello and goodbye
School
● can say hello and goodbye,
● can sing with the group.
Hello Goodbye It’s nice to see you See you next time.
Using English extensively in lessons is crucial for effective learning In a monolingual class where the teacher shares the students' mother tongue, it can serve as a backup The ideal approach is to communicate primarily in English, using gestures or mimed actions to aid understanding If needed, repeat the message in English before translating it into the students' native language This method helps students recognize the importance of English from the very beginning.
English should be recognized as an independent system that functions equally to a mother tongue, rather than a lesser alternative To facilitate effective communication in the classroom, it is crucial to establish a set of commonly used phrases that all students can understand, such as "Open your book to page XX," "Look at the photo," "Repeat after me," "Listen carefully," "Thank you," and "Please."
To begin the class, take a seat at the front while all students are seated Demonstrate the action by standing up yourself and use hand gestures to encourage the students to follow suit and stand up as well.
Sit down, sitting down yourself and gesturing for them to do the same Repeat this several times
It’s nice to see you.
● Draw two stick figures on the board walking towards each other with smiles on their faces
● Say: Listen carefully Play the recording all the way through twice.
● Say: Look and listen Play the recording twice, and point to the two stick figures in turns as they speak.
● Say: Listen and repeat Play the recording, pausing after each sentence for the students to repeat chorally
● Once the students have mastered the phrases, practice without the recording.
When students are prepared, split them into two groups, assigning each group to represent one of the two stick figures displayed on the board.
● Have each group take turns greeting the other, and indicate the pictures as they speak (If necessary, they can say it along with the recording.)
It’s nice to see you!
It’s nice to see you!
✹ to say hello and goodbye
● Below the first two stick figures, draw two more stick figures on the board walking away from each other, perhaps waving a hand.
Listen closely as we share a heartfelt farewell With a simple goodbye, we express our hopes for future encounters: "Goodbye See you next time!" This sentiment captures the essence of parting ways while looking forward to the next meeting.
● Say: Look and listen Say the words again, and point to the two people in turns as you speak.
● Say: Listen and repeat Say the words again, pausing after each sentence for the students to repeat chorally
● Once the students have mastered the phrases, they practice without your help.
● Say: Listen carefully Play the song all the way through twice.
● Say: Listen and sing Encourage the students to sing along with the recording.
● If possible, instruct the students to sing the song by themselves
● If you feel your students are ready for it, put them in pairs and say: Stand up
● Model two people walking towards each other using one pair Say the hello dialogue from the song Then get all the pairs to do it.
● Repeat the whole process using the goodbye dialogue from the song
Ask the students to tell their parents what they have been learning in English.
✹ to say hello and goodbye
Toys
Pets
● can read and use the names of Student Book characters: Fred, Kate, Snap, Honey, Chatty, and knows how to identify them when depicted,
● can greet other people and ask for their names,
Fred, Kate, Snap, Honey, Chatty What’s your name?
I’m (name) It’s nice to see you.
Student Book, pages 8–9; Workbook, pages 4–5, 68;
CD; flashcards: Fred, Kate, Snap, Honey, Chatty; teacher to make corresponding word cards; masks for the crocodile, bear and parrot (Teacher’s Guide, pages 123,
● Instruct a student who volunteers to go outside the classroom door (but leave it slightly open), and get her/ him to knock on the door.
● Say: Come in Hello It’s nice to see you Encourage the class to join in with you.
● Instruct another student to go outside and get the class to say the phrases by themselves
● Then get a student to leave the room Say: Goodbye See you next time Encourage the class to join in with you.
● Repeat this with other students.
Fred, Kate, Snap, Honey, Chatty
● Ask the class: Do you like animals? Elicit some answers about what they like.
● Show the students the crocodile, bear and parrot masks
Hold up the crocodile mask and say: Snap Do the same for the bear (Honey) and the parrot (Chatty).
● Say: Open your book to page 8 Look at the pictures at the top Point to the pictures of the five characters
● Say: Listen Play the recording and point to the pictures as each name is said
● Say: Listen and repeat Play the recording, stopping after each name for the students to say it chorally and individually.
● Hold up the flashcards in turns and elicit the names, helping as necessary.
Hello I’m Fred I’m Snap What’s your name?
Hello I’m Kate I’m Honey It’s nice to see you.
Before you start this activity, teach the students the word point
Engage students by pointing to the crocodile mask and saying "Snap." After lowering the mask, raise it again and instruct the class to "Point to Snap," encouraging everyone to point their index fingers towards the mask Repeat this interactive activity with the Chatty and Honey masks to reinforce participation and focus.
● Say: Look at the four pictures and listen carefully Then play the recording.
● Read the dialogue to the students and instruct them to repeat after you Make sure to read in small parts and not in whole sentences
● Then show the students how to follow along with the words by using a finger, and read the dialogue again
● Say: Listen and repeat Play the dialogue, pausing after each sentence for the students to repeat chorally and individually.
● Finally, encourage the students to try to read on their own.
Fred Kate Snap Honey Chatty
It’s nice to see you.
Invite Kate, Fred, and three other students wearing the Honey, Chatty, and Snap masks to come to the front of the class, ensuring that only those who are interested participate.
● Instruct the students say the language of the pictures one by one.
● If possible get the students to use Hello I’m (name)
What’s your name? in pairs as the characters.
● Change the students several times and repeat.
● Help the students find the stickers of the characters they need.
Instruct students to listen carefully and place the stickers in the appropriate locations First, play the recording in its entirety Then, replay it, pausing after each answer to allow students time to position the stickers correctly.
What’s your name?(x3) What’s your name? (x3)
What’s your name? (x3) What’s your name? (x3)
● Say: Listen carefully Play the recording all the way through.
Encourage students to actively engage by listening to the recording, chanting along, and pointing to the correct picture They can enhance their participation by clapping or tapping gently to the rhythm of the chant.
● If you feel the students are ready, they could chant with you, but without the recording.
● Workbook, page 4, activity 1 Say: Look at the pictures
Complete them, then color them When they have done this, point to each of the characters and ask: Who’s this?
Teach the students the words that are important for focusing their attention.
Listen You can initially show this with a hand cupped behind one ear.
Look You can illustrate this by pointing two fingers (index and middle, held in a V) to your eyes and then away from you
Observe the five pictures and point to each one Start with the first image, asking, "What’s your name?" Encourage responses, guiding them to identify the character as "Snap," the crocodile, while highlighting the distinctive feature of its nose.
● Do the same with the other four pictures, eliciting: (Fred’s hair; Kate’s legs/feet/shoes; Honey’s arm/hand; Chatty’s wing.)
● If the students are ready, put them in pairs to ask and answer What’s your name? about themselves
● Workbook, More fun, page 68 Say: Match the characters and say the names Have the students point to the pictures and say: (It’s) Snap, etc.
● Ask the students to practice asking and answering What’s your name? questions at home.
Students are assigned to complete Workbook page 5, activity 2 at home, where they will match the appropriate head stickers to each character's body Afterward, they should practice saying the names of the characters.
Fred Kate Snap Honey Chatty
It’s nice to see you.
My family
Colors red yellow orange kite
Look at the kite What color is it?
It’s yellow It’s red It’s orange.
● can read and use the words: red, yellow, orange, kite, and knows how to identify them when depicted,
● knows how to ask and answer about the color of something.
Tell me, please Red, yellow, orange Kite What color is it?
Student Book, pages 10–11; Workbook, pages 6–7 and cut-out pages; CD; flashcards: Fred, Kate, Snap,
Honey, Chatty, kite, red, yellow, orange; teacher to make corresponding word cards; pieces of orange, yellow and red card; toothpicks.
Introduce reading in English to the students as a sort of detective game The letters hide a meaning which needs to be discovered They can ask themselves: What is this word?
Understanding the meaning of unfamiliar words can be achieved by analyzing the surrounding context The words that come before and after a new term provide valuable clues that can help clarify its definition By paying attention to these contextual hints, readers can effectively uncover the meaning of words they encounter for the first time.
Teaching inference skills is essential for students, especially in a monolingual classroom where the teacher and students share the same mother tongue By providing clear examples in their native language, educators can effectively demonstrate how inference works, enhancing comprehension and critical thinking.
● Practice meeting, greeting and asking names Model it with two students at the front:
B: Hello I’m (name) What’s your name?
A: I’m (name) It’s nice to see you
B: It’s nice to see you, too
Encourage students to practice in pairs by initially having them repeat phrases simultaneously one or two times Once they demonstrate readiness, allow them to engage with a new partner for more flexible practice.
Recording 1/8 red, yellow, orange, kite
● Use the color flashcards to introduce the names of the colors: red, yellow, orange.
● Play the recording Say: Listen and look As the recording plays the three colors, hold up the card for each color
Repeat this two or three times.
● Say: Listen and repeat Play the recording again, pausing after each word for the students to repeat it chorally and individually
● Say: Look at page 10 in your book Listen and point Play the recording again and have them point to the correct color at the top of the page.
● Say: Look at the kite Point to the photo at the top right
Say: Listen and repeat Play the recording for kite and let
Look at the kite What color is it? It’s yellow It’s red It’s orange.
● Say: Look at the photo and listen Then play the recording.
● Read the sentences to the students and instruct them to repeat after you Make sure to read in small parts and not in length
● Then show the students how to follow along with the words by using a finger, and read the sentences again
● Say: Listen and repeat Play the recording, pausing after each sentence for the students to repeat chorally and individually
Then encourage them to try to read on their own.
In Workbook activity 1 on page 6, instruct students to color the kite Once they complete this task, ask them to identify the color of the tail If they struggle with the term, refer to the tail illustration on page 11 of the Student Book for clarification.
● Practice the colors red, yellow, orange in the classroom
Say: Point to orange/red/yellow Check what the students are pointing to in the classroom (e.g., a book, part of a picture, a toy) Say: Yes, this is red/yellow/orange.
Colors red yellow orange kite
Look at the kite What color is it?
It’s yellow It’s red It’s orange.
Yellow and red Tell me please Yellow and red What color is this?
● Say: Look at the picture of a kite on page 11 Point to the red triangle Ask: What color is this? Elicit: (It’s) red Repeat with the yellow triangle.
● Say: Listen and look at the kite Play the recording
● Point to the white bottom part of the kite Ask: What color is this? Elicit the answer: (It’s) orange.
● Say: Color the kite orange.
● When the students have finished, say: Listen, point and sing Play the recording The students should sing with the recording, and point to the colors as they are named.
● Workbook, page 7, activity 3 Say: Stick the stickers on the kite Say the names of the colors you use.
Create three kite shapes using orange, yellow, and red cardstock Optionally, add tails to the kites Launch one kite into the air and have students chant its color, such as "red kite," as it descends Repeat this activity with the other colored kites, then allow a student to throw a kite into the air.
● Say: For homework, sing the song we learned in the lesson.
● Workbook, page 7, activity 2 Ask the students to complete the picture of the kite, color it in, and say the colors (Red, yellow and orange.)
● Ask the students to cut out the red and yellow circle from the cut-out pages in the back of the Student Book.
● Give each student a toothpick The students should stick it through the center of the circle.
● Ask: What color is your spinning top? Elicit: (It’s) red and yellow
● Say: Spin your top Ask: What color can you see now? Elicit: (It’s) orange.
Organize a spinning top competition among pairs of students by having them spin their tops simultaneously after a countdown of 3-2-1-Go! The objective is to see whose top spins the longest, with winners progressing through rounds until the final two competitors face off to determine the champion.
My body
● can read and use the words: blue, green, flower, tree, and knows how to identify them when depicted,
● can draw a simple picture based on information given in the recording,
● can follow and complete a simple pattern.
Blue, green, tree, flower It’s a tree It’s a green tree Yes No.
Student Book, pages 12–13; Workbook, pages 8–9;
CD; flashcards: blue, green, flower, tree; teacher to make corresponding word cards.
● Point to red, yellow, orange things around the classroom and ask: What color is it?
● Teach touch, by touching something with your hand Say:
I touch red and touch something red in the classroom
Say: (Name), touch yellow and have the child stand up and touch something yellow in the classroom Repeat with other students and other colors.
● Note: Ensure the students move around the class safely for themselves and others.
In game-like activities, it's crucial to manage students' excitement to prevent accidents Encourage students to wait quietly and politely at their desks for their turn, as they will have a better chance than those who are overly eager This approach not only promotes self-control and respect within the group but also reinforces essential attitudes and values as part of their general education.
Recording 1/11 blue, green, flower, tree
● Say: Open your book to page 12 Look at the four photos at the top.
● Say: Look at the photos and listen Play the recording all the way through a couple of times.
● Say: Listen, point and repeat Play the recording, pausing after each word, getting the students to point to the photo and say the word chorally and individually.
● Show the flashcard of the green tree Ask: What is it? Elicit:
Gather five colored papers (red, yellow, orange, blue, green) and place them in plastic folders on the floor Invite a volunteer to step on one of the colors, prompting the class to call out the color together The volunteer then steps on another color, with the class continuing to identify each color as the game progresses Alternatively, you can have the class call out colors for the volunteer to step on.
Hello What’s your name? Hello What’s your name?
Look It’s a tree Look It’s a flower.
Yes A green tree Yes A blue flower.
● Say: Look at the two photos What can you see? Elicit: (It’s a)
● Say: Look at the photos and listen Play the recording all the way through There are two parts.
● Ask: Which photo is the first part? Which photo is the
In the garden green flower tree blue
● On a large piece of brown paper, draw a tree trunk
Elicit what it is from the students.
● Give each student a large marker or crayon in red, yellow, orange, green or blue Ask them to draw a branch with leaves onto the tree trunk.
● When the students have finished, they should write their name next to their branch.
● Display the picture on the wall Have the students stand in front of it, point to individual branches and say: It’s yellow/green, etc.
Recording 1/14 Kate: It’s a flower Fred: It’s a tree.
● Say: Look at the picture on page 13 Who is it? Elicit: It’s
● Say: Look and listen Play the recording and point to the pictures in turns Play it again.
Instruct students to create drawings while circulating to ensure they are accurately depicting the assigned subjects in the correct locations Engage with each student by asking, "What is it?" to elicit their responses as they work on their drawings.
In Workbook, page 9, activity 3, students will examine a picture to locate and color the flowers hidden among the leaves Once they complete this task, encourage them to identify their colored flowers by stating the correct color, such as "red flower." As they engage in this activity, circulate the classroom to monitor their progress and understanding.
● Point to the picture in activity 5 and ask: What can you see? Elicit the pattern: blue flower – blue flower – green tree
– blue flower – blue flower – green tree.
● Point to the first uncolored flower and ask: What’s this?
What color is it? Elicit that it’s a blue flower.
● Say: Color the flowers and trees to complete the pattern
Circulate and check that they are doing it correctly Elicit information about what they have drawn.
In Workbook, page 9, activity 2, students are instructed to color the picture using the provided key while naming the objects depicted It may also be beneficial to introduce the color brown during this activity.
● Ask the students to see what they can find out about the life of crocodiles and parrots.
● Play the dialogues again, pausing after each line for the students to repeat chorally and individually.
● Point and ask some questions about the photos: What’s this?
What color is it? What’s her/his name?
In Workbook, page 8, activity 1, students are instructed to trace the lines from the photos and color the central flowers in matching colors After completing this task, teachers can engage students by asking, "What color is this flower?" to reinforce their learning and encourage participation.
Tree, tree It’s a tree (x2) It’s a green tree It’s a green tree.
Flower, flower It’s a flower (x2) It’s a blue flower It’s a blue flower.
● Say: Listen and look Play the recording and hold up the appropriate flashcard as the students listen.
Play the recording several times to familiarize students with the content, then invite them to listen and chant along Repeat the recording a few more times, encouraging participation by having students clap to the rhythm.
In the garden green flower tree blue
The weather
● can visually and audibly recognize and identify letters
● can write lowercase and uppercase letters Aa to Dd,
Letters: A–D; ant, bear, cat, dog.
Student Book, page 14; Workbook, page 10; CD.
To effectively teach letter recognition and sounds, present students with picture flashcards corresponding to each letter Begin with the letter 'A' by showing them an image of an ant, articulating: "A - /A/ - Ant." Progress through the remaining letters using similar methods to reinforce their understanding of the association between letters and their sounds.
● Then show the students the flashcards again Only this time, say an incorrect letter/sound for each one, and encourage the students to correct you
● Play the recording and have the students listen to it carefully Then play it a second time and have them repeat after it
● Put the students into pairs and have them practice the short phonics chant Encourage them to chant in low/ high/slow/fast voices
● Direct the students’ attention to the letters Point to the letter ‘D’ and ask: What letter is it/this/that? What does this letter sound like?
Begin by instructing students to identify the letter 'D' by pointing it out Encourage them to recognize both uppercase and lowercase versions of the letter Start at a slow pace and gradually increase your speed to enhance engagement and learning.
Begin by pointing to each picture and identifying what it represents Emphasize the initial sound of each word and encourage the students to repeat after you For example, when pointing to the bear, say: "Bear - /b/, /b/, /b/ - Bear." This method helps reinforce phonetic awareness and vocabulary recognition in a fun and engaging way.
Begin by asking students what letter the word 'bear' starts with and how the letter 'B' sounds Then, guide them to trace a line from the picture of the bear to both the lowercase and uppercase versions of the letter 'Bb.'
Recording 1/16 [Refer to Student Book, pages 126–127, for the complete lyrics.]
I like you and you like me.
D and C and B and A Come with me Let’s play.
● Play the recording and instruct the students to listen to it carefully Then play it a second time and instruct them to repeat after it
● Workbook, page 10, activity 1 Have the students color the uppercase and lowercase letters and then to match each to the corresponding picture.
● Workbook, page 10, activity 2 Have the students trace and write the letters.
What color is it? It’s green.
It’s yellow It’s red It’s blue.
* What’s = What is I’m = I am It’s = It is
Aa Bb Cc Dd bear cat dog
● can ask and answer: What’s your name? What color is it?
● can trace the letters I and M and punctuation marks,
● can write their own name on a four-line stave.
Flashcards and word cards for names, colors, plants;
Student Book, page 15; Workbook, page 11; CD.
● Direct the students’ attention to the boy who asks,
‘What’s your name?’ Instruct the students to answer the question orally
Guide students to focus on the lines where "I’m" is written Instruct them to trace "I’m" and fill in the blank by writing their names Encourage them to complete the sentence by saying, "Trace 'I’m' and write your name."
● Direct the students’ attention to the colors at the bottom of the page Point and ask: What color is it/this/that?
Ask them to tell you something that is that color
● Then direct the students’ attention to the sentences above Help them read if needed Say: Repeat after me: It’s yellow
● Instruct the students to draw lines to match each sentence to its correct color Say: Draw a line from each sentence to the correct color below
● Workbook, page 11, activity 1 Have the students color the pictures and then match each picture to the corresponding sentence.
● Workbook, page 11, activity 2 Have the students read the sentences for the pictures and then color the pictures accordingly.
● Practice the sentence patterns with the students.
● Ask each student his/her name, and then instruct the students to go around the classroom asking each student his/her name
● Point to items in the classroom and ask: What color is it?
Help the students answer accordingly.
● Then put the students into pairs and instruct them to take turns asking and answering the same question using whatever there is in the classroom.
● Play the recording and instruct the students to listen to it carefully Then play it a second time and instruct them to repeat after it
After playing the recording, prompt students to recall and recite as much of the content as possible Encourage them to reflect on the details by asking, "What did the recording say?" This exercise enhances memory retention and listening skills.
What color is it? It’s green.
It’s yellow It’s red It’s blue.
* What’s = What is I’m = I am It’s = It is
Aa Bb Cc Dd bear cat dog
● can read and use the words: crocodile, parrot, bear, and knows how to identify them when depicted,
● understands the phrase wild animals.
Red, yellow, orange, blue, green Hello! What’s your name?
It’s nice to see you Bye See you next time.
Student Book, pages 16–17 and cut-out pages; photos or pictures of wild animals from magazines or the
To create engaging flashcards for teaching, gather materials including an A4 card with a 5 cm hole, scissors, various colored papers, glue, and a large sheet of green or brown paper Use photocopies from the Teacher’s Guide (pages 129–133) to design corresponding word cards featuring animals like crocodiles (Snap), bears (Honey), and parrots (Chatty) This hands-on approach enhances learning and retention for students.
● Put your flashcards, photos and pictures of wild animals
Gather a pile of wild animal figures, including a crocodile, parrot, and bear, on a desk Cover the pile with an A4 card that has a hole cut out to reveal parts of the animals Invite students to come closer and observe, prompting them with questions like, "What animal is it?" and "What color is it?" as you move the card to showcase different angles of the animals.
Open your book to page 16 and observe the photos Identify the word "crocodile" by pointing to it or using a word card, and say, "It's a crocodile." Encourage students to repeat this both as a group and individually Follow the same process for the words "bear" and "parrot."
● Ask: What color is the parrot? (point to one) Elicit: (It’s) blue and yellow Ask: What color is the crocodile?
Elicit: (It’s) green Ask: What color is the bear? Teach brown if you haven’t already done so.
Introduce engaging animal gestures to enhance learning: for the crocodile, extend both arms straight out in front of your head, one above the other, and mimic opening and closing them; for the bear, curve your fingers like claws, open your mouth, and growl "grrrr"; and for the parrot, stretch both hands out to the sides with fingers spread and flap them Encourage students to practice these fun gestures for an interactive experience.
● Prepare the flashcards of the crocodile, bear and parrot
Instruct the students to stand up; then hold up the cards in random order, for the students to do the appropriate gesture.
● Say the words: parrot, bear, crocodile in random order for the students to do the appropriate gesture.
● Finally, hold up the word cards of the three animals in random order, and again, the students do the appropriate gesture.
● Invite some students, one by one, to say an animal name
● Hand out a photocopy of the parrot and the bear to each student (alternatively, let them choose, so each student only has one picture)
● Say: Color your animal with blue, green, yellow, red, orange,
(brown) Circulate and talk to the students as they color
Ask: What color is your parrot?
● When the students have finished, they can walk around and ask different students the same question about their picture(s).
Instruct students to color the crocodile illustration found in the cut-out pages of their Student Book Once they complete coloring, provide them with scissors to carefully cut out the larger sections of the crocodile's body and head Additionally, they should make slits along the dotted lines at the top of the crocodile's head for added detail.
Leave only a small amount of space between the slits.
Circulate and help those who find the cutting difficult
● Ask the students to fold the crocodile’s body in half along the length of its back They should not fold the head section
The crocodile should stand on its own four legs
● Then the students should cut out the smaller picture of the crocodile’s eyes and teeth and fold the eyes forward along parrots bear
• Prepare pictures of wild animals living in forests and meadows.
• Say the names of the animals and colors in English.
Wonderful wor ld Wonderful wor ld
(pieces of colored paper and glue for a collage, colored pens/pencils, crayons, etc.) and encourage them to do something original.
● When the students have finished, stick the trees and animals onto a large sheet of green or brown paper and display it on the wall.
Encourage students to engage in discussions about animals and colors using the vocabulary they have acquired They can create a fun activity by cutting out shapes that allow them to mimic a crocodile's mouth, enabling it to open and close as they express their newfound language skills.
Engage students by introducing the phrase, "I’m a crocodile Snap! Snap!" Encourage them to repeat it both chorally and individually To enhance the activity, have students use their paper crocodiles to mimic a snapping gesture simultaneously.
Encourage students to practice the hello/goodbye dialogue in pairs, using their crocodiles as props Demonstrate the activity with two students, where one student holds the crocodile (B) while the other (A) participates without it.
A: It’s nice to see you.
B: It’s nice to see you, too.
A: Goodbye See you next time.
● The students should keep their crocodiles to use in Unit
● Say: Look at the picture on page 17 Tell the students that they are going to make a picture like that.
● Elicit the names of some local wild animals from the class
● Ask each student to draw a local wild animal, or provide photocopies of pages 129–133 from the Teacher’s Guide If
• Prepare pictures of wild animals living in forests and meadows.
• Say the names of the animals and colors in English.
Wonderful wor ld Wonderful wor ld
● can follow and understand a simple dialogue and its context,
● can name the colors seen in the DVD and slideshows,
● can identify things seen in the DVD and slideshows.
Hello Look Kite Tree Flower Red, yellow, blue, green, orange
Student Book, pages 18–19; DVD; flashcards: crocodile
(Snap), bear (Honey), parrot (Chatty); teacher to make corresponding word cards.
● Practice the names of the animals using the flashcards: crocodile, bear, parrot.
Begin the lesson by displaying flashcards of the animals and clearly stating their names Next, randomly show the corresponding word cards for the three animals and encourage students to perform the gestures established in the previous lesson.
● Say: Open your book to page 18 Look at the photo
Ask: What can you see? Elicit answers: Yes, that’s right
There are green trees, white clouds and yellow flowers There is green grass, blue sky, a boy and girl.
I’m Tom It’s nice to see you.
It’s nice to see you, too.
It’s a red and yellow and blue kite!
Yes, it’s a green tree, green grass and a blue sky.
Goodbye! See you next time!
● Say: Look at activity 1 Ask: What can you see? Elicit the answers: kite(s), tree(s), sky, cloud(s), flower(s).
● Say: Watch the DVD carefully Play the DVD
● Say: Look at the pictures in activity 2 Ask: What can you see? Elicit the answers: a kite, flowers
Say: Watch the DVD carefully Play the DVD
Food
● remembers and uses the colors: red, yellow, green, blue,
● can repeat the words in the recordings,
● can chant chorally with classmates.
It’s a school It’s a cool school Red, yellow, green, blue
Student Book, pages 20–21; CD; flashcards: tree, flower, kite; teacher to make corresponding word cards; flashcards: red, yellow, orange, blue, green.
● Show the students the five color flashcards (red, yellow, orange, blue, green) Hold each one up in turns and elicit the color, e.g., It’s green.
● Play a game where you hold up a color flashcard and say the wrong color Ask individuals to correct you, e.g: No, it’s not red It’s blue.
It’s a school It’s a cool school.
● Say: Open your book to pages 20 and 21 Look at the photo Ask: What can you see? (A school) Can you see any differences between this school and your own school?
● Say: Listen to the recording After listening all the way through twice, pause the recording after each sentence for the students to repeat.
● Next time the students say it, have them hold their right hands with the ‘thumbs up’ positive sign when they hear/ say: It’s a cool school.
● Say: Listen to the chant Play the recording all the way through twice.
● Say: Now listen and repeat Play the recording, pausing after each line for the students to repeat chorally and individually.
● Say: Listen and chant Encourage the class to join in with the chant Instruct the students to clap to the rhythm.
● Use the pattern of the chant to talk about other things the students know, e.g.,
● Prompt what the chant will be about by holding up the relevant flashcard Use kite, flower, tree.
✹ the names of school objects
✹ to ask the question: What’s this? and to answer
Recording 1/20 red, yellow, green, blue
● Use color flashcards to review the names of the colors Hold a card up and elicit, e.g., It’s yellow.
Instruct students to listen carefully and observe the photo, directing their attention to the colors present Play the recording, pausing after each color to ensure comprehension Verify that all students are accurately pointing to the corresponding colors on the girl’s palette.
● Say: Point to something red (yellow, green, blue, orange) in the classroom Check that the object is that color, then say: Yes, that’s correct.
● Ask the students to practice the school chant at home.
✹ the names of school objects
✹ to ask the question: What’s this? and to answer
● can read and use the words: pencil, crayon, pen, eraser, and knows how to identify them when depicted,
● can follow and understand a simple story,
● can use a simple sentence to describe objects of different colors.
Pencil, crayon, pen, eraser Wow! Look! Thank you Hooray!
Student Book, pages 22–23; Workbook, pages 12–13;
CD; flashcards: pencil, crayon, pen, eraser, Fred, Chatty, kite; teacher to make corresponding word cards.
● Play the school chant (Recording 1/19) and have the students chant along with the recording.
Ask the students to look at the top of pages 8, 10, 12 and 14 in their Student Book Explain that at the start of each Lesson
In the classroom, students are introduced to new vocabulary words illustrated in a box, which they are encouraged to 'collect' mentally This presents an opportunity to engage them by discussing what they and their parents collect, highlighting the joy of expanding these collections Emphasize that the growth of a collection relies on the collector's effort, drawing a parallel to learning new English words By diligently memorizing new vocabulary, students can significantly enhance their 'collection' by the end of the school year.
Explain that the activities that use these words will help them increase their ‘collection’.
Recording 1/21 pencil, crayon, pen, eraser
To enhance vocabulary learning, prepare flashcards featuring the new words: pencil, crayon, pen, and eraser Begin the activity by instructing participants to listen and observe the accompanying photos Play the recording and encourage them to hold up the corresponding card for each word as it is mentioned.
Open your book to page 22 and examine the photos at the top Listen carefully and repeat the words after the recording, both as a group and individually.
● Hold up the flashcards in random order and have the class say the words chorally and individually.
● Hold up the word cards, and have the class read the four words chorally and individually.
● Workbook, page 12, activity 1 Say: Stick the correct stickers and say the names of the objects.
A pencil A pen An eraser A crayon.
A pencil A pen An eraser A crayon A green crayon.
Look! It’s Snap! Thank you, Fred!
● Say: Look at the four pictures and listen carefully Then play the recording.
● Read the dialogue to the students and instruct them to repeat after you Make sure to read in small parts and not in length
● Then show the students how to follow along with the words by using a finger, and read the dialogue again
● Say: Listen and repeat Play the dialogue, pausing after each sentence for the students to repeat chorally and individually
Then encourage the students to try to read on their own.
● Ask questions, e.g., What school objects can you see? What color is the pen? What color is the crayon? What color is Snap?
● Say: Look at page 23, activity 3 Ask: What colors can you see?
Have the students say the colors (green, yellow, orange, red, blue) and point to them in their books.
Say: Follow the lines and color the objects Circulate and
2 Listen and read 1/22 pencil crayon pen eraser pencil
● When the students have finished, ask questions, e.g., What color is the crayon/eraser? etc.
● Hold up the flashcards (pencil, pen, eraser, crayon, kite) one by one, and ask: What’s this? Elicit the words and practice them chorally and individually.
● Say: Listen and point to the correct picture Play the recording and check that the students put their finger onto the correct picture each time
● Then, play the recording again, pausing after each sentence, and have the students repeat them chorally and individually.
● Workbook, page 12, activity 2 Ask: What school objects can you see? Elicit the four objects from the class.
● Say: Trace the pictures, then color them As the students complete the pictures and color them, circulate and ask them individually: What’s this? Elicit answers, e.g., It’s a blue eraser.
To request a writing instrument or tool, approach a fellow student and say, "Can I borrow your pen, pencil, eraser, or crayon, please?" Make sure to select a student who has the desired item on their desk and indicate the specific object as you ask.
Explain the meaning Elicit the answer: Yes Repeat with the other objects and with different students
You could add a color in front of crayon, if that is an option.
To engage students, start by presenting a bag filled with various classroom objects Prompt the question, "What’s in my bag?" and demonstrate by pulling out an item, such as a pencil, while encouraging students to respond with, "It’s a pencil." This interactive approach fosters learning and vocabulary retention.
● Workbook, page 13, activity 3 Say: Draw the missing object in each row, then say the word.
2 Listen and read 1/22 pencil crayon pen eraser pencil
2 Listen and read 1/25 children classroom desk chair board
● can read and use the words: children, classroom, desk, chair, board, and knows how to identify them when depicted,
● can ask about objects they see using ‘What’s this?’ and provide the answer using ‘It’s a ‘
Children, classroom, desk, chair, board.
Student Book, pages 24–25; CD; Workbook, pages
14–15; flashcards: children, classroom, desk, chair, board; teacher to make corresponding word cards.
● Say: Put down crayons of different colors on your desk.
● Say, e.g., Pick up a red crayon Put down a red crayon
Indicate with hand gestures what you want mean by pick up/put down
● Circulate and help individuals; praise those who get it right.
Engaging students in activities like using crayons allows for personalized interaction, enabling teachers to address individual needs and commend students for their efforts To enhance this experience, teachers can specifically call on confident students to participate, such as saying, "(Name), pick up a blue crayon." However, it's essential to choose students who are likely to succeed to avoid the negative impact of public failure.
Recording 1/24 children, classroom, desk, chair, board
● Say: Open your book to page 24 Look at the photos at the top.
● Say: Look at the photos and listen Play the recording two or three times.
● Say: Listen and repeat Play the recording and have the class repeat the words chorally and individually
● Prepare the flashcards for children, classroom, desk, chair, board Show them in random order and elicit the words from the students chorally and individually.
● Say: Look at the photo Ask: What can you see?
Elicit: desk, board, chair, classroom, and children Then play the recording and ask the students to listen carefully.
● Read the sentences to the students and instruct them to repeat after you Make sure to read in small parts and not in length
● Then show the students how to follow along with the words by using a finger, and read the sentences again
To enhance language learning, instruct students to listen and repeat after playing a recording Pause after each sentence to allow for choral and individual repetition Finally, motivate students to practice reading independently.
● Workbook, page 14, activity 1 Say: Color the picture and name the different objects The students can do this with a partner, pointing and asking: What’s this? and answering, e.g., It’s a board, etc.
● Have the students point to real objects in the classroom and ask: What’s this? Other students answer, e.g., It’s a (green) eraser
2 Listen and read 1/25 children classroom desk chair board
● Stick the flashcards of the school objects onto the board Ask the class to name them as you point and ask: What’s this?
● Send one volunteer student out of the classroom
Remove one card Call the student back in and ask, with the rest of the class: What’s missing? The student answers Repeat with other volunteers.
● Workbook, page 15, activity 3 Say: Complete the second picture so it is the same as the first picture Then say the words of the objects in the classroom.
● The students can also color the picture if they want to.
● Say: Look at page 25, activity 3 Ask: What can you see in the picture?
● Say: Trace the pictures and then color them Circulate and check the students’ work; point and ask questions, and then elicit answers, e.g., What’s this? It’s a desk
● Say: Look at the pictures in activity 4 Ask: What can you see?
Elicit suggestions from the class
● Workbook, page 14, activity 2 Say: Circle the photos of objects from school.
● When the students have finished, check and elicit answers from the class.
● can read and use the words: school, school bag, pencil case, book, and knows how to identify them when depicted,
● knows how to ask the question ‘What’s in the school bag?’ and to provide common answers.
School, school bag, pencil case, book What’s this? It’s a pen.
Student Book, pages 26–27; CD; Workbook, pages
16–17, 68; flashcards: school, school bag, pencil case, book, pencil, crayon, pen, eraser, desk, chair, board; teacher to make corresponding word cards.
To engage students in identifying classroom objects, hold up a flashcard depicting an item, such as a pencil, and prompt them by saying, "Show me a pencil." The students should then hold up their own pencils Continue this activity with other familiar items like crayons, pens, and erasers For larger objects like the desk, chair, and board, instruct students to point to the corresponding item in the classroom.
● Extend the activity, using colors, e.g., Show me a red eraser Not all the students will be able to do this, so ask for other colored objects, too
Recording 1/26 school, school bag, pencil case, book
● Remind the students about ‘collecting’ new words.
● Say: Open your book to page 26 Look at the photos at the top Ask: What can you see?
● Say: Look at the photos and listen Play the recording twice
● Say: Listen and say Play the recording again and have the students repeat the words chorally and individually
● Take the flashcards of school, school bag, pencil case, book, and hold them up randomly Elicit the words from the students.
● Say: Show me a pencil case/book/school bag, and have the students hold up their own objects.
Hello My name’s Tina What’s your name?
What’s in the school bag?
● Say: Look at the photo in activity 2 Ask: What can you see? Elicit as much vocabulary as possible, e.g., children, book, school bag, pencil case, pen
● Say: Listen and point to the things you hear Play the recording again, and check to make sure the students point to the correct things in the photo.
● Say: Point to the school bag, etc While the students are pointing, have them repeat the word chorally and individually.
In Workbook, page 16, activity 1, students are instructed to draw pictures and match the puzzle pieces Once completed, the teacher prompts the class with the question, "What school subjects can you see?" This encourages students to identify and elicit words such as school, pencil case, book, and school bag The lesson concludes with the class practicing the pronunciation of these words both chorally and individually.
It’s a school bag It’s a pencil.
It’s a pen It’s a pencil case.
It’s an eraser It’s a book.
● Say: Look at page 27 Look at the pictures in activity 3
Ask: What can you see? Elicit what the students think the shapes are
2 Listen and point 1/27 school school bag pencil case book
● Circulate and check their work Ask questions, e.g., What’s this? What color is your eraser?
● When the students have finished, they should work with a partner and point to and say their three school objects.
On page 68 of the workbook, engage students by instructing them to draw a blue line connecting the school bag to the items that belong inside it Additionally, have them draw a red line linking the classroom to the objects that are typically found there This activity enhances learning through visual association and reinforces the concept of categorizing school-related items.
● Circulate and check their work Ask questions.
● Ask the students to work in pairs to say what is in the school bag and classroom.
Encourage students to present their actual school items and engage in conversation with a partner For example, they can say, "It's a school bag." If possible, they should include colors, such as, "It's a green pencil case." This activity promotes vocabulary expansion and enhances descriptive skills.
In Workbook, page 16, activity 2, students are encouraged to engage with visual aids by identifying and verbalizing a repeating pattern: school bag, book, pencil case As they observe the pictures, they should complete the pattern by adding the two missing images and naming the corresponding objects This interactive exercise enhances vocabulary and pattern recognition skills.
● Say: Stick the stickers in the correct place on page 27
● Say: Tell your partner what the stickers are Circulate and check their production.
● Workbook, page 17, activity 3 Say: Circle the things you can see in green Show the example in 1 Say: I can see a school
I can see a school bag I can’t see a classroom.
(Answers: 2 pencil case/pencil; 3 book/children; 4 chair/pen;
It is important that the students are clear that in the English classroom, it is not their artistic skills that are most important
In drawing activities, participants are encouraged to do their best in English while working at their own pace They can complete their artwork at home and present it in the next lesson It's important to reassure them that the focus is not on creating perfectly colored or high-quality pictures, but rather on the enjoyment and expression of the task.
● Say: Look at the picture in activity 4 Ask: What can you see? (a school bag).
● Say: Draw three school objects in the bag You might like to list what the students can choose (pencil case, book, pencil,
2 Listen and point 1/27 school school bag pencil case book
● can visually and audibly recognize and identify letters
● can write lowercase and uppercase letters Ee to Hh,
Letters: E–H; egg, fish, girl, house.
Student Book, page 28; Workbook, page 18; CD.
To enhance letter recognition and phonetic understanding, present students with picture flashcards corresponding to each letter of the alphabet Start with the letter E by showing an image of an egg and articulating, "E - /E/ - Egg." Proceed to the subsequent letters, ensuring that students can accurately associate each picture with its respective letter and sound.
● Then show the students the flashcards again Only this time, say an incorrect letter/sound for each one, and encourage the students to correct you
● Play the recording and have the students listen to it carefully Then play it a second time and have them repeat after it
● Put the students into pairs and have them practice the short phonics chant Encourage them to chant in low/ high/slow/fast voices